The National Educational Technology Plan offers a plethora of insight on the approaches and objectives that should be involved in learning with technology. It even maps out what a well-rounded student’s relational circle should look like to ensure that students become academically independent, technologically sound, well-functioning citizens upon high school graduation. I champion this approach to education because it comprises all the elements of academia, literacy, and autonomy, and gives them a purpose for acquisition.
We live in a society when learning for learning’s sake is no longer justifiable to most students. Logic and rationale are key roles in students’ learning. With this in mind, I found the “School of One” learning approach New York piloted a great risk that lead to measurable gains. A personalized education calls for differentiation strategies, yes, but this technology plan also recognizes how valid technology is in personalizing educational experiences for students through databases, games, one-on-one interactive tools, and the like.
For teachers, the NETP recognizes the variety of sources and resources that are available for instruction, assessment, and reiteration purposes. Connecting with other teachers is an obvious suggestion; however, community youth leaders are listed as a source for educators to lean on for support—which is rare for some teachers.
Professional development is also given much attention in this tech plan. The NETP advises that continuous and collaborative professional learning that combine effective “in-person” courses and workshops are important to technological improvement in the classroom. The only question I raise to that sentiment is that teachers also need specific training that caters to their content area, and gives concrete, instructionally explicit examples of strategies and assessment techniques that maximize teaching and learning.
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