TLIS Objective 3.03

Develop and execute technology vision for the school community

I entered the field of education because I found angsty teenagers amusing in a way that many adults didn't appreciate, and because I wanted to impart my knowledge of the Spanish language and the Spanish-speaking world to them.

The energy of having a fresh start at school each year has always given me joy. This year I began my year with a self-inventory and asked what I could improve, and I swiftly and I swiftly landed on the topic of passwords.

The rise of generative artificial intelligence (AI) has brought forth new opportunities and considerations for K-12 education. As technology leaders in schools, it is crucial to understand the potential impact of generative AI on teaching, learning, assessment, and access to education.

As we thought leaders implement new tools into our school communities, it's critical that we not let the 'tail wag the dog'.

I was recently asked to share my thoughts on developing a technology vision for an independent school. I have learned a lot (and continue to learn) from this process over the years and I think it essentially comes down to five things:

Almost 30 years ago when I started in Educational Technology, the job description for being a school tech leader was vague. Personally, my biggest qualification was that I knew more about computers/technology than anyone else at the school.

Policies without context are difficult to implement. This exercise will help identify areas of concern and the specific areas policies need to focus on. This template can be customized and used in small groups.

As a fervent advocate for innovative educational practices, I have watched the meteoric rise of AI in the educational landscape with interest, curiosity, and a dash of trepidation.

As AI continues to revolutionize the educational landscape, it is essential for schools to adapt their policies to ensure ethical and responsible use of these powerful technologies.