Reading+Reflections+for+Technology+Facilitator+Standard+I+Technology+Operations+and+Concepts

“Finally, the National Academy of Engineering report describes the importance of mastering technology operations and concepts, helping facilitators and leaders develop and articulate a clear justification for the use of technology in schools.” (Williamson & Redish, 2009, p. 29) In order to embed technology into the curriculum, there is a need for competency in the foundational concepts and terms associated with the tools. Chapter one ends with how NETS*S revised its standards and put this standard that was once first, last. The implication here is possibly that facilitators and leaders should make that a priority first. I totally disagree. I would like to use the analogy of wanting to sew a dress. Now, I could dream up the loveliest dress to make, but it won’t get done until I learn the terminology as well as the machine associated with making it. I apply this same thought to the standard, Technology Operations and Concepts. In order for teachers to comfortably find a fit for technology in the classroom, they must become immersed into a solid foundation that answers every question possible about using technology. Hence, I’m a firm believer in “training the trainer”. This knowledge solidifies why I believe I will be an outstanding asset in moving technology forward. I understand through first-hand experience, teachers’ resistance to technology use. I recently shared with my team teacher how the curriculum will change to embrace technology on a constructivist level. She candidly shared with me her thoughts on how difficult that would be. As a learner, one field based experience led to one on one training of a coworker implementing the use of a student response system. I learned how necessary it was for him to have a coach who was knowledgeable and patient as he learned. It furthered my understanding that many of these teachers have the “want to” but are afraid of the “don’t know how”. This fear stifles many, but can only be undermined through adequate professional development. (Mouza, 2002/2003, p. 273) As a learner leader, I understand the importance of sound professional development to ease these fears. I’m prepared to make professional development ever changing to meet the demands of our changing technological frontier. (Prensky, 2006) Mouza, C. (2002/2003) Learning to teach with new technology: Implications for professional development. // Journal for Research on Technology in Education //, 35(2), 272-89. Prensky, M. (2006). Don’t bother me, Mom-I’m learning. St. Paul, MN: Paragon House 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. 