Technology+Standards+VII+and+VIII+Reflection

 **Chapter 7: TF/TL Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments **

For technology facilitators and leaders, I think this is one of the most important standards but, it can be the most difficult one too. Technology facilitators and leaders are responsible for establishing a technical environment that supports integrating technology in to instruction and administrative practices. While implementing this standard technologists must work closely with educators to create and support modern learning facilities. The most common duties related to providing educators and students with sufficient access to technology fall into four stages: planning for technology development, procurement, maintenance and monitoring, and implementation. (Williamson & Redish, 2009) As for researching and purchasing technology equipment and making sure policies are being followed, I have very limited experience. This would fall under the first stage of duties that a technology leader should handle. With all the new technology that is emerging daily, I am concerned about making major decisions on expensive purchases. What if I do not choose what would be best for our school. I guess it just takes time to learn and be more comfortable with making these kinds of decisions. This would most likely be where, as a technology leader, I would want to collaborate and work as a team and ask for help. After deciding what to technology needs to be purchased you go through stage two and get the required approvals and PO’s that you would need to purchase the equipment. The third stage would be to install and give training and support to the staff so that they can learn how to integrate the new technology into their classroom. According to Williamson and Redish (2009) “The hallmark of a good technology program is providing ongoing and continued technical support to teachers and other technology users.” (p. 160) Last, it is the technology facilitator’s job to do any troubling shooting and repairs necessary to keep the equipment running. I see so many teachers who have technology equipment or programs and do not use it or do not incorporate it into the curriculum to teach their students. This must change, and without the help and guidance of trained professionals to model and teach technology, the most expensive equipment will be useless. I do not understand how a state or district can mandate expectations of excellence, without providing the funds to ensure success. That seems to be what has happened in the area of Technology in the K-12 environment. During my internship I meet standard seven by helping to update Microsoft Office in the computer lab. We wanted to get an updated version of word processing software for the students to use. I researched the free version, Star Office, of the software and was not impressed with it. I downloaded it and quickly learned that it was not what I was use to and did not like it. I talked to several teachers and administrators and they did not like it either. It was not as helpful and easy to use as the paid versions. I looked in to getting Microsoft Office 2007 or 2010. The budget did not allow enough money for either so I talked to my principal and asked if I got the money donated could we use the money to purchase cheaper version, which was Microsoft Office 2007. She was thrilled with my suggestion and was glad that I spent the time to do the research and help our school. I got the money for a local business and purchased the software for the computer lab. It is important to keep the technology and software current and up to date. If we want our students to excel in college and life in general we must stay ahead of the game. As for the other computers on campus I will continue to learn and research other free word processing software so that they too can enjoy technology. **Chapter 8: TL/TF Standard VIII: Leadership and Vision ** Standard eight describes how technologists lead others in creating a research-based vision and developing a long range strategic plan for moving the vision into reality. It focuses on inspiring a shared vision among teachers and the key stake holders, generating goals and strategies to move the school toward that vision, and to sustain and garner support along the way. This standard is very critical in the sense that it is essential to school districts to create shared visions and engage communities to ensure school districts, teachers, staff and students have the technologies and infrastructure they need to be successful in this 21st digital century. Unfortunately, sufficient computer equipment is not always available in schools. Funding to support computer use in classrooms is often difficult to obtain. State legislatures and other oversight bodies are requiring proof that the money that is spent improves academic achievement. (Rule, Barrera, Dockstader, & Derr, 2002) Since a school community is made up of both digital immigrants and digital nativities, a technology leader needs to conduct research and provide strategies, models, best practices and continue information training to keep all the stakeholders informed and knowledgeable to increase technology literacy and create a shared vision for technology planning and budgeting. (Prensky, 2001) I have found that for a digital immigrant just hearing about how “cool” technology can be is not enough. It must be modeled and demonstrated for all stakeholders to truly understand the possibilities and how it can affect student learning in the future. I guess if everyone could attend the TCEA annual conference then maybe they could be as excited about technology as I am. Once the district has technology acquired the new technology, training and technical support must be available. If the proper training is not given then the teachers usually do not use the technology they have. Sometimes they just cannot see how it will benefit them. I don’t understand why after spending all that money for the new technology, school districts do not make sure that all staff and teachers have the training and help they need to be successful in using the technology to benefit the teachers and students. “One acquires computer skill not for the sake of mastering them, but for the sake of doing something worthwhile with them.” (Rule et al., 2002) As Williamson and Redish stated, the Leadership and Vision standard is, “critical to promoting Student-Centered Learning.” Included in that standard is the expectation that the campus and district will provide the necessary technology and infrastructure required for student learning. In my internship activities I achieved standard eight which says educational technology facilitators and leaders will contribute and develop a shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision. I did an informal evaluation of the technology at our school. I found that even though the classrooms have computers, they are not being used by the students or they were not being used for education. I discussed with the teacher that we are required by law to incorporate technology into the classroom and to follow the national state and local standards for integrating technology. We are planning to put the Mimio interactive board in the every classroom and I have encouraged the teacher to get together in grade level groups to share their ideas on how to use the interactive boards and create lessons and share with each other. I have planned several professional development lessons for the teachers to help them learn how to use the interactive boards. These lessons meet all the standards for integrating technology. I am sure there will be some that will not use the board and I guess I will never understand why they refuse to use technology. I will continue to learn and teach lessons that integrate technology because I want to be the best technology leader that I can be. **Reference **: Prensky, M. (2001). Digital natives, digital immigrants: Part 1. //On the Horizon,// 9(5). Prensky, M. (2001). Digital natives, digital immigrants: Part 2. //On the Horizon,// 9(6), 1-9. Rule, A. C., Barrera, M. T. III, Dockstader, J., & Derr, J. A. (2002). Comparing Technology Skill Development in Computer Lab versus Classroom Settings of Two Sixth Grade Classes. //Journal of Interactive Online Learning//. (1)1, 1-11. Retrieved from []

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.