Technology+Facilitator+Standard+VI+Reflections

Technology facilitator standard VI Social, Ethical, Legal and Human issues deals with the issues that develop as new technology is introduced in classrooms. Williamson and Reddish report that the most pressing issues facing technology facilitators and leaders are “digital equity, privacy of electronic student records, students online safety, and copyright infringement” (2009, p124). Although the authors report great strides in equity at school concerning high speed access and computer to student ratios, many other equity issues remain problematic. While access and hardware are available to most students, other digital tools, are not equally available. They report, “too often, race, gender, income, and locale continue to correlate to digital inequities” (2009, p.126). Technology facilitators must monitor national and local trends and be active in considering equity in all technology decisions. The technology facilitator must guard student privacy under the Family Educational Rights and Privacy Act (FERPA) by securing the information and systems that contain the student records.. Williamson and Reddish (2009) say that the most frequent abuse centers around uninformed and careless users who make student information accessible. Another FERPA concern is how information is reported where student identification is possible. Online safety is required by law for the protection of students in their youth. The law requires schools to use filtering to keep inappropriate material out of the reach of students at school. A bigger problem relates to the information revealed by students through social networking. Technology facilitators need to model safe practices and prepare educators to help students do the same. The technologist must also weigh the issue of accessibility and protection. Technology facilitators must also protect students from cyber-bullying. The copyright issue is also a concern of technology facilitators. Through the assignments and activities in our course of studies, I have learned about copyright protection and how it relates to technology. Through the acceptable use guidelines, direct instruction, and system limitations, students must know what copyright infringement is and how it can be avoided. Students and educators must know that copyrights apply to written text, music, and images. Technology facilitators model legal integrity and assure that system users follow these policies. As a technology facilitator intern, I participated in staff development related to the required instructional unit for all computer lab classes. I followed the prescribed lesson assessment, and had students sign supplemental lab form, and then involved students in researching and preparing presentations through group collaboration for teaching these issues to others. They were required to identify for their audience. They chose between elementary, middle school, high school, adults, and senior adults. I evaluated my work by how well my students understood the social ethical, legal, and human issues of the 21st century. I also consider my own compliance with these issues as I use technology.
 * Self- Assesment **

Learn as a learner
=== This chapter was one of the easier facilitator standards to learn about and practice. I was familiar with all of the facets before beginning the study, but the reading bolstered my commitment to practicing and teaching responsible computing. I gained the most new knowledge regarding the equity issue. I had not thought very much about that issue before beginning my course work. I have always been interested in social justice so I was happy to read and consider how as a technology facilitator I can be involved in making opportunities available to all students === === Working with student groups to explore these issues provided another layer of understanding. Most students were proud of the work that they did, and I have been able to share that experience with other educators. As a participant in the district technology committee meeting I was able to contribute and learn about locking down the school technology.to avoid viruses. I was involved in discussions about the value and concerns of web 2.0 tools. === === Through collaborating on assignments with colleagues and meeting the standards required of my professors, I learned to consider these issues and work to demonstrate compliance. Student contributions to the discussion board also provided an opportunity to discuss with colleagues how to implement this standard. I measure my progress and success by referring to the rubric and performance indicators. I feel that this is one of my areas of strength and one that I can implement as a technology facilitator. ===

Lifelong learning skills
=== I see how that leading others to discover and construct meaning for themselves is more effective for my learning as well as their learning. I learn best by doing; however, I also learn by reading and discussing the concepts and ideas of a topic. I have discovered the great value of collaboration and group support. === === The collaborative work that I have participated in as a student will shape the way that I teach and use collaboration. I have learned to let students help students because they learn from each other. I no longer feel guilty for not immediately respong to a student question because they might discover the answer themselves or from a collegue. ===

**Reference** Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards: what every k-12 leader should know and be able to do//. Washington, DC: International Society for Technology in Education.