Technology+Facilitator+Standard+III

**[] ** =TF Standard III=

Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
=== Standard III builds on the infrastructures created in Standards I and II, it deals with technology integration into the curriculum. By all accounts the educational system is failing to meet the needs of the digital-age learner (Williamson & Redish, 2009). As a Technology Facilitator this is the whole essence of my job, integrating technology into the curriculum. All the readings on this subject reflected my belief that embedding technology into the curriculum is the key to creating a 21st Century Learner. I work “elbow to elbow” with the Instructional Facilitators embedding technology into their content specific curriculum. With that being said, I can write a curriculum rich with technology, but when the classroom door closes, I have no more control. It is up to the teacher to deliver the content and if they are uncomfortable or unwilling then change will not happen. === === The Instructional Technology Department is now focusing our attention on professional development that demonstrates what technology integration looks like, feels like and sounds like. We are no longer focusing on what technology can do, but what it can do when put in the hands of the students. By using the model of backward design which we learned in our course work, I am better able to demonstrate how lesson planning should be done, whether it involves technology or not. We should always reflect on a lesson to review its effectiveness. When I was in the classroom, at the end of each day, I jotted down a short comment about the lesson; things that were good and things that needed to be changed. I never taught the same lesson the same way. During the Instructional Design Class a small group of us worked together to create a technology rich, effective lesson. We used Google Docs as a way of sharing and critiquing each other’s contributions. It was an authentic lesson in collaboration; unfortunately Google Docs is blocked at my school, so I was not able to model that part. We have been successful in the creation of an intranet space for teacher collaboration within each campus, but are still working on getting it open across the district. It is frustrating the network people have such tight control on what is allowed in the classroom. === === As a learner, I am always finding some new resource or idea that I want to study more. When we were learning to be teachers, we learned about Bloom’s Taxonomy, I have discovered an updated version that includes technology skills (Educational Origami, n.d.). In the group of other Lamar students that I collaborated with were Instructional Facilitators from other districts so I hope to continue my interactions with them to see how other districts are handling the changes. In my job, the biggest challenge I face is getting the to teachers understand that technology is just one of the tools in their tool box, it should not be the focus, it is just one of the many tools that a good teacher has available to them (Jukes, 2010). === References http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy Jukes I 2010 21st Century fluency Project Jukes, I. (2010). 21st Century fluency Project. Retrieved November 28, 2010, from [|http://www.fluency21.com] 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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