EDLD5370+Reflections+of+Technology+Facilitator+Standard+VI



(TF-VI) Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. (TF-VI.A) Model and teach legal and ethical practice related to technology use. (TF-VI.A.1) Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology. (TF-VI.A.2) Assist others is summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats. (TF-VI.B) Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. (TF-VI.B.1) Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. (TF-VI.B.2) Identify, classify, and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist in procurement and implementation. (TF-VI.C) Identify and use technology resources that affirm diversity. (TF-VI. C.1) Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences. (TF-VI.D) Promote safe and healthy use of technology resources. (TF-VI.D.1) Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology. (TF-VI.E) Facilitate equitable access to technology resources for all students. (TF-VI.E.1) Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers. ||
 * **// Standard VI. Social, Ethical, Legal, and Human Issues (textbook page 136-137) //**
 * // Technology Facilitation Performance Standard //**
 * // Technology Facilitation Performance Indicator //**
 * // Technology Facilitation Performance Tasks //**
 * // Technology Facilitation Performance Indicator //** 53
 * // 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) || Assuming all students in the same grade level have similar backgrounds and experiences is a typical though process for most people. As a veteran educator, I really didn’t think that I fell into that though process but I now realize that I sometimes do. For example, I assumed most of my students have downloaded music files on computers before due to the popularity of Mp3 players. However, when I recently did a project that allowed them to bring a music file from home, most of them indicated that they didn’t know how or didn’t have the equipment at home. The same thing happened when we discussed social networking. More of my students did not have accounts than did. “In middle schools, 50% of sixth graders say they use e-mail or instant messaging on a daily basis” (Solomon & Shrum, 2007, p. 29). Which means the other 50% may not understand terms that refer to instant messaging and e-mail applications.
 * **__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 has taught me that I cannot simply assume that due to the fact that I teach digital natives that they are fluent users of all things technology related. “Schools must offer students the education and support they need to use technology ethically” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 85). In my district, we have another school on the other side of town that has a different demographic and they are typically more technology advanced so when I discussed this with my colleague who teachers in that district we realized that our approaches to teaching the same grade level would need to be slightly different. “The teacher understood <span style="font-family: 'Arial','sans-serif';">that students need time to explore the material so they can construct their own knowledge.” (Sprague & Dede, 1999, p. 7). I have now learned firsthand that it will work better for you as a teacher to start from the beginning and you can always fast track through steps if your students seem to be connecting easily. However, starting out above them and trying to back track is a sure fire way to lose them.

<span style="font-family: 'Arial','sans-serif';">It is crucial that teachers assess each classes abilities and monitor for student comprehension daily. Just because you teach the same grade level there is no way of knowing in advance what skills they actually come into your classroom with. Their backgrounds and experiences are varied and so too should your teaching methods. “One method that many educators use is to have students create a KWHL chart, which prompts individual students to record what they know about a topic, what they want to learn about that topic, how they plan to learn it, and what they learned at the end of the unit or activity” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 18). || Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. //Leading and Learning, 27(//1). Retrieved January 28, 2011 from the International Society for Technology in Education at <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[]

Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools.// Eugene, OR: International Society for Technology in Education. || ||