Standard+II

 Cutbacks can really hurt a district especially in the area of technology support. In our case the cutbacks eliminated the positions of our technology facilitators who provided the personalized, hands-on support on campus. When there is a breakdown in support, there is no push for educators to continue technology. I found that to be true on my campus. Our academic coach is amazed that I use my SmartBoard for every lesson and in all content. Just last spring, 2009 we were all retrained on the SmartBoard, yet many of our teachers still don’t even know how to use it. Because of the need, I will be providing mini lessons on how to integrate the SmartBoard into curriculum. In reading standard 2, I realize the importance of not teaching isolated skills, but skill-building approached that are job-embedded. According to Eric Jones,   “Rather than simply learning the basics of how to use a technology tool, teachers must learn how to use the tool to improve teaching and learning in their classrooms. Training is embedded in 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” (Jones, 2007, pg. 35).   In fact I have given ‘mini tech bites’ sessions for my fifth and fourth grade teachers, modeling how to use the technology they have in their classrooms. “Many of the technology resources that most schools already have at hand can be used to faciliatate instruction” (Duffield & Wahl, 2005, p3). For example, my fourth grade teachers complain about the reluctant writer, I have shared with them the talking text feature of Microsoft. In these mini sessions, I have accomplished more on a one-to-one basis.   I have been talking to our Science Committee Leader about the importance of having the primary level teachers teach science in the lab. Teachers are afraid to use the lab and not sure. She asked how we could provide training for teachers and students to use the science lab. I suggested that she present a science lab demonstration using video podcasts. When holding our PLC meetings ask the grade-level representatives what they will be learning in the next two weeks and her science committee can organize the lessons to provide such science lab trainings. The video podcast will be available for the teacher to show the students what expectations are and the teacher will also know how to conduct the experiment. Then when teacher & students enter the science lab; the fear of the science lab will be removed.   According to Jones, “Principals play an important role in integrating technology in each of our schools” (2007, p37). I have found that many of our administrators are also lacking technology skills and knowledge of what implementations requires. Mr. Jones shared how Henrico County developed a “technology progression chart” to help administrators identify technology integration during classroom observations (Jones, p37). I really feel once administration understands the importance of technology integration, there will be a push for integration and support.  ** References ** Duffield, J., & Wahl, L., (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. [] Jones, E. (2007). Strategies to put instruction ahead of technology. //Principal// //Leadership//, //7//(6), 35-38.  Redish, J. W. (2009). //ISTE's Technology Facilitation and Leadership Standards.//  Eugene: International Society for Technology in Education.
 * EDLD 5370 Assignment 1.6: Reflections on Technology Facilitator Standard II **