EDLD5370+Reflections+of+Technology+Facilitator+Standard+VIII



(TF-VIII) Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision. (TF-VIII.A) Identify and apply educational and technology related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education. (TF-VIII.A.1) Discuss and evaluate current research in educational technology. (TF-VIII.B) Apply strategies for and knowledge of issues related to managing the change process in schools. (TF-VIII.B.1) Discuss the history of technology use in schools. (TF-VIII.C) Apply effective group process skills. (TF-VIII.C.1) Discuss the rational for forming school partnerships to support technology integration and examine an existing partnership within a school setting. (TF-VIII.D) Lead in the development and evaluation of district technology planning and implementation. ||
 * **// Standard VIII. Leadership and Vision (textbook page 190-191) //**
 * // 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 //**
 * // Technology Facilitation Performance Indicator //**

(Maximum 25 points) || This standard is exactly what has pushed me to enroll in this program. I am seeing firsthand in the classroom, the need for all teachers to embrace technology and use it, not because their administrators tell them that they have to but because their students need them to. “Although all instructional modes have their place in supporting student learning, research suggests that current instructional models are more teacher-centered than student-centered” (Williamson & Redish, 2009, p. 179). When I try to lecture students, I see the void on their faces. When I step back and give them the chance to use their skills on the computer I am amazed at what they can accomplish. “Students are part of a digital generation with new expectations and approaches to learning”(Solomon & Schrum, 2007 p. 118). Teachers can not continue to teach the same ways in which they taught twenty or even ten years if they want their students to be successful in today’s digital society.
 * **__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';">I wanted so much to take my entire faculty through the research that was presented using this technology standard so that they might see that we are not simply promoting the use of technology because we enjoy using it but because research proves that students learn better and can use higher level problem skills when given the chance to use technology that they are so familiar with while at the same time learning the curriculum in which teachers are required to teach. Learning that so much research has been done that backs up this thought was very helpful.

<span style="font-family: 'Arial','sans-serif';">“Learning must be something teachers and student do, not something that others do to or for them” (Fitchman, 2009, p.12). With this quote in mind, I am planning to challenge teachers to practice learning as a student. I know that I have learned so much by turning the table and working as a student instead of a teacher. I think if teachers would do this more often they would understand that they are not much different than the students in which they are teaching. People need to do things in order to learn them, including teachers.

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Fichman, Nancy Dana (2009). //Leading with passion and knowledge: The principal as action Researcher.// Thousand Oaks, CA: Corwin Press. <span style="font-family: 'Arial','sans-serif';">Solomon, G., Schrum, L., (2007). //Web 2.0 new tools, new schools//.Eugene, Oregon: International Society for Technology in Education.

<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. ||