Instructional Technology Philosophy

The only person who is educated is the one who has learned how to learn . . . and change.

--Carl Rogers

My instructional technology philosophy is based heavily on the idea of adaptation in the teaching/learning process. I believe in a learner-centered instructional process and I believe that it can be achieved through the integration of technology; however, this process will take time to come to the forefront as it does not fit so neatly within the framework of standardized testing and the regurgitation of facts. Instead, my vision of instructional technology and education itself would include the critical thinking skills of synthesis, analysis, and evaluation as well as solving real-world problems and understanding underlying concepts and principles. However, there are three main facets to my philosophy. First, I believe that it is important for me to recognize what I need to know. Next, I must know where to find the information my students need. Finally, I must understand how to transform that information into knowledge for my students.

As an instructional technologist, it is imperative for me to recognize what it is I need to know when I see it. This idea is based on my knowledge of curriculum and pedagogy for the subject area. I must know the content I am expected to teach as well as the ways in which to reach my students if I am to be successful; this does not change when I add the tool of educational technology to my tool box. Instead of taking on an unrelated assignment that uses technology for technology’s sake, I must be able to find curricular connections in any technology lesson that I introduce to my class. Also, I must find a way to integrate the technology in such a way that it enhances rather than distracts from the goal of the lesson.

In addition to being able to recognize what I need, I must know where to retrieve the information. This is where one of the major facets of information literacy comes into play. The National Forum on Informational Literacy defines it well.

“Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.”

My task as an instructional technologist is to identify, locate, and evaluate information that matches teachers’ curriculum requirements; thus, with my support, they become more likely to use technology in the classroom because the overwhelming burden of finding the perfect resource is lifted. This is a role that I take seriously since I have had many teachers tell me that my web site has assisted them in finding strong, curriculum-driven resources for K-12 students.

Finally, the third component of successful instructional technology is knowing how to use the information when it is retrieved. Teachers need to know, not only where the great web sites are for their students, but also what kinds of projects lie within the realm of possibility with the technology available in 21^st century classrooms. Teachers must have the opportunity to learn how to use technology such as web quests, virtual field trips, and online discussion boards effectively to shift their students into the active creators of knowledge rather than just the passive recipients of it.

In order for teachers to make this transition to technology-infused classrooms successfully, they need ongoing, job-embedded professional development in the area of technology that directly relates to the subject area and students they are teaching. It is settings like these where teachers learn how to harness the power of the information super highway, thus making their students excited about creating original projects that can be published for a wide audience. When this mission is accomplished in every classroom, my vision of instructional technology will be complete.