TF+TL+Standard+VI+Reflection



Standard VI Reflection  As technology moves into every facet of our lives, from the classroom to the grocery store, it is important to realize the implications of the transition from the analog to the digital world. One used to worry about the trash being rummaged through and the perpetrators taking credit card or bank statements. It today’s world, hacking, viruses and identity theft are just the tip of the iceberg on how someone can disrupt the flow of information or create a headache for the victim when they discover their bank account has been drained. These are very real issues and they not only affect the general public, but are issues that every educator needs to be aware of and understand the repercussions. Privacy of student information, copyright laws and the need to address the digital divide are among the elements that make up the sixth Technology Facilitator and Leadership standard. Williamson and Redish (2009) explained that to meet this standard, the facilitators and leaders must model and teach legal and ethical practices in relation to technology, utilize technology resources to reach students of all backgrounds, promote safe use of technology and assist equitable access to the resources (p. 135).  Adelman (2004) explored the notion of online safety, particularly for children. Middle-level students are prone for exposure to sexual advances and intimidation online. It is necessary for school districts to ensure the privacy of their students to keep these issues from infiltrating into the classroom via technology tools. As Adelman explained, students aged 12-18 have nearly “stolen the internet” (p. 17). They have a grasp on how to access information and websites that should not be viewed in an educational environment. In my classroom experience, each safeguard put in place by the district, such as firewalls and advanced security for the wireless internet system, were quickly overcome by technology savvy students. It is essential that technology leaders and facilitators find ways to protect the students, not only from outside influences, but also from themselves, as they do not realize the need for these precautions.  Within my field-based internship activities, I was able to explore many of the social, ethical, and legal issues surrounding the technology tools within our new teacher websites. It became very important to comprehend and apply the regulations surrounds copyright laws and student privacy laws. What items could be posted for education, such as videos, digital photos of students and names within discussion groups and blogs? There were many options within the web design software that made implementation of this standard much easier. All discussion boards, blogs and wikis allow for the use of code names that the teacher can access, but keeps student identities hidden from the general public. To reduce the chance of bullying, only users that are recognized and known to the district are allowed to comment or post to any of the Web 2.0 tools.  Not only do district leaders need to know what can implicate their schools in copyright infringement, but as Stroder (2006) discussed, they need to also be aware of the intellectual property that they have ownership over (p. 36). Computer programs, teaching aids and dramatic productions created in the scope of the employee’s job become property of the district as they are the “author.” Educational technology leaders need to be aware of all aspects of copyright law with the shift to technology in education. The most important component of the sixth Technology Facilitation and Leadership standard is that of closing the digital divide. Williamson and Redish (2009) showed how not only does a divide exist between those students who have access to computers and high-speed internet at home, but race and socio-economic status come into play as well. Mason and Dodds (2005) explained that the divide effects black, Hispanic, Native American and poor children the most. There is a large disparity between those groups as compared to their Caucasian and Asian peers, most of whom have computer and internet access available to them. It is the role of the educational technology leaders to begin to close this divide. The private sector is steeped in technology so in order to prepare students for the world they face we must do our best to see they enter it prepared. These tools need to be available in all areas, but just having the technology tools is not enough. Teachers must use them in a way that is best for student achievement. Williamson and Redish (2009) pointed out how lower socio-economic districts tended to use their technology tools to focus on lower level cognitive skills, the more affluent districts were having students produce, create and solve problems, employing higher levels of Bloom’s taxonomy (p. 126). Working in a Title I school, I see examples of the digital divide on a daily basis. As a leader in technology, it is my vision that the divide is closed by allowing all students access to the not only use but understand the technology tools to best prepare them for their post-graduation life. Adelman, H. (2004). Teaching online safety. //Voices From the Middle, 11(3)¸// 17.22. Mason, C. Y., & Dodds, R. (2005). Bridge the digital divide for educational equity. //The Education Digest, 70(9)//, 25-27. Stroder, R. S. (2006). What every school should know about intellectual property. //Education Digest, 71(6),// 35-41. 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.