Standard+III


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

Throughout the course, I have designed lessons that implemented technology into my instruction and shown my fellow colleagues how to use it (TF-III D.1). I have done activities that are designed to teach students technology skills such as conducting web searches, using a spreadsheet, using a blog, submitting assignments online, using PowerPoint, and Microsoft Word. I have also worked with our district facilitators to learn how to operate the Classroom Performance System to administer tests, get immediate feedback, or do quick Assessments for Learning.

Standard III identified in the ISTE’s Technology Facilitation and Leadership Standards (Williamson and Redish, 2009) addresses Teaching, Learning, and the Curriculum. While Standard II focuses on facilitators assisting teachers to plan learning experiences, Standard III suggest ways technology facilitators and leaders can influence the curriculum. Giant steps have already been taken towards writing curriculum that addresses the needs of the 21st Century Learners. The K-12 curricula at all levels is already shifting towards “performance standards designed to elicit higher-order thinking, creativity, problem-solving, and deeper understanding of content” (p. 61). In addition, the National Educational Technology Standards for Students were updated in 2007 and are now used or referenced in 48 states. In fact, the new NETS•S “focus more on what students must be able to do with technology rather than on the tools themselves—a revision that should facilitate, the integration of student technology standards into core academic areas” (p. 61).

I feel I have made great strides as an educator in implementing technology into my classroom over the last two years. I have always used and shown students how to perform operations on the graphing calculator, but have definitely broadened my horizons during the course of this master’s program in using and implementing technology tools into my classroom.

In the wake of an exponential technology boom, students are more “plugged in” to what is happening in the digital world, and schools are lagging far behind in teaching relevant and technology-oriented concepts to prepare students for college and the workplace. Having been and educator for 14 years and seeing very few changes in the existing curriculum, it is evident that the education system must rewrite outdated curriculum to reflect the needs of our changing society to include more instruction using web 2.0 technologies, web-based tools, and online learning environments. Students crave this type of instruction and “need engaging, media-rich learning experiences to maximize their learning potential” (p. 59). Further, students prefer school settings which call for “one-to-one, ubiquitous computing environments that are simple, fast, interactive, and wireless” (p. 59).

Although changes are being made, more needs to be done to implement technology effectively into the curricula. Districts must align their curricula to technology standards and use grade-specific benchmarks and assessments. Instructional resources in the form of hardware and software may also be needed as well as professional development and ongoing learning opportunities for educators. Technology facilitators can use strategies such as modeling or providing in-class coaching to help teachers implement the tools needed to reach our digital learners.

I feel that as technology leaders, it is our duty to influence fellow teachers and state curriculum writers to change the curriculum to incorporate more technology. I liked how this chapter made a “call to arms” in a way to make sure the campus technology leaders are doing all they can in this arena.

I would like to know what our campus and district can do to get lawmakers to rewrite the curriculum in order to integrate more technology into the classroom. Also, how can we get fellow teachers to realize the importance of getting technologically literate? One thing that still puzzles me is why some districts not doing all they can to make sure they are meeting the needs of our 21st Century Students.

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.