Are your schools digital tools amplifying or stifling student/teacher voices?

Change display time — Currently: Central Daylight Time (CDT) (Event time)
Location: MCCNO La Nouvelle Ballroom, Table 12
Experience live:

Participate and share : Poster

Lindy Hockenbary
Robin Poncia
In the modern educational world, the term “student-centered” has become common and typically refers to instruction. A student-centered approach is pitched as a replacement to teacher-centered instruction. Instruction is either one or the other—student-centered or teacher-centered. However, this is not quite the case when it comes to digital tools. Digital tools for learning must take into account both the teacher and learner perspectives. Join us to review a simple checklist that ensures your school’s digital tools are amplifying student and teacher voice.

Audience:	Teachers, Principals/head teachers, Technology coordinators/facilitators
Skill level:	Beginner
Attendee devices:	Devices not needed
Topic:	Online tools, apps & resources
ISTE Standards:	For Students: Empowered Learner Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. Students build networks and customize their learning environments in ways that support the learning process. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Related exhibitors:

Hapara, Inc.

Proposal summary

Purpose & objective

Define teacher-centered and student-centered.
Identify educational technology tools that amplify teacher and student voice in district technology decisions.

Supporting research

The politics of student voice: unravelling the multiple discourses articulated in schools
https://www.tandfonline.com/doi/full/10.1080/0305764X.2018.1444144?casa_token=bn2xD99FF3QAAAAA%3ATajwiwFcGgQdIacndxrQ1_Zxrez47Xi74CKKJK10k5ooIcPb4hZGQ1-xAp7NsBX1LPPwt24QkDOW
Chapter 6: Review of Research on Teacher Participation in School Decision Making
https://doi.org/10.3102/0091732X017001225
Educational Technology and Student Voice: Examining Teacher Candidates' Perceptions
https://eric.ed.gov/?id=EJ1161604
Factors Affecting Technology Uses in Schools: An Ecological Perspective
https://doi.org/10.3102%2F00028312040004807
Exploring Student Voice in Teachers' Motivation to Use ICT in Higher Education: Qualitative Evidence from a Developing Country
https://eric.ed.gov/?id=EJ1167304
3-Step Method to Increase Teacher Voice
https://www.edutopia.org/blog/increasing-teacher-voice-decision-making-anne-obrien

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Presenters

Lindy Hockenbary, Hāpara

Lindy Hockenbary is an educator whose strength is helping other educators utilize technology to enhance learning experiences. She has spent her career in various roles in the education field, including classroom teacher, curriculum writer, technology integration specialist, and professional learning manager for Hāpara. She uses these skills to facilitate hands-on trainings for teachers, engage educators through speaking engagements, and provide product feedback and training solutions to educational technology companies. She is the author of “A Teacher's Guide to Online Learning” and holds several edtech certifications, including Hapara Champion Consultant and Trainer and Google for Education Certified Trainer.

Robin Poncia, Hapara