5370+Reading+Reflection+Standard+III

Standard III embodies much of what my job as a facilitator will be. Because I will be instrumental in influencing teachers’ use of technology in the classroom and ultimately designing curriculum models as a leader, it is extremely important that I be well versed in understanding the indicators and tasks in this standard. This reading is consistent with the knowledge I’ve gained throughout this degree program. Every assignment, reading, activity, video provided the foundation to enable me to be an emerging competent technologist who’s qualified to execute this standard. With that in mind, I am well on my way to becoming accomplished in the field of educational technology because of my preparedness in this standard through this degree program.

**Self Assessment**: Much of the performance of this standard came as a result of professional development to use technology tools. The knowledge I gained from reading about this standard coincided with much of my field base activities. As a result of these readings, I received clarity on the distinct roles of facilitator and leader. The facilitator models and implements the designs and mandates of the leader. I would like to think of the leader as the brain (think up/design models) and the facilitator as the hands (execute or do the models). This new knowledge did not conflict with the old knowledge. As a matter of fact, it substantiated it and made it clearer. I already understood that student-centered instruction is important to our Natives. “When asked what types of school setting they prefer, students called for one-on-one, ubiquitous computing environments that are simple, fast, interactive, and wireless” Williamson and Redish remind us (Williamson & Redish, 2009, p. 59). This old and new knowledge married concepts and made my field based experience all the more exciting, yet challenging as I pursued trainings that embraced this approach. One of the trainings involved learning how to use the dance mat in my classroom. The students readily embraced this because of the dancing as well as gaming aspect of this. Game based learning is one of the many fascinating features of technology in the classroom that’s engaging to our learners. According to the new 2011 Horizon Report, it is one of the latest trends that are on the educational horizon (2011 Horizon Report, p.20).

The approach and strategies used to implement this standard came through professional development and implementation of technology tools in my own classroom. I sought to implement tools of best practice and high interest to my students. Using another game formatted tool came through use of Qwizdom (student response systems) which put “game play” at the learners’ fingertips. As a learner who seeks to be entertained while learning, I enjoyed using this engaging tool. One of the ways I assessed my performance in this standard was feedback from my students in attitude and grade performance. During the time I received training on Qwizdom, I was co-teaching with another co-worker. I reinforced this standard by modeling and teaching the use of it as well as plan for it use. My interactions with coworkers and students developed my performance of this standard which confirmed my direction to pursue this career.
 * Learn as a Learner **

The knowledge gained from this learning and having attributes of a hands-on learner are the basis of my motivation to embed technology into the curriculum. This will impact the kind of technology based tools I encourage teachers to use. It will lead me to best practice models as I design future curriculums for its use. Sustained and engaging activities that are embedded in the curriculum are what I seek. My past interactions and collaborations with others will be used as continuous reflection pieces that will be instrumental in my decision making as I assist educators in the 21st century classroom. One issue that will try to impede my progress is convincing the district to spend the money necessary to implement “best practice” models. Usually because of their effectiveness, a large price tag is behind them, and that’s not something some districts are readily willing to pay for. I would have to develop a strategy to show the superintendent that technology is well worth the money spent on it as it could translate into greater gains in student enthusiasm and academic performance on high stakes tests which could lead to earnings through grants. Schacter (1999) testified to the benefits of technology use on student achievement with this finding, “On average, students who used computer-based instruction scored at the 64th percentile on tests of achievement compared to students in the control conditions without computers who scored at the 50th percentile” (Schacter, 1999).
 * Lifelong Learning Skills **

Johnson, L., Smirth, R., Willis, H., Levine, A., and Haywood, K., (2011). //The 2011 Horizon// //Report.// Austin, Texas: The New Media Consortium. Schacter, J. (1999). //The impact// //of education technology on student achievement: What the most current research has to say.// Santa Monica, CA: Milken Exchange on Education Technology. 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.