Educational+Technology+Vision


 * Please refer to below attachment for APA formatted document**

**Educational Technology Vision** One definition of vision from Merriam-Webster is “the act or power of imagination” (2011). What drew me to that definition is the phrase power of imagination. With the technology advances that we have available today the only thing that limits what we can do in the classroom is our imagination. We have the power to make education interesting, interactive and global; something that is only possible now with the technology tools we have available. My vision not only includes the use of multiple technologies for students, it also includes the training necessary for teachers to incorporate the technologies into their lessons. According to Richard (2007) research data shows that the ability of teachers to incorporate technology into instruction is correlated to the training that they receive to do this (“2003-04 Project Results”, para. 2).

The 2011 Edition of The Horizon Report describes different technologies that are in place in many schools now and others that will make an appearance in the years to come that make the educational imagination powerful. Johnson, Adams, and Haywood (2011) state that c loud computing and mobiles are already in use in many schools across the country today ( p.6). Cloud computing saves schools money, and resources can be accessed anywhere that has an internet connection. Cloud computing is advantageous because students can work from home as well as at school. Projects can be created, shared and stored on the web rather than housed on a school server that cannot be accessed from home. Cloud computing allows for “…more flexibility, more space, more collaboration, and ultimately, more creative uses of Internet resources for educators to incorporate in their classrooms” (Johnson et al., 2011, p.12).

Many of our students own a handheld mobile device whether it is an iPod Touch, iPhone, iPad, or other brand of device and many students bring them to school to use in the classroom when permitted by the campus administration. Letting our students use the devices they already own lessens the financial burden of schools that want to purchase this technology for classroom use. Solomon and Schrum (2007) assert that mobile devices are not considered a frill anymore (p.34). Students are just as dependant on their devices as adults are and we should be using them in the classroom to enhance our instruction.

The 2011 Horizon Report also mentions gaming and open content resources as technologies that are on the second adoption horizon for implementation in two to three years. My technology vision is to have these in use in schools in less than two years. Gaming is not as wide spread as it can be and many educational gaming programs are still limited to drill and practice, but when they do catch up with the consumer-driven entertainment counterparts they will be used more widely ( Johnson et al., 2011, p.19). Gaming has been added as an elective course on our campus this year and teachers are incorporating more online games that are designed based on content standards. This is a step in the right direction, but my vision of gaming is students taking programs that are out there and making them better and more higher level than drill and practice.

In the current economic status of education cutbacks, open content resources should be utilized as much as possible so that necessary funding can be diverted to other areas rather than having to purchase yearly licenses for needed software and instructional resources. There are so many useful educational resources that are open content; it seems to me a lack of leadership within districts that still purchase multiple licenses for instructional content. My vision is to divert the funding to the purchase of needed technology so all of our students have access to the open content resources at home and at school.

Student response systems are another part of my educational technology vision for our students. In May of 2011 I wrote and was awarded a grant from a local refinery to purchase a two classroom set of “clickers”. Pitler, Hubbell, Kuhn, and Malenoski (2007) state that clickers allow for immediate and relevant feedback to questions posed in the classroom (p.45). The system we purchased works as a standalone unit with software that “floats” over any software program already in use. There is no need to go through the laborious process of entering information into the software; it can even be used with content found on the web. Using this response system the teachers are able to adjust instruction on the spot and students receive instant feedback to their questions.

My educational technology vision for the classroom is to have all students engaged in a learner-centered environment making use of the Internet, interactive whiteboards, mobile devices, cloud computing, gaming software, distance learning, and student response systems to make the learning environment relevant and enriching for each student. My vision is one of a paperless classroom. No worksheets to copy and hand out to students, all assignments are done on the computer, graded on the computer and students can access graded content via internet access at home or at school. I feel that as a technology leader it will be my responsibility to share this vision with my colleagues and do what is necessary to make it happen.