Creating a Context for Technology

As someone who loves all things Instructional Technology related, I particularly see the importance of students using digital tools and resources to demonstrate their understanding, create new meaning, and compose original products. In addition to being producers of knowledge, students can also consume information tailored to their individual needs using Web 2.0 and Web 3.0 tools; however, this does not happen simply because we provide every student with a device. If that were the case, we could give each student a textbook and kick up our heels. But, we all know that would go nowhere fast. So, why do we believe that digital learning is a result of how much software or hardware we own? Schools can purchase every device known to man, but if we, adults and students alike, are not familiar with how these tools support and enhance learning, they quickly become obsolete. Yes, it is a plus to know how the device or program works, but we must take it a step further. One way to do this is to become familiar with the Technological Pedagogical Content Knowledge (TPACK) Model. This model sets the guidelines for effectively teaching and using technology. This model suggests that a teacher may possess content knowledge, but lack an understanding of how to make it accessible to students. On the other hand, a teacher may have excellent instructional delivery, but may be shaky in deep knowledge of content or technology. Another scenario may be a teacher who is a tech whiz but does not know how to use this information to support learning. When teaching, we must stop thinking of technology as a separate entity. Checking out devices or walking into class deciding on a whim that students will use technology today should be unacceptable. As with all lessons, it must begin with the end in mind. What goal are you trying to accomplish? What is your objective? What standards will be addressed? How well do you know the content? How will you make the information accessible to all students? And finally, how will you use technology to support your efforts?  

As a leader, it is essential that we know where teachers stand. We cannot simply walk by a classroom, see students with devices, and automatically assume that high-level, 21^st Century teaching and learning are taking place. This requires us, as leaders, to also remain current on the trends that affect TPACK and provide teachers with adequate ongoing, job-embedded professional learning in the areas of technology, pedagogy, and content knowledge. We should make the components of TPACK a priority, instead of extracting the technological portion just to say we have the latest. If we want teachers to use technology, in the context of learning, effectively and efficiently, we should also hold ourselves accountable for reflecting on our own level of TPACK. We should model how all components work together to impact student achievement. We must stop saying technology isn’t my thing, but expect exemplary 21^st Century learning environments. Instead, we should create a culture that demonstrates technology and digital learning are more than students playing games and surfing the Internet; they are a means to prepare our students to be global competitors.