Technology+Standard+V+Reflection



Technology Standard V Reflection By Raquel Cantu Technology Facilitaror Standard V gave me a broader understanding of school productivity and professional practice using technology. When teachers use best practices to help their own productivity it indirectly helps the students too. Educators remain at a novice level when it comes to using technology for productivity. Many educators look at technology as more work rather than a tool to minimize and streamline their work. However in many cases when educators use new technology tools they often produce less and become more frustrated. This situation is a tough battle that will only change when educators gain a deep understanding of the technology. Williamson and Redish point out (2009) this occurrence as a learning curve that may result in frustration for educators who are attempting and policy makers promoting educational advancement through technology. It is up to technology facilitators to take on the responsibility of instructing their colleagues in a way that doesn’t overwhelm them or turn them away from it. Simpler versions would be helpful. However, these versions can often become frustrated as well due to the basic generic, non-customizable state that simplified versions can come in. Technology facilitators should push to take educators beyond the remedial level in order to reach higher levels of technology use. Without effective use of productivity tools in place it is doubtful that schools are staying up to date with all new technology and ensuring that there is evidence of it in instruction. Teachers who don’t take action our shortchanging the students of technology learning opportunities which can effect their future in the workforce. Educators must lead by example with technology use so our students can follow suit. Technology can be used to help staff be more streamlined, save time, and be more productive with daily duties. Technology facilitators should ensure that staff is fully trained in a consistent thorough manner. It is important that a strong foundation is laid out in professional learning communities. I have suggested some ways that technology can be used in our school. Some say they like my ideas but are convinced they don’t have the time to do that. I do run across several technology enthusiasts who take the idea and run with it. However, a few hopefuls in a large staff is not enough. Hopefully, I can help other teachers be much more productive throughout their workday. The goals for education must focus on improving student learning, and all educators must share collective responsibility for reaching them (Bruce, Calhoun, & Hopkins, 1999; DuFour and Eaker, 1998; Eaker et al., 2002; Fullan, 1999).

I feel strongly about trying to lead staff members to having a more open mind to the use of technology. I do always try to remember that I am a learner myself and I know patience and understanding of the one learning is a must. Listening to staff needs and building upon what they already know is a good place to start. I will try to teach technology skills by always looking at the bigger picture and not just teaching specific isolated skills. They all are interconnected. Using technology will help us all be faster and better at what we are already doing. It requires leveraging technology to support the “reculturing” of schools so that they can innovate and be responsive to students’ learning needs (Fullan, 1999). I hope to teach based on need of what users want and feel they need. They are more likely to be invested if it is something they were seeking out. Then when I have them as a captive audience I can teach them extras and foundational pieces but they may have not requested but it coincides with what they wanted to know. I know it will be a challenge but it’s a step in the right direction. References Williamson, J. W., & Redish, T. R. (2009). //Iste's technology facilitation and leadership standards, what every k-12 leader should know and be able to do//. Eugene, OR: Intl Society for Technology in educ.

Bruce, R., Calhoun, E., and Hopkins, D. (1999). The new structure of school improvement: Inquiring schools and achieving students. Philadelphia: Open University Press.

Fullan, M. (1999). Change forces: The sequel. London: Falmer.