Vision Statement
Today’s learners are far different from learners ten or fifteen years ago. They are growing up differently due to the rapid innovation and changes around them. Technology has changed the way people learn. Students have access to almost unlimited information right at their fingertips on a device that fits right inside their pocket. Despite this, the classrooms of today are largely the same as they were ten, fifteen, or even fifty years ago. Students are still spectators in a classroom with the teacher at the center. Since it is likely that most kids will end up having careers in fields yet to be conceived, it is imperative that educators prepare them to be successful in their world, not ours. Students need an increased collection of digital skills in order to succeed in the current and future work environment (Lemke, 2009).
Technology used in classrooms should not be a replacement for a worksheet or an opportunity to drill students in preparation for a test. In order for students to be successful, it is critical that students participate in authentic, engaging, constructivist learning environments (Creighton, 2003). Technology is a unique and essential piece to creating these types of learning experiences for students. It provides an opportunity for educators to offer students experiences that connect them with the world around them and to learn from those encounters. It can and should provide students with opportunities to create and discover and have a distinct voice. It can give students the chance to work with others to achieve a common goal. Together, these types of experiences will produce students ready to take on the world.
If I were to imagine what my classroom would look like in the future, first and foremost it would have a device in the hands of every student, ensuring digital equity being the most important piece of the vision. The classroom would be arranged to promote collaborative work, allowing for easy movement between groups of chairs and desks, and not with the desks pointed towards the teacher. This would promote the idea that the classroom is student-centered, rather than teacher-centered. I picture myself moving throughout the classroom, assisting students with their authentic projects. The projects would likely be very different from each other as I would like for students to guide their own learning as much as possible and at a pace that works for them. I would also like for students to create their own digital portfolios to keep track of what they have learned, including aspects of content, technology, and twenty-first century skills.
Creighton, T. (2003). The Principal as a Technology Leader. Thousand Oaks, CA: Corwin Press.
Lemke, C., Coughlin, E., and Reifsneider, D. (2009). Technology in Schools: What the Research Says: An Update. Culver City, CA: Commissioned by Cisco.
Technology used in classrooms should not be a replacement for a worksheet or an opportunity to drill students in preparation for a test. In order for students to be successful, it is critical that students participate in authentic, engaging, constructivist learning environments (Creighton, 2003). Technology is a unique and essential piece to creating these types of learning experiences for students. It provides an opportunity for educators to offer students experiences that connect them with the world around them and to learn from those encounters. It can and should provide students with opportunities to create and discover and have a distinct voice. It can give students the chance to work with others to achieve a common goal. Together, these types of experiences will produce students ready to take on the world.
If I were to imagine what my classroom would look like in the future, first and foremost it would have a device in the hands of every student, ensuring digital equity being the most important piece of the vision. The classroom would be arranged to promote collaborative work, allowing for easy movement between groups of chairs and desks, and not with the desks pointed towards the teacher. This would promote the idea that the classroom is student-centered, rather than teacher-centered. I picture myself moving throughout the classroom, assisting students with their authentic projects. The projects would likely be very different from each other as I would like for students to guide their own learning as much as possible and at a pace that works for them. I would also like for students to create their own digital portfolios to keep track of what they have learned, including aspects of content, technology, and twenty-first century skills.
Creighton, T. (2003). The Principal as a Technology Leader. Thousand Oaks, CA: Corwin Press.
Lemke, C., Coughlin, E., and Reifsneider, D. (2009). Technology in Schools: What the Research Says: An Update. Culver City, CA: Commissioned by Cisco.