SSttaannddaarrdd II

Staff development is one key to helping faculty become proficient with their knowledge

and skills in technology. As Burns (2002) suggests, staff development will need to move from

the traditional come and sit for 3-6 hours and listen to a staff development that allows for

learning centered activities where teachers have time to apply learning. The opportunities for

training for technology training have become more abundant in my district. But those that only

explore the software and not the application and integration in the classroom are not effective.

They are nice to know but forgotten soon after the class unless given time and support to

implement (Long-Range Plan, 2006).

Because of this, a co-worker and I created a training called “Beyond PowerPoint”. In this

training teachers were exposed to a variety of resources for presentation and then given the

opportunity to experiment and interact with the tools. The training was very successful and well

received by all the teachers. We got the opportunity to present this training at ESC Region 4

Technology Apps Conference, TCEA, and multiple times within our district. The experience has

connected us with teachers from all over Texas as well as aided in improving our presentation

skills.

References

Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities

of learning. Phi Delta Kappan, 84(4), 295-303.

Texas Education Agency. (2006). Long-Range Plan for Technology. Retrieved on

January 25, 2009 from http://www.tea.state.tx.us/technology/etac

SSttaannddaarrdd IIII

Planning will always be a critical piece of integrating technology. Utilizing effective

teaching strategies that are suggested from Pitler, Hubbell, Kuhn and Malenoski, (2007),

planning for the effective use of technology will help build teachers confidence in themselves

and students. Many teachers still believe that they should be doing all of the talking and the

students absorbing the knowledge.

Building learning communities will help, as we have discovered in online learning, create

effective practices (Solomon & Schrum, 2007). When great minds get together for a common

purpose, wondrous occurrences will happen. When planning the goal should be to use

technology for higher-ordered thinking task and ensure student centered learning (Williamson &

Redish, 2009).

For all these great reasons, teacher mentoring is a large part of my daily role. I meet with

teachers to plan and create lessons to use in their classroom. This helps build a team work

environment as well as makes them feel more confident while seamlessly integrating technology

into their curriculum.

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: Association for Supervision and Curriculum

Development.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International

Society for Technology in Education.

Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the

classroom. Leading and Learning, 27(1). Retrieved November 30, 2009 from the

International Society for Technology in Education at

http://www.iste.org/content/navigationmenu/publications/ll/llissues/volume_27_1999_20

00_/september10/if_i_teach_this_way,_am_i_doing_my_job_constructivism_in_the_clas

sroom.htm

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.

SSttaannddaarrdd IIIIII

There is a need in professional development for differentiated instruction so that

frustration levels do not rise. Those that have technology skills do not like to wait on those that

don’t. And those lacking in skills get frustrated at trying to keep up. The training is a delicate

balance as you can’t really break the teachers into beginners, intermediate, and advanced since

training often occurs during planning times. Teachers need to trust that there is no judgment in

their lack of skills. Research could help alleviate the gap especially proof that it is ok for the

students to know more than the teacher. Sometimes teachers will not be the facilitators. It will

be the students.

Standard III addresses teaching, learning, and the curriculum. Facilitators must help

teachers directly by effectively planning, providing resources, strategies, and giving teachers

feedback as they implement their curriculum. The technology facilitators are cheerleaders and

coaches as they guide the teachers using collaboration and modeling (Williams & Redish,

2009).

I model lessons not only for students but facilitate as teachers use technology in the

classroom. This gives both the teachers and students more confidence with the technology.

One of my favorite lessons I modeled during my field experience was Edmodo + Facebook.

The students were very excited about the project and the idea of using something similar to

Facebook. In the lessons the students and the teachers alike asked excellent questions to help

guide the lesson. After the main lesson that was presented to 3 classes at one time, I

accompanied one class into the computer lab where they began the assignment. I was amazed

at the awesome, creative things the students came up with. Their excitement level was high;

therefore their creativity level was high. It was an overall great experience for all involved.

References

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.

