With the integration of technology into a
classroom, meets more than one criteria in the Charlotte
Danielson model for teacher evaluation. In Danielson's modal, Domain 3
is centered around instruction. In order to meet the "Distinguished"
category, "Students are high intellectually engaged throughout the
lesson in significant learning and make relevant and substantive
contributions to the activities, student groupings, and materials." (Danielson Group, 2013) This relates itself to the fact that teacher instruction should be student-led and the students should have control over the different parts of a lesson. With the use of technology, a teacher can help to ensure that this happens.
Another part of Danielson's model that can directly relate itself to the use of technology would be "Assessement is used in a sophisticated manner in instruction through student involvement in establishing the assessment criteria, self-assessment by students and monitoring of progress by both students and teachers..." (Danielson Group, 2013) If students were to use technology in order to keep track of their assessment scores along with researching various topics along with materials that reflect what is being learned in class. In order to keep students updated with everything that is going on around them, technology has to be used to make sure that they are fully aware of their surroundings and the history that is being made.
Just like stated in the ISTE article, student achievement is nearly doubled with the correct implementation of technology into the school curriculum. (Knezek, 2008, p. 5) If we want to set our students up to be the next President of the United States, now is the time that we have to set them up for that success. Through the use of various kinds of technology, this allows for students to be more competitive in the future job market. As time passes, it is becoming more and more difficult to land the position that you want without having an impressive resume to back up your knowledge. When balancing instruction with technology integration, we enable our students to only enhance their knowledge. According to ISTE, reports show that skills mastery in science, technology, and innovation are the keys to stronger economic growth. (Knezek, 2008, p. 9)
As technology continues to become second-nature and fully incorporated into lessons, we are able to eliminate the barriers discussed in the Computer's & Education journal. As teachers, we do not have to worry about improper training, inability to access different software programs, etc. (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012, p. 1) There may be times when we are unfamiliar with a software during the beginning stages, but as we continue to explorer the various kinds of technology we will become more used to what they have to offer. I grew up during the era that technology was becoming more and more popular, so I feel very comfortable with trying out new things and establishing my own opinion about them. Our students have to take the time to become familiar with new things being offered. Just like some students show resistance to new topics, they may show resistance to new kinds of technology. If we take the time to show our level of comfort with the piece of technology, this will then influence our students into becoming more comfortable as well. Like I previously stated, we have to assist our students to keep up with the ever-changing technology field so they become well-rounded individuals and are more appealing to their future employers.
Another part of Danielson's model that can directly relate itself to the use of technology would be "Assessement is used in a sophisticated manner in instruction through student involvement in establishing the assessment criteria, self-assessment by students and monitoring of progress by both students and teachers..." (Danielson Group, 2013) If students were to use technology in order to keep track of their assessment scores along with researching various topics along with materials that reflect what is being learned in class. In order to keep students updated with everything that is going on around them, technology has to be used to make sure that they are fully aware of their surroundings and the history that is being made.
Just like stated in the ISTE article, student achievement is nearly doubled with the correct implementation of technology into the school curriculum. (Knezek, 2008, p. 5) If we want to set our students up to be the next President of the United States, now is the time that we have to set them up for that success. Through the use of various kinds of technology, this allows for students to be more competitive in the future job market. As time passes, it is becoming more and more difficult to land the position that you want without having an impressive resume to back up your knowledge. When balancing instruction with technology integration, we enable our students to only enhance their knowledge. According to ISTE, reports show that skills mastery in science, technology, and innovation are the keys to stronger economic growth. (Knezek, 2008, p. 9)
As technology continues to become second-nature and fully incorporated into lessons, we are able to eliminate the barriers discussed in the Computer's & Education journal. As teachers, we do not have to worry about improper training, inability to access different software programs, etc. (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012, p. 1) There may be times when we are unfamiliar with a software during the beginning stages, but as we continue to explorer the various kinds of technology we will become more used to what they have to offer. I grew up during the era that technology was becoming more and more popular, so I feel very comfortable with trying out new things and establishing my own opinion about them. Our students have to take the time to become familiar with new things being offered. Just like some students show resistance to new topics, they may show resistance to new kinds of technology. If we take the time to show our level of comfort with the piece of technology, this will then influence our students into becoming more comfortable as well. Like I previously stated, we have to assist our students to keep up with the ever-changing technology field so they become well-rounded individuals and are more appealing to their future employers.
In order to stay updated on the different kinds of technology, teachers have to be willing to be life-long learners. Just because we are the educator's, does not mean that we cannot become the educated. Just like Bransford and Company state, in order to be truly classified as an expert in our area, we have to forever be a learner. (Bransford, Lin, & Schwartz, 2000, p. 149-150) We are able to keep up with the newest software, again allowing us to fully educate our students on everything that is available to them. As teachers, we could easily incorporate a variety of different projects that would give the students the time to try out the new software and then take their turn in being the educator in the classroom. The students could become experts on their piece of software/technology and then they could educate their peers and even their teacher on how to better use that specific piece of technology.
Technology integration boils down to the fact that we have to take the time to educate ourselves so that we are able to provide our students with the best possible education. If we want to create the next President of the United States, then we need to take the time to fully incorporate the cutting-edge technology that will one day be common knowledge. Being resistance to change is the first sign of failure. Educator's need to become the educated not only with their own subject matter, but also with other subjects such as technology.
References
Bransford, J., Lin, X., & Schwartz, D. (2000). Technology, Learning, and Schools: Comments on Articles by Tom Carroll & Gerald Bracey. Contemporary Issues in Technology and Teacher Education, 1(1), 145-182. Retrieved from http://www.citejournal.org/vol1/iss1/currentissues/general/article3.htm
Danielson Group. (2013). Danielson Group » The Framework. Retrieved February 3, 2015, from http://danielsongroup.org/framework/
Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 1-13. Retrieved from http://www.journals.elsevier.com/computers-and-education
Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 44(4), 607-616. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/bjet.12048/abstract
Knezek, D. (2008). Technology and Student Achievement (June). Retrieved from International Society for Technology in Education website: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf
