Standard+II

**Reflections on Technology Facilitator Standard II: Planning and Designing Learning Environments and Experiences**

Standard II identified in the ISTE’s Technology Facilitation and Leadership Standards addresses Planning and Designing Learning Environments and Experiences. Facilitators and Leaders must aid teachers in creating classrooms that use technology to “solve problems or create original products” which “aid students in constructing meaning and demonstrate learning” (p. 33). Often this is not easy to do and requires teachers to “engage in sophisticated planning and design processes” (p. 34). Teachers need a lot of support from technology facilitators and leaders to accomplish this task.

During this master’s program, I have worked with other teachers and even made efforts myself to implement more technology into my classroom by using clicker systems, computer labs, classroom computers, and the Internet (TF-II.C.2). I have worked collaboratively and independently to construct lessons using and teaching technology skills such as Microsoft Excel, PowerPoint, Word, and search tools on the internet for a total of 4 hours towards my internship (TF-II.A.2).

Using technology is not so difficult, but learning how to integrate technology with the curriculum and design truly interesting activities which keep students engaged, teach the content standards, and teach them technology skills is very difficult. Leaders and facilitators must “facilitate” the change that needs to happen for teachers to shift from designing teacher-centered strategies to planning learner-centered activities. Their role it to act as learning coaches and mentors to help teachers make this inevitable transition. Both EDLD 5364 Teaching with Technology and EDLD 5368 Instructional Design have taught me skills to design technology-rich, diverse lessons and assessments that focus on true understanding, not just the recitation of facts. I think both the CAST UDL and Understanding by Design models epitomize what this standard is all about and have taught me to rethink and restructure what and how I teach, which will ultimately make me a better facilitator.

I think for most educators, change is not an easy process and won’t happen for some unless they are forced to do it. Instructional facilitators must make time and set up meetings with collaborative teams instead of waiting for teachers to call them. When teachers are given the option to learn new skills or strategies on their own, they don’t always have the time or inclination to keep up with current practices (primarily because they are constantly changing). Teachers must be given mandatory initiatives and time frames to learn strategies that will keep them effective as educators.

I question why facilitators and technology leaders in my district don't take a more proactive role in changing the way teachers teach and use technology in their classroom. Implementation must be supported and facilitated, but absolutely mandatory for teachers to be effective in reaching the needs of the 21st Century Learner. I am puzzled by the fact that our administrators do not require this of district technology facilitators and leaders.

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.