Technology+Facilitator+Standard+I+Reflection

Technology Facilitator Standard I, Technology Opeations and Concepts begins with an overview of what technology facilitators need know about the basics of technology. There were no real surprises in the list given the reading, assignments, and experiences in this course of study. When I started the program I was familiar with approximately one-half of the competencies. I now feel that I know all of them. The expeiences of my internship have made them a practice of habit. It was refreshing to read of a // steady increase in teacher proficiency levels // (Williamson & Redish, 2009).Yet it was disheartening to learn from Market Data Retreval (as cited in Williamson & Redish, 2009) // that the teachers with the lowest levels of technology are likely serving some of the nation’s highest need students // (cited)//. //   Williamson and Redish confirm that traditional staff development does not work. Teaching computer skills without a connection to the curriculum does not prepare teachers for technology integration. As a technology facilitator, I can model the process of integrating technology within the lesson. I can help teachers // seamlessly integrate technology skills into core academic areas. //   The performance indicators made sense in terms of demonstrating both the knowledge and skills required of the standard. The case study was somewhat helpful. I found the resources listed at the end of the chapter to be very helpful. I was able to browse through them, but look forward to spending some time exploring each one. This reading assignment was helpful and I plan to keep my textbook handy as I continue to grow in the field of technology. I will especially refer to the staff development section since that is one of my major interest. 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.