Technology+Standards+Reflections

Technology Operations and Concepts**
 * Reflection on TF/TL Standard I

The Technology Leadership Standard 1 is the capstone of all the standards. This is the basic skills and fundamentals that all educators need to know. According to the text, only “18% of educator’s posses an advanced level of proficiency”. (2009) This statement reflects my feelings on why standard I is so valuable. Understanding the basic concepts and operations of the available technology is a must for all educators. As technology in schools continues to grow, the need for more technologically advanced educators does as well. I experienced several performance indicators through the program by being exposed to several programs that I was unfamiliar with. Prior to this program I was unaware of open source software and the advantages of using it. Since I’ve been exposed to the existence of these programs I’ve been able to take that knowledge and share it with my colleagues. I think it’s important for a technology leader to understand the equipment that they are working with and how it works. In my opinion, most of Technology Standard I is learned by hands-on training. The more often the hardware is actually used, the more likely a person is to understand the workings of it. The one aspect of operations that I wish I was more familiar with is the actual network operations. I do plan on taking some classes to better my knowledge of this aspect. I would like to learn more on the hardware and technological workings of the IT department. Activities that I participated in that cover this performance standard would have been shadowing the CITS personnel. I was able to get some of the hands-on software and hardware experience that I really enjoy. I was also involved in the planning aspect of the tablet initiative pick-up at my campus and there were several "new" concepts for me to learn.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-266.

Planning and Designing Learning Environments and Experiences**
 * Reflection on TF/TL Standard II

According to the text, less than 50% of teachers use technology to support instruction. (2009) This statistic is the number one reason for the implementation of Standard II. Educators need help designing and using technology for learning. This program has helped me by helping me design and online class using schoology. This was a great tool and I was able to add to my current everyday use of an LMS in my classroom. Even though I currently use technology for learning in my classroom everyday, it’s still important that I know how to help other teachers decide how they can use the same technology available to them. My only concern thus far is future learning opportunities. I already knew how to use 95% of the technology introduced in this program and I would like to learn more so I can advance my knowledge. I have spent the last school year helping other teachers on my team at school learn how to use the technology available to them. I do think that I should focus on becoming more advanced in specific programs and that I will be able to utilize my skills the best with more information to help troubleshoot. It’s important to make sure that teachers are keeping up with the best practices of technology education. Technology and education should intertwine seamlessly, not be two separate entities. I think this standard is all about making them work together. Activities that I participated in under this standard are numerous. I was involved in curriculum writing for our shared online and in class senior English class. This was all about designing a learning environment online.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-266.

Teaching, Learning, and the Curriculum**
 * Reflection on TF/TL Standard III

The best way to start with this standard is to look at this quote: “…schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that they are accustomed to outside of school.” (2009) This clearly states the entire reason that this program even exists. Education needs to realize that if changes aren’t made then we’re going to be cheating an entire generation of the education they need. On the state level, curriculum must be aligned with the national technology standards. From this point, the curriculum must be implemented and for this to be a success certain resources must be made available for schools. No longer is it acceptable for a classroom to be managed with two desktop computers. Students need to have the technology in their hands that is current. Cost needs to be looked at as an investment in the future, all of our futures. The main key for curriculum is to focus on activities that promote higher level thinking and creativity. We aren’t changing what we teach; we’re changing how we teach. This standard was included in many of the classes that are in the program and it’s obviously in all of the activities. While participating with the other English teachers in curriculum writing, I was able to adjust curriculum to the technology standards. This was a very good experience for me and I really enjoyed getting to advance how technology is used in our classrooms.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-266.

Assessment and Evaluation**
 * Reflection on TF/TL Standard IV

“Accountability has become the centerpiece of federal education policy.” (2009) If you live in Texas, accountability is main focus in education as well. Schools spend an entire school year focusing on one test and the results of that test. Since our federal and state money is tied into our accountability rating; assessment is considered to be a “hot” word. One of the top issues in assessment with standardized testing is the delay between the time the test is administered and when the results are available. Computerized testing has eliminated that issue. Computers have also allowed students to be evaluated in ways other than strict objective testing. Students have access to create their own products. Instead of writing and essay on paper, there’s the option of making an online storyboard with music and narration. This meets more needs and evaluates several areas instead of simple writing. The incorporation of technology with assessment has no boundaries. It allows for complete differentiated instruction and works better with special needs students than traditional methods. Another area of evaluation that can be greatly improved is student-based data systems. These are now integrating all student information into one program; and that is a very valuable tool. With a few clicks all student information can be accessed: schedule, discipline history, health information, attendance, transcripts etc. This information is limitless and needs to be capitalized. I was selected to monitor an assessment online for TELPAS. I was able to use new software and monitor the screens of over 40 students participating in a state-wide examination. This was a very interesting aspect of this standard. I was also a part of a committee that worked on creating an online assessment for the evaluation of one of the programs for our campus.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-266.

