Tech+Standard+8

Technology Facilitator Standard VIII: Leadership and Vision



**__Self-Assessment__** When I reflect on all the knowledge and tools I’ve gained in the course of this program and I compare with current status of my campus I realize that there’s a large gap. I see some teachers who have embraced technology and are providing engaging learning environment, but these teachers are the exceptions. For the most part many teachers are still using traditional methods. The leaders of our school are attempting to change that. First step in the transition is to modernize the classrooms. By 2013 all the classrooms will be equipped with state of the art technology teaching tools. “Because it is difficult for people to conceptualize technology-supported instruction without experiencing it, technologists frequently strive to immerse stakeholders in technology-rich environments and provide them with multiple models of successful practice in the classroom.” (Williams & Redish, 2009, p.179) The responsibility of the change in the learning climate must start with the leadership. As more teachers will be using technology there must be technology facilitators to provide training and support to sustain technology rich learning environment. With the experience I’ve gained through this program and the experience I’ve gained in the classroom I would lead professional development. **__Learn as a Learner__** I am continually learning and evolving as a teacher and a tech leader. Throughout the last eighteen months I have learned many aspects of my school technology than I have ever before. Through the course work, readings, and field experiences I’ve explored our Student Information System, our Web site, technology policy, budgeting, software, and hardware. I have gained leadership skills and have developed a clearer vision of technology on my campus. I’ve realized that as a leader I need to assist other teachers in developing curriculum that embraces technology. I had opportunities to have hands-on experience using Web 2.0 tools and realized how they could be incorporated into instructional design. In an era of budget cuts using open-source applications make good sense for schools and for students. **__Lifelong Learning Skills__** It is clear that technology has caused an evolution in societies globally. Our lives are interdependent on technology, from mobile phones to the cars we drive. Students today have been born into the digital age. Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 e-mails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen – all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. (Prensky, 2001, p.1) The students today learn differently and think differently than previous generation. The current conditions of educational system in America have not fully realized this change and are not adequately preparing our students to meet the demands of the 21st century job market. Businesses have changed. Businesses are functioning globally. Countries like South Korea and India have realized this change and are placing technology infrastructures to national educational system. ( Solomon, 2007, pp. 9-11) Change in United States have been slow, but it is taking place from grassroots. As a technology leader I could make changes that will effect our students.

References Prensky, M. (2001). Digital natives, digital immigrants: Part 2. //On the Horizon//, //9//(6), 1-9. Solomon, G. &. (2007). //Web 2.0:New tools, new schools.// Eugene, OR: ISTE. 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.


 * **VIII.** || **Leadership and Vision** ||
 * || Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision. Educational technology facilitators: ||
 * A. || Use the school technology facilities and resources to implement classroom instruction. Candidates: ||
 * || 1. discuss and evaluate current research in educational technology. ||
 * B. || Apply strategies for and knowledge of issues related to managing the change process in schools. Candidates: ||
 * || 1. discuss the history of technology use in schools. ||
 * C. || Apply effective group process skills. Candidates: ||
 * || 1. discuss the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting. ||
 * D. || Lead in the development and evaluation of district technology planning and implementation. Candidates: ||
 * || 1. participate in cooperative group processes and identify the processes that were effective. ||
 * || 2. conduct an evaluation of a school technology environment. ||
 * || 3. identify and discuss national, state, and local standards for integrating technology in a school environment. ||
 * || 4. describe curriculum activities or performances that meet national, state, and local technology standards. ||
 * || 5. discuss issues related to developing a school technology plan. ||
 * || 6. discuss the elements of and strategies for developing a technology strategic plan. ||
 * || 7. examine issues related to hardware and software acquisition and management. ||
 * E. || Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. Candidates: ||
 * || 1. examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings. ||