As an addition to your current Philosophy of Education, outline your perspective of technology in the classroom.
Directions: Add a clearly labeled section of 1-2 pages to your current philosophy of education (from ED 200) using the prompts listed below.
Equitable Technology Vision
Prompt: Describe your vision for using technology to advance equity, justice and student learning in the classroom amidst a time of rapid innovation and change.
What is your vision for using technology?
What is the aim/purpose of using technology? What role might technology play for a student? What is your personal approach to technology-enhanced instruction?
How might technology be used as a tool to support student learning?
What is digital citizenship? What is the purpose of digital citizenship? What role does digital citizenship play in a student’s learning outcomes?
What considerations do you need to hold for using technology in ways that promote the various facets of equity and justice in your classroom? What is “good” use of technology? What challenges and opportunities might technology present to create more equitable outcomes for students? In a rapidly shifting context, what are the ways you hope to enact a criticality to advance student learning while attending to issues of bias that may surface?
What did you learn in the exploration for the technology resource you used? What implications does this have for your practice?
Theory to Practice
Prompt: Synthesize and cite at least two (2) relevant texts from the course that have influenced your philosophy of technology.
How have the readings influenced your philosophy of technology?
Reflect on your experience(s) with using technology in the classroom. Describe the connections you are making to supporting the whole child, building on student and family funds of knowledge and cultural wealth.
What next steps would you like to take to better align with the ISTE Standards (educators, students)?
Overall, what are the affordances and constraints of using digital technology in the classroom?
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