Technology+Facilitator+Standard+II



= = TF Standard II  Planning and Designing Learning Environments and Experiences Educational technology facilitators plan, design and model effective learning environments and multiple experiences supported by technology

The basic component of Standard II is implementation or planning for the implementation of technology into the classroom. For most teachers integrating technology into their classroom is not a natural thing because it can involve more planning and design than “traditional” lesson planning. It is for this reason that it is critical for districts to have facilitators, like me, to help support the planning process. .I can gather the tools for the students and help provide them access, additionally I can model how technology can be managed in a meaningful way. I found the LoTi framework interesting as it ties directly to the STaR chart information. I am always researching ways to move the teachers up the chart from Infusion (2) to Integration (4B) (Williamson & Redish, 2009). Since we are a 1-1 district, access to technology should never be an excuse. In addition to the lesson planning process difference there are other differences. The most basic one is one that many teachers do not take into consideration, the physical layout of the room. To design a successful learning environment the teachers must answer several questions even before the technology arrives in their classroom. I address this in the Integration Academies I teach in the summer, I believe the physical layout of the room can make or break the way technology is integrated. Things to consider are: how are the students going to use the technology, will they each have a laptop, will there be pods of computers, will they have Promethean boards, and can the students reach it? Amazingly, in our Kindergarten rooms the placement of the Promethean boards was not considered, and the students are unable to reach the necessary tools to make the boards as interactive as they are designed to be. Technology enhances students learning, it needs to be the driving force in instruction, and the students need to be in charge of their own learning. Teachers who are effective users of classroom technology have changed their approach to instruction and shifted to using technology as a learning tool (Brooks-Young, 2007). I implemented this standard the most in my job as Instructional Facilitator. The 7th grade Science team and I designed a frog dissection lesson that allowed the students to dissect a frog digitally before they got to physically do it. The teachers reported back that the students were able to focus on the “how” the frogs internals work, instead of “what” were the names of the internal parts. The real excitement comes from creating and not just consuming (Pontydysgu, 2010). Technology is a powerful tool to that allows for differentiate learning in the classroom and can provide equal access for all students but it does require different management skills. One of the High School ELA teachers will allow me to come into her classroom and model the use of the newest web 2.0 tool that I have found. She has become comfortable with not all of the students doing the same thing at the same time. During open house this year, many parents expressed how much the students enjoyed being in ELA this year when they never have before. Professional development is the key to successful learning environments. Not only will teachers need to learn how to integrate technology into their curriculum they will also need some basic troubleshooting skills (Brooks-Young, 2007). How to provide this is the hardest part of my job. The challenge is how to provide “just in time” training, when I am housed at the administration building and not on a campus. I have joined a group of Instructional Facilitators that meet once a month for a round table discussion and that has proved to be invaluable. I have made a commitment to learn from others and be flexible and willing to try new things. References  Brooks-Young, Susan (2007) //Digital-Age Literacy for Teachers: Applying Technology Standards to everyday Practice//, Eugene, Oregon: International Society for Technology in Education Pontydysgu - Bridge to Learning - Educational Research. (2010, March 4). //Pontydysgu - “ Bridge to Learning - Educational Research//. Retrieved November 17, 2010, from http://www.pontydysgu.org/category/taccle Williamson, J., & Redish, T. (2009). //Technology Facilitation and Leadership Standards What Every K-12 Leader Should Know and Be Able to Do//, Eugene, Oregon: International Society for Technology in Education.

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