To develop self-initiated learners in the Information on Age school, the teacher’s role must evolve away from the dispenser of prefabricated facts to coach and guide. In this continuously changing role, teachers leave fact-finding to the computer, spending their time doing what they were meant to do as content experts: arousing curiosity, asking the right questions at the right time, and stimulating debate and serious discussion around engaging topics.
In fact, every adult in the school community communicates the power of knowledge by modeling a love of learning. Pre-service and in-service programs require the use of information resources and technologies as an integrated part of teachers’ certification and recertification. Teachers create a community among themselves in which they are willing to plan together, share successes, resolve challenges, and model strategies for one another.
Professional development in information technologies is available daily at High School in a specialized lab for teachers staffed by a full-time trainer. Proficiency with technology resources is a hiring requirement for teachers. All teaching staff has a three-year period to demonstrate proficiency with voice, data, and video technologies.
The rigor of staff training reflects the school’s commitment to providing students with an environment that promotes lifelong learning, provides opportunities to access global information and create knowledge, encourages participation from the community, and develops the skills of collaborative problem-solving. Teachers and students use information technologies constantly for instruction, assessment, exploration, management, and the school’s day-to-day operation.