Technology+Facilitator+Standard+V+Reflection

Technology facilitator standard V relates to the use of technology tools by educators to make themselves more productive and to improve their professional practices. Technology offers powerful tools to enable educators to spend more time preparing effective lessons that integrate technology across the curriculum. Technology also provides greater access to professional development which can increase student learning. Williamson and Reddish (2009) identify four main groups of tools for productivity and professional practice: software to assist with grading, spreadsheets and email for communication and analyzing data and financial planning, data bases for gathering and storing information, and Internet access. Unfortunately, Williamson & Reddish (2009) report that educators “complain that they do not have time to learn how to apply them [technology tools] to educational purposes” (p. 103). The road blocks that they indicate create a void are the lack of contextualization, time to learn how to use their technology devices and tools, and the complexity of the tools. Many educators do not know how to use the tools, but resist learning how, feeling that it is too hard for them to learn. The irony is that by slowing down production to learn to use the tools, after learning production goes up. Most of the devices that are being used for productivity are mobiles, or hand-held devices. Most educators have the mobiles, but only use them for the simpler tasks. Although the hand-helds are powerful the digital immigrants are not likely to tap into that power because they do not know how. Technology facilitators are in a strategic position to assist educators in using these tools to improve student learning and enhance professional practice. Technology facilitators need to “contextualize and model the use of productivity software” (Williamson & Reddish, 2009. p. 109).. Another major responsibility required of technology facilitators is that of “transforming schools into professional learning communities” (Williamson & Reddish, 2009, p109). As a technology facilitator intern I was able to model the use of these tools when working with professional learning communities and individual educators. I was able to assist teachers with technology to analyze and present data to determine goals and strategies that involve technology by modeling the use of my smart phone, calculators, and lab mobiles to enhance productivity and professional practice. Participating educators developed an interest in using the mobile devices. I also became an active member and presenter of technology in the classroom at the Texas State Speech Communication Convention and the Texas Forensics Association. I have actively collaborated with other communication professionals on a regular basis through coachingspeech.com. I am using my school blog to share developments in technology including mobiles and professional development opportunities. At Abilene High School the emphasis on professional learning communities has been overshadowed because the administration is focusing on other strategies such as enhancing classroom technology tools, providing direct technology assistance through a T3 Grant coordinator on campus. During my intern experience I was able to shadow the coordinator and assist her with both one on one and small group staff development. Other strategies involve technology include benchmarking, tutoring utilizing technology, and credit recovery. I was involved in the evaluation of credit recovery programs and had input in decisions regarding the program. The Abilene Independent School District also added a Curriculum Management System and I participated in grade level meetings and assisted teachers with developing lessons to deliver the curriculum design. Although the district has diminished the talk of professional leaning communities, the concept is being practiced at subject and grade levels. As a technology facilitator, I have been a part of that development. ** Learning as a learner  ** Shadowing provided a great learning environment for me. I was able to observe and practice technology facilitation. I became active in delivering staff development and support. My courses were invaluable in taking on an active role in technology at Abilene High School. The collaboration that we used in our classes provided a new openness to work with others. We modeled learner-centered staff development and learn by authentic problem solving regarding how to improve student achievement. The more active I became, the more comfortable I felt in my role as a technology facilitator. When facing difficult situations, the T3 Grant coordinator took the time to explain potential solutions. She modeled and mentored me in leading effective staff development. In the beginning I was afraid to be assertive and lacked the confidence I needed to be effective as a technology facilitator. I soon felt comfortable that I was a competent leader. ** Lifelong learning  ** There is a great deal more for me to learn. I love my classes, but I wonder what opportunities might be ahead of me as I think of multiplying my efforts by leading educators to practice what I have learned. I also wonder what the effect of the T3 Grant will be on student achievement including closing he achievement gap. ** 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.