5370+Reading+Reflection+Standard+VII+Procedures,+Policies,+Planning,+and+Budgeting+for+Technology+Environments

I truly enjoyed reading about this standard. As I reflect on this standard, it is this standard that ensures technology’s presence and effective use in the school. I would like to think of technology in this respect as “Right There” technology. I understood that many educators’ excuse for not using technology is hinged on this idea (Williamson & Redish, 2009). For instance, if the technology is not available through an infrastructure that makes it equitably and easily accessible, it is just as good as not being there at all because teachers will not use it. This is where my role as an emerging technologist comes in. It is up to me to make sure that technology usage is not hindered by a weak infrastructure. I, through planning, procurement, implementation, maintenance, and monitoring, must make sure that technology remains accessible for my school or district’s success. As a result, I’d adopt the slogan, “Technology Use, No Excuse.” ** Self Assessment ** Much of the knowledge gained through this reading was new. I didn’t realize to what degree the availability and accessibility of technology were hinged on my assignment as a technology leader. This was the dispute between my old and new knowledge because I thought that much of this responsibility was on someone other than the technologist such as the superintendant. Since this was my thinking, my experience with implementing this standard was minimal. My district has a very strong infrastructure. This includes having the personnel in place that maintains it and limits as much as possible any outside influences that may jar the system. ** Learn as a Learner ** My experience with this standard was as a consultant to my principal when she asked me to look over several software programs to determine which should be purchased for the following school year. Another was attending the workshop training for Accelerated Reader which called for an upgrade in our system and use of some associated websites to accommodate it. Both of these activities highly applied skills that reinforce hands-on use and engagement which is how I learn best. My level of interaction with my principal and colleagues ensured a comfort and ease that told me I’d like to do this for the rest of my career. ** Lifelong Learning Skills ** The concepts and skills learned relative to this standard are very important. I believe that they are vital to my survival in this profession. Not only my survival, but it is vital for the survival of technology as well. For if I fail in my performance of this standard, the usage fails as teachers are left with excuses of why they can’t use technology. The research of Norris, Sullivan, Poirot, and Soloway (2003) supports this supposition. My past interactions with my colleagues prepare me to operate in the administrative skills needed to assist teachers in successful implementation of technology. A major concern for me is the amount of time and planning that will be needed to ensure a solid infrastructure for embedding technology into the school’s curriculum. I already sense more training is needed to develop my organizational skills. This will be the passion that drives me forward in my own learning (Dana, 2009).  Dana, Nancy Fichtman (2009). // Leading with passion and knowledge: The principal as // // action researcher //. Thousand Oaks, CA: Corwin Press. Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). // No access, no use, no impact: Snapshot // // surveys of educational technology in K-12 schools //. Journal of Research on Technology in Education, 36(1), 15-26. 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.   
 * 4.5 Reading Reflection on Standard VII Procedures, Policies, Planning, and Budgeting for Technology Environments **