ISTE+Textbook+Reflections


 * Reference:** Williams, J. & Redish, T. (2009). //ISTE's technology facilitation and leadership standards.// Washington, DC: International Society for Technology in Education.

**Technology Facilitator Standard I: Technology Operations and Concepts** While it is evident that there are definite differences between the responsibilities of a technology facilitator and technology leader, the reality is that in many districts like mine, staffing is not aligned to these standards. As I compared and contrasted the goals a "facilitator" and a "leader," I am the only person in my district that is staffed to address those needs.

With that said, the Performance Scenarios and Case Studies gave practical, real-world suggestions for common issues dealt with by Instructional Technology staff. I think the most ironic one that I read included the scenario about the district providing teachers laptops and realizing that basic overview of how to use them is necessary. When I suggested this to my Technology Director, he scoffed and me and told me it was unnecessary and that the techs could "train" the teachers. Unfortunately, what is most puzzling is that the scenario does not consider districts with technology directors with no classroom experience that assume all teachers have basic technical skills.

**Technology Facilitator Standard II: Planning and Designing Learning Environments and Experiences** This is what I believe is the most critical standard in implementing successful 21st Century instruction. Shifing instrucional methods from conventional to "reformed" is in theory logical, but in reality very difficult. However, the strategies outlined in "Responding to the Challenge" offer practical solutions to giving teachers more control, as well as direction while making the shift.Implementation of this standard seems so logical, but at the same time, is the most difficult. Many district hired technology teachers as technology facilitators and leaders. While these teachers may have the skills to use the technology, they may not have the ability to effectively apply the skill with content. However, reading examples like the Case Study, //Shaping How Teachers Use Technology, Authentic Training for Teachers//, facilitators and leaders can base their implementation strategy on that basic framework.

The most puzzling remains -- staffing or lack thereof. It is possible, but very difficult for one person to provide this type support for an entire district, which is the case in most mid-sized to small districts. Collaboration with the Curriculum Department is imperative, as well as a positive relationship with the Technology Department, which is not always the case.

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

Effective blending of technology with curriculum is necessary for educators to successfully //educate the Net Generation// (2009). Based on these standards, Instructional Technology and Curriculum must seamlessly meld together. It has really affirmed my belief that rather than Instructional Technology being under the Technology Department or even a department on its own, that it should be under the umbrella of the Curriculum Department to truly be successful.

The text states that educational technology facilitators must **//apply and implement curriculum plans//** that include methods and strategies for utilizing technology to maximize student learning. It is no longer simply enough to troubleshoot and support the tools; educational technology facilitators   facilitate technology-enhanced experiences which  analyze methods and facilitate strategies for teaching concepts and skills that support integration of technology productivity tools according to NETS for Students ([]); summarize major research findings and trends related to the use of technology in education to support integration throughout the curriculum; analyze methods and facilitate teachers as they use strategies for teaching concepts and skills that support integration of research and problem solving/ decision-making, media-based tools tools according to NETS for Students. Successful facilitators must also analyze methods and strategies for teaching concepts and skills that support use of distance learning systems and web-based and non web-based authoring tools appropriate in a school environment.

Technology facilitators should be the key support staff in terms of implementing learner-centered differentiated instruction based on research-based data. Not only are technology facilitators called upon to design curriculum, but we must also design, implement, and support the environment including the physical enviroment (equipment, applications, etc). but also classroom management, as well.

Accountability is the key to any success. That is the overwhelming lesson learned in this standard. Facilitating assessment and evaluation is becoming a key part of my job in Instructional Technology. I am the "expert" they call when online testing causes chaos and frustration. Even beyond, just the support, it is also my task to teach assessment and evaluation strategies for teachers and students. It is becoming quite a daunting task.
 * Technology Facilitator Standard IV: Assessment and Evaluation **

I know to be successful according to this standard, as a technology leader & facilitator, I must be able to use a vaiety of assessment techniques to assess student learning of subject matter and use strategies to improve learning and instruction through evaluation and assessment of arifacts and data. With the data I have to show others to how to collect and analyze, I must be able to examine the validity and reliability of technology resources to collect and analyze data, interpret results, and then communicate findings to improve instructional practice and maximize student learning. In addition, I must determine student's appropriate use of technology resources for learning, communicating, and productivity. I have to be prepared to recommend evaluation strategies for improving students' use of technolog resources and be able to analyze data from a research project that included evaluating the use of a specific technology in K-12 environment.

