Reflection+on+Technology+Facilitator+&+Leader+Standard+3

Reflection on Technology Facilitator/Leader Standard 3
Teaching, Learning, and the Curriculum Technology Facilitation Standard 3: Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning (Williamson & Redish, 2009, p. 67). This is one area that I had no experience with before beginning my field-based experiences. I had never been asked and never thought about how I could help the other teachers plan their curriculum with technology use. I knew about Technology Integration, I have been responsible for the STAR Chart information ever since there was a STAR Chart. Since I began working on field-based activities I have been helping a first year 5th grade Math teacher, and a veteran 6th grade Social Studies teacher. Both of these teachers volunteered for me to help them. I have found that Social Studies is easy to plan and implement, covering several of the indicators for standard 3. Student use of technology with the math curriculum is a little bit harder. Game-based learning seems to be a good fit for 5th grade math; interactive white board activities have also been well received. Today’s students not only desire but need engaging, media-rich learning experiences to maximize their learning potential (Williamson & Redish, 2009, p. 59). For example, in a Science class, a group of students might create a film that illustrates the process of mitosis and then use the film to explain the process to their peers (Jones, 2007, p. 37). As a secondary teacher in the technology classroom I would ask other teachers what lessons they were working on and assign projects in my class that went along with what the students were working on. This was great for the students in the Multimedia, or Video Editing or Desktop Design class but that did not help the rest of the students in the core classes. To integrate technology into the curriculum effectively, local school districts must align student technology standards to standards in other core academic curricular areas and develop grade-specific benchmarks.(Williamson & Redish, 2009, p. 62). Research shows, according to Hom and Murphy (1983), that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals(as cited in Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 18). Technology gives teachers access to resources that can help them identify and refine standards and objectives (Pitler, et.al., 2007, p. 18). Web resources to this end is to access standards online, transform them into objectives, and incorporate these objectives into a rubric that students can personalize (Pitler, et. al., 2007, p. 29). To help the teachers understand teaching and learning a curriculum guide for student technology standards will be the next step. This would be an excellent field-based activity. As the technology facilitator I would work with the classroom teachers to align the two sets of standards. I should have been more vocal about making sure that all stakeholders knew about incorporating student technology standards into the regular curriculum.

Jones, E. (2007). Strategies to put instruction ahead of technology. //Principal Leadership, 7// (6), 35-39. Pitler, H., Hubbell, E.R., Kuhn, M., Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development. 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.