My first quarter in the Digital Education Leadership program at Seattle Pacific University is coming to a close and I am left with some reflections on my experiences. I appreciate that the program is designed to use projects and assignments to build a comprehensive graduate portfolio, while simultaneously pushing me to both become more involved in school initiatives and build a professional online identity. Additionally, the readings have been approachable and relevant to both the classroom and the real world. The skills and knowledge that I believe to be most important to successful participation in the program are as follows.
Recently, I had the opportunity to interview my principal about the digital readiness of our middle school. The goal was to discover how my institution is ensuring that technology is being used wisely for teaching and learning. The infographic that follows is a visual representation of my findings. The two driving questions at the top of the infographic guided the interview, while Mike Ribble’s nine elements of digital citizenship, the ISTE Digital Citizenship Standard 5, and a number of informal interviews with colleagues guided the construction of the interview questions that follow.
My role as an educator is to both prepare students with the skills and knowledge for an undefined future, and engage them to take ownership of their own learning. The following mission statement aims to excite other secondary educators, as it identifies and addresses crucial areas of need during the secondary years. Educating students for the future is anything but explicit, and there is increasing demand to be technologically literate.