Forming a Plan

Crompton discusses the importance of using structured pedagogical approaches and providing authentic learning experiences through technology with students.  This allows educators to effectively support student learning gains aligned with the ISTE Educator Standards. These practices emphasize the importance of purposeful integration of technology to enhance learning outcomes and student engagement.

1. Structured Pedagogical Approaches with Technology: Research demonstrates that integrating technology into structured pedagogical approaches significantly enhances student learning outcomes. For instance, Sung, Hwang, and Chang (2015) found that students using technology within a structured pedagogical approach showed higher learning achievements and critical thinking skills compared to those in unstructured learning environments. This underscores the importance of educators employing purposeful instructional design when integrating technology, ensuring that it aligns with learning objectives and fosters critical thinking skills.

2. Authentic Learning Experiences: Implementing authentic learning experiences supported by technology positively impacts student engagement and understanding. Aynas and Aslan (2021) highlighted the effectiveness of authentic learning practices in science education, where students engaged with real-world problems using technology. This approach allows students to connect their learning to practical scenarios, promoting deeper understanding and knowledge retention.

These connections will assist in guiding the development of a Technology Vision for our district because they will allow our team to focus on how to use technology in not only our Computer Applications courses but in our other courses as well.  We will be able to run professional development to help other educators in our district start using these best practices in their classrooms as well.

The challenges identified by Gonzales (2020)—particularly maintaining funding and setting clear expectations for instructional use—highlight the need for a strong, purpose-driven Technology Vision and set of Goals. To address these issues head-on, our team will need to focus on the equity and sustainability of our vision to develop goals that will help teachers align technology use with their instructional practices.  We will also set expectations to ensure that our plan will be able to evolve and adapt with changing tech and pedagogical needs.

The following ISTE Standards can provide us with a framework that can be used in addressing the digital divides in our district:

For Students:

Empowered Learner: Ensure that all students have access to technology tools and resources that support their learning needs.

Global Collaborator: Encourage the development of projects and initiatives that foster collaboration and cultural understanding using technology.

Digital Citizen: Promote responsible and ethical use of technology among students, emphasizing equitable access and inclusive digital practices.

For Educators:

Leader: Engage educators in professional development focused on addressing digital equity challenges and integrating technology effectively into instruction.

Collaborator: Foster partnerships and collaboration with colleagues, parents, and community stakeholders to advocate for equitable access to technology and digital resources.

For Education Leaders:

Visionary Planner: Develop a strategic technology vision that prioritizes digital equity and includes measurable goals for access, inclusion, and achievement.

Empowering Leader: Advocate for policies and practices that ensure all students have equitable access to technology and opportunities for digital learning.

Systems Designer: Design and implement sustainable technology infrastructure that supports equitable access to digital resources and personalized learning experiences.

By using these ISTE Standards for guidance, we will be able to develop a cohesive approach that prioritizes digital equity, empowering learners and educators with the tools and resources needed to thrive in a technology-driven world.

The most important ISTE Essential Condition that would help our team would be having a shared vision of what we hope to accomplish.  Having a clear vision and working together to meet our goals is imperative in helping our students achieve theirs.

By rooting our Technology Vision and Goals in the realities surfaced by Gonzales (2020) and Crompton, and using the ISTE Standards as a scaffold, our school leaders can create a more cohesive, strategic, and sustainable approach while creating a culture of learning and growth.

References:

Aynas, N., & Aslan, M. (2021). The effects of authentic learning practices on problem-solving skills and attitude towards science courses. Journal of Learning for Development, 8(1), 146–161.

Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219. 

Gonzales, M. M. (2020). School technology leadership vision and challenges: Perspectives from American school administrators. International Journal of Educational Management, 34(4), 697-708.

ISTE. (2024). Essential conditions for effective tech use in schools. ISTE.