PenDragon - the official magazine of Lyford Cay International School PenDragon Vol 1, Spring 2015 | Page 9

solve problems, both individually
and collectively.
With privilege
comes responsibility. Technological
productivity has bestowed upon
us
heretofore
unimaginable
capabilities. New literacy is about
using these capabilities effectively
and responsibly to maximize our
ability to innovate, educate and
communicate.
With so much at stake and so much
to gain, technology stands at the
center of our lives. The challenge
for educators is to understand how
these new literacies, spawned from
technology, can be incorporated
into an education that equips
students with the tools they need to
construct meaning, to shape their
understandings, and to develop
skills for the future. To be a “relevant
educator” is to be a teacher who
incorporates instructional technology
and ultimately provides students
with the new literacies they will
need for the future. Society and
education departments alike hold
clear expectations that schools
develop curriculums that effectively
use technology while also teaching
the importance of digital citizenship.
While teachers are extremely eager
and supportive of new literacies in
general, many are not yet equipped
with the skills to successfully integrate
technology in their lessons. Nor can
they further address the appropriate
integration of these technologies
in the lives of young people. Thus,
while students will have experienced
technology integration in every
aspect of their personal and social
lives, it is possible that they could
leave school without the strategies to
be effective agents of new literacies.
The question, therefore, is
not “how can we integrate
technology in schools?” but
rather,
“what
professional
development do teachers need
to convey the most appropriate
uses of the vast tools and
resources that students have?”
One might be able to argue that
while we call these digital literacies
“new,” they are essential skills for life
that have always existed. While this
is certainly true, our lens has now
changed, and these priorities must
be achieved through the authentic
use and ongoing evaluation of our
new tools. The core principles of
ethics and scholarship remain the
same, but the way in which these
principles
are
communicated,
applied and monitored must evolve
with the times.
As a school leader, my role is to
inspire a shared vision for technology,
one that provides opportunity for
its integration in students’ daily
lives. However, my main priority is
to foster an environment and culture
where empowering and collaborative
experiences will generate many great
ideas and opportunities for personal
and collective growth. While I think
about students’ development of
digital literacies, my focus is first to
inspire my educators to take risks,
ask questions, to share ideas and
to provide for a participatory culture
that encourages creativity and
communication. When teachers have
built their skills and increased their
comfort level with technology, we
can then have conversations about a
systematic curriculum that prioritizes
the integration of technology,
innovation, and effective use. The
7
“WHAT PROFESSIONAL
DEVELOPMENT DO TEACHERS
NEED TO CONVEY THE MOST
APPROPRIATE USES OF THE
VAST TOOLS AND RESOURCES
THAT STUDENTS HAVE?”
first step in facing the challenges
of our digital age is to challenge
teachers to prepare themselves to
lead their personal and professional
lives in “The New.” At LCIS, the
continued professional growth of
teachers is a significant priority
and is generously supported by our
parents and community through
the Annual Fund. Our teachers are
leading the way with the integration
of technology as a tool for learning.
Through further planning, support
and training outlined in our Strategic
Plan, we will continue to lead the way
for our students and the nation.