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Principles of Good Practice 4.1

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1.0, 1.0n, 2.0, 3.0, 3.1, 3.2, SB, 4.0, 4.1, 4.2, 5.0, NAIS.


This is the draft that was submitted to NAIS by the task force.


NAIS Principles of Good Practice for Technology Use in Independent Schools

Technology is a ubiquitous part of today's society and increasingly pervades our students' lives. Schools are therefore expected to respond to rapid changes in technology and to those changes that technology creates in today’s world. Technology provides increasingly powerful tools and offers a variety of educational opportunities which can improve teaching and learning. The principles below offer crucial guidelines for administrators, teachers, and technology staff in planning and managing the role of technology in independent schools.

Leadership

  1. The school regularly evaluates its use of technology to support its mission, goals, and program.
  2. School leadership builds widespread consensus for, and clearly articulates in both short- and long-term planning, why the school uses educational technology.
  3. School principals, curriculum leaders, and professional development leaders are actively involved in the development, implementation, and evaluation of technology integration goals.
  4. The head of technology is an integral member of the school’s decision-making body.
  5. The school provides faculty, staff, and students with equitable access to technology.
  6. School leadership makes sustainable long-term plans for financing school technology commitments.
  7. The school recognizes that advancing technology integration often requires supported risk taking, needs significant planning, and can alter the use of instructional time.

Teaching and Learning

  1. Educators research, evaluate, and employ technology to support curricular goals and to better meet the range of learning styles, abilities, and life experiences of their students.
  2. Educators recognize that technology can fundamentally transform the nature of the relationship between teacher and learner.
  3. Educators recognize that technology can create learning opportunities for students that would not otherwise be possible.
  4. Educators embrace collaborative, technology-enriched, project-based learning.
  5. Educators choose technology that promotes student-centered learning, thinking skills, and problem-solving.
  6. Educators integrate meaningful technology across the curriculum to advance media and information fluency.
  7. The school educates students, teachers, and parents about the safe, healthy, ethical, legal, and appropriate use of technology resources.

Professional Development

  1. The school recognizes that the single most important factor in technology integration is the teacher.
  2. The school ensures that educators acquire and demonstrate essential technology skills and proficiencies.
  3. Educators seek out opportunities to learn technology and implement research-based best-practices for technology use within their discipline.
  4. The school includes technology integration as an essential component of its professional development and provides the necessary time and resources for it.

Infrastructure and Administrative Operations

  1. The school uses technology to improve the efficiency of administrative operations.
  2. The school has adequate technology staffing and infrastructure appropriate for its size and operations.
  3. The school maintains and protects its data, network, and hardware.
  4. The school provides timely support for computers and the people who use them.

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