Despite the many varied interpretations, the labyrinth historically seems to remain symbolic for a journey. This journey involves travel down pathways and exposure to random events. The way we choose to interpret and to act upon these events greatly influences who we are and how we make our contribution. We may choose to view these events as obstacles that hinder us, or we may greet them with a sense of exhilaration. The labyrinth is not really a maze, but rather a unicursal figure from which it is impossible to get lost. We then continue our journey, even if it is uphill, always searching for meaning and answers.
As educators we enter the Maricopa labyrinth searching for solutions to our most challenging question - How are we going to educate our students? Education involves motivation, desire, self-esteem, life-long learning, and the use of skills and knowledge for living and contributing to society. We are given many tools to help us educate - theories, experience, intuition, books, media, and technology. And, we are provided with many challenges - lack of resources, high risk students, cultural diversity, lack of time, too little and sometimes too much information. The journey down our professional pathway can be rewarding, challenging, and frustrating.
However, our journey to find solutions can be made easier if we communicate, interact, and share our thoughts and experiences with others. The Labyrinth has been developed as another forum for communication, specifically for new information on the latest technologies for learning and instruction, as well as discussion on the use, development, and practicality of these technologies. The Labyrinth has also been created to provide a conduit for information exchange and to help educators in their search for new solutions.
Each Labyrinth will be thematically based on a perceived need or interest, usually recommended by faculty. For example, the theme of "networking" was chosen for the first issue based upon comments from faculty and staff who requested more information on resources available through our District network and our gateway to internetworking. Electronic networking is the wave of the future. We now are linked to virtually thousands of informative databases, with the capabilities for discussion and interaction with our colleagues on topics or issues of interest. Networks are powerful tools for keeping us current and up to date with the newest resources not yet available elsewhere. The Labyrinth will be published twice each semester and will feature several articles on a selected topic.
A section called KnoWare provides useful tips and hints. A column called Perspective features a point-of-view on a technological issue. Issues will also feature faculty and their use of technology to improve teaching and learning, as well as information on the events, activities, and the use of different applications of educational technologies throughout the District.
Proposed topics for future issues are: Computer-Based Testing, Multimedia, and Creative Technologies For the Classroom. Please make this one of your educational resources for learning and sharing of information. We invite you to contribute by submitting topics for future issues, articles on what you are doing in your classroom, your point of view, and feedback on how to make the Labyrinth more useful to you.