"The complexity of teaching is well
recognized; a teacher makes over 3,000 nontrivial decisions
daily. Teaching combines the skills of business management,
human relations, and theater arts."
Technology offers new tools for improving both the
instructional and the learning process, resulting in greater
student achievement and development of student thinking skills.
tools enable personal and organizational improvement among all
of a school's constituencies for
learning, operations, marketing, and development.
The efficient operation of the school
and each employee's work can be increased with streamlined
processes for electronic data collection/analysis, document
production/distribution, and institutional knowledge management.
For more details, see:
Why Technology in Schools?
Four Elements Contributing to Technology Success
1) Network infrastructure which
is stable, robust, and ubiquitous.
2) Curricular integration of technology
3) Operational integration
of technology which supports
productivity, communications, data-driven
decision-making, and organizational improvement.
Professional development based on teacher-teacher sharing
of lessons and best practices
Educators, like other craftsmen, gather tools over time. My
"pedagogical toolbox" is filled by curricular
knowledge, instructional strategies, people-skills, management strategies,
motivation/engagement tactics, and assessment approaches.
This repertoire of tools is necessary for the variety of teachable moments
encountered each day. These tools help me articulate the questions which
stimulate student thinking. I am constantly honing these tools and seeking useful new ones.
The ability to manipulate these tools shapes my craft.
I believe a learning environment which minimizes fear
and maximizes engagement will accelerate "deep-learning" as students are motivated from intrinsic
not extrinsic forces. I strive for honest, supportive, and interesting
communication, whether I am teaching kindergartners, adolescents, or
adults. I want learners to feel comfortable asking any question. A
safe and stimulating environment
- intellectually, socially,
and emotionally - is necessary because people learn
by doing, by taking risks, and by making mistakes. I help
students learn how to answer their own questions by teaching them
how to pursue paths to solutions. This approach is based
on the theories of Dewey & Bruner, as it leads students to
construct their own knowledge based on inquiry, experience,
The relationship which comes from knowing
students over time is very valuable. In recognizing
and celebrating each learner as an individual, I
become attuned to what Vygotsky described as their
"zone of proximal development." This helps me
scaffold learning experiences towards optimal
achievement for each individual. The capabilities of
one-to-one computing allow me to engage each learner in
his/her own zone and also enables diverse means of
communication. I believe in helping students work from their
strengths, interests, and multiple intelligences, so I structure
projects and assignments to enable multiple paths to success. I take
advantage of multimedia tools
to engage learners' visual, auditory, oral, and kinesthetic modes of
Assessment is the teacher's diagnostic tool, and
is essential to good instruction. I strive to
make this evaluation process meaningful to the
The unique capabilities of technology allow instant
feedback with self-paced and branching loops between
instruction and evaluation.
Educational applications and well-planned lessons deliver
differentiated instruction by allowing students to take
divergent and self-paced paths to success.
offer efficient and organized access to student work, and
open new possibilities for authentic assessment. Ultimately, I
want students to become flexible, agile learners, with the
metacognitive ability to self-assess.
I continue to
appreciate Bloom's Taxonomy, which helps us focus on higher-order thinking skills including critical-thinking,
problem-solving, and metacognition. Information and communication
technologies are powerful tools in this endeavor, extending learning experiences
beyond the walls of school and beyond the timeframe of a
class period. These
technologies enable robust learning experiences by connecting people
across time and distance, with each other, and with a flood of resources
which require strong information-literacy skills. I seek to harness
these new tools with my students, and have a positive impact on their
day-to-day lives as they develop their own tool-box of strategies for
Directing a school’s use of
technology requires clear vision, patient commitment, and a
strong ability to build collaborative relationships with all
stakeholders. This leader must possess diverse talents including
project management, supervisory skills, analytical expertise,
educational and technical mastery. I have developed these
talents over many years by helping schools use technology to
support their missions. I have worked with all constituencies -
students, teachers, administrators, parents, & trustees -
implementing technology to maximize the return on investment.
I strive towards a vision of all students collaboratively
engaged in active learning, knowledge-construction, and
development of higher-order thinking skills. Properly integrated
technology helps deliver differentiated instruction by allowing
students to take divergent and self-paced paths to success.
Skilled teachers, who are themselves lifelong learners, are the
most important piece of this educational equation. I have worked
with teachers in every subject area and grade level to maximize
learning outcomes while building a professional-development
culture that supports exploration and rewards creativity.
Faculty meetings in which teachers share successful strategies
are essential to this process. School should be a place in which
all constituencies are learning, developing, and improving the
institution and themselves together.
Key stakeholders must be engaged in refining and communicating
the shared vision for technology use based on awareness of how
it will improve student-learning and operational efficiency. The
school's technology leader must ensure successful execution of
action items and longer-term goals based on this planning,
consensus-building, attention to detail, and ongoing assessment.
Ultimately, technology becomes both an operational necessity and
a strategic asset for schools.
I pursue organizational excellence through management by
objectives and critical evaluation of goals, systems, and
processes. This data-driven methodology enables shared
understanding of mission success and benchmarks in pursuit of
that goal. One of technology's powerful uses is the storage,
analysis, and dissemination of all kinds of data. This
information-processing enables evidence-based decision-making so
that teachers and administrators can identify both individual
needs and larger trends. I believe we value that which we
measure, and we should measure that which we value, even if it
How does this technology improve either learning outcomes
or the school's operational efficiency?
Does this technology help engage the student fully in the
learning activity or is it just another way to deliver
How invisible is the use of the technology from the
students’ point of view: Does the activity bring the students’
attention to the technology or to the content/curricular
Leaders & Theorists - who shape my practice.
- on technology in education.
- principles from the business world.
What's Next -
CoSN's key areas for technology in schools.
CoSN's 9 CTO skills - guidelines for technology leadership
Frameworks of Pedagogy
Standards of Effective Pedagogy - CREDE.
Five Core Propositions
Design - Grant Wiggins
A Framework for Teachers -
Nine Events of Instruction
Structure of Intellect
Bloom's Taxonomy - Benjamin Bloom
"As an educator, you are
abilities and helping students achieve their full capacity by
scaffolding the learning experience."
~ (paraphrased from) Linda Tsantis