TF+TL+Standard+I+Reflection

Throughout the reading, Technology Facilitator Standard I spoke to the importance of not only is understanding and being able to operate technology important, but it is also necessary to stay abreast of the latest technologies and be able to impart the necessary knowledge to the staff they work with. Being able to identify the individual strengths of the staff members becomes part of the role of the technology leader. Niederhause, Lindstrom, and Stroebel ( 2007) discuss this point, “Through focusing efforts on addressing these shortcomings technology teacher educators can work toward preparing a new generation of teachers” (p. 485) As the one responsible for the development of technology on the campus, it is vital to utilize training time to its fullest potential, which often times becomes, according to Williamson & Redish (2009), “one-on-one or small group scenarios” (p. 24). These are two major areas addressed within this standard, identifying what the needs are and then employing techniques in professional development that are most effective to meet those needs.

As a former e-commerce trainer in the private sector, I have become accustomed to having to train individuals to use not only the software I promoted, but often times I also had to train them on the basics of how to use simple functions on their computer such as email, internet and search engines. I had often thought of the job of the technology facilitator to be on a similar plane to that job. In both capacities, one would train individuals, fix computers, serve as tech support on problems that arise and keep the network up and running. However, as the readings show, there is a much deeper responsibility in the role of an educational technology leader. All of the items listed would be encompassed within the role on a campus, but in addition, there is huge responsibility in place that includes knowing about the latest tools available for the classroom and understanding how to properly implement those tools in a manner that the teachers will be able to successfully use them.

Within my field-based experience, I was able to embrace this standard. I not only had to learn about the new web-pages that each individual teacher would be able to customize to their classroom, I had to learn how to teach others how to set up their page in a way they could access anywhere they had the internet available. This allowed me to study the technologies available that would aid in the task, such as software to record the demonstrations and what venue would be most appropriate to host the final products. By working online with my Site Mentor, I was able to identify accessible and top-rate tools to accomplish the training videos. The communication worked seamlessly as we were able to utilize platforms such as wikis and email to keep the lines of communication open and keep my project moving forward. The first standard was employed throughout the process.

The wiki is one of the most beneficial tools I learned about in the program, embracing the first standard by learning the use of this Web 2.0 Tool. But even as I have begun to incorporate the wiki into my personal, educational and instructional aspects of my life, I realize that the tools are quickly evolving. As Mills (2007) states, “Of importance to educational leaders is that the pace of Web 2.0 technologies can almost ensure another process or tool will be gaining notoriety and presence among our students as quickly as we gain an awareness and understanding of these established tools” (p. 4). To be a strong leader in educational technology, it is necessary to constantly be evaluating, teaching and learning. This program has not only instilled the knowledge of what a technology leader needs to know, but also built the confidence to become a leader in the field by opening the door to so many different aspects of technology use in the classroom, from video editing to building web pages.

Mills, L. B. (2007). The next wave now: Web 2.0. //The Education Digest, 73(4)//.

Niederhause, D. S., Lindsom, 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)//.

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.