Reflections+on+Technology+Facilitator+Standard+II

**__Self –Assessment __**
· What I learned most by reading Williamson & Redish's text for Standard II is that teachers are posed with sometimes an impossible task of implementing technology that we are not comfortable with ourselves, but also teaching our students how to use it and implement its use consistently. Whew! "Teachers may not know how to operate technology, but they are not sure how to implement technology in the classroom to support student learning" (2009, p.37). So, in responding to that chaallenge, it is the duty of the instructional technologist to help teachers decide what types of learning experiences teachers should design, provide teachers with models of types of technology uses, immerse teachers in professional learning experiences that they are expected to design, provide teachers with a process for designing, link technology efforts to curriculum and instruction initiatives, understand and build in support for conceptual change, view planning as ongoing and cyclical, and most importantly, be patient and realistic (2009). · As I started the master's program, I thought that I understood that there were standards for technology, but little did I realize that the standards are very specific in what an instructional technologist should be able to do. Not only do I not feel fully confident in all of my technological experiences, and I know that I have had some good experiences, but I wonder how it is possible for someone to be able to do everything they are "supposed to" for helping teachers. It truely is a daunting task. I know that I have taught and thought of myself as student-centered, so this concept in technological terms is helpful because student-centered learning is the essential entity for helping other teachers learn how to integrate technology to support that learning. · New information that I will continue to refer to that from B. Means with reformed instruction approaches (1993). The indicators are exploration, interactivity, multidisciplinary and authentic work, working collaboratively, teacher as facilitator, heterogeneous groups, advanced skills for all students, and performance assessments. I learned through my internship activities that there is so much for me to implement and Standard II, although large in expectation, was implemented through most of my experiences and my goal is to have these indicators involved with my instruction more and more each year, month, week, and day so that true technology-based instruction can take place.

**__Learn as a Learner __**
· While implementing student-centered learning through technology, it was apparent that students are like adults; they range in mastery levels of technology use. I thought that a teacher-constructed web quest would be easy for them to complete, but it was amazing how many students in my 8th grade classroom were not familiar with basic tools on the computer. I did find it profound when I was able to quietly watch students work, while helping those that needed it with fair ease around the lab. According to Sprague and Dede (1999), the students using technology will have control of their learning with the teachers being facilitators guiding students through the labyrinth of information. This was evident with the web quest once students got familiar with the expectations of the assignment. · With this particular standard, I think that my performance is assessed through whether or not I have been able to effectively implement a technologically-based lesson and the students are able to achieve the needed TEK with reflections implemented for their own learning. In Critically reflect upon how you learn as a learner and how you assess your own performance in implementing the Standard and Indicators in your field-based internship activities. (2 Points) · My learning and growth through my internship activities was effected by my involvement with my recent technological experiences with collegues because I was able to use my wiki, blog, Google docs, discussion board skills, and entire online experience to teach other teachers about how they can start using technology in small but meaningful ways in their every day teaching. Some were interested in finding out more, but others were sceptacle of trying something new, or having to get trained in using it first. It told them that it would not take long to introduce them and then they could take it on themselves to learn piece by piece, more and more each day. It's all a process.

**__Lifelong Learning Skills __**
· I gained that learning is a cyclical process and it takes patience and realistic goals to help myself and other educators become more proficient in teaching through technology. It is conceivable that most of my future learning will be purely on the implementation of technology in Standard II, because of its dramatic impact on students. · My past experiences and interactions with collegues will impact my future learning because they what will continue to drive the need for instructional technology specialists in schools. Until we have all teachers comfortable and able to implement lessons effectively, there will continue to be a need for someone to help implement, guide, create, and empower our fellow collegues to reach for the technological stars and create learning environments that will impact students sooner and further. This standard helps us see the need for designing and planning new activities to immerse our teachers and students into. Me learning online has facilitated that very well, although some view my degree as less official or useful because of that; my experience will just have to show them different. · Why are so many technology-based lessons focused on lower-order thinking skills? How do we encourage our district administrators, in charge of curriculum, to make technology-based student-centered lessons more of a priority for meeting state standards, instead of the usual paper-pencil work that is still given regularly?  References: Means, B. (1993). Introduction: Using technology to advance educational goals. In B. Means (Ed.), //Technology and school reform: The reality behind the promise//. San Francisco: Jossey-Bass. <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;">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 November 30, 2009 from the International Society for Technology in Education at http://www.iste.org/content/navigationmenu/publications/ll/llissues/volume_27_1999_2000_/september10/if_i_teach_this_way,_am_i_doing_my_job_constructivism_in_the_classroom.htm

<span style="display: block; font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">Williamson, J. & Redish, T. (2009). //ISTE’s 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.