Digital Learning and Effective Technology Integration at the WCSU


WCSU Digital Learning Vision Statement:

The WCSU seeks to identify effective technology integration practices that can improve student learning, foster creativity and expression, promote personalized learning, improve efficiency and organization, and prepare students for college and career in a rapidly changing world. We believe that technology can be effectively integrated across grade levels and subject areas, but that the quantity of time spent using technology should not be confused with the quality of technology integration.


Effective Technology Integration:

To focus our efforts towards effective technology integration, the WCSU Technology Committee spent part of the 2015-16 school year crafting a definition of effective technology using concepts from technology integration models, research, and the 2016 National Education Technology Plan.  In order for technology to be used effectively it must contribute positively to instructional goals and be supported by good pedagogical practices. The WCSU Technology Committee strives to be  learning centric, not simply technology centric.

Effective technology integration at the WCSU:

  1. either transforms or redefines an educational activity. If an educational activity can be highly effective without technology, we should not add technology for the sake of adding technology.

  2. fosters higher order thinking where students are applying, analyzing, evaluating, or creating content using technology.

  3. engages students in educational activities in school and allows students to remain engaged outside of school.

  4. provides real world relevance and an opportunity for students to apply their learning to authentic situations.

  5. allows students to extend learning beyond the classroom to connect and collaborate with community members and experts from around the world.

  6. uses appropriate technologies to achieve pedagogical goals (e.g, different teaching approaches, methods of assessment, different learning theories) allowing teachers to act as facilitators in the classroom.

  7. promotes the active use of technology (coding, immersive simulation, media production, interactions with experts, global connections, design, and peer collaboration), rather than passive use (consuming media or completing digitized worksheets).