Tech+Standard+2

Technology Facilitator Standard II: Planning and Designing Learning Environments and Experiences



**Technology Facilitator Standard II: Planning and Designing Learning Environments and Experiences Reflection** **__Self-Assessment__** I have always set a priority in creating a safe and positive learning environment for my students. I believe that having a clean and organized environment enhances respectfulness and pride for the classroom. My campus has been undergoing a major construction and renovation. The plan is to modernize the facility with state of the art technology features. All classroom environment will be equipped with technological tools that will assist in designing curriculum that integrate technology. “Tools make a difference in any learning environment. In previous generations, the faculty member lectured, the students took notes, and the learning process unfolded within a relatively limited and discrete environment of tools and technologies. The learning environment is considerably more complex today, including a network in which all students and faculty have access to powerful digital tools for communication and research.” ( Boettcher, 2007, p.2) I can speak from my experience that having up-to-date technology has improved designing and planning my curriculum. Teaching has become much easier and more students are engaged. Previous to the my current technology lab that includes SynchronEyes classroom management software, which allows me to broadcast instruction directly onto their computers, the students had to look at the projected screen, which can be difficult for students who are sitting in the back. Also, the desks had to be set up to all face the front of the classroom. Now with better technology my students are able to sit facing each other, which creates more collaborative environment. **__Learn as a Learner__** As I integrate my plans and the skills I’ve gained through this program I learned that the best way to learn is to actually practice the skills on daily bases. I’ve learned through many readings that students learn best when they are actively participating rather than just passively listening. Just like the students, teachers should also learn technology by actively using the tools everyday. Many teachers who are intimidated and frustrated by technology are not using technology on daily bases. As a technology learner I could train teachers how to plan and design their learning environment to increase the technology more often in their teaching. **__Lifelong Learning Skills__** This year I was able to move into my brand new computer lab classroom that has been planned for optimal technology. However, the student desks and computer stations were arranged in unpractical setting. Some desks were facing the board and some desks were against the board. It was not an ideal situation for teaching and learning. I tried to rearrange the desks to more of a Constructivist learning environment where students are seated in small groups where they are encouraged to collaborate. “In a constructivist classroom, students are more actively involved than in a traditional classroom. They are sharing ideas, asking questions, discussing concepts, and revising their ideas and misconceptions. Such activity involves collaboration, with occasional competition, among students.” ( Sprague & Dede, 1999, p.8) However, I was not able to freely rearrange the room as I would have liked because of the computer wiring. The wirings were place on the floor at certain positions and I was not able to move the tables. I’ve learned that even though teachers know better instructional methods using forward thinking philosophy there are barriers form the infrastructures. When the construction was taking place our administration office failed to ask the needs of the teachers. “Integrating technology into classroom practice requires teachers to engage in sophisticated planning and design processes, but there is no guarantee that teachers will have the support they need to accomplish their tasks successfully.” (Williams & Redish, 2009, p.34)

References Boettcher, J. 2007. Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory. Innovate 3 (3). http://www.innovateonline.info/index.php?view=article&id=54 (accessed April 24, 2008). 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 January 28, 2011 from the International Society for Technology in Education at [] 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.


 * || **Planning and Designing Learning Environments and Experiences** ||
 * || Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology (p. Educational technology facilitators: ||
 * A. || Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Candidates: ||
 * || 1. provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. ||
 * || 2. consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning. ||
 * || 3. assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies. ||
 * B. || Apply current research on teaching and learning with technology when planning learning environments and experiences. Candidates: ||
 * || 1. assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. ||
 * C. || Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates: ||
 * || 1. assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards. ||
 * || 2. model technology integration using resources that reflect content standards. ||
 * D. || Plan for the management of technology resources within the context of learning activities. Candidates: ||
 * || 1. provide teachers with options for management of technology resources within the context of learning activities. ||
 * E. || Plan strategies to manage student learning in a technology-enhanced environment. Candidates: ||
 * || 1. provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies. ||
 * F. || Identify and apply instructional design principals associated with the development of technology resources. Candidates: ||
 * || 1. assist teachers as they identify and apply instructional design principals associated with the development of technology resources. ||