Vision
As you walk down the halls at the elementary school and look into the classrooms, what would you see? Peeking into a kindergarten classroom you would see students at centers during a language arts block. If you look closer you would see students working with partners at numerous technology- related centers: at the SMART Board manipulating the board to change the beginning letters to make new words, at the main computer stations listening to and watching characters in e-books in Starfall, and students with handheld technology such as V-Techs and Leap Pads. Heading in to a first or second grade classroom, you would see students gathering data to make class graphs determined by what they were interested in knowing, asking: “What are your favorite t.v. shows?”, “What is your favorite school subject?”, or “What is your favorite ice cream flavor?” As students finish gathering their data, you would see them going to various computer stations in the room to input their data into Graph Club and then printing out information to share with the class and to turn in to the teacher as a report card assessment. You would see students working on research papers about the three branches of government using Microsoft Word to write their report or Power Point to present their findings in the third grade classroom. On down the hallway in the upper grades, you would see fourth and fifth grade classes collaborating with each other about an upcoming project. Students in small groups would be at various stages of the process working with the computers, laptops, and video cameras to complete their assignments to be presented to the class.
Looking into all the classrooms mentioned you would have noticed the students, but what about the teachers? What were they doing when you peeked in? The teachers were not standing at the front of the classroom delivering lessons like you would usually see. They were facilitating the learning in their room. The teachers were acting as guides and directors to those students who were in charge of their own learning. This is the vision I have for my elementary and others, as well. It is a vision where students are fluent with technology which is integrated seamlessly into the curriculum by teachers who serve as facilitators of learning where “the teacher’s responsibilities involve creating classroom environments where students think, explore, and construct meaning, while including opportunities for students to have social interaction” (Creighton, 2003, p 45).
Allowing students to learn and produce work by incorporating technology is a goal that can be achieved quite easily if we work on the more immediate goal of preparing our teachers so they can know how to teach the curriculum while allowing these learning opportunities. Using the role of a technology teacher leader, I can help make this happen through the use of professional development as well as partnerships with teachers who would like additional assistance for specific needs. Once teachers allow themselves to step back and give the students more opportunities to explore their learning and use of technology, this vision may be able to be seen by others in our schools.
Reference:
Creighton, T. (2003) The Principal as Tehnology Leader. California: Corwin Press Inc.
Looking into all the classrooms mentioned you would have noticed the students, but what about the teachers? What were they doing when you peeked in? The teachers were not standing at the front of the classroom delivering lessons like you would usually see. They were facilitating the learning in their room. The teachers were acting as guides and directors to those students who were in charge of their own learning. This is the vision I have for my elementary and others, as well. It is a vision where students are fluent with technology which is integrated seamlessly into the curriculum by teachers who serve as facilitators of learning where “the teacher’s responsibilities involve creating classroom environments where students think, explore, and construct meaning, while including opportunities for students to have social interaction” (Creighton, 2003, p 45).
Allowing students to learn and produce work by incorporating technology is a goal that can be achieved quite easily if we work on the more immediate goal of preparing our teachers so they can know how to teach the curriculum while allowing these learning opportunities. Using the role of a technology teacher leader, I can help make this happen through the use of professional development as well as partnerships with teachers who would like additional assistance for specific needs. Once teachers allow themselves to step back and give the students more opportunities to explore their learning and use of technology, this vision may be able to be seen by others in our schools.
Reference:
Creighton, T. (2003) The Principal as Tehnology Leader. California: Corwin Press Inc.