EDLD5370+Reflections+of+Technology+Facilitator+Standard+IV



(TF-IV) Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies (TF-IV.A) Apply technology in assessing student learning of subject matter using a variety of assessment techniques. (TF-IV.A.1) Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. (TF-IV. A.2) Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data. (TF-IV.B) Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. (TF-IV.B.1) Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. (TF-IV.C) Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. (TF-IV.C.1) Assist teachers in using recommended evaluation strategies for improving students’ use of technology resources for learning, communication, and productivity. (TF-IV.C.2) Examine and apply the results of a research project that includes evaluating the use of a specific technology in a PK-12 environment. ||
 * **// Standard IV. Assessment and Evaluation (textbook page 90) //**
 * // Technology Facilitation Performance Standard //**
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**

(Maximum 25 points) || I had always thought of the word assessment as just a fancy way of saying test. Tests, in my mind, have always been a set number of questions with a set number of correct answers being required in order to receive a certain grade. As a technology teacher, I have long since abandoned this rationale. I no longer label the parts of the screen and give a fill in the blank test to evaluate if a student can name all the commands. Although this technique did test students on their knowledge of the computer screen, there is no correlation to what they could actually accomplish while using that very same computer screen. The standards in this section prove that it is more important for students and teachers to be able to actually use the technology.
 * **__Self–Assessment __**
 * Critically reflect (see note above; not just recitation of facts) upon the knowledge you gained from the assignment. (3 Points)
 * Critically reflect upon the relationship between any new information you gained from the assignment with old information you previously held to be true**.** (2 Points)
 * How did the relationship between the old and new information you learned affect your personal experience with the assignment? (2 Points)
 * __Learn as a Learner __**
 * Critically reflect upon your approach and strategies used in completing the assignment. (3 Points)
 * Critically reflect upon how you learn as a learner and how you assess your own performance in completing the assignment(s). (2 Points)
 * How did your learning and interaction with colleagues (such as discussion forum, web conferences, wiki and blog participation, etc.) affect the results of your performance?(2 Points)
 * __Lifelong Learning Skills __**
 * Critically reflect upon what you gained about learning and how you learn that will impact your future learning. (3 Points)
 * How will your past interactions and collaborations with colleagues impact your future learning experiences? (2 Points)
 * As a lifelong learner, what questions or issues challenge you and are worthy of future research or investigation? (2 Points)
 * __Additional Criteria __**
 * Content posted to e-Portfolio wiki/blog/Google site (1 Point)
 * <span style="font-family: 'Arial','sans-serif';">Mechanics (1 Point)
 * <span style="font-family: 'Arial','sans-serif';">APA Format (1 Point)
 * <span style="font-family: 'Arial','sans-serif';">Minimum of 3 References (1 Point)

<span style="font-family: 'Arial','sans-serif';">This section taught me that technology is expected to be used not only to assess student performance but should also be used to help students and teachers communicate and be more productive. It seems to be embedded into most teachers that students should not be allowed to talk during class and certainly not share their work. “We should be teaching students be life-long learners, who can problem solve through collaboration” (Beldarrain, 2006, p. 150). This standard puts those notions to rest and allowed me to share with my campus this new transition and backed up my request to use Google with one group of 8th grade students for my action research plan. By the end of the semester, a few other teachers saw what we were doing and started researching lessons themselves. “In order to use technology as it is intended to be used, teachers take their learning strategies and step them up a notch by using technology to support those strategies” (Tschirgi, D, 2011 p.1).

<span style="font-family: 'Arial','sans-serif';">My campus principal is now not only allowing me to use Google with the entire 8th grade student body but has also asked if I do a presentation for our campus to show other teachers how they can use the resource for their curriculum. “ Presentation technologies aid educators in communicating results of their analysis to others” (Williamson & Redish, 2009, p. 107). This chain of events proved to me that if you are willing to step out and try something new that you have a good chance of finding something that will ultimately help others. It also shows that pencil and paper tests do not have to be the only form of evaluating a students understanding. Now when I assign projects to my students and explain to them that their final product will be a test grade I always back up my plan by telling them that in the real world your boss isn’t going to knock on your door and hand you a twenty five question multiple choice test to complete. My greatest issue of concern is that at the rate in which technology is changing I am not sure that I will be able to learn fast enough to stay ahead of my students.

<span style="font-family: 'Calibri','sans-serif';">Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. //Distance Education,// 27.2, pages 139-152.

<span style="font-family: 'Calibri','sans-serif';">Tschirgi, D. What is the sustainable classroom? //Educational Technology Support Center//. Retrieved on May 3rd, 2011, from http://esd112.org/edtech/sustainableclass.cfm

<span style="font-family: 'Arial','sans-serif';">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. ||