Vision
My
personal teaching philosophy revolves around the constructivist approach which
students work cooperatively, are allowed to make choices and be active in their
learning. We as teachers should be the facilitator by providing the topic and
core information, and then the learning process should be multifaceted. I will
like my teaching method to be student centered and to make the learning
important to the students since they are active participants in the learning
process. This constructivist view involves setting the
stage for learning and leads students to be “active seekers and constructors of
knowledge” (Creighton, 2003, p. 45). Technology can be the guide but student are held responsible for their own learning through
self-direction. Students can drive their learning
through selecting the use of technology tools and services and are fully
engaged in the learning process.
Authentic and engaged learning environment must be developed through the
use of technology to develop students as lifelong learners and prepared for
real world experiences.
Role of Schools, Teachers and Students:
The role of Schools including administrators, teachers, and students is to have a shared vision in implementation of engaged student learning. The International Society for Technology in Education has fourteen conditions to use technology effectively for learning: shared vision, empowered leaders, implementation planning, consistent & adequate funding, equitable access, skilled personnel, ongoing professional learning, technical support, curriculum framework, student-centered learning, assessment & evaluation, engaged communities and support policies ("ISTE Essential Conditions," 2014). School must provide teachers with tools and knowledge they need to effectively integrate technology not just hardware and other resources. Teachers need support through such an instructional coaches. It is the role of these coaches to assess needs, model strategies, and provide whatever resources are necessary for technology implementation to be successful (Knight, 2007). Schools, parents and communities must unite together to make the usage of authentic, seamless technology integration a common vision
The role of teachers in the use of teaching is to effectively apply the use of technology in instruction. Teachers must move their classrooms from being teacher dominated to student centered learning environments which can increase student understanding and learning. In moving to student centered approach teachers allow students to develop critical thinking and problem solving skills in a collaborative environment. Technology is the tool for in and outside of collaborative process. Teachers must be able to meet the needs of all students not only academically, emotionally, and socially but now teachers must integrate technology into best-teaching practices. A teacher’s primary role is to shape the future of technology education (Roblyer & Doering, 2013, p. XIX).
The role of students is to active participant in their learning which means for students to actively seek resources for knowledge, tools and resources. As students use technology in problem solving and critical thinking tasks they must work collaboratively with others to produce products which are reflective of the authentic learning with took place and is meaningful to share with others. Students must be open to collaborative with others inside their school, in their community and global using a variety of technology tools of their choice. By expecting students to be active participants in their learning and make choices in their learning we are preparing the student to active in their future decisions in life as global citizens.
We must shift the design of education and learning through personalized learning through the use of technology in creating engaging and student centered learning experiences. Students will guide their education through choices and the tool to do so is technology. Student will create products through these meaningful experiences which reach global audience. We as educators must embrace the change of focus in education and effectively implement these learning environments for our students.
References
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc..
Essential conditions. (2014). Retrieved from http://www.iste.org/standards/essential-conditions
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press
ISTE standards coaches. (2011). Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf
Roblyer, M.D., & Doering, A. (2013). Integrating educational technology into teaching. Boston, MA: Pearson
Wheeler, S. (2014). Learning first technology second. Retrieved June 23, 2014, from http://steve-wheeler.blogspot.co.uk/2014/03/learning-first-technology-second.html
Role of Schools, Teachers and Students:
The role of Schools including administrators, teachers, and students is to have a shared vision in implementation of engaged student learning. The International Society for Technology in Education has fourteen conditions to use technology effectively for learning: shared vision, empowered leaders, implementation planning, consistent & adequate funding, equitable access, skilled personnel, ongoing professional learning, technical support, curriculum framework, student-centered learning, assessment & evaluation, engaged communities and support policies ("ISTE Essential Conditions," 2014). School must provide teachers with tools and knowledge they need to effectively integrate technology not just hardware and other resources. Teachers need support through such an instructional coaches. It is the role of these coaches to assess needs, model strategies, and provide whatever resources are necessary for technology implementation to be successful (Knight, 2007). Schools, parents and communities must unite together to make the usage of authentic, seamless technology integration a common vision
The role of teachers in the use of teaching is to effectively apply the use of technology in instruction. Teachers must move their classrooms from being teacher dominated to student centered learning environments which can increase student understanding and learning. In moving to student centered approach teachers allow students to develop critical thinking and problem solving skills in a collaborative environment. Technology is the tool for in and outside of collaborative process. Teachers must be able to meet the needs of all students not only academically, emotionally, and socially but now teachers must integrate technology into best-teaching practices. A teacher’s primary role is to shape the future of technology education (Roblyer & Doering, 2013, p. XIX).
The role of students is to active participant in their learning which means for students to actively seek resources for knowledge, tools and resources. As students use technology in problem solving and critical thinking tasks they must work collaboratively with others to produce products which are reflective of the authentic learning with took place and is meaningful to share with others. Students must be open to collaborative with others inside their school, in their community and global using a variety of technology tools of their choice. By expecting students to be active participants in their learning and make choices in their learning we are preparing the student to active in their future decisions in life as global citizens.
We must shift the design of education and learning through personalized learning through the use of technology in creating engaging and student centered learning experiences. Students will guide their education through choices and the tool to do so is technology. Student will create products through these meaningful experiences which reach global audience. We as educators must embrace the change of focus in education and effectively implement these learning environments for our students.
References
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc..
Essential conditions. (2014). Retrieved from http://www.iste.org/standards/essential-conditions
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press
ISTE standards coaches. (2011). Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf
Roblyer, M.D., & Doering, A. (2013). Integrating educational technology into teaching. Boston, MA: Pearson
Wheeler, S. (2014). Learning first technology second. Retrieved June 23, 2014, from http://steve-wheeler.blogspot.co.uk/2014/03/learning-first-technology-second.html
