Week4ReadingReflection

Technology Facilitator Standard VII : Procedures, Policies, Planning and Budgeting for Technology Environments   The technology infrastructure determines how much technology is being used in the classrooms, and it is the responsibility of the technology facilitator to ensure that there is ample amount of technology readily available. Without adequate technology, teachers can become frustrated and abandon using it. “[T]echnology facilitators and leaders must design, implement, and support technology-rich environments(Willimson & Redish, 2009).  We must have enough computers adequate for teaching and learning, which means a high computer to student ratio as well as availability of high-speed internet (Willimson & Redish, 2009). While improvements have been made on the number of computers available to students, may teachers still feel that “insufficient access prevented them form fully integrating technology into the curriculum – making lack of access the most commonly selected barrier, followed by time, and budget” (Willimson & Redish, 2009).  The studies show that technology use goes hand-in-hand with access to technology, for example if technology is not readily available in the classroom and educators are required to bring their students to a lab setting, there is less likelihood that the teacher will take the time to learn the technology because it is not in front of the teacher on a regular basis. Accordingly, “TF/TL Standard VII highlights the need for highly technical staff who can plan for, procure, implement, and maintain technologyiccal equipment” (Willimson & Redish, 2009).  In order to improve access to technology, the leaders and facilitators are required to make certain that the facilities can support the integration of the technology. For example, there must be “[a]dequate bandwidth for internet access, well-maintained equipment, updated software, and immediate technical support when problems occur” (Willimson & Redish, 2009). Furthermore, technology facilitators must plan carefully with the school district when determining what software to purchase. Finally, the technology facilitator should work toward promoting professional development opportunities for the teachers.  When dealing with the procurement of technology for the district, technology leaders and facilitators must work very closely to ensure that the needs of the district are being met as to it’s overall educational goals. In order to do so, leaders must devise a plan and facilitators must follow and implement the plan and report back to the leaders as to the effectiveness of the plan.   (Willimson & Redish, 2009).  Technology Facilitator Standard VIII : Leadership and Vision  It is the role of a technology facilitator to be a leader as well. They are to be part of the process of developing a long-range plan for their campus. Standard VIII focuses on the technologists ability to “[i]nspire a shared vision among members of an organization and their key stakeholders, [g]enerate goals and strategies to move the organization toward the vision, [and s]ustain and garner support for change along the way” (Willimson & Redish, 2009). “The foundation for successful technology implementation require educators and policy makers to possess a viable vision for technology use, enact the vision and link the vision to other important organizational endeavors” (Willimson & Redish, 2009). It is important to have not only a strong vision, but a strong leader to enact on this vision to make sure technology has a positive affect.  Often, stakeholders have difficulties seeing and envisioning how the vision and its technologies will have a positive impact and can support educational goals. The vision must be shared with all involved, this includes “teachers, students, administrators, staff members, business partners, and parents” (Willimson & Redish, 2009). All these community members are affected by the vision and should be well informed of how it will positively impact education. Leader can also do something similar to what Rick Martinez of San Antonio, Texas has done. He held trainings with his board members to inform them of what technologies are available and how they can impact and support learning. The board members gained what they needed in order to support the vision.  In order to have an exemplary technology plan it should be many things, including focused on student learning. Areas of low performance should be taken into extra consideration for improvement. The most recent research and best practices should be taken into consideration. The plan needs to remain simple and clear; elaborate plans can have a negative effect. It must also be comprehensive, useful and achievable, measurable and logical. “After constructing a vision, technolgoiest frequently engage stakeholders in a reflective assessment of the distance between the current reality in their school and the vision” (Willimson & Redish, 2009).  <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Williamson, J. & Redish, T. (2009). ISTE’S technology facilitation and leadership <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">standards : What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. .