Reflection+on+Standard+III

Standard III addresses how campus or district technology leaders influence the teaching and learning technology through the curriculum. This standard also gives detail about how the technology leaders and facilitators assist teachers in planning positive learning experiences for students. In the past educators have had the option to integrate technology or not and to what level to integrate. With changing times, we as educators no longer have the option of including or not including technology. “As a result, students’ learning styles and preferences are not being addressed in the classroom, and students are technologically ill prepared for work and postsecondary learning programs. Technology facilitation and leadership are necessary to implement the new NETS•S in the classroom” (Williamson & Redish, 2009). Preparing students for the 21st century is a very difficult task that requires that all student needs and learning styles be addressed. A curriculum that includes resources, material development, methods and strategies will increase the success of students and teachers. “We need to help all our students take advantage of these new tools and systems to educate themselves” (Prensky, 2006)”. Many jobs for the 21st century will require students to be technically savvy. Conferences and group projects will be conducted via internet input. We as educators must be provide students with the technology skills necessary to accomplish and contribute to these projects successfully. As a technology facilitator or leader, I must plan ways to maximize the levels of technology integration.
 * Reflection Standard III: Teaching, Learning, and the Curriculum **

Designing lessons that address the needs of all students is part of NCLB. Assisting teachers with integrating technology to address these needs is a major part of the technology lead. The introduction of the new NETS•S standards shifted attention to the need of technology literacy. This new focus made districts review and modify their local technology standards. I found it amazing that the number of possibilities is endless for addressing student needs. For the student who need remediation, a variety of remedial lessons can be designed and stored in a wiki where the student can practice at home or at school. There are no time restraints or location restraints. The same scenario can be created for advanced students, special education students or other students with other handicaps. Group projects can be designed that focus on group collaboration will prepare students for future problem solving situations.

The courses I have taken for technology leadership has equipped me with a variety of skills needed to model strategies that will assist increasing the level of technology integration into the classroom. This course of study has also shown me ways to design curriculum framework that would reinforce traditional teacher-centered modes of teaching. Integrating Using wikis, blogs, animation, incorporating audio and designing on line lesson modules will help move learning from teacher centered to learner centered. This shift in parameters will assist in moving from teacher centered to learner centered. **Reference ** 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.

Prensky, Marc //Listen to the natives. Educational Leadership, 63(4), 8-13. //