Technology+Facilitator+Standard+I+Reflection

Technology Facilitator Standard I: Technology Operations and Concepts **Reflection **  Technology Facilitator Standard I is all about the basics. It outlines the essential technology concepts necessary for teachers to begin to integrate it into their classroom. Helping teachers become proficient in these core concepts is the first step for educational technologists. As the pool of digital native educators is constantly increasing, the number of teachers uncomfortable with technology is shrinking. One of the challenges is to bring those experienced, gifted teachers on board the technology train.

 I have found that most teachers know much more than they will admit. One teacher who constantly disparages herself for her lack of computer knowledge utilizes a website where students must submit their assignments. That’s definitely a few steps above computer illiteracy! Another teacher who similarly claims to know nothing, creates an online summer reading list that requires students to sign up and sets restrictions on the number students in each grade level who can sign up for any one book. Wow! The problem I see is that these teachers think they are illiterate because they can’t repair a broken computer. However they have achieved mastery of specific technology tools because that are useful and meaningful to their subject matter. The inadequacy these teachers feel is echoed by the finding in a two year professional development project to train teachers in technology and project based learning. It was found that most teachers felt they had to be experts in the use and troubleshooting of a particular program before they could use it instruction (Burns, 2002). In an effort the help teachers master common technology problems and boost their confidence, I posted a technology folder with tips and tricks and common fixes. For the teacher who needs extra assistance, I am available.

 Williamson and Redish (2009) cite an observation by North Central Educational Laboratory (NCREL): “Experts encourage teachers to embed student technology skills in core academic content, but some technical training models do the opposite – herding teachers and administrators into computer labs to learn skills with no apparent relationship to their daily work”. To avoid a one size fits all approach to staff development, I adminsttered a survey to the staff at my school to assess their specific technology needs.

 Training teachers in this type of authentic setting, as well as helping them get past the notion that they must be experts in the use of a particular technology tool is key to closing the technology gap. References: Burns, Mary. From compliance to commitment: Technology as a catalyst for communities of learning. //Phi Delta Kappan //, 84(4), 295-302.

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.