Standard+III-Teaching,+Learning,+and+Curriculum

Teaching, Learning, and the Curriculum**
 * Reflections on Technology Facilitator Standard III:

Technology Facilitator Standard III calls for technology facilitators to apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning (Williamson & Redish, p. 67). Therefore, effective technology facilitators must take measures to help teachers integrate technology directly into their daily lessons. This means assisting teachers in the use of technology as an instructional tool, and calling on students to produce and create using technology. Although I feel I have room to grow and develop in regard to the implementation of performance tasks associated with this standard, in many ways I have already been implementing this standard. For example, TF-III.A.5 involves the use of "methods and strategies for teaching concepts and skills that support use of media based tools such as television, audio, print, media, and graphics" (Williamson & Redish, p. 67). Throughout the year, I found tutorials and Power Point projects online that I shared with many teachers on my campus on a team blog that I created. Some of these lessons involved information that was later used in the students' productions of multimedia projects, such as iMovie creations and songs in GarageBand. There are six other performance tasks specifically associated with technology-enhanced experiences that address content standards and student technology standards. According to TF/TL-III.B, technology facilitators are also responsible for other tasks, such as supporting learner-centered strategies that address the diverse needs of students. The only performance indicator associated with this task is the use of methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology. I did learn of a important resource in the CAST Book Building site, which I used to create an electronic book, that I eventually shared with my students. When creating the book, I did use assistive technologies, such as converting text to speech. This was somewhat helpful with my very low level LEP students. Sometimes these students need to hear words pronounced for them in order to demonstrate mastery of proper pronunciation. Although I have demonstrated some of the tasks associated with Standard III, I plan to use ISTE's Technology Facilitation and Leadership Standards as a reference guide in more comprehensively meeting this standard in the upcoming year.

One issue that concerns me about the performance indicators that accompany this standard is the issue of time. When many of these tasks are new to technology facilitators, it is often difficult to find the time in addition to covering academic content area TEKS. However, I am very thankful to be completing this program when I will have some extra time throughout the summer to make future plans to address the performance indicators, as well as collaborate and share these plans with other teachers on my campus. As far as issues that puzzle me, I do have a little difficulty in understanding teachers' resistance to the implementation of these tools. However, I do realize that many teachers are intimidated and uncomfortable if they are not far more knowledgeable than all the students about technology. I did help one teacher overcome this fear and learn to use the students as teachers to help each other. After a few sessions in the lab to see that the students are very helpful when questions arise, especially since they are the "digital natives."

Williamson, J. & Redish, T. (2009). //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.
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