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Principles of Good Practice 4.2

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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 version was edited slightly by the NAIS committee that examines PGPs prior to submission to the board.


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 that 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 heads, curriculum leaders, and professional development leaders are actively involved in the development, implementation, and evaluation of technology integration goals.
  3. School leadership articulates the rationale for educational use of technology and builds widespread consensus for its adoption.
  4. School leadership incorporates technology considerations into strategic planning and creates a sustainable financial model for school technology commitments.
  5. The school’s director of technology contributes leadership to the school’s administrative team.
  6. The school provides faculty, staff, and students with equitable access to technology.
  7. The school recognizes that advancing technology integration often requires significant support for risk taking, time for faculty planning, and adjustment in the allocation of instructional time.

Teaching and Learning

  1. Educators research, evaluate, and employ technology to support curricular goals and to meet the range of learning styles, abilities, and life experiences of their students.
  2. Educators recognize and appreciate that technology can fundamentally transform the nature of the relationship between teacher and learner, potentially creating learning opportunities for students that would not otherwise be possible.
  3. Educators embrace technologies that promote project-based, student-centered learning, the acquisition of problem-solving skills, and the development of media and information literacy
  4. 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. Educators seek out opportunities to learn technology and implement research-based best practices for technology use within their discipline.
  3. The school includes technology integration as an essential component of its professional development, provides the necessary time and resources for it, and ensures that educators acquire and demonstrate essential technology skills and proficiencies.

Infrastructure and Administrative Operations

  1. The school uses technology to improve the efficiency and effectiveness 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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