TECHNOLOGY PHILOSOPHY

At the core of my philosophy is a belief that technology should always be used purposefully, avoiding the temptation of using a tool simply because it is available. Instead, maintaining an attitude of lifelong learning will allow me to familiarize myself with current technology and understand the appropriate applications of each tool.

I believe that the most important facets of the classroom are collaboration, personal connection, critical thinking, and an environment that fosters a hunger for learning. To this end, technology should be leveraged to engage students and empower them around these goals.

To achieve this, I focus on the intersection of the Venn diagram shown in the TPACK model, which reminds us that although technology, pedagogy, and content are independent skills, they should all be honed together in order to achieve the best results for teacher and student. One element cannot be successfully applied to the classroom without concentrating on the other two. An emphasis on pedagogy and content are necessary when considering how best to apply technology to the classroom, just as the delivery methods and mechanisms should be considered when outlining content.

As a means to further emphasize collaboration, technology should be further leveraged to train students in responsible content creation and peer review. Video sharing or livestreaming platforms can be used to give students another avenue for projects and presentations, and these same platforms can be used as resources for formative assessment. Furthermore, students can be encouraged to think critically about claims being made on social media or video sharing platforms as they are taught to ask questions about sources and their validity.

A fundamental aspect of my tech philosophy is the vital importance of maintaining human connection. Used correctly, technology can be used to enhance this connection. Used irresponsibly, technology can isolate, alienate, and radicalize. As the distinction between the two uses is not always clear, it is crucial that a teacher maintains high standards for their use of technology in the classroom, such as those outlined by the International Society for Technology in Education. One of these standards (2.2.c.) instructs teachers to model digital tool use through the identification, evaluation, and curation of these tools. It is not enough to find a tool that looks like it may be helpful for the classroom. The use of this tool needs to be thoroughly evaluated and carefully curated for use by students. Only those tools that are appropriate for students, engaging in form and function, and useful as a means to bring students together should be used.

Finally, my philosophy on technology maintains the paramount importance of accessibility. Not all students have access to modern technology at home. Due to resource or conflicting priorities, some classrooms do not have modern technology readily available. Many students do not have access to the internet. While one of the ISTE standards reminds us to advocate for equitable access to technology (2.2.b.), there is often little we can do for the availability of technology and utilities outside of the classroom. For this reason, when planning lessons or summative assessments it is important to take stock of realistic possibilities and remember the ultimate goal of all technology: convenience.

References and Links:

ISTE. (2024). ISTE standards: For educators. ISTE. https://iste.org/standards/educators

Leister, J. (2008, July 2). 3 Phases of Educational Technology. Youtube. https://youtu.be/-Ir4-EFVhzI?si=XEY1PT2zSlUdyRya

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.

Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x