SSttaannddaarrdd IIVV

“With student response systems instructors can quickly gather information about their

students’ understanding of course content. Instructors also can use the system to provide students

with immediate feedback” (Univ of Minnesota, 2009). I think student response systems are so

valuable because students instantly are alert and paying attention to what is going on because

they have all of a sudden be “plugged in.” Students still have to “unplug” when they get to

school and it is only going to continue to get worse as the technology world outside the

classroom zooms ahead. Putting something simple into each child’s hand automatically draws

them in. These devices also provide quick, accurate feedback for both the students and the

teachers.

With the emphasis on student data collection, disaggregation, and analysis to improve

student learning, widespread, formal evaluation of technologies for effectiveness will probably

not occur until mandated by the state. As Williamson and Redish (2009) conclude, the impact on

learning should be evaluated to determine the usefulness and effectiveness of the technology

being purchased and implemented.

Throughout the last year, many of my campuses have purchased student response

systems. Because of that, I spent a great deal of time training teachers, model and co-teaching

lessons, as well as helping create materials for teachers. Of all my trainings and activities

throughout out the year, the student response systems have had the greatest impact. One of the

many benefits the teachers like the most is the instant data they get.

Along with the increased student response systems, our district implemented a scanning

application that is tied to our grade book which I was responsible for training and implementing

on all of my campuses. This application allows teachers to create an answer document for their

tests and quizzes, attach standards, and print a scantron sheet for each student. After the test has

been taken, the teacher scans it using one of two designated scanners to grade their students’

work. The grades are automatically inputted into the grade book and instant data is available for

disaggregation. I have had many teachers jump on board with this easy to use tool they now

have access to. I am still working on other campuses to get the teachers to see the value in the

application.

References

University of Minnesota. (nd). Student response systems. The University of Minnesota Office of

Information Technology. Retrieved on November 17, 2009, from

http://dmc.umn.edu/technologies/srs.shtml

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.

SSttaannddaarrdd VV

There is no possible way for one person to know everything new in the world of

education technology. I work with an amazing team in which each of us had very unique skills

and interests. We use this to our advantage in our weekly PLCs. The first thing we do is share a

positive and negative from our week on campus. This is great because you hear techniques and

ideas others are using as well as get advice on things you are struggling with. The second thing

we do is called the best of RSS. This is where we each share something that caught our attention

in our reader from the week. Depending on the week and person, there is always something for

everyone. Sometimes it is new tools, great articles about teaching practice and sometimes it is

something fun for personal use. We are firm believers in the idea that if it is something you can

use in your personal life (like creating an Animoto video of your children), then you will feel

more comfortable and be more likely to use it in your classroom. Solomon and Schrum state that

“to be literate today involves acquiring new skills, including those of using technology,

understanding science, having global awareness, and most important, having the ability to keep

teaming”(p 20, 2007).

References

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR:

International Society for Technology in Education.

SSttaannddaarrdd VVII

Standard VI - Social, Ethical, Legal, and Human issues entails a wide range of topics

including, digital equity, privacy and student records, online safety, technology and copyright,

and policies, procedures and advocacy. Williamson and Redish (2009) contend support from

district, state and legal agency is necessary when dealing with these issues. This standard covers

most aspects of teaching with technology.

In this digital age, teachers, students and the community need training concerning digital

citizenship and protocol. At the elementary level, students are in the beginning stage of

technology use. There is a need for cyber safety training to protect students from predators an

online bullying.

During my Edmodo + Facebook lesson, an integral part was the discussion about what is

appropriate and inappropriate conduct when on the internet. This discussion was very important

because of the social aspect of Edmodo. I also used the time to talk about things they shouldn’t

be doing if they have a real Facebook account.

References

Williamson, J. & Redish, T. (2009). Procedures, policies, planning, and budgeting for

technology environments. In L. Gansel & L. Brandau (Eds.), ISTE’s Technology facilitation and

leadership standards: What every K-12 leader should know and be able to do. (pp. 147-176).

