Vision and Mission Statement

As teachers, who are judged by the performance of our students, knowing the ins and outs of the grading system used to deem whether we are effective or not is a tool that can be used to our benefit. Having an idea of how to read the Common Core State Standards (CCSS) and how to effectively teach the CCSS are two very different tasks. It is essential for students to learn, understand, and apply principles about technology in order to master some of the CCSS. An example is, "CCSS.ELA-Literacy. CCRA. W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism," (Roblyer, 2016). Non-educators may look at this and see a quick lesson about looking up information. An educator is going to see a whole weeks worth of lessons that break down each component of this standard in order for students to master it. Without any guidance on what this standard should look like, teachers are having to create lessons, projects, and assessments that will reflect solely on their ability to teach. 

In school, technology can be used to give students some "real-world relevance" into what they are learning. Students are "more willing to learn skills that have clear value to their future life and work." (Roblyer, 2016). Technology not only allows students to learn information that they may not otherwise be likely to learn, but can show them how the information is going to be useful, therefore having students become more invested in their own academics. Unfortunately, a lack of technology at home can hinder a student in their technological education. When students can only access technology at school, it automatically puts them at a disadvantage when being compared to other students at other schools. By teaching students about Educational Technology in school, it increases their chances of being able to continue to compete on an educational level. This is the reason teachers need to be sure that their technology is being utilized to the most effective degree possible.  

When thinking about students and their entrance into the competitive world of employment, they need to know technological information on an even higher level than the CCSS that they are being held to in school.  More than having to use the information learned in school through the technology, they will have to use the approaches and theories about the technology itself in their careers. One of those theories is the Constructivist Theory (Roblyer, 2016). Technology is a tool that allows students to create their own knowledge and find the answers to the questions they want to know. The inquiry-based approach allows students to create their own questions and find their own answers. (Roblyer, 2016) Over the course of this process, students change and mold their questions to their line of thinking. They are constantly re-evaluating what they are learning to figure out new questions that they have to find the answers to. Out in the world of employment, these students are going to have to figure out systems and information for themselves. They are going to have to find that information, verify that it is valid, and use it in a way that brings success. None of this can be done without Educational Technology.


Roblyer, M. (2016). Integrating Educational Technology into Teaching (7th ed.). Massachusetts: Pearson.