TF+TL+Standard+IV+Reflection

Standard IV Reflection Technology has taken data gathering and analysis to a level that has never been reached before. It is now possible to not only gather information regarding a student, subpopulation or entire class and have charts and graphs generated with a few strategic clicks of the mouse. Schools have begun to implement many software systems that track attendance, grades, benchmark and TAKS results. These systems allow educators and administrators access to multitudes of information that is stored and presented in such a manner that it can be dissected and digested because of the graphical displays and customizable reports such software programs offer. The fourth ITSE Technology Facilitation and Leadership Standard set forth many criterions for educational technology leaders to meet. As Williams and Redish (2009) discussed, there is a need for technology to be utilized in different contexts within education, including the use of data management systems as schools. These tools are used for many different tasks, an example of which would be the class scheduling and room assignments software. This is vital to smooth operation at a secondary education facility. With over 1,500 students at our school, there is a need for scheduling to take into account transcripts to meet graduation standards, unnecessarily repeated courses and room conflicts. Larger schools run into much larger logistical complexities. This concept rings familiar from two of my previous occupations. As a theatre manager, it was necessary to assure that our scheduling maximized payroll, audience satisfaction, met distributor and corporate requirements as well as took into account the quantity of customers our facility could handle at one time. Working at a warehouse for a delivery company, it was necessary to coordinate deliveries keeping in mind the best use of resources. In both scenarios, there were technology applications that allowed easy access to data analysis that simplified the job that was at hand and provided an opportunity to concentrate on improving operations. This is what Standard IV hopes to achieve in educational settings. The use of these data management systems to track student achievement data allows educators to make the best decisions regarding both individual students and the campus overall as well as the curriculum. Boudett and Murname (2006) set forth a strategy for utilizing data to its fullest potential by building an eight-step process that includes preparation, inquiry then action in its direction. They elaborate their steps which align with the concepts set forth in this standard; data must be used in an effective manner towards steps in school improvement. By gathering, understanding and examining student data, educators are better prepared to develop action plans steeped in logic based in data which will preclude a more positive outcome. Technology tools are imperative in making this process straightforward and most constructive. The fourth standard also addresses evaluating educational technology use, assessing student literacy and providing a foundation for teachers to use these tools to best assist their students’ achievement (Williamson & Redish, 2009). My field-based internship activities allowed me the opportunity to explore these standards first hand by examining data to find specific areas of need to help advance my campus in the means of technology integration. Through the implementation of the teacher web pages, a need is being met that allows additional resources for data gathering and opportunities for technology in the classroom. I was able to help guide teachers through the usage charts and analytics available within their web pages. The videos allowed me to design a strategy and methods to facilitate and lead through the methods set forth by ISTE conditions for this standard. It is not enough to have the data available to the staff, it must be understood, digested and future goals and plans shaped around the analysis of the data. Teachers can be overwhelmed with data if they do not understand what the implications the information alludes to or how to decipher what they are reading. Heritage and Chen (2005) discussed the necessary steps for successful data use. While it is the role of the educational technology leader to support the tools that gather the data, it is also important to provide the support to use these tools and implement them with greatest success both in the aspect of teacher knowledge and use and in an effort to improve the education for all students.

Boudett, K., City, E. & Murname, R. (2006). The “data wise” improvement process. //Principal Leadership, 7(2),// 53-56.

Heritage, M. & Chen, M.H. (2005), Why data skills matter in school improvement. //Phi Delta Kappan, 86(9),// 707-710.

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.