LUCY'S PHILOSOPHY
Student-centered, inquiry-based, globally connected learning environments have intrigued me throughout my career as an educator, stemming from my own early learning experiences as a student in an independent school from kindergarten through grade 9. Fundamentally, all educational endeavors must be rooted in the authentic experiences facilitated by thoughtful teachers for students to engage and be motivated to learn genuinely. In turn, students develop critical thinking skills and produce deep work, reaching their fullest potential as learners. This path may look different for each child, and it is the responsibility of a school to know and understand their students and to provide personalized learning opportunities, based on student learning styles and interests. I also fervently believe that it is our education system’s obligation to inspire students and their parents and to bring the world to them whenever possible so that they can understand our planet from a broader perspective.
Within this context, I am convinced that technology should be used to support and enhance teaching and learning, to present educational opportunities that were never before possible, and to provide a window into the individual learning experiences of students. Technology is not a substitute for an artful teacher, and while some students may benefit from remedial technology applications, I prefer to see technology employed in more profound ways that allow students to collaborate, to co-create and to communicate with others within their school and beyond their classroom walls. Developing these 21st-century skills sets and STEM skills via the affordances of technology is crucial in this day and age. Our young people eventually will have to work across borders and solve global challenges as adults; technology and innovation play essential roles in preparing students for an ever-changing world.
The International Society for Technology in Education (ISTE) has been revamping standards for students, teachers, and administrators over the last few years. These changes reflect a significant shift in the field of educational technology from a skills-based approach to one that seeks to develop innovative thinking. We no longer want students and educators to be just technology literate; technology is now seen as a lever for transforming education. Increased awareness of the impact on learning spaces also factors into this. Flexible learning spaces, maker spaces, fab labs, and the like are becoming more prevalent in schools today. In general, I believe that the ISTE standards serve as a useful guide when setting goals in a school related to educational technology.
The effective integration of educational technology into school settings depends on a significant amount of professional development and coaching support for faculty members. Professional learning opportunities can be informal and formal, but the bottom line is that these experiences must be rooted in principles of adult learning theory, otherwise known as andragogy, to inspire teachers to consider the benefits of any professional experience. I also believe in the power of professional learning networks and I try to model for others on how to best leverage these connections. Professional development is one of my passions, and I partake in a variety of opportunities including local lectures, webinars, podcasts, Twitter chats, Ed Camps, and a variety of conferences as I try to learn more about what inspires teachers to evolve in their practice.
As a longtime advocate for educational technology in a range of settings, my role has often involved listening to educators, determining their needs, and making suggestions regarding strategies and tools. I am a curator of best practices in innovation and believe in being professional generous by sharing information with others. Additionally, I have worked with several schools to develop long-term plans for change and, these plans are always customized to each institution and aligned with current strategic plans. In my experience, innovation work with schools must be based on a clear understanding the school’s culture and priorities. My work has taken me around the world to see and work with some of the most resource-challenged schools as well as some of the most elite schools out there. Because I have had these opportunities, I hope to synthesize my findings and apply this knowledge in-depth to an institution on a long-term basis.
Within this context, I am convinced that technology should be used to support and enhance teaching and learning, to present educational opportunities that were never before possible, and to provide a window into the individual learning experiences of students. Technology is not a substitute for an artful teacher, and while some students may benefit from remedial technology applications, I prefer to see technology employed in more profound ways that allow students to collaborate, to co-create and to communicate with others within their school and beyond their classroom walls. Developing these 21st-century skills sets and STEM skills via the affordances of technology is crucial in this day and age. Our young people eventually will have to work across borders and solve global challenges as adults; technology and innovation play essential roles in preparing students for an ever-changing world.
The International Society for Technology in Education (ISTE) has been revamping standards for students, teachers, and administrators over the last few years. These changes reflect a significant shift in the field of educational technology from a skills-based approach to one that seeks to develop innovative thinking. We no longer want students and educators to be just technology literate; technology is now seen as a lever for transforming education. Increased awareness of the impact on learning spaces also factors into this. Flexible learning spaces, maker spaces, fab labs, and the like are becoming more prevalent in schools today. In general, I believe that the ISTE standards serve as a useful guide when setting goals in a school related to educational technology.
The effective integration of educational technology into school settings depends on a significant amount of professional development and coaching support for faculty members. Professional learning opportunities can be informal and formal, but the bottom line is that these experiences must be rooted in principles of adult learning theory, otherwise known as andragogy, to inspire teachers to consider the benefits of any professional experience. I also believe in the power of professional learning networks and I try to model for others on how to best leverage these connections. Professional development is one of my passions, and I partake in a variety of opportunities including local lectures, webinars, podcasts, Twitter chats, Ed Camps, and a variety of conferences as I try to learn more about what inspires teachers to evolve in their practice.
As a longtime advocate for educational technology in a range of settings, my role has often involved listening to educators, determining their needs, and making suggestions regarding strategies and tools. I am a curator of best practices in innovation and believe in being professional generous by sharing information with others. Additionally, I have worked with several schools to develop long-term plans for change and, these plans are always customized to each institution and aligned with current strategic plans. In my experience, innovation work with schools must be based on a clear understanding the school’s culture and priorities. My work has taken me around the world to see and work with some of the most resource-challenged schools as well as some of the most elite schools out there. Because I have had these opportunities, I hope to synthesize my findings and apply this knowledge in-depth to an institution on a long-term basis.