Message from the Executive Director
Highly effective teaching in the 21st century demands content knowledge, pedagogical knowledge (repertoire of teaching strategies), and technological knowledge. It is our responsibility and commitment to constantly redefine, rethink, rebuild and redesign learning based on the best tools and learning research available. It is this technological knowledge that is most relevant to the CEI vision and program for our education partners. We target the obstacles that affect teacher’s ability to adopt and integrate technology. These include lack of equipment, lack of confidence, and limited understanding of how to use technology to develop critical thinking and collaborative learning skills. The CEI program provides partner schools with state of the art desktop computers, iPad carts and teacher laptops. In addition, CEI conducts targeted professional development that incorporates teacher and student information literacy, creative problem solving, collaborative learning, communication, and opportunities to work with experts from many disciplines. All these can be seamlessly incorporated into a project based and technology rich learning environment, providing differentiated instruction to reach all students and engage them to make their learning more relevant. We also provide courses, model classroom instruction, publish a web site and newsletter with technology rich resources, and supply technical support for hardware and software related issues.
New technologies have dramatically changed practices and routines in the workplace and our personal lives. In the business world those who do not redesign and remake themselves have failed and no longer exist. In education, new technologies have done little to change teaching practices even though it holds a potential to develop higher order thinking skills, information literacy, construction of knowledge and real-world problem solving skills. However, teachers accustomed to the old lecture delivery system may be reluctant to use new technologies when they do not possess all the answers and understand the tools.
Contrast this with today’s students who see the world differently than their parents and teachers. They have grown up in an information rich society, are comfortable with technology, can multitask at high levels, and are highly motivated by the social and multimedia aspects of technology. They often learn best through the use of social interaction, technology, communication, media, social networking, and hands on tasks that incorporate technology tools. They also possess a strong desire to employ the next new and emerging technology. Yet in the majority of classrooms we are not meeting them where they are and as a result, they may view education as meaningless, and irrelevant.
My experience and current research tells us that when students are engaged in real-world project based learning opportunities, which incorporate technology and cut across content areas; they see their learning as important and build a broad range of learning and communication skills to become life-long learners equipped for the fast paced, constantly evolving world they will face.
Sincerely,
Lori Weider, Ph. D.
Executive Director of the Center for Education Innovation
New technologies have dramatically changed practices and routines in the workplace and our personal lives. In the business world those who do not redesign and remake themselves have failed and no longer exist. In education, new technologies have done little to change teaching practices even though it holds a potential to develop higher order thinking skills, information literacy, construction of knowledge and real-world problem solving skills. However, teachers accustomed to the old lecture delivery system may be reluctant to use new technologies when they do not possess all the answers and understand the tools.
Contrast this with today’s students who see the world differently than their parents and teachers. They have grown up in an information rich society, are comfortable with technology, can multitask at high levels, and are highly motivated by the social and multimedia aspects of technology. They often learn best through the use of social interaction, technology, communication, media, social networking, and hands on tasks that incorporate technology tools. They also possess a strong desire to employ the next new and emerging technology. Yet in the majority of classrooms we are not meeting them where they are and as a result, they may view education as meaningless, and irrelevant.
My experience and current research tells us that when students are engaged in real-world project based learning opportunities, which incorporate technology and cut across content areas; they see their learning as important and build a broad range of learning and communication skills to become life-long learners equipped for the fast paced, constantly evolving world they will face.
Sincerely,
Lori Weider, Ph. D.
Executive Director of the Center for Education Innovation