Chapter 9

New Schools

It is a fact: our students are changing thus our schools must change as well. Throughout this book, Solomon and Schrum remind us of the changes that are currently underway thanks to the Web and all that it has to offer to our education system. "It is certain that digital technologies and new Web applications have made a huge difference and are here to stay" (Solomon & Schrum, 2007).

Chapter 9 offers insight of what's to come in the future of our schools. Though these are only suggestions, I must admit that they are right on with there predictions. They discuss the potential for using digital books (eBooks and teacher created book databases) versus that standard hard text that many of our schools are currently using. Another topic is student directed learning using Apps that adapt the digital learning environment to meet the needs of the student. This would truly put the teacher in the "facilitator" role and encourage students to guide each other and control their learning.

Solomon and Schrum recognize that by the time we read this book, many of these ideas could be in use or even outdated. This is a component of the constant change and improvements made to the Web and the benefits of Web 2.0 tools. Though these changes take place, Solomon and Schrum put an emphasis on professional development to take our traditional classrooms to the Web 2.0 educational age and beyond.

The ultimate goal will be for schools to put together and use new tools to create new models of technology-infused teaching and learning. Our vision of a new school is one in which the educators can adapt and change, model and use tools, and understand how students learn and what tools- both technological and pedagogical- will foster learning.

~Web 2.0 New Tools, New Schools by G. Solomon & L. Schrum (2007) 

National Educational Technology Standards (NETS) for Teachers

All classroom teachers should be prepared to meet the following standards and performance indicators.

1. Technology Operations and Concepts
Teachers demonstrate a sound understand of technology operations and concepts. Teachers:
   2. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2. Planning and Designing Learning Environments and Experiences
Teachers plan and design effective learning environments and experiences supported by technology. Teachers: 
   1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

3. Teaching, Learning, and the Curriculum
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
   1. facilitate technology-enhanced experiences that address content standards and student technology standards.

5. Productivity and Professional Practices
Teachers use technology to enhance their productivity and professional practices. Teachers:
   2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
   3. apply technology to increase productivity.

6. Social, Ethical, Legal, and Human Issues
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply the understanding in practice. Teachers:     
    5. facilitate equitable access to technology resources for all students.

Citations

Solomon, G., & Schrum, L. (2007). Web 2.0, new tools, new schools. Eugene, OR: Intl Society for Technology in educ.