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