IN West Mifflin Fall 2018 | Page 29

be thoughtfully addressed in order to successfully accommodate a new way of learning. “What technology allows us to do is amplify and expand the repertoire of techniques that effective teachers use to elicit the attention, effort and engagement that are the basis of learning,” Michelle Miller says in Minds Online. “The tools we use can and do change us but when we use these tools mindfully, we can remain in control of those changes, shaping them to benefit our students.” As schools are implementing the infrastructure needed for technology advancements in the classroom, teachers are being tasked with providing their students with a more individualized approach to learning. Professional development for these teachers is crit ical to ensure that they are not stretched too thin and their budgetary resources are properly allocated. Support from administrators and coaching from peer mentors in how to approach this new way of teaching has proven to increase the likelihood of success in the classroom. In addition, classroom evaluations are being reconfigured, as sitting in the back of a classroom no longer accurately assesses a teacher’s effectiveness in this new learning environment. The World Economic Forum states that 75 percent of educators and students feel there is a gap in their ability to meet the needs of a growing IT-focused workforce. In addition, 90 percent of organizations currently have an IT skills shortage; by 2020, it is estimated that there will be 1.5 million jobs in the digital industry across the globe. These statistics alone make technology integration into schools a necessity. Not only will our young children come out of their education prepared for a role in a booming industry, but our teachers will have the confidence in knowing that they’ve provided their students the best opportunity for success.   ■ WEST MIFFLIN ❘ FALL 2018 27