How Will You Use Technology to Support Your Vision of Learning?

As of September 30, 2005, the North Central Regional Technology in Education Consortium is no longer in operation.

How Will You Use Technology to Support Your Vision of Learning?

Technology lends itself well to learning and instruction (Massachusetts Software Council, 1994) because it is a powerful tool that, when properly implemented, improves student learning and achievement. However, teachers have little incentive to tackle the technical and scheduling problems associated with technology unless they have a clear idea of how it can improve teaching and learning (Means, Blando, Olson, Middleton, Morocco, Remz, & Zorfass, 1993). Exactly which educational goals a technology plan should address and attempt to accomplish must be determined before the technology plan is implemented (Holmes & Rawitsch, 1993).

Technology should not drive educational decisions or learning. Rather, decision making should be based on the learning and teaching needs of the student. Technology cannot prescribe for a teacher which students should use the technology, how often it should be used, or how to integrate technology into existing instructional practices. Unless teachers start out with specific technology goals that support their vision of learning, technology will most likely be used to reinforce the status quo (Cohen, 1988; Cuban, 1986).

There is evidence that when learning and technology goals are not decided upon before technology implementation, technology can become a drain on resources and add to the burdens of teachers who are already trying to do too much (Piele, 1989). This problem can be avoided by formulating a vision for learning that connects to educational goals, values, and objectives for technology use. Once the stakeholders involved understand the vision and see how technology will make their lives better, they are likely to become more open to technology planning and implementation. The following questions should be addressed when planning how to use technology to support a vision of learning.

How will technology be used to provide and support a challenging curriculum through engaging instructional practices (e.g., collaborative learning, problem-based learning, problem solving, critical thinking, constructivist classrooms, project-based learning, and so on)? Consider:
- Learning tasks that are authentic, challenging, and multidisciplinary
- Assessments that are performance-based, generative, seamless and ongoing, and equitable
- Instructional models that are interactive and generative
- Learning contexts that are collaborative, knowledge building, and empathetic
- Grouping strategies that are flexible, equitable, and heterogeneous
- Teacher roles as facilitators, guides, colearners, and coinvestigators
- Student roles as explorers, cognitive apprentices, teachers, and producers
What educational technology skills will be a part of your curriculum and how will teaching them to students and staff enhance and support your broader instructional goals?
How will technology be used to support an articulated prekindergarten-to-adult learning program for all students?
How will technology be used to support changes in the roles and responsibilities of students, teachers, administrators, parents, community members, and others in order to achieve your vision?
How will technology be used to support organizational and governance structures that are consistent with your vision of learning?
How will technology be used to support and provide meaningful professional development experiences for staff?
How will technology be used to support your school's accountability and assessment system?
How will technology be used to support positive home-school-community collaborations?
How will technology be used to support the provision of comprehensive services (e.g., school-based, school-linked health and social services)?

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