I recently, had the privilege to
participate in the Washington Education Technology Policy Summit as a
representative from the Maryland Society for Educational Technology (MSET), the
Maryland ISTE affiliate. I volunteered to participate in order to document
advocacy hours for JHU/ISTE Administration and Supervision internship log.
Attending this summit was a
learning experience to say the least. It began with an information session that
focused on the top-level requests from technology education advocates. I must
admit I had not heard about any of them prior to this summit. The requests
included (1) to restore Enhancing Education Through Technology (EETT) funding,
(2) support the inclusion in ESEA reauthorization of the Achievement Through
Technology and Innovation Act and the meaningful infusion of education
technology into all pertinent federal education programs (e.g., Title I, IDEA,
Title IIA, etc.), and (3) support the passage of the Rockefeller/Snowe bill,
which would permanently exempt from the Anti Deficiency Act all universal
service program and the E-rate. In addition to learning about these requests, there
was a crash course in appropriations. After the crash course, I was sent on my
way with other MSET members to meet with local politics and let them know the
importance of having technology in the classroom.
For
me the highlight of the event was meeting with Congressional staff. I was impressed
at how attentively they listened as summit participants talked about
how technology can make learning more efficient for teachers, engaging for
students, and effective for learning. I was able to attend the meetings with
three other representatives from Maryland. The stories we shared with the staff
members included, using Edmodo to engage students in learning, using Wikis to
collaborate among teachers, and using media to assist students in making
authentic real life connection to learning in the classroom. I discussed how
technology, specifically wikis, is used with teachers to provide a professional
learning community in which they can share lessons, ideas, and success stories.
I informed the staff members that technology is not only about the students
understanding and utilizing computers but teachers using it to make their
teaching more effective. Other stories shared included, learning being
differentiated with computer programs.
After meeting with the members of
the congressional staff from the offices of Barbara Mikulski, Ben Cardin, and
John Sarbanes, I really felt that I made a difference because I was able to
convey the idea that Technology in Education is powerful. I felt they
understood the importance of having technology in the classroom for both
teachers and students but their hands were tied because of the federal budget.
I know I made a difference because I at the very least planted the seed for the
staff members to know that technology is important because I was able to share
my success story with teachers and students I worked with. Educational
Technology may not have been on their agenda before I went and told them how it
made a difference in my teaching. Now, that I have told my story I feel I have
made a difference and I can not wait until the next time I can meet with the
staff members to share my next success story of using technology in the
classroom and explain how vital technology can be to in order to make
technology effective and engaging.
