Reflections on ISTE's Technology Facilitation and Leadership Standards

Reflections on Technology Facilitator Standard I: Operations and Concepts

According to Williamson and Rediish, this standard “refers to general, basic skills that are usually transferrable skills across different hardware platforms and software applications.” (Williams, 2009)
It was no surprise that the standards begin with this first foundational standard, that is one with which every facilitator and leader must be very comfortable in order to provide information to teachers with the goal of building their skills in operations and concepts. And yet, as the facilitator exudes confidence in his own skills, it is extremely important to take time with teachers to build their confidence to create lifelong learners. I have seen trainers who rush through the instruction, assuming that all teachers catch on quickly. However, some of our veteran teachers are such new immigrants to the digital world, that they feel lost when it comes to technology. In order to foster lifelong learning, we must coach these immigrants so that they want to learn more, rather than avoid technology. Williamson and Redish offer several suggestions such as educating our teachers as we would students, with differentiated instruction and according to different learning styles. “Individualization is especially important considering that technology competency levels are more varied than they were ten years ago.” (Williams, 2009) I am making an effort to coach and encourage teachers in our district to help them be comfortable utilizing technology as a tool. A lot of what I have learned has been through either modeling, or trial and error. I try to help others see that it is almost always possible to undo a mistake, and that we learn from those, too.
Williamson and Redish also comment that “Critics has expressed concern that technology skills training has been overemphasized in teacher professional development, while support for integrating technology into academic content areas has been neglected.” (Williams, 2009) I have to agree since the only training our district has provided, with the exception of one course that I recall, has not prepared teachers to integrate technology as a tool to support instruction in core subjects. It almost seems as if we are in the dark ages. Until the time that I began to take courses in ed tech leadership, I was not aware of the standards, the Texas Long Range Plan for Technology, ISTE, etc. It is past time for the word to be out, and I am working to do my part in this.

Reflections on EDLD 5364 Teaching with Technology

EDLD 5364 was one of the most practical classes that I recall, and I gained valuable information for immediate integration. Collaborating with the team was a positive experience, and we demonstrated that an online team can create a UDL unit that is easily implemented into current classes. I am proud of the unit we designed, and I plan to use this as the model for many more to come. As we read in the text about effort and assessment, I was particularly intrigued to see how authentic assessment can be employed; and as we demonstrate through the use of spread sheets and other technology how effort pays off, I am so hopeful that many more students will take an interest in putting forth the effort to achieve higher standards.

Reflections on EDLD 5362 Information Systems Management

As a student in EDLD 5362, I most enjoyed planning the model classroom. From the experiences interviewing a colleague about increased technology in the last twenty years, to viewing many websites to determine what I plan to utilize in my position, I have been challenged to increase my own use of available technologies, as well as encourage and demonstrate for others how to take more risks in exploring Web 2.0 tools. Some of the websites were familiar, but I appreciate the extensive list of resources and look forward to using many more than the ones I originally planned.
Evaluating our SIS has also been very enlightening, and I discovered it to be more comprehensive than I realized. That assignment helped me to determine the areas of our SIS that are satisfactory and others that are merely adequate and could be better. The opportunity to evaluate our district technology plan was also eye-opening. When I learned that ours is not easily accessible, I approached our technology director to see what can be done to rectify that. As the technology staff works on the district site this summer, I hope am looking for the plan to be more obvious to all who visit our website.
As I state first, the most enjoyable assignment, and one that caused me to really think about where I/we are going with technology, was creating the model classroom. Thinking about this has helped me to evaluate where I am with technology, and where I want to be in the next five years. The classroom I designed is not unrealistic, and I plan to present my plan, which is in line with the Horizon Report, to our administration and technology staff this summer. We were already allowed to apply for a local grant in which I wrote one for a SRS, which is part of the plan I designed.
I would never have known about some of the emerging technologies had it not been for the work in this class. The Horizon Report included information of which I was unaware, and now hope to incorporate into our district technology plan.

EDLD 5370 Comprehensive Exam

https://docs.google.com/leaf?id=0B40X4d3ddH0EMmRhN2RlNWYtNDQxYy00M2JlLWJiYjctNTI1OTQ0NjY0NDdk&hl=en_US

Reflections on EDLD 5333

Leadership for Accountability

In this course I began to have the desire to become a principal.  I have a natural interest in data, and as campus reading coach for two years, I collected and analyzed the reading data for grades K-2.  As I began to study the AYP and AEIS data for our sister campus (grades 3-5) I realized the specific needs of groups of students and developed a passion for putting that data to use.  I was a third grade teacher at for three years on that campus, and I know that the data is analyzed and used, but I have now developed an interest as a campus leader to use the data to drive instruction. 

The part of this course that was most beneficial and enjoyable was establishing vision – for self, school, etc.  I learned a lot about myself and the role of principal that I began to see myself occupying.  Based on examples, as well as non-examples, from past and present administrators, I have developed a picture of the characteristics of a quality principal, and I hope that I can fulfill the role as I envision it should be.

Reflections on EDLD 5306

Concepts of Educational Technology

EDLD 5306 provided an in-depth look at the Texas Long Range Plan for Technology and how to analyze Texas STaR Chart data.  Prior to this course, I was aware of the STaR chart but not the purpose, and having only heard of the Texas Long Range Plan, I was unaware of the goals for students, teachers, leaders and the state infrastructure.  I have now gained knowledge and experience to guide a campus in implementing measures to meet the goals.  Based on analysis of Texas StaR chart data for my campus, I have learned that the area of Educator Preparation and Development is the one area that consistently remains “Developing” across all campuses in my district, while the other areas vacillate between “Advanced” and “Target.” [1] This evidence indicates a need for more professional development opportunities that are just-in-time to help teachers increase the use of technology in their instruction.  Therefore, my work is cut out for me.  I have expressed an interest in sharing Web 2.0 tools with administration, and now that summer is here, and my coursework is almost complete, I plan to compile a list of reference videos for teachers to access, and possibly record some for TeacherTube, as well.     

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[1] (STar Chart , 2011)

Web Conference Documentation

We all have such busy schedules at the end of the school year, and this week has been no exception. Though I was ready to participate in the web conference on May 30, I was not able to make time on the 31 and June 1. However, I viewed the chat logs and have gained more information with regard to our comprehensive exam. The example of the comprehensive exam provided in the discussion was extremely helpful, as were the link and example shared by other students in the web conference. I, too, am a visual learner, and it helps to see how someone else has followed the rubric. I look forward to more time to devote to my comprehensive exam next week and the next web conference on the 11th.

Participation in Tuesday's webcast was very helpful, and I had viewed the chat log from the previous web conference to get details on current assignments. This has been a very overwhelming week between EOY data, moving to another classroom, attending school functions and meetings, as well as other obligations. The webcasts have helped to shed more light on the expectations for the internship.

As I reviewed the chat log for the June 11 web conference, I noticed a more significant shift from professor-led to intern-led; and as interns gain a better grasp of the expectations, they are taking more initiative to guide others with their discoveries. It is encouraging and discouraging at the same time. I realize my classmates are devoting many hours of intense research and reflections to their progress, and I am struggling to keep up with assignments. The web conference has given me insight into some of the issue others are having. The bottom line that I read is to keep up with the suggestions made by the IA. Finishing up an extremely overwhelming week should allow me to devote much more time to my weekly assignments, and I am praying that I can catch up to where I should be in weeks 4 and 5.