ISTE has established itself as the go-to place for all things tech-related, and its guidance on leveraging technology for learning is as robust as its many other resources. It outlines fourteen different elements that are critical to success with tech integration–two of which our school does well:
Equitable Access and Empowered Leaders
Equitable Access: All students, teachers, staff and school leaders have robust and reliable connectivity and access to current and emerging technologies and digital resources.
As part of our Lancer One program, every student in our school is issued an iPad. Indeed, one of the original goals of the Lancer One program was equity: all learners were to have equal access to technology. In a rural school district, where diversity comes in the form of socio-economic separation, the importance of this belief cannot be overstated. We wanted our students to be able to access learning opportunities anytime and anywhere, and having devices in hand was imperative. With a supportive community who were able to recognize a budget surplus as an opportunity, we were able to make it happen, and with a lot of work on infrastructure, we were able to build the internal supports to uphold it.
Empowered Leaders: Stakeholders at every level are empowered to be leaders in effecting change.
I appreciate how ISTE recognizes that “leaders” can be any stakeholders. This is why I think we succeed in this element. Our teachers are empowered through a culture of opportunity and celebration–that is, we encourage teachers to share their successes and we celebrate them. (Check out #LamoilleLearns for a few examples!) Our students lead the way in groups like YATST, Environmental Club, and A World of Difference–effecting change in the realm of technology and beyond.
While every school has bright spots, there are also some that could use some shining. I think Implementation Planning is ours. ISTE describes this as, “All stakeholders follow a systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources.” We have some incredibly bright spots–teachers who are lighting it up daily with innovative use of technology to meet the needs of our learners–but there need to be more. As George Couros so often reminds us, it’s about relationships, and building those with reluctant teachers is a step in the right direction. As the tech integrationist, I’ve started with that and have continued to encourage those who risk. It’s about helping teachers keep what’s working and update what’s not–without judgement.
One of the things I noticed in ISTE’s Lead & Transform Diagnostic Tool was the number of times they referenced some kind of incentive for teachers. While I spend most of my time trying to bribe teachers with lunch in order to show them a tool, this survey started me thinking more seriously about compensation. Food is great; badges are better, but money? Now you’re talking. Maybe that’s where the magic incentive lies, and perhaps it’s where more school districts should begin planning their PD budgets. If funds were budgeted to compensate teachers for taking the time to learn these new tools on their own, perhaps more teachers would do it.
Or, what if we banded together (speaking for smaller school districts) and offered up a partnership with some of the big leagues to host PD? Beekmantown School District had great success with their recent Explore EDU event that paired classroom visits with panel discussions. While traveling to far off places for conferences isn’t always possible, perhaps we ought to start considering bringing more to us.
Big ideas…thanks to ISTE for providing the inspiration to begin dreaming about a school that meets all of the essential elements!