Belief+Statements


 * The Role of Technology in Society**

It is the job of the school district to teach students to harness the power of technology for academic and professional goals. Information and communication technology combined with reliable, high-speed access to the Internet, has dramatically increased the potential of the human race to do in-depth research, collaborate, and publish information on any topic and to communicate with others easily and rapidly. Students are already interested in technology for entertainment, it is the district's responsibility to show them how to use it as a tool.

It is a foregone conclusion in education that reading is fundamental. It is extremely difficult to teach social studies to a child who cannot read. Core math skills are also fundamental. It is extremely difficult to teach algebra to a student who cannot add, subtract, multiply, and divide. In today’s world there exist fundamental concepts necessary for the success of technology in the classroom. By high school, most students have developed a basic knowledge of how to use a word processor – even if they never learned this skill in school. However, use of spreadsheets, presentation software, desktop publishing and graphics programs, web page design programs, timeline makers, etc. are more often learned only in school environments.
 * Importance of the HPCSD Technology Skills Continuum for enabling Technology Infusion in the Core Content Areas:**

When middle and high school students come to a core content class already prepared with technology skills, only then can the classroom teacher make effective use of precious classroom time with a technology infused unit or project. For example, if a high school social studies teacher wants to have their students complete a research project using presentation software or via a web-page, the students must have the requisite skills. Without fundamental technology skills students can not be shown how to use technology as a tool.

It is imperative that our schools are good at both teaching technology skills and integrating technology with the core curriculum. Just as reading and basic math skills prepare the student for high order thinking in all other subjects, basic technology skills prepare the student to participate in higher order thinking activities and projects in all other subjects as a 21st Century citizen.

Technology can be curriculum, instructional materials, or an instructional method. Traditionally, curriculum is within the sphere of administrators; selection of materials and instructional methods are within the sphere of the teacher. In technology skills classes (like Technology Education, Life and Work Skills, and Business) the technology **is** the curriculum. It is within the sphere of the administrator to //mandate// curriculum content in these courses in accordance with the New York State Learning Standards. In the absence of explicit administrative mandates, teachers in Hyde Park Schools have created a broad range of excellent technology skills classes in our middle school and high school. In order to ensure consistency for all students and efficiently integrate technology with the core curriculum, our district has been working to implement a formal program of technology skills development covering every grade level.
 * Roles and Responsibilities for Administrators and Teachers in the Implementation of Educational Technology:**

In core curriculum courses, however, (math, science, social studies, English, foreign language, etc.) technology-enriched instruction for any given lesson has been traditionally seen as just one option among many possible instructional materials or methods. Research has shown that teachers create lesson plans according to their learning and teaching ideologies (Journal of Research on Technology in Education Volume 39, No. 2). In order to make a change in the way technology is used in the classroom, the concept of teaching must evolve from strictly teacher-centered instruction to involving aspects of student-centered learning.[This seems to be a good place to make the point that differentiated instruction implies technology is used to a degree dictated by the student's aptitude, not by the teacher's comfort level - sch]

Education and professional development are essential in providing teachers with the tools and resources they need to successfully utilize technology to improve instruction. If this gap is not bridged, the notion of “digital disconnect” will continue to flourish and cause frustration among today’s students. The U.S. Department of Education National Center for Statistics showed that 48% of the teachers who responded to a study regarding computer technology stated that they strongly disagreed with the statement “I am reasonably familiar and comfortable with using computers.”[This needs a date or citation (or both) - sch] Schools that do not adapt to the technology needs of students risk becoming irrelevant as students and parents seek out other options such as e-learning and virtual schools. It is imperative that the technical training support staff provide professional development to best help teachers stay current on the latest technology tools.

It is important that educational technology materials and methods be an on-going part of the professional development offered to //all// teachers in order to maintain and build their knowledge base in their curriculum area and in the field of teaching in general. Through well-planned and ongoing professional development as well as collegial contact with “technology active” teachers, research has shown that all teachers will grow in their knowledge and use of technical resources with their students (Journal of Research on Technology in Education Volume 39, No. 2). The pedagogical techniques on which the district offers training are those which the district values and would like to see implemented.

New York State defines teachers as highly skilled professionals. Core content teachers are now required to earn a Master’s Degree. It is essential that teachers choose to integrate technology into the core curriculum and participate in the design, implementation, and ongoing modification of these lessons just as they would with the implementation of any other instructional material or method.

While it is NOT the function of the technology department, the technology committee, the Board of Education, or any other administrative body to micro-manage the daily agenda of any classroom teacher in good standing, it IS the function of the administration and the BOE to provide the resources necessary for teachers to do their jobs effectively - including the hardware, software, training, support, and telecommunications necessary to implement excellent technology infused lesson plans on a regular basis. [This needs a little more punch. THE BOE and Admin have the right to designate tech skills as important to be developed in students and therefore has the obligation to provide the tools to do so. - sch]

Similarly, while the business office is responsible for implementing sound business practices and adhering to legal requirements, the benefits of information technology for efficient and economical business operations is well established and accepted.