EDLD5370+Reflections+of+Technology+Facilitator+Standard+II




 * **// Standard II. Planning and Designing Learning Environments and Experiences //**
 * // Technology Facilitation Performance Standard //**

(TF-II) Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. (TF-II.A) Design developmentally appropriate learning opportunities that apply technology-enhances instructional strategies to support diverse needs of learners. (TF-II.A.1) Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. (TF-II.A.2) Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning. (TF-II.A.3) Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology. (TF-II.B) Apply current research on teaching and learning with technology when planning learning environments and experiences. (TF-II.B.1) Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. (TF-II.C) Identify and locate technology resources and evaluate them for accuracy and suitability. (TF-II.C.1) Assist teachers as they identify and locate technology resources and evaluate them for accurate and suitability based on district and state standards. (TF-II.C.2) Model technology integration using resources that reflect content standards. (TF-II.D) Plan for the management of technology resources within the context of learning activities. (TF-II.D.1) Provide teachers with options for the management of technology resources within the context of learning activities. (TF-II.E) Plan strategies to manage student learning in a technology-enhanced environment. (TF-II.E.1) Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies. (TF-II.F) Identify and apply instructional design principles associated with the development of technology resources. (TF-II.F.1) Assist teachers as they identify ad apply instructional design principles associated with the development of technology resources. ||
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**
 * // 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) || Today’s teachers can not simply be knowledgeable about how to use basic technology tools but this standard ties that knowledge to the use of it along with their curriculum. “Training is embedded in instruction, not isolated from it, and is driven by the skills, that teachers need to use the technology in the classroom, not by the technology itself.”(Jones, 2007, p 35). Many of the technology staff development classes I have taught in the past focus on how to use the technology. I have now discovered that this training is not very useful. Teachers need to be able to use the technology in the manner in which they will present it to their students. For this upcoming year, all of my classes will be based on curriculum instead of the technology itself.
 * **__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';">“Learning how to learn is just as important for teacher professional development as the acquisition of new knowledge and skills” (Joyce & Showers, 2003, p. 1). Most teachers that I have taught in my professional development classes are not actually very good students. They often show many of the same bad habits that I hear them complain about students having. Therefore, as a student myself during this program, I made an effort to visualize myself as a student and ask myself how would a teacher evaluate my performance. I actually believe that every teacher needs to both teach a lesson to and take a lesson from fellow teachers in order to witness this firsthand. It really gives you a totally new perspective.

<span style="font-family: 'Arial','sans-serif';">The reality of our future is that budget cuts are not going away and neither are these and other requirements. So the important question of how do we continue to update our curriculum to keep up with advances in technology without the funding sources to support the changes? “Given the complexities of instructional design generally and the specific challenges of planning for technology use, it is easy to see why teachers need a great deal of support from technology facilitators and leaders. (Williamson & Redish, 2009, pg.42). However, as a result of the recent budget changes our technology leaders are actually being given additional duties and one is actually being required to go back into the classroom for a few classes a day. Which leaves me wondering how can we continue to request that teachers do more in terms of integrating technology into their curriculum at the same time we are taking away the additional support that they need in order to accomplish this task.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 15px;">Jones, E. (2007). Strategies to put instruction ahead of technology. //<span style="font-family: 'Arial','sans-serif';">Principal Leadership //, //<span style="font-family: 'Arial','sans-serif';">7 //(6), 35-38.

<span style="font-family: 'Arial','sans-serif';">Joyce, B., & Showers, B. (2003). //Student achievement through staff development. National College for School Leadership, 1-5//. Retrieved on June 19, 2009, from <span style="color: windowtext; font-family: 'Arial','sans-serif'; text-decoration: none;">@http://forms.ncsl.org.uk/mediastore/image2/randd-engaged-joyce.pdf

<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. ||