The proper statement of goals is vital for communicating a strategy associated with the policy change. A large number of teachers cannot adhere to the requirement of emerging technology use in schools because they are uncomfortable with applying it. Additionally, they experience pressure from authorities, which creates misunderstanding between them and school administration. This paper aims to propose a goal for this technology policy that would mitigate issues and encourage teachers to explore the technology.
Technology Policy Goal
The primary goal of this change is to mitigate the adverse outcomes that were a result of improper policy planning and ensure that teachers are comfortable with using technology in their classrooms. Coherent policies should build sustainable systems that promote lifelong learning for both teachers and students (“Education policy and planning,” n.d.). It would allow school personnel to use emerging applications effectively.
Additionally, Akcaoglu, Gümüş, Bellibas, and Boyer (2015) state that the approach can help “prepare the youth for a technology-filled future” due to a connection between learning outcomes and methods used in lessons (p. 477). Three objectives were developed for this educational strategy to ensure its proper development. Those are implementing a learning course for teachers, assisting, and creating incentives encouraging teachers to explore new ways of using emergent technology in their lessons.
The learning course for teachers should ensure that they are comfortable with technologic devises or applications and can use them in their practice. The course should be introductory and offer basic knowledge on how to integrate the policy requirement into lessons. According to Akcaoglu et al. (2015), most staff members in school were “not satisfied with the in-service training provided, especially in understanding ways to efficiently integrate the technologies into their teaching” (p. 477). Therefore, school authorities should dedicate more time to developing and implementing a training program that would prepare teachers and explain techniques they can use to integrate technology and make their lessons more interesting with it.
Providing assistance within a school would help teachers receive advice in cases when they are uncertain of particular aspects of technology. Davies and West (2014) state that future efforts within technology integration for learning should focus on providing access and training for both students and teachers. An essential aspect for teachers, in this case, is having a staff member that can answer questions or explain approaches to creating particular materials for a lesson. It would enhance the access because teachers would be able to use various tools with confidence and transfer their skills to their students.
In regards to creating incentives for teachers, those should ensure that they are encouraged to both use technology and explore new approaches to its application. According to Rushefsky (2017), those are crucial for both teachers and school principals, which is substantiated by various programs developed to reward schools were students perform well in educational activities. It would increase confidence that teachers have with using multiple tools in their lessons. Preston et al. (2015) state that there is a necessity “for provincial and school district authorities to promote policies aimed at promoting e-leadership among teachers” (p. 989). This objective would help accomplish this by awarding outstanding individuals and highlighting their efforts.
Conclusion
Overall, to resolve the issue of teachers not being able to comply with the requirement of using emerging technology as part of their curriculum a new policy goal was introduced. It is aimed at enchasing the school personnel’s confidence and promoting exploration of new approaches to applying the technology in classrooms. A training program should be developed, as well as on-site assistance within educational facilities. Additionally, the incentives program should be introduced to teachers.
References
Akcaoglu, M., GĂĽmĂĽĹź, S., Bellibas, M., & Boyer, M. (2015). Policy, practice, and reality: Exploring a nation-wide technology implementation in Turkish schools. Technology Pedagogy and Education, 24(4). 477-491. Web.
Davies, R., & West, R. (2014). Technology integration in schools. In J. M. Spector et al. (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 841-853). New York, NY: Springer.
Education policy and planning. (n.d.). Web.
Preston, J. P., Moffatt, L., Wiebe, S., McAuley, A., Campbell, B., & Gabriel, M. (2015). The use of technology in Prince Edward Island (Canada) high schools: Perceptions of school leaders. Educational Management Administration & Leadership, 43(6), 989–1005. Web.
Rushefsky, M. E. (2017). Public policy in the United States: Challenges, opportunities, and changes (6th ed.). New York, NY: Routledge.