Technology+Facilitator+Standard+III+Reflection

Technology Facilitator Standard III, Teaching, Learning, and the Curriculum focuses on the role of technology facilitators to accommodate “the positive attributes their media-rich learning styles. . .” to help “educators update teaching, learning, and the curriculum” (Williamson and Reddish, 2009 p. 58). They also indicate that engagement through technology is connected to the political and public concern regarding the “lack of access to challenging, relevant, technology rich learning environments, high dropout rates, and failing schools” (Williamson and Reddish, 2009, p59). As I began this journey I was aware that technology impacted student engagement. I had seen its effect in my own life and in the lives of my students. Students that did not participate got excited when I introduced my video project for a persuasion unit. What I did not understand was how to integrate technology instead of adding a technology unit or just sprinkling its use in my lessons without seamlessly utilizing technology for student learning. It was through my courses that I became aware of the concept of integration. I learned that the addition of a teacher-centered computer generated presentation does little to help students develop technology skills that enhance learning and prepare them for the 21st Century changes taking place in our world. I was not even aware of state technology standards as reflected in the technology TEKS, let alone the expectation that they were to be taught across the curriculum. I can now see the gaps in curriculum that essentially ignores the technology standards. As a technology facilitator I look forward to participating in bringing a focus of embracing the standards. By learning to work backwards to explode the communication TEKS that I teach, I was able to integrate the technology TEKS into my lessons. Starting with assessment and selecting activities and assignments that lead to meeting the objective(s) of each lesson and determining the role that technology for enhancing learning led to better lessons. By working with teachers acquiring Promethean Boards, I have been able to help them build lessons that integrate technology into their curriculum. I have been able to model learner-centered instruction and introduce the technology standards. Together we have been able to examine the use of technology for teaching and learning related to course and technology standards. As I developed lessons for a new curriculum, professional communications, I was able to use what I have learned about technology as a tool for communicating, collaborating, problem solving, product creation, and the acquisition and sharing information to implement technology for teaching and learning in my classroom. I have also been able demonstrate and model the integration of technology to enhance teaching and learning while helping students meet the technology standards. Many of these experiences have been shared learning as students and other teachers collaborated in exploring the power and options of the various tools. I have been able discuss needs and options with district technology leaders. I am looking forward to having my students share with the community at large what they have been learning and creating this spring at the district technology showcase. Through working with Jamie Tindall, one of my mentors, I have been able to establish myself as a facilitator while remaining active in my classroom. The classroom has become a laboratory and model for technology integration. ** 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.