Standard+Ii-Planning+and+Designing

Planning and Designing Learning Environments**
 * Reflections on Standard II:

According to Chapter 2, Standard II deals with the planning and design of Learning Environments. The focus in this chapter is the need to help teachers plan and design effective learning experiences that integrate technology. As I read the information in this chapter, I thought of all the ways in which teachers are currently integrating technology on our campus. Each teacher on my campus has a teacher computer, an overhead projector, an Elmo, and access to two brand new computer labs. Some teachers have as many as six desktop computers in their classrooms, and many of the teachers are supplied with laptops, depending on their department or position. Additionally, four English/Language Arts teachers on my campus have a class set of 28 laptops that are designated for the writing. Throughout the year, I have noted that many teachers who have previously been very intimidated by technology, have learned to experiment and learn as they go, since these exciting tools have been made so available to them.

Although this is true, it seems, however, that we are lacking in the number of classroom computers to integrate technology through student-centered learning activities, which provide more opportunities for the use of critical thinking skills. The TF/TL Standard II states, “Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology” (p. 44). Along with this standard, there are six Performance Indicators and nine Performance Tasks. The Performance Indicators guide Technology Facilitators in designing, planning and integrating instructional technology tools that are effective student-centered activities and are grade-level appropriate. The Performance Indicators also state that Technology Facilitators are responsible for providing teachers with technology resources, options for managing technology resources, and assistance in identifying and applying instructional design principles for the development of technology resources. As I read the scenarios associated with Standard II, I felt responsible to help teachers begin to implement technology as a means of using student-centered learning and calling for students to use critical thinking skills to ensure more than a superficial, or surface level, understanding. As a result of learning, students must be able to apply this newly acquired information and transfer it in a manner in which it applies to their daily situations and lives.

Reference: 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, pp. 1-55.