Standard+VII

**Reflections on Technology Facilitator Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments**

ISTE’s Technology Facilitator and Leader Standard VII details the need for technologists to “plan for, procure, implement, and maintain technological equipment” (p. 162). Of the 8 standards, this standard by far requires the most training and technical expertise.

During this masters’ program, I have had the least experience with this standard, mainly because it assumes you are already in a position to select, arrange, budget, produce a realistic timeline for implementing technology, develop specifications, obtain bids and quotes, gain approval from supervising administrators, install, train teachers on how to use it, monitor its use, troubleshoot, repair, and replace the technology. Since I have been a classroom teacher, I have had little or no opportunity to do many of these tasks. Tasks that I have experienced for this standard include using distance and online learning facilities (TF-VII.B.6), using local mass storage devices and media to store and retrieve information (TF-VII.A.2), and working with technology support personnel to maximize the use of technology (TF-VII.A.8).

Before enrolling into this master’s program, I had never participated in an online course or set up my own course. I was able to use and master the Brighten software or Epic system easily, upload and download documents, post discussions, and access the Lamar University library. I also had the opportunity to set up my own course in Schoology, get participants, monitor class discussions and blogs, and receive assignments electronically from students. Being able to participate in and set up my own online learning environment made me truly understanding the differences between an online class and a traditional classroom. An online environment is truly more accessible in that it allows for anytime, asynchronous interaction, while still encompassing a synchronous aspect in the form of office hours and web conferences. Teachers of online classes must know the difference between designing instruction for online environments and traditional classrooms. Using the Schoology program and the Understanding by Design model helped me better design assignments and assessments that measure true understanding.

I have also asked for guidance from the current technology facilitators in using various technologies in the classroom. I have consulted them on using the interactive white boards, clicker systems, and document cameras. By working one-on-one with the facilitators, I have learned and am able to show fellow teacher how to use classroom technology as well.

Personally, I have realized how important it is to back up important files and documents. We just recently bought an external hard drive to save all of our pictures, videos, documents, and music. We have even set it up to back up this information once a week. Last week, we got a nasty virus on that computer (even though we have a very good antivirus protecting it) and had to take it in to get it fixed. They ended up having to replace our hard drive, but all of our programs (such as Microsoft Office) had to be reloaded. I was so thankful that we had all of our important information backed up. One of my students told me something this year that I will never forget, “It’s not a matter of IF your hard drive will fail, it is a matter of WHEN.” Not only do I have important documents saved on the external hard drive, but I have them saved on multiple flash drives as well (no moving parts). I have had several computers crash on me for various reasons, but now I know that the information important to me is intact.

Working with technology facilitators one-on-one or in a professional development was usually very helpful. Most of the teachers involved were eager to learn the new technology and be able to use and implement it into their classrooms. Some of the training sessions I have attended did not take into consideration the level of technological expertise of the users; therefore, we had teachers who barely use a computer to those who could probably program one in the same class. This could be frustrating at times for both ends of the spectrum.

One question I have is why teachers and technology classes aren’t given a technology rating. I think teachers’ technology abilities should be categorized (beginner, intermediate, and advanced) as well as the level of training they receive. This would create training sessions that would flow more smoothly because most everyone would be at or around the same level. Sessions for beginners would be taught differently than sessions for teachers with advanced technological skills. As teachers honed their skills, they would move up on the ability scale and would be able to attend more advanced classes. I am puzzled by the fact my Leander ISD has not done this. Facilitators would be able to monitor if teachers were signing up for the wrong class and help guide them into training sessions that better suited their needs. In addition to identifying the percentage of educators in each ability group, this system would also help identify educators’ abilities and needs in order to provide more effective professional development.

Citations:

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