Technology+Facilitator+Standard+III+Reflections



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Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. ======

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Technology Facilitator III requires that educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. While Standard II focuses on teachers, this standard requires the facilitator to “model best practices for teachers when delivering professional learning opportunities or when they teach students in the classroom” (Redish & Williamson, 2009, p. 66). There is a growing divide between students’ use of technology at home and at school and Standard III’s goal is to promote the more integrated use of quality technology programs in the classroom. I wasn’t shocked that three in four students own a computer but I was surprised to find that so few students (nearly one-third) reported that they did not use the Internet at all in school (Redish & Williamson, 2009, p. 66). Luckily, within our school district, adequate funds are spent on ensuring the availability of computers so that students can use the Internet and teachers can incorporate the use of computers in class lessons without having to leave their classroom. Still, most classrooms on my campus do not seamlessly integrate technology into their class curriculum. Although they have regular access, we have still not yet become constructivist style learning environment where students can utilize technology freely to critically think and solve classroom problems. Most of our teachers still lead directed activities with technology and limit students’ ability to have free range with the computers. “In a constructivist classroom, students are more involved than in a regular classroom. They are sharing ideas, asking questions, discussing concepts and revising their ideas and misconceptions” (Dede & Sprague, 1999, p. 7). This setting would foster the use of Web 2.0 tools to facilitate student learning. It would encourage students to take ownership of their learning process and become active participants. ======

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In speaking with colleagues in the Master’s programs, some of them spoke of challenges with getting up-to-date infrastructure in their classrooms. Several said that they only had two or three computers in their room and had to wait to access a computer lab to even utilize technology in their class projects. Some schools focus on the utilization of instructional software which does have a positive impact on student success but as Gura and Percy (2006) said in their article //Establishing a Strong Technology Infrastructure//, “the show simply cannot go on without a well-maintained, up-to-date technology infrastructure” (p. 1).Our students have access to lap top carts and IPads that make it much easier for them to regularly access technology. Our district ensures proper funding and our teachers are also pretty resourceful with applying for and receiving grants to get cutting edge technology for their classrooms. Our technology facilitator works with teachers one on one to help them plan the use of their time with technology and ensure they are maximizing its benefits. My role as a mentor teacher to a new teacher gave me an excellent opportunity to work individually with a new teacher and model appropriate use of technology in the classroom. Although we were both technology teachers, allowing her the opportunity to observe my classroom and view the ways I implemented technology through the use of a class website, forums for questions and online drop boxes for assignment delivery among other techniques helped strengthen her use of technology in her classroom. ======

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Although our district has made great strides in the implantation of technology, we are still in the infant stages of developing structured techniques and guides for student mastery at specific levels. I think that grade levels mastery objectives must be developed and a curriculum guide based on those objectives. This would allow us to measure student progress and ensure that we are adequately preparing students for an increasing digital workforce. Currently, our focus is on utilizing current trends and introducing students to new technologies but we never considered developing and aligning curriculum for technology as is done in core classes. I think this is an ideal approach and I am committed to forming a committee to review and implement this on my campus. ======

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Dede, C & Sprague, D. (1999). If I Teach This way, Am I Doing M, y Job: Constructivism in the Classroom//.// //Leading and Learning,// 27(1//).// Retrieved March 8, 2012 from International Society for Technology in Education at http://imet.csus.edu/imet9 /280/docs/dede_constructivisim.pdf ======

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Gura, M. & Percy, B. (2006, October 31). Establishing a strong technology infrastructure. //EdTech Magazine//, Retrieved from http://www.edtechmagazine .com /k12/article/2006/10/ technology-infrastructure ======

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Williamson, J., & Redish, T. (2009). //ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education.// Eugene, OR: International Society for Technology in Education ======