Eugene, OR: International Society for Technology in Education.

SSttaannddaarrdd VVIIII

Standard VII centers on managing tasks to provide clients with high quality access to

technology. Those tasks include planning, procurement, implementation, and maintenance and

monitoring of the technology (Williamson & Redish, 2009).

One area performance task that I focused on was TF-VII.A.2 using local mass storage to

store and retrieve information and resources (Williamson & Redish, 2009). As an instructional

technology specialist that moves from campus to campus, it is important for me to easily be able

to share documents and files with my teachers without filling each other’s email inboxes. Our

district purchased WebLockers for all teachers and students in grades 3-12. I have begun using

that the share documents and files with my teachers.

TF-VII.A.4 addresses using and applying strategies for troubleshooting and maintaining

various hardware/software found in school settings (Williamson & Redish, 2009). My campuses

have at least 6 laptop carts that are used in classrooms throughout the building. The laptops are

constantly being used by students, and because of the use they often need to be fixed. Over the

past year and half as I have been consistently on my campuses, I have seen so many laptops on

the top or in the bottom of the carts with sticky notes saying why they don’t work. This

procedure the teachers were using was not effective for anyone. Techs didn’t know there were

problems and students couldn’t use the “broken” laptops. At most of my campuses we have put

grade levels in charge of “their” cart. If they have a problem with a laptop, it is their

responsibility to put a work order in for the tech to come and take a look at it. At the same time,

I have worked with teachers on quick troubleshooting items that constantly come up that make

them think something is wrong with the computer, like the wireless getting switched off. This

has really helped with reducing frustration with all parties.

TF-VII.B. 1 details identifying software that will enhance curriculum (Williamson &

Redish, 2009). As an instructional technology specialist, we are often the front runners for

viewing new software and deciding if it will be beneficial to our teachers and students. Over the

last few months, the director of technology has been working on creating new technology

purchasing procedure where we are more involved in the purchases our campuses make so that

we can help review possible software purchases.

References

Williamson, J. & Redish, T. (2009). Social, ethical, legal and human issues. In L. Gansel & L.

Brandau (Eds.), ISTE’s Technology facilitation and leadership standards: What every K-12

leader should know and be able to do. (pp. 123-146). Eugene, OR: International Society for

Technology in Education.

SSttaannddaarrdd VVIIIIII

As with TF – VII, standard VIII requires many leadership attributes to complete the tasks

of the standards. A common task for technology is creating a vision that inspires action that is

sustainable (Williamson & Redish, 2009).

The TF-VIII D strand is the one I had the most experience with during internship, which

entails describing curriculum activities that meet technology standards. My job is to help

teachers meet their standards, whether they are core subjects or technology, while using

technology. Because of that, I am constantly working with teachers on creating and implement

activities and lessons that meet both the technology standards, as well as their content standards.

As a technology department, we have tried really hard to increase the professional

development for teachers with technology. During the summer we do an extensive, week-long

training for a select few teachers from every campus that uses Marzano’s Instructional Strategies

that Work as the foundation and then we integrate technology into the lessons we do. During the

school year, we have some time of technology training every Tuesday or Thursday offered to the

whole district. Because of the increased opportunity, we have seen an increase in teacher’s

technology skills.

With the emphasis on student achievement, why is it that some administrators are

reluctant to embrace technology as a tool? Are they afraid to lose “control?” Are they worried

about security and other legal issues? Is it a budget problem? Are they concerned about their

own lack of knowledge concerning effective teaching with technology? I actually had an

administrator tell me that the teachers should complete a data sheet by hand because it would

have more meaning for them. The meaning is in the reflection not in the action of pushing a

pencil.

References

Williamson, J. & Redish, T. (2009). Leadership and vision. In L. Gansel & L. Brandau

(Eds.), ISTE’s Technology facilitation and leadership standards: What every K-12 leader should

know and be able to do. (pp. 177-199). Eugene, OR: International Society for Technology in

Education.