As daunting as all of this sounds, all of this happens on a daily basis. The key is to stay in-tune with campus needs and to continue to READ research-based strategies in our field. Accountability determines our plan of action, so it really should be a daily effort.

<span style="color: black; font-family: 'Arial','sans-serif';">As I was reading through this standard, I simply shook my head, "yes," in regards to the reality that not only do technology leaders have to know what is out there for educators and students to use, but I have to know how to make them all work, all the time, and have a reason why we should be using them. On top of that, I have to be able to train administrators and faculty best practices in how to integrate technology resources most effectively.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Technology Facilitator Standard V: Productivity and Professional Practice **

<span style="color: black; font-family: 'Arial','sans-serif';">In order to exceed in this standard, educational technology facilitators must be able to apply technology to enhance and improve personal productivity and professional practice for their campus and/or their district. As the only Instructional Technology employee in the district I have most of the responsibility when it comes to planning, developing, and implementing local technology professional development. I coordinate with our Regional Education Service Center and software application providers to come to our district to train faculty and staff, as well. I implement policies that support district-wide professional growth opportunities for staff, faculty, and administrators by offering online and face-to-face workshops and training on various topics regarding the use of technology.

<span style="color: black; font-family: 'Arial','sans-serif';">Not only do I need to be aware in what new hardware and software applications staff need to be trained, I must also be proficient and supportive in all of those, too. It is not enough to know that we should be using something like //<span style="font-family: 'Arial','sans-serif';">eduphoria! //, but I have to know how to use each component of that suite, as well as, best practices for purposes to use them. Proficiency in video applications and integration is necessary, as well. One must be prepared to support content specific electronic devices such as graphing calculators or student response systems, too.

<span style="color: black; font-family: 'Arial','sans-serif';">Knowledge on how to manage distance learning systems is also necessary, because technology facilitators will be assigned the role of site administrator in collaboration with the Regional Education Service Center. With this role, one must be aware of the appropriate tools for communication concepts for an intended audience and purpose. In addition to integrating distance learning for professional development and collaboration with colleagues, technology facilitators must also be able to integrate this telecommunications tool with students.

<span style="color: black; font-family: 'Arial','sans-serif';">Honestly, it sounds like an overwhelming task, but I believe that many technology facilitators, like me, have a background in teaching Technology Applications courses where many of these skills and the ability to teach them were developed. In addition, I believe it is extremely beneficial to have experience in teaching a core subject, as well. In my experience, I know that if I would not have had a true idea of what it is like to deal with standardized testing if I had not taught Reading and Language Arts in addition to my TechApps classes.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"><span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Technology Facilitator Standard VI: Social, Ethical, Legal, and Human Issues **

<span style="font-family: 'Arial','sans-serif'; font-size: 10.8pt; line-height: 115%;">With the use of technology come issues regarding safety and appropriate use. As an educational technology facilitator, it is my responsibility to understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. As accessibility to technology becomes pervasive and ease of use continues to increase the more imperative it has become for educators to guide students (and sometimes themselves) in its ethical use. As a technology leader, I am called upon to model and teach legal and ethical practice related to technology use. I have to be aware of and even write rules, policies, and procedures to support the legal and ethical use of technology. I have to continually promote adherence to copyright laws to use images, music, video, and other digital resources in varying formats.

