oactive leadership in developing a shared vision
for educational technology among all education
stakeholders, including teachers and support staff,
school and district administrators, teacher educators,
students, parents, and the community
Empowered Leaders
Stakeholders at every level empowered to be leaders in effecting change
Implementation Planning
A systemic 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
Consistent and Adequate Funding
Ongoing funding to support technology infrastructure,
personnel, digital resources, and staff development
Equitable Access
Robust and reliable access to current and emerging
technologies and digital resources, with connectivity
for all students, teachers, staff, and school leaders Skilled Personnel
Educators, support staff, and other leaders skilled in the
selection and effective use of appropriate ICT resources Ongoing Professional Learning
Technology-related professional learning plans and
opportunities with dedicated time to practice and
share ideas
Technical Support
Consistent and reliable assistance for maintaining,
renewing, and using ICT and digital learning resources Curriculum Framework
Content standards and related digital curriculum
resources that are aligned with and support digital age
learning and work Student-Centered Learning
Planning, teaching, and assessment centered around
the needs and abilities of students Assessment and Evaluation
Continuous assessment of teaching, learning, and
leadership, and evaluation of the use of ICT and digital
resources Engaged Communities
Partnerships and collaboration within communities to
support and fund the use of ICT and digital learning
resources Support Policies
Policies, financial plans, accountability measures,
and incentive structures to support the use of ICT
and other digital resources for learning and in district
school operations Supportive External Context
Policies and initiatives at the national, regional, and
local levels to support schools and teacher preparation
programs in the effective implementation of technology
for achieving curriculum and learning technology (ICT)
standards
Alicia Fernandez on 19 Jun 14For more than a century, American schooling has ben conducted in much the same way: The teacher assigns a text for the students to master and then assesses their learning. Known as the "recitation script," this repeated cycle of assign-assess is far from the natural kind of teaching by which societies have been instructing their young since the dawn of time. Contemporary educational reform is now emphasizing the fundamental, natural method of teaching, which is the assisting of learners through the instructional conversation. Newly understood through the principles of socio-historical theory, real teaching is understood as assisting the learner to perform just beyond his or her current capacity. This assistance in the "zone of proximal development" awakens and rouses into life the mental capacities of learners of all ages. This assistance is best provided through the instructional conversation, a dialogue between teacher and learners in which the teacher listens carefully to grasp the students' communicative intent, and tailors the dialogue to meet the emerging understanding of the learners. This pattern of relationship should be characteristic of the communication of the entire school, in which the teachers assist and converse with one another, administrators assist and converse with teachers, and administration provides activity settings in which these instructional conversations can occur. Such a school becomes a true community of learners, in which school reliably assists the performance of all.
