Click here for full report
Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century Education System"
In a new report, Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century Education System", the State Educational Technology Directors Association (SETDA), the International Society for Technology in Education (ISTE) and the Partnership for 21st Century Skills urged renewed emphasis on technology in education.
The report urges federal, state and local policymakers and other stakeholders to take action on three fronts:
1. Use technology comprehensively to develop proficiency in 21st century skills. Knowledge of core content is necessary, but no longer sufficient, for success in a competitive world. Even if all students mastered core academic subjects, they still would be woefully underprepared to succeed in postsecondary institutions and workplaces, which increasingly value people who can use their knowledge to communicate, collaborate, analyze, create, innovate, and solve problems. Used comprehensively, technology helps students develop 21st century skills.
2. Use technology comprehensively to support innovative teaching and learning. To keep pace with a changing world, schools need to offer more rigorous, relevant and engaging opportunities for students to learn—and to apply their knowledge and skills in meaningful ways. Used comprehensively, technology supports new, research-based approaches and promising practices in teaching and learning.
3. Use technology comprehensively to create robust education support systems. To be effective in schools and classrooms, teachers and administrators need training, tools and proficiency in 21st century skills themselves. Used comprehensively, technology transforms standards and assessments, curriculum and instruction, professional development, learning environments, and administration.
The report supports the Partnership for 21st Century Skills’ framework for 21st century learning, which calls for mastery of core subjects and 21st century skills. The report also highlights effective practices in states, districts and schools that are using technology to achieve results. And it provides guiding questions and action principles for policymakers and other stakeholders who are committed to maximizing the impact of technology in education.
Together, SETDA, ISTE and the Partnership for 21st Century Skills represent dozens of leading U.S. companies and organizations, six leadership states, education technology directors in all 50 states, 85,000 education technology professionals and 3.2 million educators throughout the country.
Click here to view the full report, Maximizing the Impact.
4 comments:
I agree with much of what is in this article, however in many districts it is hard to get the teachers to all jump on board with technology. Sometimes I get the vibe, we did not use it back then and kids turned out ok..... Getting the PD in schools and maybe on school time might help with the training aspect.
I will have to agree with Michelle again...I think if we provided more inservice training at faculty meetings, pd days...People might be more willing to use it in themselves...
I also agree with Michelle. I know that another district gave each of their teachers a laptop to use. At first only a few used them, many stating that they sere afraid of them & actually storing them in a closet. But, during the following several years, with training, support and encouragement, most of them began fooling around with the computer, realized that it could be used as a tool in the classroom, and now many are using technology. Once again it is difficult to incorporate technology until one is reasonably comfortable with it. Lunenburg could expand into the future if it incorporated a similar model. Once an educator is comfortable with equipment it is easier to expand that into the classroom. A personal laptop allows each educator to experiment in the comfort and privacy of their home. They can experiment with a lesson/task and then bring it into the classroom with confidence.
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