Instructional Technology Vision / Goals / Assumptions

Imagine that you are a visitor to a school in a community in Rhode Island. You have been charged with carefully observing the ways in which technology has been harnessed to support teachers, students, administrators, parents, and community members at large.

During your visit you will observe:

Students collaborating on authentic, real-world, field-based projects with their peers, teachers, community members, and global experts using a wide variety of digital communication strategies and technology resources.

Students, teachers, and administrators who are competent with a wide variety of personal computing devices, applications, communication channels, research strategies, and presentation techniques.

Students vigorously embracing rigorous curriculum standards that are reviewed and refined continually, rather than sporadically, by faculty and curriculum leaders.

Students, parents and teachers communicating effectively as a team to ensure and support student growth and achievement.

Student assessment strategies encompassing all facets of the learner are an integral and continual part of the learning process.

Student-directed research producing new knowledge and ideas that are presented in creative and diverse fashions including original music, art, multi-media and video presentations, dramatic productions, and graphic representations.

Students and community coming together to create an environment of life-long learning in schools across the state.

Walking through Rhode Island schools, the observer immediately experiences a pervasive sense of renewal and vitality. Because the entire school culture is focused on the process of learning, a climate of trust and open communication prevails. The learning environment is charged with enthusiasm. The establishment of learning communities, for students and educators alike, energized by 21st century tools, is prevalent statewide.

By the time Rhode Island students reach high school they are sophisticated users of powerful tools. Rather than learning about technology, they are most certainly capable of learning with technology. Transparent integration throughout the learning environment has been virtually complete. Indeed, technology invisible to the observer - an assumed and essential ingredient but surely not the focus of instruction.

As was the case with all tools before it, technology will be assimilated as an integral part of its surroundings. Information technology will be considered an essential element in the process of assisting each learner, across the generations, to pursue his/her own meaningful role in society.