Vision Statement
Educational technology isn’t new, it’s not a fad or a trend, not simply another buzz word in education and it isn’t just one more “thing” for teachers to do. Educational technology is complex; continually changing and evolving. It’s an intricate web of processes and tools orchestrated by some of the most dedicated and passionate puppeteers in our society, our teachers. Educational technology, defined by Roblyer and Doering (2010), “is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools” (p. 8). Teachers of educational technology dedicate their careers to exploring a wide variety of technology tools and researching the best implementation methods in order to individualize instruction for students (Roblyer and Doering, 2010, p. 8). The emphasis moves from curriculum focused to student focused. Students are engaged and active in the learning process.
Why is this important? According to a report from the Partnership for 21st Century Skills, “employers report that many of the new entrants lack skills essential to job success” (p. 10). Included on the list of applied skills were problem solving, critical thinking, information technology application, collaboration and innovation (p. 16). In order to prepare young people for the 21st century workforce, allowing them to compete in a global economy, society needs to take steps forward in order to allow students access to knowledge, tools and experience to permit them success.
Educational technology has been around for decades, however now it is more prevalent and its change is fast paced. With tools like Web 2.0, the integration of educational technologies has unlocked the door toward creating interactive, collaborative, relevant classrooms where children become engaged and can construct knowledge, be inspired to learn, develop 21st century skills and create an understanding of the world around them.
Resources:
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work. Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce, 1–64. Retrieved from http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf
Levy, M. (2009). WEB 2.0 implications on knowledge management. Journal of Knowledge Management, 13(1), 120–134. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1771532&show=abstract
Roblyer, M.D. & Doering, A. (2010). Integrating educational technology into teaching (5th ed.). Boston: Allyn and Bacon.
Why is this important? According to a report from the Partnership for 21st Century Skills, “employers report that many of the new entrants lack skills essential to job success” (p. 10). Included on the list of applied skills were problem solving, critical thinking, information technology application, collaboration and innovation (p. 16). In order to prepare young people for the 21st century workforce, allowing them to compete in a global economy, society needs to take steps forward in order to allow students access to knowledge, tools and experience to permit them success.
Educational technology has been around for decades, however now it is more prevalent and its change is fast paced. With tools like Web 2.0, the integration of educational technologies has unlocked the door toward creating interactive, collaborative, relevant classrooms where children become engaged and can construct knowledge, be inspired to learn, develop 21st century skills and create an understanding of the world around them.
Resources:
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work. Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce, 1–64. Retrieved from http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf
Levy, M. (2009). WEB 2.0 implications on knowledge management. Journal of Knowledge Management, 13(1), 120–134. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1771532&show=abstract
Roblyer, M.D. & Doering, A. (2010). Integrating educational technology into teaching (5th ed.). Boston: Allyn and Bacon.