| Abstract: | Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. |
