Question 3:
How can I support the integration of technology into
teaching and learning in my school/district?

Introduction

Educational technology cannot be effective at improving student outcomes without the classroom teacher playing a central role. The teacher must ensure that technological tools are used to support student understanding of concepts and practices. However, simply providing teachers with greater access to technology is not going to lead to its successful use (Goos and Bennison 2007; Walden University 2010). Using technology effectively requires changes in pedagogical approach. In addition, training and supporting teachers in the use of technology is essential to its effective use in the classroom. Teachers cannot be expected to use technology wisely and productively with students if they are uncomfortable or unfamiliar with the possibilities that the wide variety of tools provide. Equally important is the need for instructional leaders to ensure that teachers have the technical support necessary to keep the technology functioning and available. Teachers should also be well versed in district and school policies as well as legal issues and should teach students about these issues.

As instructional leaders think about how they can support the integration of technology into teaching and learning, there are several resources and tools available to consider, but the most comprehensive and widely vetted resources available to California educators are the State Board of Education-adopted curriculum frameworks. With this in mind, this section will focus on helping instructional leaders answer the question above using guidance from the framework, viewing a video of multiple panels of instructional leaders discussing the question, and considering what all of this means for their work and local context.

Connections to the California Professional Standards for Education Leaders (CPSEL)

CPSEL: 2C-5

STANDARD 2: INSTRUCTIONAL LEADERSHIP
Education leaders shape a collaborative culture of teaching and learning, informed by professional standards and focused on student and professional growth.
Element 2C: Assessment and Accountability
Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes, and student learning.
Example Indicator:
2C-5 Apply a variety of tools and technology to gather feedback, organize and analyze multiple data sources, and monitor student progress directed toward improving teaching and learning.

CPSEL: 3A-3

STANDARD 3: MANAGEMENT AND LEARNING ENVIRONMENT
Education leaders manage the organization to cultivate a safe and productive learning and working environment.
Element 3A: Operations and Facilities
Leaders provide and oversee a functional, safe, and clean learning environment.
Example Indicator:
3A-3 Manage the acquisition, distribution, and maintenance of equipment, materials, and technology needed to meet the academic, linguistic, cultural, social-emotional, and physical requirements of students.

Before you begin…

Prior to focusing on the question above, participants in this activity should be familiar with the following chapters of California’s curriculum frameworks:

Mathematics Framework

ELA/ELD Framework

On the next page, you will find a video that features multiple groups of instructional leaders from across the state. A Note-taking Guide (DOC) is provided to help you consider the perspectives shared in the video. You may want to review it before watching the video and print it or have it open on your desktop to have in front of you while you watch.