Vision
Today’s educational landscape is changing, and it demands an educator who is willing to lead by taking risks, building consensus, and creating meaningful opportunities for students to create, collaborate, innovate, choose, solve real problems, and drive their own learning. My vision for education is based on the idea that all students are capable of learning at high levels (Linnenbrink & Pintrich, 2003) and that skilled, empowered teachers are needed to foster deep relationships and personalize learning to help them realize their potential.
I believe that schools need to fundamentally shift their use of an “outdated educational model focusing on preparation for an industrialized workforce (Sheninger, 2014)” and transform education to a more student-centered approach. Technology alone will not accomplish this vision: rather, it will take a paradigm shift of school culture and teacher empowerment. Teachers need meaningful professional learning on how to integrate technology effectively. I believe that the “why” of technology is much more important that the “what” or the “how.” Instead of running “iPad pilots” and striving to be “one to one”, schools should ensure that technology is used to help students create more than it is to consume; to connect nationally and globally more than with their classmates; and to enable students to think critically while solving real-world problems more than completing digitized worksheets.
My role in this vision is always to support and encourage teachers through modeling, coaching, and effective leadership that create the conditions for them to transform their practice with technology. Staying current on issues in technology through online networks, conferences, and educational technology publications will help me to realize this vision in any role that I take in the future. Our kids deserve the very best – effective teachers trained to facilitate technology-enhanced experiences to help students reach their full potential.
References
Linnenbrink, E. A., & Pintrich, P. R. (2003). The Role of Self-Efficacy Beliefs In student Engagement and Learning In the
classroom. Reading &Writing Quarterly, 19(2), 119-137.
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Corwin Press.
I believe that schools need to fundamentally shift their use of an “outdated educational model focusing on preparation for an industrialized workforce (Sheninger, 2014)” and transform education to a more student-centered approach. Technology alone will not accomplish this vision: rather, it will take a paradigm shift of school culture and teacher empowerment. Teachers need meaningful professional learning on how to integrate technology effectively. I believe that the “why” of technology is much more important that the “what” or the “how.” Instead of running “iPad pilots” and striving to be “one to one”, schools should ensure that technology is used to help students create more than it is to consume; to connect nationally and globally more than with their classmates; and to enable students to think critically while solving real-world problems more than completing digitized worksheets.
My role in this vision is always to support and encourage teachers through modeling, coaching, and effective leadership that create the conditions for them to transform their practice with technology. Staying current on issues in technology through online networks, conferences, and educational technology publications will help me to realize this vision in any role that I take in the future. Our kids deserve the very best – effective teachers trained to facilitate technology-enhanced experiences to help students reach their full potential.
References
Linnenbrink, E. A., & Pintrich, P. R. (2003). The Role of Self-Efficacy Beliefs In student Engagement and Learning In the
classroom. Reading &Writing Quarterly, 19(2), 119-137.
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Corwin Press.