EDLD5370+Reflections+of+Technology+Facilitator+Standard+III

(TF-III) Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. (TF-III.A) Facilitate technology-enhanced experiences that address content standards and student technology standards. (TF-III.A.1) Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students). (TF-III.A.2) Use and apply major research findings related to the use of technology in education to support the integration of communication tools through the curriculum (refer to NETS for Students). (TF-III.A.3) Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students). (TF-III.A.4) Use methods and strategies for teaching concepts and skills that support integration of problem-solving/decision-making tools (refer to NETS for Students). (TF-III.A.5) Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print, media, and graphics (refer to NETS for Students). (TF-III.A.6) Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment ( refer to NETS for Students). (TF-III.A.7) Use methods for teaching concepts and skills that support use of Web-based authoring tools in a school environment (refer to NETS for Students). (TF-III.B) Use technology to support learner-centered strategies that address the diverse needs of students. (TF-III.B.1) Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology. (TF-III.C) Apply technology to demonstrate students’ higher-order skills and creativity. (TF-III.C.1) Use methods and strategies for teaching problem-solving skills using technology resources. (TF-III.D) Manage student learning activities in a technology-enhances environment. (TF-III.D.1) Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings. (TF-III.E) Use current research and district/region/state/national content standards to build lessons and units of instruction. (TF-III.E.1) Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards. (TF-III.E.2) Use major and research findings and trends related to the use of technology in education to support integration throughout the curriculum. ||
 * **// Standard III. Teaching, Learning, and the Curriculum (textbook page 67-68) //**
 * // Technology Facilitation Performance Standard //**
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**
 * // Technology Facilitation Performance Indicator //**
 * // 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) || Using technology in education is no longer considered to be simply a bonus project at the end of a classroom based assignment. Student use of technology in the learning process is not only important, but required. In my own experience as a teacher this shift has been difficult because it not only requires new teaching materials but new equipment as well. I had always been so comfortable teaching math concepts because I always knew all the possible solutions to the problem before the questions were even assigned. “Teaching models that integrate technologies such as blogs or wikis may afford more learner control, and thus may be more effective at delivering instructional strategies” (Beldarrian, 2006, p. 142). With technology and the diverse situations we face today there are many different solutions to problems that the students can be working on. This loss of control is a difficult shift for teachers but one that is critical in order for students to be able to maximize their learning potential. Learning to use technology in my classroom setting for me usually starts on my own. I will take advantage of any technology professional development course that I am able to attend but for the most part I learn best when I have time to work on my own and explore the technology firsthand. Once I have a basic understanding then I have no issues with having students join in with me and explore together. I make it very clear that I am not an expert at everything computer related and I have found that many students are eager to teach me things in which they figure out on their own. This safe learning environment allows students to use their higher level thinking skills and problem solving without actually being told that they are using those skills and allows me to learn so much more than I could on my own. In addition, free online teaching resources have proved to be valuable to me as well. Prior to doing any activity I typically perform a general online search using the specific concept and technology piece that I want to use. “Merely using Web-based materials in the classroom or assigning URLs for supplementary reading may not be an effective use of these materials. There must be forethought and careful planning in order to make this a meaningful experience for the educator and the student.” (Arsham, 2002, p. 6). This process allows me to reap the benefits of what others have done and I try to repay the favor by posting information that I have and feel would be helpful to others as well. Technology is here to stay and therefore in our lifetime, it will continue to be very important for my and all of my coworkers to embrace the technology and learn to maximize the potential that its use has in our classrooms. This requires us to rethink many of our old fashioned ideas. “To meet the performance task, they must align the curriculum framework and expectations for teaching and learning to the needs and interests of digital-age learners.” (Williamson & Redish, 2009, p. 68).For example, I could have killed my son for pulling out his cell phone at church when the preacher started his sermon only to find out that he was using it to access the Bible and follow along with the sermon. My old fashioned idea of “no cell phones in church” would actually have done more harm than good. At school, I have only four digital camera’s but up to twenty six students in each class. We have a “no cell phones in school” policy but I just can’t help but wonder how much more effective I could teach digital graphics if they were allowed to use their phones to take pictures instead of sharing the four outdated camera’s I have. Arsham, H. (2002, March). “Impact of the Internet on Learning and Teaching”. //USDLA-United States Distance Learning Association// 16 (3), 6. Beldarrain, Yoany. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. //Distance Education,// 27.2, pages 139-215. 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. ||
 * **__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)
 * <span style="font-family: 'Arial','sans-serif';">How will your past interactions and collaborations with colleagues impact your future learning experiences? (2 Points)
 * <span style="font-family: 'Arial','sans-serif';">As a lifelong learner, what questions or issues challenge you and are worthy of future research or investigation? (2 Points)
 * __<span style="font-family: 'Arial','sans-serif';">Additional Criteria __**
 * <span style="font-family: 'Arial','sans-serif';">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)