Week2ReadingReflection

Technology facilitator Standard III : Teaching, Learning and the Curriculum The curriculum needs to tie in with the use of technology. Students know how to use technology for social and entertainment purposes, but are not prepared to use technology for daily work, lifelong learning, and civic engagement (Willimson & Redish, 2009). The way technology is used in student’s daily life is different from the way students are expected to perform in an educational setting. “…Data suggest that today’s students no only desire but need engaging, media-rich learning experiences to maximize their learning potential” (Williamson & Redish, 2009). We are not meeting the learning needs of students in the digital age. As educators we do not engage them as much as their outside of school. It is our responsibility to meet the needs of the students. In order to do so we need to tie the curriculum in closely to the technology that is being used. Society fears that we are not preparing our students for technology post-high school. While educators are teaching technology, we are not preparing them for the work world. Curriculum is now “shifting away from discrete, fact-based learning objectives toward performance standards designed to elicit higher-order thinking, creativity, problem-solving, and deeper understanding of content” (Williamson & Redish, 2009). Districts must fully understand their technology standards and implement them. In order to be able it the maximum potential, proper instructional resources must be readily available. This includes textbooks, computers, software, on-line subscriptions, etc. The districts need to also implement proper assessments in order to assess where the students are successful and where they have needs. In order for all of this to be successful they teachers need to participate in on-going professional development. This particular standard can best be summarized by knowing that technology leaders and facilitators “must align the curriculum framework and expectations for teaching and learning to the needs and interest of digital-age learners” (Williamson & Redish, 2009). Technology Facilitator Standard IV : Assessment and Evaluation While various terms and concepts apply to a wide range of issues in the field of education, the most focused upon is “assessment” (Williamson & Redish, 2009). With the changes in federal educational law, student assessment and publicly reporting the progress of the student body will be an everyday consideration that educators will be required to adjust to. In order to assist educators with the ongoing task of student assessment and keeping track of progress to satisfy reporting requirements, educational technologists are a necessity. Specifically, they can demonstrate the effectiveness of integrating technology into the assessment and reporting process (Williamson & Redish, 2009). One of the most effective technologies being used in the student assessment process is computer-based testing (CBT). “CBT permits educators to quickly and efficiently identify and map student content areas to be assessed on tests, to create multiple forms of tests, to grade tests, and to analyze results” (Williamson & Redish, 2009). Furthermore, CBT data can be saved electronically, thereby allowing educators to keep track of student progress, as well as those areas that need more focus or improvement. Despite the apparent benefits of CBT and other electronic tools that might assist in the assessment process, we as educators are reluctant to implement the use of CBT, and when we do, still resort to traditional assessment methods that are more time consuming, and provide less feedback to the students. As a whole, computer based testing is just not readily available in most states for various reasons, ranging from the unavailability of high quality assessment tools, to the expense and financial burden that implementing such tools might have (Williamson & Redish, 2009). As a technology facilitator, it will be necessary to integrate technology-related assessment and evaluation initiatives into daily practice in the schools by demonstrating how technology can automate and enhance existing strategies as well as enable new ones. The technology facilitator will be responsible for assessing student learning in accordance with state and national technology standards; assisting schools and educators with collecting, analyzing and reporting the data; and evaluating those technologies that are successful to assist in determining which to purchase and implement (Williamson & Redish, 2009). The facilitator’s job will be to model the effective use of the technology and guide educators in implementing the technology, focusing on student assessment, data collection, and analysis of the tools being used. An overarching theme to remember as to this standard is that the goal is to “improve instructional practice” and “maximize student learning,” reminding technology facilitators that school improvement and enhanced student achievement are the ultimate goals of technology-supported assessment, data collection, and analysis Williamson & Redish, 2009). Williamson, J. & Redish, T. (2009). ISTE’S technology facilitation and leadership standards : What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.