Reflection: Technology Facilitator Standard I

Standard I is important because teachers need basic computer skills to scaffold onto more innovative technology. “The evolving nature of technology also requires ongoing monitoring and building of educator proficiency” (Williamson & Redish, 2009, pg. 21). When I began teaching fifteen years ago, knowledge of Microsoft programs was considered an exceptional skill. I remember learning that people can right click using their mouse from a technology specialist, only three employed in our large district at the time. What seems so simplistic in 2011, was completely foreign fifteen years ago. Every opportunity gives educators ways to learn and be innovating. Often, teachers have missed the underlying knowledge than do not understand more advanced technological topics. We would never expect a child to understand addition if they could not first count. Technology is similar since we must have an understanding of the basic computer skills to advance into more progressive avenues. We must help our teachers learn to be proficient in technology. Students want to utilize technology in school. Unfortunately, as Prensky wrote,  students come to school and must “power down (2001, pg. 4).

In Standard I technology leaders are expected to, “demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies” (Williamson & Redish, , pg. 25). During the summer of 2011, I attended the International Society for Technology in Education (ISTE) conference in Philadelphia. I often appreciate technology conferences. Alan November’s Building Leadership Communities (BLC) in Boston is my favorite but that summer I chose to participate in ISTE’s yearly conference. I flew to Philly on Sunday, June 26 with a fellow Campus Technologist.  I attended many sessions. The first few days the sessions were not up to our standards but Tuesday and Wednesday were excellent.  I took detailed notes on sessions using a Google doc so I could easily recall information shared and also share with my colleagues. The Doc is located at: http://goo.gl/1zcAj . We returned to Dallas the evening of July 29, 2011.

At our summer Technology Academy held in Highland Park, I presented “The Award for the Best Web Tools Goes To….” Using the Google presentation tool to create my slide show found at http://goo.gl/dxhXX.  I also presented Web 2.0 Tools for Writers during the district Technology Academy using the presentation at http://goo.gl/TRSWj .

I enjoyed presenting the Web Tools to the district on July 26 and July 28, 2011. The teachers at the presentation were very appreciative of the information shown. I tried to have sites that would benefit my audience of elementary teachers. I allowed the teachers to have time at the end to get familiar with the sites they found most interesting and valuable for the grade they taught.

Teachers must utilize technology with their students in an integrated approach without the technology skills being separate. “Technical literacy should not be taught as an isolated subject, nor should activities with technology be isolated from other activities in the classroom. This does not mean that time should not be spent teaching students content or how to use a technology tool. However, assimilating the content should occur at the time the students need to master the material and only as much instruction as they need to complete their project should be provided” (Sprague & Dede, 1999).

On my campus I meet regularly with teachers. I also have training sessions after school at least once a month. During conference time meetings, I discussed with the teachers the technology areas they utilize with their students. In gathering this information, I shared a Google Doc with the teachers so they could see what other grade levels were accomplishing. At the next meeting with teachers we discussed the areas of technology our students must know before they left the grade to be prepared for the software and topics being covered in the next grade. "There’s a whole new world out there with a whole new set of skills our kids need to manage” (Richardson, 2007, pg. 97). We utilized the TEKS and NET*S to ensure we covered areas required. Teachers who felt uneasy were those whose technology skills were not proficient. I continued working with the reticent teachers and they started to take on more technology with their classes.

Prensky, M. (2001). Digital native, digital immigrants. On the Horizon, 9(5), 1-6.

Richardson, W. (2007). The seven Cs of learning: A new c-change in education. District Administration, 43(3), 97.

Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved March 1, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

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