Standard+I+Technology+Operations+and+Concepts+Reflection

After reading TF/TL Standard I Technology Operations and Concepts, I gained a deeper understanding of the roles and responsibilities of a technology facilitator and a technology leader when it comes to training educators. This standard ensures that educators possess the fundamental understanding and skills needed to operate specific technologies and understand the concepts associated with technology use. Terms such as competency, proficiency, literacy, and fluency are often used to describe what educators must know and be able to do to implement technology successfully (Williamson & Redish, 2009, p. 17). This chapter discussed the basic competencies that educators must master in order to successfully implement technology into their classroom. It also discussed the difference in a technology facilitator and a technology leader. Technology facilitators are expected to demonstrate an in-depth understanding of technology operations and concepts, whereas leaders are expected to perform at a more advanced level (Williamson & Redish, 2009, p. 23). Being a technology specialist for my school district, I fully understand the difference between the two. As I technology specialist, I am responsible for training the teachers on the computers, printers, and software. My supervisor is responsible for ensuring that the teachers are receiving the proper amount of professional development needed to sharpen their competency level. This standard suggests that the facilitator and leader are expected to address two areas related to technology. The first deals with knowledge, skills, and understanding of technology. The second deals with the ability to continually extend knowledge, skills and understanding of technology. The new knowledge that I gained from this chapter, allowed me to rethink how I was training my teachers as opposed to the old way I was doing things. For example, Williamson & Redish advised that facilitators should develop learning opportunities that fit diverse needs of learners. I took this advice and created a website for the teachers at different schools within the district to use. This website contained handouts that I created that would address different needs that teachers would have. For example, a teacher could download the handout on how to backup his/her documents. Another teacher could download the handout on how to burn a CD. The information in this chapter really helped me think of ways to address the different needs teachers have in our schools.

Being a technology specialist, I am constantly involved with this standard within my school district. My duties involve assisting teachers with computers, printers, and software related problems. Over the course of my field-based activities, I was involved in providing assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs. For example, a teacher put in a help ticket explaining that her machine was running slow and she could not connect to the internet. When I arrived, I discovered that she had a virus on her machine. After I removed the virus, I gave her advice on how to avoid getting a virus in the future. I also showed her how to delete her cookies once a month so that her machine would run at its optimum speed. All of this was an example of Technology Operations and Concepts Standard I. In our department, we are required to maintain our certifications. After passing my exams for my certifications, I actually learn the material after I have hands-on experience with it. For example, the material that is covered in the exams do not stick with me until I actually apply it to a teacher's computer in the schools. This experience allows me to better train the teachers when they have questions about technology. My interaction with colleagues increased my success in implementing the standard and indicators in my field based activities. I was able to take ideas from different colleagues, by using a blog, and use them to help implement the standard. A lot of my colleagues are teachers, and they helped me understand things from a teacher's point of view. This allowed me to better assist the teachers within my school district.

The most important thing that I learned about learning came from an article in EDLD 5364 Teaching with Technology. Learners take in information, process it to fit their personal frameworks, and build new understanding (Southwest Educational Development Laboratory, 1999). This type of learning is called constructivism. Once I gained a better understanding of this type of learning, I was able to train the teachers more effectively by helping them understand new information using information that they already knew. For example, it was not difficult training teachers on Microsoft Office 2010 because I used Office 2007 to help me teach the educators. They were already familiar with Office 2007, so I just had to cover the new features in Office 2010. During my experience in EDLD 5364 Teaching with Technology, I was challenged to collaborate with colleagues in order to address a scenario. I experienced the full benefits of collaboration. I now understand the power of project-based learning. Project-based learning is a constructivist approach that encourages learning in depth by allowing students to use inquiry-based methods to engage with issues and questions that are rich, real, and relevant to their lives (Solomon & Schrum, 2007, p. 39). I will try to figure out how to implement this type of learning into a professional development session for teachers in the future. As a lifelong learner, the only issue that I will research in the future would be investigating how to assist my director in providing on-going professional development for all teachers within the school district.


 * References**

Williamson, J., & Redish, T. (2009). //ISTE's technology facilitational and leadership standards what every k-12 leader should know and be able to do.// Eugene, Or: International Society for Technology in Education.

Solomon, G. & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Washington, DC: International Society for Technology in Education.

Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introducation to constructivism. Retrieved on October 4, 2009 from [].