Achieving Teaching and Learning Excellence with Technology

• Published in: Teacher librarian (Vancouver) Vol. 37; no. 2; pp. 14 - 22
• Main Authors: Marcoux, Elizabeth, Loertscher, David V
• Format: Magazine Article
• Language: English
• Published: Bowie Scarecrow Press, Inc 01.12.2009; E L Kurdyla Publishing LLC
• Subjects: Best Practices; Cognitive style; Company business management; Computer Software; Computer Uses in Education; Computers; Education; Educational innovations; Educational Technology; Equipment and supplies; Excellence; Individualized Instruction; Information Technology; Innovations; Internet; Learning; Learning Problems; Librarians; Management; Methods; National Standards; Practice; Professional Development; Research Skills; School Libraries; Social Networks; State Standards; Student Needs; Teachers; Teaching methods; Technology application; Technology in education; Technology Uses in Education; United States
• ISSN: 1481-1782

Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people do. Simultaneously, children and teens of this generation have enthusiastically embraced technology for social networking and content creation purposes but have failed or not been allowed to extend their technology expertise over into their academic pursuits. This article discusses the learning to technology approach. Begin with a learning problem, diagnose that problem, and then prescribe one or several excellent tools that will work to solve that "problem." Or begin with best practices you want to achieve and then fit the tool to that challenge. Become the doctor, not the pharmacist. In this article, the authors present their list wherein they grouped the many characteristics of both devices and software into six major categories, followed by a focus on the organization to deliver those teaching and learning benefits. Their argument for this arrangement centers on excellence in teaching and learning--the idea that technology use must be tested for both individual and group growth in a global world. Thus, they end the listings under each characteristic with encouragement to collect data on that characteristic and report it widely. They give the major reason for this in their conclusion: Actual data and evidence collection is beyond the scope of this article. There are sources that will help in that focus, so first focus on results and then develop techniques to measure effect. The authors are quite certain every reader will be able to add both items under each characteristic as well as find examples that have produced results with real learners in their schools. Perhaps this list can be the foundation of a major conversation in professional learning communities and in technology-focused professional development.