Reading+Reflections+for+Technology+Facilitator+Standard+II+Planning+and+Designing+Learning+Environments+and+Experiences+Chapter+2

And so goes the continuous reasons why technology hasn’t fully manifested itself into our curriculum, teachers who don’t know how. Reading chapter 2 about standard 2, Planning and Designing Learning Environments and Experiences, substantiates the argument teachers give for not utilizing technology in the classroom. The LoTi framework, I was able to see to what extent teachers use technology and how so far behind we are. Much of the use is surface level only. (Williamson & Redish, 2009, p.35) The embedded integration that’s needed for optimal benefit of our students is neglected because, we, being creatures of habit, resign ourselves to the known or familiar to make our efforts simpler. However, the kind of initiatives needed for use of technology involves intricacies and complexities of use that teachers are not accustomed to. As a leader, it is my goal to assist them in planning and designing technology use through learning communities with engaging and meaningful content. (Burns, 2002, p. 300) My acquisition of new knowledge conflicted with the old as I learned that much of the demand is for student centered learning that requires in depth planning. (Reeves, 2007, p.87) My field based experience of planning with colleagues in my wiki called for greater concentration in this area. The conversation with my team teacher revealed that there’s not enough time in the day to plan the constructivist activities associated with this kind of level. I saw myself almost drowned out in my argument for technology. I know that I must develop a convincing argument through best practices and sound research to build my case. One way is to use a coworker whose class I visited to let my 2nd period honors students see how technology was integrated in her curriculum on a constructivist level. This was exciting to view as the students used Edmodo and Animoto to do virtual book reports. All of the work was planned and orchestrated by student groups. The work was reflective of the 4B Integration level on the LoTi framework. I recorded the presentations and am ready to use them to convince as well as train other budding technologist. Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities of learning. // Phi Delta Kappan //, 84(4), 295-303 Reeves, D. (2007-2008) Making strategic planning work. Educational Leadership, 65(4), 86-87 Williamson, J, & Redish, T. (2009). // ISTE’s technology and leadership standards: what every K- 12 technologist should know and be able to do. // Eugene, OR: International Society for Technology in Education. 