<span style="font-family: 'Arial','sans-serif'; font-size: 10.8pt; line-height: 115%;">I also have to promote the use of technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities by researching and recommending resources to differentiate for the needs of various learners. I also collaborate with the Special Education Department to research and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist in procurement and implementation. I must also identify and use technology resources that affirm diversity by recommending appropriate technology resources to affirm diversity and address cultural and language differences. In addition, I must promote safe and healthy use of technology resources. In fact, I was recently required by NCLB guidelines to add an Internet Safety site to for each campus Website on our district Website.

<span style="font-family: 'Arial','sans-serif'; font-size: 10.8pt; line-height: 115%;">Finally, it is also necessary for technology leaders to facilitate equitable access to technology resources for all students by conducting research to determine effective strategies for achieving equitable access to technology resources for all students and teachers. The only puzzling aspect to this standard is the reality that issues of ethics and legalities have to be reiterated to educators so often, especially regarding copyright and the necessity of teaching and modeling appropriate and acceptable use daily to students.

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">**Technology Facilitator Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">I do not believe that prior to my assignment to a district instructional technology leader that I realized that I would be primarily responsible for the development and maintenance of procedure, policies, planning, and budgeting and would be a daily task. However, according to this standard, educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The first strand of this standard calls for the Technology Facilitator to use the school technology facilities and resources to implement classroom instruction. In order to exceed expectation in this standard, I must be aware of current developments to configure computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements. I must be proficient in the use of local mass storage devices and media to store and retrieve information and resources. I must differentiate among issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts, and facilitate integration of technology infrastructure with the WAN. Analyze software used in classroom and administrative settings including productivity tools, information access /telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction. It is my responsibility to analyze and critique methods of installation, maintenance, inventory, and management of software libraries. current strategies for troubleshooting and maintaining various hardware/software configurations found in school settings. I also evaluate network software packages used to operate a computer network system and/or local area network (LAN). Identify areas where support personnel are needed to manage and enhance use of technology resources in the school by administrators, teachers and students.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Another aspect to this standard is Technology Facilitators must follow procedures and guidelines used in planning and purchasing technology resources. Responsibilities related to this strand include evaluating instructional software to support and enhance the school curriculum and demonstrate recommendations for purchase; analyzing guidelines for budget planning and management procedures related to educational computing and technology facilities and resources; creating and following current procedures related to troubleshooting and preventive maintenance on technology infrastructure; analyzing and apply current information involving facilities planning issues and computer related technologies; applying policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/laboratory/classroom settings. Research specifications for purchasing technology systems; and, use and facilitate others' use of distance and online learning facilities routinely.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The last strand of this standard deals with Technology Facilitators participating in and facilitating professional development opportunities related to management of school facilities, technology resources, and purchases. To plan technology professional development at the building/school level utilizing adult learning theory is a primary job responsibility, as well.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">These responsibilities are fluid and occur on a daily basis. As a Technology Facilitator/Leader, one will logically be the district or campus "tech-spert" whom will be assigned the role of ePlan developer, budget planner, hardware and application purchaser, professional development planner and facilitator, and distance learning Site Manager.

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">**Technology Facilitator Standard VIII: Leadership and Vision** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">To exceed expectation of this standard, Technology Facilitators must utilize school technology facilities and resources to implement classroom instruction; locate and disseminate current research in educational technology. Develop and implement activities that focus on the history of technology use in schools; apply effective group process skills. Provide information on the benefits of forming school partnerships to support technology integration and locate an existing partnership within a school setting; lead in the development and evaluation of district technology planning and implementation; disseminate information on effective cooperative group processes; create an evaluation instrument to use to conduct an evaluation of a school technology environment; examine the impact of national, state, and local standards for integrating technology in the school environment.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">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. In my experience, this position calls for Technology Facilitators/Leaders to develop the vision and disseminate it through the district Technology Plan, District Improvement Plan, and Campus Improvement Plans. Increasingly, it appears that Directors of Technology are primarily responsible for sustaining and maintaining technology equipment, while Instructional Technology staff drives the best practices of effective use and integration.