Teaching Walls: App-Friendly?

Many educators face challenges when it comes to technology since they are unable to easily access apps and programs that they learn of. This lack of ready access prevents the good teaching possible. For example if an educator has access to technology in fluid, workable ways, he/she can test apps and other programs with regularity and student input. However, if the systems for tech access are cumbersome, lengthy, and inaccessible, then educators will quickly lose interest and the needed timeliness to try out new apps and programs and employ them for best student learning.

For teachers to do their work well they need ready, regular access to the best tools, supports, and programs. Teachers do their best work also when they have voice and choice with regard to what they use and how they use it to teach well. When others, distanced from the learning, hold the reigns of teacher tools and programs, voice and choice is diminished and children don't get the deep and dynamic programming possible.

In light of this, systems need to think carefully about the following questions:

• How are curriculum decisions made? Do teachers have voice and choice?
• Are the people choosing the technology distanced from the daily classroom efforts and work?
• Are teachers and administrators asking the right questions when it comes to quality teaching and learning?
• Is there a good synergy between and amongst administration and educators when it comes to curriculum design and implementation?
• How is the entire learning community including students and parents involved in this decision making?
• Do we make decisions based on good informal and formal data analysis, discussion, and debate?