I believe that technology should not drive curriculum but be used as a resource to support curriculum. Technology and resources are available to students 24/7. These resources should be streamlined in a manner that is consistent, user friendly and creates a learning tool for the student. Students SHOULD be encouraged to explore and PLAY online.
Throughout my professional experience I have been exposed to many forms of technology, and even worked for a technology company that created equipment to capture objective measures of therapeutic exercise. I have worked on technical mechanical issues within a bike shop where the best resource available was YouTube. I have been challenged with academic issues that I could not identify in a book, and I have even become an extremely accomplished spearfisherman, and didgeridoo maker and player through the use of technology. Technology is an amazing resource and can allow an individual to become proficient, and even connect with others on topics that may not be readily available offline. Technology puts the knowledge of our entire existence at our fingertips. Education has and needs to continue to make a shift from rote memorization, to supporting students in identifying, utilizing and connecting with resources. Within technology there are many areas that could be identified: school devices, personal devices, restrictions, Learning Management Systems, blended learning, online learning, social networking, big data management, enterprise architecture and many more. I would like to identify the importance of consistency and support within technology. In a previous placement the students had access to various forms of technology, and the staff relied on their computers for planning and communication. This setting had an IT staff member that was present maybe once every two weeks. He continuously seem to play “catch up”, as he would simply identify slow or non-working computers and “fix” them. This staff member was not helping teachers to identify new strategies, and technologies to enhance the classroom, but performing a form of triage. Also, schoolwide there were no academic programs, LMS, or apps identified and used consistently. For this reason the transition between classes seemed a bit difficult. In my most recent setting there are two technology coordinators, who not only ensure devices are working well, but also identify and communicate new strategies, technologies and techniques to the classroom teachers. Also, the organization has adopted a blended strategy into its mission, and the entire campus has committed to using the LMS Haiku. This consistency ensure all students understand and are accountable to the technology expectations. Lastly, the use of technology as a daily resource and tool removes to “novelty” aspect of technology, and allows students to remain on task more consistently. I believe school discipline needs to be established by a mutual respect, and a sense of belonging and ownership. I do not believe a positive discipline plan, school culture or climate can be achieved through a dictatorship, fear or strictly a punitive nature.
I have witnessed both styles of leadership, culture building, and discipline programs in the educational setting as well as the military. I would like to reflect on my time in the United States Marine Corps, and the leadership styles I have observed and worked under. The first style was a platoon sergeant that screamed a lot, often had demands that were unnecessary, and would “flex” his muscle as often as he could. This style promoted conflict and a negative energy with all platoon members. Alternatively I have been a part of units where I have looked up to my platoon sergeant or squad leader, and felt like a valued member. Their words were not necessary to lead, as their action resounded with all members. In discussing school discipline, culture and climate, we could identify: punitive programs, suspension/expulsion standards, school rules, demands of the student, policies, intervention programs and so on. I would like to address the idea of a restorative discipline program, culture, and climate. This climate is established and relies on individualized relationships with students and teachers, and requires transparent and consistent communication with all staff members. The restorative culture establishes each student as a valued and beneficial member of the school community, and ensures that each student has the opportunity to learn from and identify the mistake or misguided action they may have chosen. This discipline program is very individualized and is very much dependent on if the student is willing to identify and own their part in a situation. This restorative culture creates a positive and energetic culture where all staff members are willing to learn from not only each other but also from the students. This restorative culture, climate and discipline program starts with the staff at a school site. I have witnessed students make a dramatic change in their thinking and actions because they have had the opportunity. This opportunity was made available through an alternative discipline program that does not focus on office time, suspension and expulsion, but highlights individualized and valued relationships. I believe that parents, family and community are essential to creating a stable and TRUSTING environment and relationships where students become, and are willing to be lifelong learners.
I witnessed and was a part of an amazing community development program while serving in Iraq with the United States Marine Corps, from 2004 - 2005. During my deployment our primary mission was to train the Iraqi National Guard (ING), and the Iraqi Police, while also directly confronting and outing any combative or terrorist elements. This was in preparation for the 2005 elections, and violence was at its peak. Upon first arrival the Iraqi people were not very accepting of us, as they did not feel safe. After implementing a similar patrol pattern to a “beat cop”, and with foot patrols running through towns and villages 24/7, the community quickly came to understand that we could be trusted. We established ties with local Sheiks and even broke bread with many families while on long foot patrols. This trust allowed them to feel more secure in their setting, as well as allowed us to feel a bit more secure while outside the wire. Because of these strategies I witnessed and was apart of the 2005 election, where for the first time in Iraq women were able to vote. In addressing parent, community and school needs there are many requests and demands that could be addressed. The involvement and support of parents in academic settings, the involvement and support of parents in field study settings, and the involvement and support throughout fundraising and extracurricular activities. Also, identifying how communities can be identified and potentially supported by the school and their students. I would like to focus on the school and students supporting their community. In my current setting I believe we have gained the trust of our students, but have limited opportunities to develop ties and gain trust with our community. Currently technology drives all forms of education. This could be formal education, or simply accessing a YouTube video to fix something around the house. In order for students to become lifelong learners and valuable community members they and we need to learn alongside of one another and teach one another. As a school leader I would implement a program the empowers students to share their knowledge, and learn alongside their family and community. The program that I would propose would be a small, student run computer lab that is open after school hours (4pm-6pm), and accessible first to the families of students, and with a later discussion of community involvement. This takes learning to a new level and promotes life skills involved to continue student success and lifelong learning. I believe that curriculum and instruction needs to be fully inclusive, personalized and must make a student feel connected to their world around them. In a previous placement as a special education teaching assistant at a non-public school serving students with disabilities, I witnessed great individualized instruction. While there was great individualized instruction, some students seemed to to be in a bit of a restricted environment, and not the least restrictive setting. While I value a united front and standards based instruction, I believe that creating life-long learners that are willing to identify and use the resources around them to persevere through adverse and challenging circumstances is, and should be a priority.
There are many aspects that can be discussed and identified when addressing curriculum and instruction. Some of them include: standards based instruction and / or competencey based model. Instructional strategies can be identified and include: blended learning, gradual release of responsibility, collaborative teaching and learning and even explicit direct instruction. Curriculum can be community based or very individualistic. It can be content specific, or cross-content collaborative. While there are many areas to be discussed, I would like to identify personalized instruction that allows students to feel connected and accepted to THEIR world around them. I am choosing this area as a focus because in the workforce, college world and career world, there are NOT different settings for different individuals. There are different paths, career and jobs, however we all interact with many levels of learners and learning styles on a daily basis. In education there is a need for more personalized instruction and more importantly for measuring competency. I value all learners, and who am I or we to say that a person who easily earns an A, over an individual who works extremely diligently to earn a B (or otherwise) is an better. At this point in education we need to be honest better grades…...well, mean BETTER. We need to identify and create a culture and climate that is willing to learn and teach one another, rather than one up each other. |
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March 2015
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