Tech+Standard+3

Technology Facilitator Standard III: Teaching, Learning, and the Curriculum

**__Self-Assessment__** Chapter three from ISTE's Technology Facilitation and Leadership Standards text begins with: //In an era when the needs of student are rapidly changing, schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that they are accustomed to outside of school. This disparity threatens to alienate youth further and encourage the already growing student perceptions that schools are outdated and irrelevant to their interests and goals. (Williams & Redish, 2009, p.57)// I completely agree with these observations. When I reflect on the practices of many colleagues on my campus I find that their teaching styles are traditional. However, I have observed few innovative teachers who are using blogs, computer games, and other technology to engage the students. But majority of the teachers are using the drill method. As a technology facilitator and leader I would share the knowledge and skills I’ve gained in this program. I could make an impact in the way teachers teach, learn, and develop curriculum. My educational technology vision is to bridge the gap between how students learn in school and how that learning could blend into activities outside of school. Students learn outside of school everyday using technology. Most adults believe that these activities are for play. However, students today are going on the Internet to share images, write blogs to share options, or create movies using open source applications. They are learning by doing and collaborating. They are learning self-expression and learning to problem solve. These strategies could be adopted in teaching. Teachers could make small changes by changing the way they deliver the information. “When we begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.” (Prensky, 2008, p.5) As a technology facilitator implementing change is a monumental task. Educators today are under great pressure to raise the test scores. Many feel drilling the information into students will get the results. However, as studies have shown students learn better when they are actively participating. “Project-based learning is not a new idea. It has a solid track record of increasing student motivation and improving students’ problem-solving and higher-order thinking skills.” (Boss, 2007, p.22) Using technology such as the Web 2.0 tools is an ideal circumstance for project-based learning. Change will not occur over night, but with meaningful professional development and the support of technology facilitators teachers could develop curriculum that are relatable to the students.

**__Learn as a Learner__** As part of my field-based internship I learned Adobe Flash and InDesign programs. With my skills I was able to assist the Regional Occupation Program office on our campus in developing and organizing brochures. I was also able to assist them in creating program book for the police training academy graduation ceremony. As a technology leader I shared with other teachers the resources I’ve learned through the Lamar program. I was somewhat surprised my the lack of technology information they had. Many were intimidated by using the computer and I found out that many older teachers do not use the computer at home. That is including the emails. I learned that many are unfamiliar with technology terms. “ Today’s older folk were ‘socialized’ differently from their kids, and are now in the process of learning a new language. And a language learned later in life, scientists tell us, goes into a different part of the brain.” (Prensky, 2001, p.3) Understanding this fact helps me better support the staff.

**__Lifelong Learning Skills__** Current researches and data show that educational system as-is today needs change. The traditional instructional strategies are disconnected from how students learn today. They are not engaging students to the fullest potential. “…data suggests that today’s students not only desire but need engaging, media-rich learning experience to maximize their earning potential.” (Williams & Redish, 2009, p.59) There is no indication that a nation wide movement for change is taking place anytime soon. As long as the focus of education is standardized testing change will take place slowly and sparsely. I, as a technology facilitator could initiate grass-root movement by bring change to my campus. I could teach other teachers what I have learned in this program.

__** References **__ Boss, S., & Krauss, J. (2007). Real projects in a digital world. //Principal Leadership//, //8//(4), 22-26. Prensky, M. (2008). Adopt and adapt: Shaping tech for the classroom. Edutopia: The George Lucas Educational Foundation. Prensky, M. (2001). Digital natives, digital immigrants: Part 1. //On the Horizon//, //9//(5), 1-6. Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education.


 * **III.** || **Teaching, Learning, and the Curriculum** ||
 * || Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Educational technology facilitators: ||
 * A. || Facililtate technology-enhanced experiences that address content standards and student technology standards. Candidates: ||
 * || 1. use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students). ||
 * || 2. use and apply major research findings and trends related to the use of technology in education to support integration throughout the curriculum. ||
 * || 3. use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students). ||
 * || 4. use methods and strategies for teaching concepts and skills that support integration of problem solving/decision-making tools (refer to NETS for Students) ||
 * || 5. use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print materials, and graphics. ||
 * || 6. use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment. ||
 * || 7. use methods for teaching concepts and skills that support use of Web-based and non Web-based authoring tools in a school environment. ||
 * B. || Use technology to support learner-centered strategies that address the diverse needs of students. Candidates: ||
 * || 1. use methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology. ||
 * C. || Apply technology to demonstrate students' higher-order skills and creativity. Candidates: ||
 * || 1. use methods and facilitate strategies for teaching problem-solving principles and skills using technology resources. ||
 * D. || Manage student learning activities in a technology-enhanced environment. Candidates: ||
 * || 1. use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings. ||
 * E. || Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction. Candidates: ||
 * || 1. describe and identify curricular methods and strategies that are aligned with district/regional/state/national content and technology standards. ||
 * || 2. use major research findings and trends related to the use of technology in education to support integration throughout the curriculum. ||