Standard III focuses on the inclusion of technology in the curriculum, the primary requirement for successful integration in the classroom. According to Williamson & Redish "By infusing student technology standards into state and local curricula and developing accompanying curriculum resources, technology facilitators and leaders create both a mandate for technology integration and the structural support teachers need to implement that mandate" (2009, p. 58). As long as the curriculum does not require the integration of technology it will be seen as an extra component that can be cut to accommodate other requirements. Technology leaders have to play an active role in designing a curriculum plan that integrates technology standards with core academic standards.
A curriculum plan that includes examples and guidance on how to use technology as a resource to implement instructional strategies is essential for teachers to integrate technology in the classroom. I enjoy learning about new tools and web based services, but sometimes it is hard to see how a technology can be used in the classroom. However, the need for more guidance became clearer to me when a social students teacher came to me requesting that I assist her in creating a plan for using Animoto in the classroom. She had been wowed by a presentation done by a Technology Integration Specialist but she required more guidance to implement the use of Animoto in her classroom. So my goal was to develop a plan that included examples and guidance that I could use to model and assist her as a Technology Facilitator.
Some of the curriculum planning guides that are currently provided by the district that I work for provides very limited guidance in the use of technology. Just providing the standards, expected outcomes, and a list of available resources is not enough. According to Frase, English, & Poston (2000), “Unless the curriculum guide communicates to the teacher vital information concerning goals, time allocations, evaluation means, instructional materials, and instructional suggestions, the curriculum guides will be virtually useless”. There must also be guidance and recommended procedures that teachers can adjust based on available technology, students ability, and time available.
Every year that I get to attend the TCEA conference I learn about new online tools and how they are being used in the classroom. I also learn new ways to use old technology tools. As technology leader I must continually look for educators using technology as a resource in the classroom. Corners cannot be cut when it comes to providing teachers with adequate resources and tools that can assist them in their daily lesson planning and implementation.
References
Frase, L. E., English, F. W., & Poston, W. K. (2000). Recommendations To Enhance Standard Two Performance. In The curriculum management audit: improving school quality (p. 150). Lanham, MD: Rowman & Littlefield Education.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: what every K-12 leader should know and be able to do (p. 58). Eugene, OR: International Society for Technology in Education.