When building a sustainable technology plan, schools can’t expect to
just replicate the model of another
school. It may have been very successful, and the core beliefs may be the
same, but the methods of realizing
that vision will vary greatly based
on a school’s student body.
Personalizing technology for a
specific learning community is essential. When teachers and students
feel that a plan addresses their specific
needs, they are more likely to support
the integration process. The increased
desire to learn how to use technology
ultimately leads to greater active
involvement.
No Rock Stars
Trying to find a list of famous Amish
people is impossible because the idea
of “celebrity” goes completely against
their way of life. The Amish rarely
even pose for pictures because they
consider photographing people to be
disrespectful. While some of their reluctance has biblical origins, it is also
a recognition that their community
exists for a greater good. In their eyes,
success comes from a shared vision
rather than individual ambition.
The same is true in an educational
environment. We must build connections for the benefit of all involved.
Big personalities and self-promotion
interfere with interaction. Integration
strategies and sample project ideas are
only a web search away, but a long-term commitment to using technology to move a shared vision forward
requires trust and interdependence.
The Amish have no need for rock
stars, and neither should schools. Each
member of an Amish community has
a role to serve, and each member of a
learning community has a responsibility to his or her collaborators.
Authentic Learning
Formal schooling for Amish students
typically ends after the eighth grade,
but learning continues. It just becomes
more hands on. Boys work with their
fathers in the fields, and girls work
alongside their mothers in the home.
While non-Amish students benefit
from access to technology, it is still essential for them to develop those real-world skills that technology will never
be able to do for them.
Working with others as they hone
their critical-thinking faculties makes
learning a collective endeavor that has
a greater meaning. As Amish youth
see their community’s hard work,
they strive to be a productive part of
it. If students are actively involved in
a school’s vision and feel they have
a specific purpose within it, they are
more likely to feel a sense of responsi-
bility for the outcomes of their
participation.
For the Amish, their success has
hinged on a united obligation to their
beliefs. For more than 300 years, their
descendants have felt a sense of necessity in carrying on the core values of
their society. Making technology work
to enhance instruction isn’t about the
tool; it’s about good teaching. That’s
why the Amish are a good model.
They know success isn’t based on
technological proficiency but on
committment to the realization
of a shared vision.
Sean Junkins is an Apple Distinguished Educator, a Google
Certified Teacher, and a Discovery STAR Educator. He currently works as a digital integration specialist in Horry County
Schools in South Carolina.
