ITSE+Standard+TF-I


 * Demonstrate an in-depth understanding of technology operations and concepts.**

“The evolving nature of technology also requires ongoing monitoring and building of educator proficiency” (Williamson & Redish, 2009, p. 21). This standard made me realize that even though the teachers have a base understanding of technology in the form of computers, they need continuing professional development for the every changing landscape of technology. Without this foundation of technology operations and concepts, the teachers loose out on technology opportunities that they can incorporate and share with the students. Once the foundation of technology operations and concepts is built, I will be able to assist the teachers in developing lessons, incorporating the appropriate technology to meet the learning objects. I now understand why, when I mention implementing new technologies in the classroom, the teachers are not eager to participate. They do not have enough base knowledge to feel comfortable with the technology. It was essential I take this into consideration when planning technology professional development.

There are two technology initiatives on campus; the use of interactive whiteboard (IWB) in math and science classes, and the installation of digital projectors and document cameras in all classrooms. As a Campus Instructional Technologist, I am responsible for providing on-going support for these technologies, starting with building the teachers’ foundation of knowledge and skills on the equipment and software. This is where I began my field-based activities, as I believed it would be beneficial to built the teachers’ knowledge of technology operation and concepts that related to the campus initiatives. I created a schedule of trainings to cover the basics with the teachers. Jones (2007) stated, “Training is embedded in the 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” (p. 35). I used this model for the training once a week to allow teachers time to assimilate the concepts and practice their skills before moving on to the next one. It is my belief that if I expected the teachers to become proficient with the technology, I would need to demonstrate my own proficiency. As I worked on this standard, I found the discussions with my colleagues allowed me to share my ideas and hear their thoughts about how to implement this standard. I believe my trainings activities were more focused and successful than they would have been without their input.

As future technology initiatives are implemented on campus, I will remember that teachers need to have a good foundation about the technology operations and concepts before expecting them to successfully and effectively use in their lessons. I will continue to use my colleagues as a sounding board to ensure I include the important and necessary information in my trainings to build the teachers proficiency with technology. Using a model of peer-based, just-enough technology skill development, teachers will begin to make the shift to using technology-integrated, learner-centered lessons with the students (Burns, 2002). To help facilitate this professional development model, I want to explore the possibility of using a variety of online tutorials with the teachers to deliver training when and where they need it.

Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities of learning. //Phi Delta Kappan//, 84(4), 297.

Jones, E. (2007). Strategies to put instruction ahead of technology. //Principal// Leadership, 7(6), 35.

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.