Reflection+on+Standard+I

** Standard I Reflection: ** Standard one outlines the basic responsibilities of a technology leader/facilitator. It is not enough to be familiar with hardware and software. As a facilitator/leader I must make sure that my coworkers are familiar with and can master the basic fundamental skills concerning technology. When I started this degree plan I thought I fell into the advanced category for technology usage. I discovered quickly that the knowledge I possessed was at the minimal or slightly above the minimal level. In many cases my skills were above many of my other coworkers, but not to the advance level as I originally thought. During this course I have increased my knowledge concerning technology and technology integration. A whole new world of ways to present information to all learners opened up. I also discovered there are many areas of technology that I am still not well versed on. Being able to determine areas of concern allows the technology lead to design staff development activities that are appropriate and useful to staff members. This standard reinforces the fact that technology leaders and facilitators must stay up to date with changes in technology. As I think back to the days when computers were first introduced into education very few programs were available for usage. Today there are endless application programs available that will allow technology integration into the various areas of the curriculum. I can now see the difference between a facilitator and a leader. As a leader I must be able to identify and evaluate what is needed to insure staff and student technology growth, understanding and concepts. It is not just enough for me to be familiar with the skills, systems and resources related to district and state standards.

Williams and Redish state that “The evolving nature of technology also requires ongoing monitoring and building of educator proficiency” (Williams and Redish, 2009). Since technology is constantly changing I must stay current with the different applications and operations that are being developed. Data also suggests that professional development including a curriculum integration focus is more effective in helping teachers feel prepared to integrate technology than professional development that centers solely of technology operations and concepts (Trotter, 1999). Addressing NCLB requires that I be able to assist with and develop methods to incorporate technology into the curriculum. The staff develop activities that are presented must be meaningful to the trainees and adaptable to their subject areas.

Incorporating wikis and blogs into the curriculum allows today’s learner use tools that he/she are familiar with. Our students today are all “native speakers” of the digital language of computers, video games and the internet (Prensky, 2001). There are very few students today that do not have access to the net, cell phone or some other type of electronic device. It simply makes good sense to give them information through a medium that they are familiar with or to incorporate what they are familiar with what we want them to get familiar with. Addressing the needs of all students is a challenging task set forth by NCLB. Introducing technology into the picture allows me to address these many diverse needs. Twenty first century learners must possess the ability to work collaboratively in the work place. Insuring that these learners have technology savvy gives them tools to be productive in the future. Technology integration provides an avenue to get students involved in learning. We need to incorporate into our classroom the same combination of desirable goals, interesting choices, immediate and useful feedback, and opportunities to “level up” (that is, to see yourself improve) that engage kids in their favorite complex computer games (Prensky, 2005-06). ** References ** Prensky, M (2001). Digital natives, digital immigrants Part 1: //On the horizion//, 9(5), 1-6.

Prensky, M (2005/06). Listening to the natives. Educational Leadership 63(4), 8-13

Williamson, J. & Redish, T. (2009). //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 p.57-59