TF+TL+Standard+II+Reflection

Standard II for Technology Facilitators and Leaders addresses the need to assist the growth of technology on campus by providing the framework for teachers and modeling effective strategies through the use of technology in curriculum building, instruction and student interaction (Williamson & Redish, 2009). This is a fundamental idea within leadership, as you must lead by example. To best associate the new technologies and their uses, it is important to put it in terms that the user will understand and relate to. Much like the strategy I use in to teach my communications courses, if you can relate the idea to the audience, it will stick with them longer. By presenting methods to integrate technology into the classroom using sample lesson plans, teachers can immediately see the advantages to the new tools. It is also important to utilize the tools in a manner similar to what the student will experience, allowing a “train the trainer” situation to unfold in the learning.

Williamson and Redish (2009) also refer to “linking technology efforts to other curriculum and instructional initiatives” (p. 41). This is important because it provides credibility to the technologies used and will provide for more buy-in to their implementation. Price cites how integrated computers have become in the daily routine of educators, from taking attendance to grading papers (Price, 2005, p. 56). The more integrated technology becomes in the curriculum and instructional arenas, the more likely the integration occurs on the campus. I experienced this first-hand through my field-based experience. By having to find a common ground to relate to the teachers on the design of their web page, I began to explore the tools and find ways I could use them to enhance my own classroom. By identifying how to model it as a benefit to them and show the exact use of the software and how it applies to their own classes and extra-curricular activities, it was easier to find an audience that wanted to listen. To have it reinforced by the district office furthered the validity of the project and allowed more on-campus support.

There are many obstacles to overcome to meet this standard. There will be teachers that are resistant to change. Others will not be savvy enough to manipulate the tools provided to them and will require individual attention. There will be others who will not identify with the tools for their own classroom instruction and will not attempt to learn them because they do not see the need. With all the tools available, there are still a multitude of teachers who are not proficient in the technology tools and are often times overwhelmed with the options being offered. Although research shows that the infrastructure is in place for teacher integration of many technologies, the implementation is well below the readiness level (Neiderhauser, Lindstrom & Strobel, 2007, p. 484). My experience in the past in the corporate world aligns with the dilemmas faced when implementing new technologies. Some are more than willing to embrace and use the new tools, while others are content to work in the manner they are accustomed.

Communication methods are the key in successful implementation of this standard. How the changes can benefit them, how the tools can be used for instruction and why this change should be made are all important areas to cover when creating professional development and training sessions. To be successful, we must realize that the planning, teaching and implementation of technology tools is cyclical and will need to be constantly evaluated and adjusted to best meet the needs of the teachers, but most importantly the students. Niederhauser, D. S., Lindstrom, D.L., & Strobel, J. (2007) Evidence of the NET*S in K-12 classrooms: Implications for teacher education. //Journal of Technology and Teacher Education, 15(4)//.

Price, B. (2005). Who’s in control of the technology-integrated school? //Principal Leadership, 6(1)//.

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.