ITSE+Standard+TF-II

**Plan, design, and model effective learning environments and multiple experiences supported by technology.**

Once the foundations of technology have been mastered, the teachers are ready to design technology rich learning experiences. Before considering how technology will be included in the lesson, the teachers’ challenge is to design an instructional environment that includes the content to be taught, the appropriate pedagogy, instructional resources, a way to manage the resources and students, and how to assess the students’ learning (Williamson & Redish, 2009). As I considered the focus of this standard, I realized what an undertaking the teachers were facing in creating a well-designed learning environment that used technology as a tool to support the objectives of the lesson. Working in this standard, I enjoyed the challenge of developing my own skills for designing lessons.

I had several opportunities to work with individual and groups of teachers as I completed the activities for the second standard. Teachers would approach me with projects or lesson ideas and ask for recommendation on what technology to use and how to manage the resources required. I tried to infuse the lessons with technology by “maximizing the use of digital tools to better reach essential learning goals, expanding classroom boundaries so that students gain real-world experiences and become global thinkers, and creating experiences that satisfy diverse learning styles and learner dispositions” (Boss & Krauss, 2007, p. 22). Being able to team-teach the lesson and work with the students was an added bonus of some projects. I would spend time researching technology options, websites, videos and tutorials that will support the projects and lessons. When I struggled with finding technology solutions, the discussion boards and blogs of my colleagues would be the first place I would turn for suggestions.

Through the process of working with the teachers, I realized that one of the benefits of using technology in the lessons was the ease at which it “provides the opportunity to differentiate instruction and change their classrooms into dynamic learning environments” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 2). The next two years of professional development will be focused //Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement// (Marzano, Pickering, & Pollock, 2001). Collaborating with the teachers to infuse technology into the strategies with //Using Technology with Classroom Instruction that Works// (Pitler, et al, 2007) has me very excited. I plan on teaming with the English department to implement the strategies in both books and observe if the students are academically successful.

Boss, S., & Krauss, J. (2007). Real projects in a digital world. //Principal Leadership//, 8(4), 22-26.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). //Classroom instruction that works: Research-based strategies for increasing student achievement//. Alexandria, VA: Association of Supervision and Curriculum Development.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

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.