Productivity and Professional Practice**
 * Reflection on TF/TL Standard V

This standard targets one of the biggest areas of concern for education. My school is a shining example of what can happen when an endless amount of money is spent of the purchase of technology and the focus on teaching the educators takes a back seat. Many schools will purchase new hardware and software and yet teachers feel as if they aren’t given proper instruction on how to best use it. Educators everywhere feel overwhelmed and overloaded with tasks they have to complete outside the normal “teaching” day. It’s imperative that professional learned is incorporated into these tasks or the benefit will never trickle down to the students. Currently, productivity tools are readily available but they aren’t regularly used. The role of the technologist is to help incorporate the tools with the educators in the least painless way possible. It’s hard to hold a teacher accountable for using technology in the classroom if the district hasn’t shown her how to use it. Teachers need differentiated instruction just like students do. Not all teachers are at the same technology level as each other. Professional development needs to be aligned with the level of readiness with the user. Technologists need to have opportunities for ongoing sustained learning, reflection, and inquiry. (2009) This standard discusses how technologists need to be an example of continuous learning while implementing learning for teachers. I was able to use some prior knowledge and was selected to teach a professional development course on a new software at our campus. This was a great way to gain exeperience in the aspect of professional practice. I also attended the state Technology Conference in Austin, Texas.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-266.

**Reflection on TF/TL Standard VI Social, Ethical, Legal, and Human Issues**

Standard VI addresses the social, ethical, legal, and human components of technology use in the classroom. This standard discusses digital equity, or the difference in schools that have access to computers with high-speed internet access and those who don’t. Studies show that gaps are closing between low and high income level houses with internet access, but there is still a gap. These gaps can affect the learning curve. The biggest hot topic issue in technology these days is internet safety. Schools now are charged with protecting their students while they are online. Social networking sites have caused an increase in contact between students and schools have to monitor the usage and decide what’s appropriate or inappropriate. Schools have to protect students from online predators and they have to decide what the best way is to make sure they’re protected while still being able to freely access the internet. The issue of protecting student privacy has been taken to whole other level. Schools have to make sure that students do have access to websites where their personal information can be accessed. Web 2.0 technologies have crossed barriers and allowed interactivity between people that was never available before. The downside to this is the interaction itself. Schools have to make sure that students aren’t interacting with people that they don’t need to be interacting with. Copyright laws and Fair Use guidelines have to be watched now more than ever before. Students have to understand that just because they can copy something; it doesn’t mean that it isn’t illegal. This standard has to address a myriad of issues that come hand in hand with advancing technology being available in schools today. I worked with two CITS personnel on my campus for a few days. During this time I was able to sit in on a discussion about website security and network issues. The school had a problem with a students using their own PC Tablet to break into the network and steal some employee information. This student was then caught trying to sell this information on a website. This was a great way to discuss all of the legal, and human aspects of technology.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-55.

**Reflection on TF/TL Standard VII Procedures, Policies, Planning, and Budgeting for Technology Environments**

According to the text, “…access to technology is the primary predictor of technology use.” (2009) This is the best descriptor of this standard. Schools need to have technologists that are aware of what hardware, software, and connectivity components that are needed for to run effectively. Even though access to technology and the internet is considered to be at an all time high, teachers still list limited access as one of the reasons they have for not using technology in the classrooms. Technologists need to be responsible for understanding what is causing this disconnect and they need to be aware of how technology works. This standard covers the strengths and weaknesses of different technology plans and explains them in-depth. It also discussed the stages of procuring new technology, implementing it, and providing high quality maintenance and support. School technologists need to make sure that they are up to date on school policy and procedures for purchasing new equipment and software. Our campus is on a 1:1 laptop initiative, with over 3600 tablets in use. I was involved in the planning and execution of tablet pick-up day on campus. This was a district wide effort and we were able to collect all but about 300 tablets in less than 3 hours. It was very intense, but a great exercise.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-266.

Leadership and Vision **
 * Reflection on TF/TL Standard VIII

This standard has an administrative focus similar to Standard VII, but this standard focuses more on the leadership aspect rather than the management aspect. It’s the technology facilitators job to construct a shared vision for the school and then to maintain that vision with goals. The text states that, “In the absence of strong leadership and a shared vision…implementation efforts can flounder.” (2009) That is a key reason for showing how important it is for technologists to make sure that they are cultivating an environment that positively affects the vision of the school. This standard lays out the qualities and steps for maintaining an exemplary technology vision. Educators need to understand that technology goals have long-range planning involved and that change is a process. Technology plans that are developed with teachers will have better success because of ownership. It’s important for the technologist to maintain the shared vision by exuding leadership amongst teachers. Basically, this standard discusses the importance of creating and maintaining a shared vision with great leadership. I was able to experience leadership and vision through several activities. When I participated in the creation of a survey to assess the efficacy of a program, I was involved in a discussion on the vision for a campus. In working with the CITS personnel, I was able to be in contact with people that are carrying out the district vision on an everyday level. When I was able to participate in tablet pick-up I was actually involved in the workings of our vision in action.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugenem OR: International Society for Technology in Education, pp. 1-266.