Although the district has both an Information Technology Literacy Program and a Technology Education Curriculum that is not to say that it condones teaching about technology for technologys sake. The philosophy statement, educational technology goals, and the instructional computing program overview portions of the curriculum guide clearly indicate that Voorhees Township Schools view technology-based resources as tools for teaching and learning, rather than as objects of study. In the variety of ways in which the program is implemented, the objectives related to the traditional content areas are always primary in focus, while the technology-related concepts and skills linked to each lesson are secondary. Students are actively engaged, motivating them to be successful in mastering content while developing 21st century skills.
The Information Technological Literacy program represents those technology-related concepts and skills (e.g., keyboarding, word processing, multimedia, etc.), as defined in the Student Information Technology Knowledge & Skills Matrix that are developed as students work through courseware, applications software, multimedia authoring and tools for learning across content areas. This locally developed program is congruent with both the National Educational Technology Skills (NETS) and the New Jersey Core Curriculum Content Standard 8.1 for Educational Technology. As these state and national standards have been revised, a key activity in this plan is the revision of the Student Information Technology Knowledge & Skills Matrix.
Assistive Technology The effective integration of technology into curriculum-oriented efforts may require support and assistance. Assistive technology is incorporated into the instructional setting in such a way that education is facilitated without calling undue attention to the technology being used, or to its user. An assistive technology strategy bank is maintained by the districts Special Services to assist educators with examples of methods and ideas, and accommodations are made for students for whom assistive technology has been determined to be necessary. Each students individualized education program is consistent with academic program, district and assistive technology guidelines. Appropriate staff training is provided for teachers responsible for students requiring adaptive resources, and in class support is offered by building technology specialists.
These programs are delivered in a variety of ways in different environments, with all staff members assured access to the resources needed to facilitate appropriate technology integration.