Whose Definition of (Educational) Technology?

A challenge that I see emerging is that there are multiple definitions of the word technology in the Education Community. These definitions are based entirely on and limited by an individual's experience with computers/computing devices and [proprietary] software . Here are some personal observations noted recently:

• A curious dichotomy between 'great teaching' vs. 'technology' seems to creep in to many conversations. As if the two are mutually exclusive. (They're not)

• Those with limited experience with current technologies tend to believe that those with successful experience using technology are biased because they "like" technology/computers. (Actually, in many cases, education technology enthusiasts are only enthusiasts because they have seen remarkable results along the lines of engagement and learning with their students while learning with technology)

• Those with limited experience with current technologies believe all technology/technological applications are expensive. (Wrong. Most web applications and many cloud-based programs are....FREE. Many of these rival proprietary programs like Microsoft Office).

• Those with limited experience with current technologies make no mention of web-based, networked online learning spaces. The conversation remains in the realm of hardware and internet access. (Yes, you need to be able to access the Internet to use any cloud-based app but the hardware/device being used to access the web is beside the point. The learning moments happen in those networked spaces.)

• Those with limited experience with current technologies scoff at the idea of using Twitter or other social networking platforms as a Professional Development tool or Learning Resource. (Twitter is, to many education professionals a "Professional Development Superhighway".)

• Etc...(Add your observations in the comments below)

Here's one way of describing the problem:
Those with limited experience with current technologies are like people who stopped learning the alphabet at the letter "C". Knowing only 3 letters of the alphabet, they will argue that the alphabet is a limited resource. After all, you can only craft so many words with three letters.

They're right about that . (CAB) But guess what? There are 26 letters. And so it is with technology, except that the technological alphabet is ever-expanding. Which is why Lifelong Learning is imperative now. It's not just an option to stop learning and impose your limitation on those who know better. It's an indefensible position.

Educational Technology Literacy for Educators: 2 Resources

Yesterday I wrote about my concerns that teachers have a wide range of knowledge with regard to current technology. I believe if things remain the same, students will, indeed, suffer. It seems time to consider mandating instructional technology skills for all educators at all levels.

The question is where to start doing how to measure to what extent teachers have integrated technology into the curriculum. I have discovered two resources that could be used:

1- The Technology Integration Matrix (TIM) produced by the Florida Center for Instructional Technology. The TIM is a video resource supporting the full integration of technology in schools. It is also a guideline. "The Technology Integration Matrix illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments."

The Technology Integration Matrix can be found here.

2-Tiers of Technology Integration into the Classroom Indicators from the State of Washington. The 2005 Washington State Technology Integration into the Curriculum Working Group defined technology integration, and also developed the Tiers of Technology Integration into the Classroom Indicators with a set of examples for how these might be observed or assessed, for districts to use in assessing and reporting the level of technology integration of its teachers.

Tiers of Technology Integration into the Classroom Indicators can be found here.

Seeking Technology Standards for Teachers

Just as there is a problematic digital divide among regions of the U.S., where some students have 24/7 access to information while others have no access, there is a problematic division between teacher's understanding of and use of technology for learning. I am talking, here, about situations where technology would actually be significantly more beneficial than traditional means of learning.

It seems we may be approaching a point where technology standards ought to be developed for teachers. Are there districts/administrators/school boards addressing this problem? Are there examples that can be shared here? Please comment.