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ERIC Number: EJ868942
Record Type: Journal
Publication Date: 2009-Dec
Pages: 5
Abstractor: ERIC
ISSN: ISSN-1529-8957
Technology Instruction: Fixing the Disconnect
Larson, Lotta; Kuhn, Cyndi Danner; Collins, Royce Ann; Balthazor, Gerri; Ribble, Mike; Miller, Teresa Northern
Principal Leadership, v10 n4 p54-58 Dec 2009
High school students spend much of their educational journeys immersed in "old" literacies of paper, pencil, and print books. But outside of the classroom, they are exposed to information and communication technologies--such as blogs, wikis, Internet browsers, multimedia, social networking sites, and a wide range of software--each of which demand new literacies. This disconnect is a serious problem for schools because it reflects a decline in school's relevancy to students' futures, and the gap between how schools teach and how students learn will only grow over time. The first step in updating a school's technology and instruction is to revisit and revise current vision statements by facilitating conversations with all stakeholders about expectations for student skills upon graduation. Vision setting must include the new literacies. Teachers and education leaders must model expectations and support visionary teaching and learning through technology. To make that happen, they need instructional technology specialists who not only have a strong knowledge of hardware, networks, and equipment maintenance but also understand the art of teaching and how to enhance and enrich the daily curriculum by integrating technology. To do this, instructional technology staff members and those creating the curriculum must engage in ongoing dialogue to ensure that computer language is translated into the language of teaching and is directly related to what teachers want to do in their classrooms. For schools to successfully integrate technology, leaders must encourage and support strong relationships between teachers and technology support staff members. Schools must also provide easy access to technology in classrooms so that teachers can effectively integrate technology into the curriculum. Limited resources and complicated check-out procedures often contribute to lack of use. In addition, frustrations over blocked sites or limited access to online resources prevent teachers from integrating technology. Leaders, teachers, and technology staff members need ongoing communication with one another to share needs, frustrations, and solutions. Schools must move ahead quickly. It may be understandable for teachers and leaders to be a bit behind in the use of technology, but it is no longer adequate or appropriate to hold students back. Students today will be leaders in a global society, and technology can connect them to that world in ways that were unimaginable 10 years ago. School leaders need to join students in their world--which includes all of the new literacies--so that everyone can function and contribute to the future.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A