5370+Reading+Reflection+Standard+V+Productivity+and+Professional+Development

“…Students also benefit indirectly when educators use technology to enhance their own productivity and professional practice” (Williamson & Redish, 2009, p. 101). This significant quote found in the introduction of chapter 5 relates the everyday use of technology among teachers as a benefit to students. As I thought about the various uses of programs outside of student use, I realized just how true this is. Many of these productivity programs used by teachers are allowed to be used by students in academia. From a simple word processor to RSS feeds, when we facilitators envision how necessary these tools are in the classroom, training teachers on how to use them for instruction is not far removed from our mission and purpose. The knowledge gained about this standard is consistent with previous learning throughout this course because it helps you see how relevant every aspect of technology is pertinent to the success of our students. Because of the efficiency and speed of some of these programs, using them enhances performance on all levels. Beldarrain (2006) observed how “new models of teaching may take advantage of RSS technology to deliver up-to-the-minute expert commentaries or have students broadcast their analysis of topics studied” (Beldarrain, 2006, p. 141). Already, we see this expansion taking place as it solidifies its role in education for years to come. This school year, our school community made use of this format through the RSS educational website called Edmodo. Designed like the social networking site, Facebook, students, parents, and teachers were able to collaborate on any topic of interest relative to educational goals. ** Self Assessment ** Much of my experience with this standard occurs daily as I use some form of technology to reach my instructional goals. Reading about this standard revealed how interrelated and connected all technologies are. This new knowledge facilitated my previous understanding by helping me understand the “learning curve” which is used to convey the relationship between experience and efficiency and shows how teachers fail to use productivity tools for instructional task and environments if the contextualization and complexity is too difficult (Williamson & Redish, 2009). My hands-on experience with this understanding came when I had to introduce to our faculty how to use Edugence for RtI purposes. Teachers balked at using another technology piece and failed to see its usefulness in aiding school improvement goals. Knowing clearly how teachers are resistant to technology use in this fashion, this field based activity assisted me in understanding why as I read chapter 5. ** Learn as a Learner ** One of the ways I approached implementing this standard was through conducting professional development. The workshop on using Edugence exposed me to teacher attitudes that I will have to affect in the future as a facilitator. Considering my learning style that delights in hands-on formats, this field based activity was conducive to building my leadership skills. As challenging as it was, I had to present and demonstrate use of the program while keeping in mind the teachers’ reception to it. As I honed this skill, I felt more confident about my performance and the direction I am headed in educational technology. Interacting with my peers in this manner assured me of the need for facilitators who take into consideration the feelings of others while supporting the goal of the common good of technology integration. ** Lifelong Learning Skills ** As previously stated, my field based experience regarding this standard is grounded in leadership skills. One of the ways we influence use of technology is through professional development for others as well as ourselves. Knowledge from my past collaborations will be used to govern my future relationships in the school setting. An ongoing challenge for me will be addressing the “learning curve” and avoiding what Nardi and O’Day (1999) describe as technologists in a “chauffeur” role where they use the technology for teachers, and the teachers never learn to use it for themselves (Nardi & O’Day, 1999). It is my goal to make sure that the professional development I involve teachers in will hold them accountable for fully implementing they are required to use. Beldarrain, Y. (2006). // Distance education trends: integrating new technologies to foster student interaction and collaboration. // ProQuest Educational Journals. 27(2), 139-153  Nardi, B., & O’Day, V. (1999)// Information ecologies: Using technology with heart. //Cambridge, MA: MIT. 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.
 * 3.5 Reflection on Reading in Chapters Five, ISTE’s Technology Facilitation and Leadership Standard V: Productivity and Professional Practice **