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Reflection on Technology Facilitator/Leader Standard #7
Procedures, Policies, Planning, and Budgeting for Technology Environments Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools (Williamson & Redish, 2009, p.165). This standard is a little more technical than the first six, involving knowledge of networks, budgets, plans and policies. The facilitator helps the technology leaders by implementing the plans, policies and procedures and works with the teachers to make sure they are following those plans, policies and procedures. For the past 15 years I have been responsible for technology integration, maintaining equipment, updating software, and providing technical support when I wasn’t teaching a class, which is all included in Standard VII-A. I learned so very much while working in this capacity. There was a technician that the school contracted with when we first acquired the Internet that would show me and the other technology teacher how to do the things he did. So, we would practice on the computers in our room knowing that if we messed something up we had all of the software needed to fix it. According to Williamson and Redish (2009) the hallmark of a good technology program is providing ongoing and continued technical support to teachers and other technology users (p. 160). Right after Windows 95 came out, I attended a week long summer camp on the Windows environment. The purpose was to become a Microsoft Certified teacher and teach the students, who would then test to become certified. This was a great plan but the classes were never added into the curriculum that would have allowed them to learn what was needed to take the test. Although I never pursued the next levels of certification and the students did not get the chance to take the classes, that week of study and the preparation for the Microsoft certification test was one of the most useful trainings that I have had. Standard VII-B ensures that hardware and software purchases are made on a planned schedule. This also has been part of my responsibilities for the last fifteen years. I did not create or work on the budget but was able to ask the Principal or call the Finance Office to determine an amount available for purchases. Our hardware purchases for the most part have stayed on a schedule. Software purchases came at odd times and not on a schedule, happening when new updates or versions became available or when the school could afford them. Price (2005) suggests that after years of creating an infrastructure of technology and networks, schools are now in a position to follow the business model for acquiring computers – let software create the demand for hardware (p.53). We wanted to purchase the newest version of the Adobe products this school year and were told that our computers would not run the software so it may be time for the purchase of new hardware. Of the three performance indicators for Standard VII, Indicator C, participate in professional development opportunities related to management of school facilities, technology resources, and purchases is one that I have performed the least. Cunningham (2003) states, professional development is the key component to fostering the technology culture, because educators are needed to apply and integrate technology with the curriculum, and engage students in different learning projects aligned with their learning goals (para. 6). I have planned afternoon workshops for the teachers where they can learn how to use different types of technology and computer accessories and have facilitated professional development opportunities at the beginning of each year and sometimes during the year on in-service days for teachers. The afternoon sessions were not well attended because in a K-12 school district that has less than 500 students the teachers wear many different hats and don’t have much afternoon time for workshops. At the beginning of each school year some of the workshops I facilitated were concerning the Student Information System, disaggregation of data, and maintaining personal class webpages. Knowing about how to maintain the network is probably the most intense part of all of Standard VII. The network at our school district came about in stages, as new buildings were added, new wiring and equipment was added. We started with 3 servers, but these were replaced by a new larger and faster server. I attended training on the software when the new server was installed so I that I could take care of the network. I have installed network components all the way down to running cable to the classrooms. While reading and studying the seventh technology facilitator standard I found myself thinking about what I have learned while acting in the capacity of a technology coordinator. I learned that I need to continue reading magazines, journals, and blogs so I will not stagnate in my knowledge of up and coming technology and how it applies to education. I also was reminded that ongoing professional development is a must and should pertain to many different facets of technology, from classroom applications to the technical to the financial. As long as I am working in a school whether in the capacity of a teacher, a technology facilitator or a principal, I will try to keep up with technology, including hardware, software, and strategies for integration.

Cunningham, J. (2003). Between Technology and Teacher Effectiveness: Professional Development. //Tech and Learning.// Retrieved on October 28, 2011 from [] Price, B. (2005). Who’s in control of the technology-integrated school? //Principal Leadership, 6// (1), p. 51-56. 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.