Vision
My vision for the use of technology in P-12 schools is one that makes use of blended learning, where teachers have the benefit of utilizing technology to aid in student learning. Blended learning has been shown by Fazal and Bryant (2019) to be effective in students demonstrating a higher degree of content mastery than with just face to face learning. A brick and mortar building would be available for students to attend, but they would not be required to come to the building as long as they are were making appropriate and adequate progress in the online system. Teachers would have a consistent schedule for teaching concepts, but most of their time would be served as facilitators, as supported by Jaleel and OM. Teachers would model learning strategies such as predicting, questioning, clarifying, summarizing (2017) and aiding students who have questions or need additional guidance. My vision includes allowing students to be self-directed learners. As summarized by Chew, self-directed learners benefit by being more independent in solving realistic and situational problems (2019). Students would also be provided with choices while learning and demonstrating mastery. All students will complete pre-sequenced standards-based assignments that would develop success levels of mastery for a topic as suggested by Walker, because students would undoubtedly lack the broad perspective and deep knowledge to decide what outcomes need to be specifically addressed. The LMS and class the assignments can be personalized to the learning styles and ability levels of each student. My vision for a school is one where the administrators, teacher, parents, students and other stakeholder are flexible and understand the importance of the interaction of school design, discipline, digital resources, student roles, and teacher workloads as summarized by Bingham (2017), which would be necessary in a blended learning environment that focuses on a personalized learning approach.
Bingham, A. J. (2017). Personalized learning in high technology charter schools. Journal of Educational Change, (4), 521. https://doi-org.proxy.kennesaw.edu/10.1007/s10833-017-9305-0
Chew, B., Chia, C. & Teo, F. (2019). Work in Progress: Self-Directed Approach for Project Based Learning Activity. 2019 IEEE Global Engineering Education Conference (EDUCON), Global Engineering Education Conference (EDUCON), 2019 IEEE, 12. https://doi-org.proxy.kennesaw.edu/10.1109/EDUCON.2019.8725051
Fazal, M., & Bryant, M. (2019). Blended Learning in Middle School Math: The Question of Effectiveness. Journal of Online Learning Research, 5(1), 49–64. Retrieved from http://search.ebscohost.com.proxy.kennesaw.edu/login.aspx?direct=true&db=eric&AN=EJ1208816&site=eds-live&scope=site
Jaleel, S., & O. M., A. (2017). A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level. Universal Journal of Educational Research, 5(10), 1849–1852. Retrieved from http://search.ebscohost.com.proxy.kennesaw.edu/login.aspx?direct=true&db=eric&AN=EJ1170184&site=eds-live&scope=site
Walker, H. M. (n.d.). Democracy/student choice and the computing classroom. ACM Inroads, 9(3), 26–30. https://doi-org.proxy.kennesaw.edu/10.1145/3233187
Bingham, A. J. (2017). Personalized learning in high technology charter schools. Journal of Educational Change, (4), 521. https://doi-org.proxy.kennesaw.edu/10.1007/s10833-017-9305-0
Chew, B., Chia, C. & Teo, F. (2019). Work in Progress: Self-Directed Approach for Project Based Learning Activity. 2019 IEEE Global Engineering Education Conference (EDUCON), Global Engineering Education Conference (EDUCON), 2019 IEEE, 12. https://doi-org.proxy.kennesaw.edu/10.1109/EDUCON.2019.8725051
Fazal, M., & Bryant, M. (2019). Blended Learning in Middle School Math: The Question of Effectiveness. Journal of Online Learning Research, 5(1), 49–64. Retrieved from http://search.ebscohost.com.proxy.kennesaw.edu/login.aspx?direct=true&db=eric&AN=EJ1208816&site=eds-live&scope=site
Jaleel, S., & O. M., A. (2017). A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level. Universal Journal of Educational Research, 5(10), 1849–1852. Retrieved from http://search.ebscohost.com.proxy.kennesaw.edu/login.aspx?direct=true&db=eric&AN=EJ1170184&site=eds-live&scope=site
Walker, H. M. (n.d.). Democracy/student choice and the computing classroom. ACM Inroads, 9(3), 26–30. https://doi-org.proxy.kennesaw.edu/10.1145/3233187