The National Educational Technology Plan was new information for me and I suspect that many of the teachers I work with have never heard of this as well. I was very impressed with the plan and goals and as with the other readings for this course, I believe this document would be valuable for all teachers in my district to read.
In regards to Learning, the plan states “The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning instead of a one-size-fits-all curriculum, pace of teaching, and instructional practices.”
In regards to Teaching, the plan states “Just as leveraging technology can help us improve learning and assessment, the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners and classrooms are fully connected to provide educators with 24/7 access to data and analytic tools as well as to resources that help them act on the insights the data provide.”
In regards to Professional Development and Training, the plan states that the goal should be “Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.” However it points out the sad truth that “ teaching today is practiced mostly in isolation. Many educators work alone, with little interaction with professional colleagues or experts in the outside world. Professional development typically is provided in short, fragmented, and episodic workshops that offer little opportunity to integrate learning into practice. A classroom educator’s primary job is understood to be covering the assigned content and ensuring that students test well. Many educators do not have the information, the time, or the incentives to continuously improve their professional practice from year to year.”
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