In this chapter I learned about how the use of technology in the school shows how accessible technology is in the school. I agree with this particular statement based on personal experience. I worked at a school where mobile labs were designated for a particular subject and this left a feeling of resentment by the other subjects because of the accessibility. The labs that were used by all other subjects were in poor working condition. Most of the time there weren’t enough computers for each student. I can say this school had aspirations of utilizing technology but I don’t think they fully embraced the idea. The school district I am currently employed with has embraced the idea of technology integration. Not only do the have multiple mobile labs, they have many computer labs that can be used by any subject, as long as they reserve it. “Implementing technology-supported learning strategies requires computers, peripherals, software, and telecommunications networks that are current, operable, well maintained, and adapted to specific K-12 contexts and goals.” (Williamson, & Redish, 2009) Also, this standard discusses the need for personnel who are technology driven. These people will be in charge of maintaining the equipment and supporting teachers when called upon. An interesting perception was made in the text regarding the lack of access to technology in relation to student ratios. I do not agree with this evaluation because in my experience, it’s not the lack of access it is the growing size of the classroom. I had a chance to gain some insight on the stages of providing access to students and educators and what each stage encompasses. I believe as teachers begin to accept technology as a valuable educational tool, they have to realize that sometimes things will go wrong. Educators cannot have a negative viewpoint and dismiss technology as “unreliable”. I don’t think that the sole responsibility of managing technical task should rest on the shoulders of the facilitators and the leaders. If you are an educational stakeholder in the teaching environment, “all should support the integration of technology into instructional and administrative practices.”
The textbook looked at some of the strengths and weaknesses of the technology set up in schools. Through personal experience, I knew about some of the advantages and disadvantages of desktops in computer labs opposed to desktops in the classrooms, mobile labs, and wireless laptops. I didn’t know about all of the types of technical support that defines a quality technology program. Some of the examples I am familiar with because I have requested the services. I am also slightly familiar with the implementation phase of technology. I knew that it takes a great deal of communication to deliver products to teachers. “Technology facilitators and leaders keep projects on schedule, accomplish installations while minimizing disruptions to teaching and learning, and keep stakeholders informed of progress toward implementation.” (Williamson, & Redish, 2009) Recently, my team of teachers was awarded two mobile labs and the tech staff was very professional in handling the installation and delivery of the computers.
The relationship between the old and new information that I learned didn’t have a major affect on my personal experience. The only event of significance was the installation of the mobile lab that was awarded to our department. Many of the aspects of this standard, I didn’t have any direct contact with. At times, I did work with some of the technology staff to model the use of technology in the classroom.
To implement this standard, I collaborated with some of our technology leaders to show them how I use technology in the classroom. Many times I showed them evidence of student products and the applications we used to create them. I also relayed information concerning technology professional development geared toward PBL lesson creation. From the feedback I received, I met with some co-workers to share how this workshop correlates with the goals of our district.
My learning style is geared toward tactile experiences. This particular standard required collaboration which worked out good for me. Without the input from other technical staff it would have been very difficult to implement aspects of this standard. Because of access, there were only certain things I could do to promote this standard. I think my overall performance was good but it could definitely be better. It was difficult to promote this standard because of accessibility. Many of the tasks are delegated to persons in the technology department at the administration building.
My learning opportunities were slim in this standard. I did have a chance to interact with some of the district technical personnel but because of my schedule, any conversation of length was difficult to have. Any performance task that I could implement with help from campus technical liaisons was the main forms of engagement. Several meetings I had concerning technology professional development were well received by all interested individuals.
The major factor that will enhance my learning when implementing this standard will be the opportunity to collaborate. Communication is key in creating a productive technical environment. As a learner, it is important for me to take advantage and promote communication whenever possible. Based on my past interactions with co-workers in the implementation of this standard, I will need to continue to keep the lines of communication open. As I transition from facilitator to leader, I want like to be more available to others who are in need of assistance. As a lifelong learner, I would like to be involved in the budgeting aspect of technology. “When budgeting, technology novices may tend to focus only on the initial costs of the technology rather than the total coast of ownership (TCO ) or the comprehensive cost of technology implementation, support and maintenance.” (Williamson & Redish, 2009) In the leadership role, it will be important that the planning reflects the big picture. With all of the different factors that are involved the implementation phase, leaders will have to be knowledgeable to make sure appropriate purchases are made.
References
Willamson, J., & Redish, T. (2009). Iste’s technology facilitation and leadership standards, what every k-12 leader should know and be able to do. (p147). Eugene , OR
Willamson, J., & Redish, T. (2009). Iste’s technology facilitation and leadership standards, what every k-12 leader should know and be able to do. (p156). Eugene , OR
Willamson, J., & Redish, T. (2009). Iste’s technology facilitation and leadership standards, what every k-12 leader should know and be able to do. (p158). Eugene , OR
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