Standard I focus is on Technology Facilitators and Technology Leaders continually assisting teachers in using technology to enhance what they are already doing in the classroom. Standard one lays a foundation that all the other standards can build upon. The standard is designed so that technology facilitators and leaders can focus on to meet the needs of individual teachers based on the technology skills needed to perform the requirements of their position. In “Strategies to Put Instruction Ahead of Technology”, Jones stated that
Rather than simply learning the basics of how to use a technology tool, teachers must learn how to use the tool to improve teaching and learning in their classrooms. [The Training must] be embedded instruction, not isolated from it, and is driven by the skills that teachers need to use the technology in the classroom, not by the technology itself. (2007, p.35)This standard forced me to change my mindset from teachers meeting the Technology Applications Standards for all teachers to helping teachers maintain technology skills through meaningful experiences.
Standard one required me to transfer my ideologies about individualized instruction for students to individualized instruction for teachers. According to Williamson and Redish (2009), “educators need learning environments accommodating their individual learning styles, abilities, skills, and interests” (p. 22). During my Internship I did a lot of research in an attempt to be prepared to provide teachers resources that they could reference after the training sessions were over. I even provided teachers my email address so they could contact me with any questions that may arise while implementing their newly gained skills.
Through interactions with teachers, media specialist, and administrators I have concluded that there is a great need for an online resource center that provides quick tips that are available both on campuses and from home. According to the Texas Long range Plan for Technology, “Professional development opportunities for educators must be available 24/7 to all educators through a variety of delivery methods, including online and other distance learning technologies” (Texas Education Agency, 2006, p. 2). The district is attempting to provide teachers with access to tips and guides at the campus level using the Moodle platform. However, I think that this would be more beneficial if it was a depository of tips and tricks available to the entire district.
After creating the online learning environment using Schoology, in Instructional Design 5368, I have begun to explore the use of online learning to differentiate instruction. Currently I am using Moodle to provide flexible and differentiated instruction to my students. I plan to use what I learn to develop an online environment that will be useful for teachers in their journey to implement technology in their lessons.
References
Jones, E. (2007). Strategies to Put Instruction Ahead of Technology. Principal Leadership, 7(6), 35-39.
Texas Education Agency. (2006, November). Long-Range Plan for Technology, 2006-2020 (Rep.). Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5082&menu_id=2147483665
Williamson, J., & Redish, T. (2009). Technology Operations and Concepts. In ISTE's technology facilitation and leadership standards: what every K-12 leader should know and be able to do (pp. 17-32). Eugene, OR: International Society for Technology in Education.