Technology facilitators take responsibility for taking teachers to the level of understanding that allows them to empower their students.
Technology Facilitator and Leadership Standard 3: Teaching, Learning, and the Curriculum
This standard focuses on technology that, integrated into the curriculum, enriches the learning of all students. The focus is on students completing projects, solving problems, or seeking information on core curricular areas using technology tools like the Internet, multimedia, word processing, etc. This is often my focus for instructional technology. My training courses are focused on creating activities that have students use technology to complete projects that demonstrate authentic uses of curricular knowledge and technology skills. Every time I teach a course I learn something. My courses now, are almost extensively taught online. The teachers conduct research and participate and earn credit through forums. I learn new innovative ways to integrate technology into curriculum as well as ways that the participants interact. There are applications that I struggle with, like Inspiration. I just don't see the value of using technology to create a concept map when paper and pencil will work with less interruption to the classroom. If every student has a computer, then it isn't much of an interruption to the classroom, but in that case, I don't see the value being worth the 29 dollars for every student in a 900 student campus. There are many people who disagree with me and I am letting my perception of the tool cloud my judgment, but none the less, I haven't seen a valid use of that tool.
I am working with curriculum writing teams to integrate technology standards into the core content areas. This is a lot like the professional development that we have conducted. Teachers are on board with the idea and importance of technology, but they don't have a concept of it. This is an interesting situation. All of our teachers can use technology. Some learn very slowly, but they all know how to do the basic operations, but very few can use technology in the classroom. Even the young teachers who have grown up with technology can't figure out how to teach with it or design activities for students. They all acknowledge that students need to learn and use technology. When it comes to actual practice they either don't have time, feel that technology applies to other subject areas rather than theirs, or think someone else should teach it. Putting technology standards and instructional ideas into the curriculum guides is an important step. The instructional ideas are the most important and valuable.
Mahoning County ESC. (Producer). (2010). A Vision of 21st century teachers. [Web]. Retrieved from http://www.youtube.com/watch?v=B4g5M06YyVw
Williamson, J, & Redish, T. (2009). ISTE's technology facilitation and leadership standards. Eugene, OR: International Society of Technology in Education.
Technology Facilitator and Leadership Standard 3: Teaching, Learning, and the Curriculum
This standard focuses on technology that, integrated into the curriculum, enriches the learning of all students. The focus is on students completing projects, solving problems, or seeking information on core curricular areas using technology tools like the Internet, multimedia, word processing, etc. This is often my focus for instructional technology. My training courses are focused on creating activities that have students use technology to complete projects that demonstrate authentic uses of curricular knowledge and technology skills. Every time I teach a course I learn something. My courses now, are almost extensively taught online. The teachers conduct research and participate and earn credit through forums. I learn new innovative ways to integrate technology into curriculum as well as ways that the participants interact. There are applications that I struggle with, like Inspiration. I just don't see the value of using technology to create a concept map when paper and pencil will work with less interruption to the classroom. If every student has a computer, then it isn't much of an interruption to the classroom, but in that case, I don't see the value being worth the 29 dollars for every student in a 900 student campus. There are many people who disagree with me and I am letting my perception of the tool cloud my judgment, but none the less, I haven't seen a valid use of that tool.
I am working with curriculum writing teams to integrate technology standards into the core content areas. This is a lot like the professional development that we have conducted. Teachers are on board with the idea and importance of technology, but they don't have a concept of it. This is an interesting situation. All of our teachers can use technology. Some learn very slowly, but they all know how to do the basic operations, but very few can use technology in the classroom. Even the young teachers who have grown up with technology can't figure out how to teach with it or design activities for students. They all acknowledge that students need to learn and use technology. When it comes to actual practice they either don't have time, feel that technology applies to other subject areas rather than theirs, or think someone else should teach it. Putting technology standards and instructional ideas into the curriculum guides is an important step. The instructional ideas are the most important and valuable.
Mahoning County ESC. (Producer). (2010). A Vision of 21st century teachers. [Web]. Retrieved from http://www.youtube.com/watch?v=B4g5M06YyVw
Williamson, J, & Redish, T. (2009). ISTE's technology facilitation and leadership standards. Eugene, OR: International Society of Technology in Education.