ITSE+Standard+TF-VI

**Understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice.** Making technology decisions will require me to apply this standard; however “some of the most prominent contemporary issues… are digital equity, privacy of electronic student records, student’s online safety, and copyright infringement” (Williamson & Redish, 2009, p. 124). Through the implementation of this standard I have learned that equitable access of technology means all students have access to technology, hardware, software and Internet, regardless of their race, gender, culture, or learning or physical disability. Along with ensuring teachers and students are using the technology in an ethical manner, student safety and their private information must be protected at all times, especially when working online. In implementing this standard, I was aware of the current policies and procedures of the district regarding appropriate technology use; however, I needed to research and determine how to better ensure equitable access for all students on campus regardless of their race, gender, culture, or learning or physical disability.

I wanted to ensure that both teachers and students understood the ethical use of technology, the district’s acceptable use policy (AUP), and copyright regulations. Following the recommendations of Niederhause, Lindson, & Strobel, (2007), I developed a presentation, regarding these three concepts, into language that was easily accessible to teachers, parents, and students. Being able to understand the concepts allows everyone to internalize and take responsibility for their actions. Technology provides the teacher the ability to individualize instruction through “diverse pathways to recognition learning and meet the diverse needs of their students” (Rose & Meyer, 2002, p. 4). This is especially true with to Special Education students, especially those in self-contained classes. Working with the Special Education teachers and technologists, I was able to ensure the classrooms had the appropriate assistive technology to allow for students access, as well as, instructional resources to support their academic success.

As a future technology leader, I realized that equitable access to technology is an important part of the students’ academic success. It is also important to keep teachers, parents and students informed on appropriate use of technology and how to stay safe in the ever-changing digital environment. Continuing to collaborate with colleagues will help me staying abreast of current research and theories. As our district begins to implement cloud-computing options for our students, I wonder if these will provide the same experience in a safer environment than being able to use the public forms of these options?

Niederhause, D. S., Lindson, D. L., & Strobel, J. (2007) Evidence of the NET*S in K-12 classrooms: Implications for teacher education. //Journal of Technology and Teacher Education//, 15(4), 483-512.

Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal Design for Learning.// Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from [|http://www.cast.org/teachingeverystudent/ideas/tes/].

Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Washington, DC: International Society for Technology Education.