EDLD+5370+Reading+Reflection+for+Technology+Facilitator+Standard+V

====Technology Facilitator standard V deals with productivity and Professional Practice. Williamson and Redish (2009) states, "technology plays a vital role in transforming schools into professional learning communities". The lack of technology use in education was one of the things that inspired me to pursue a degree in Educational Technology Leadership. Most people think that technology use in the classroom is just about students using technology themselves, but it is much more than that. It also involves teachers using technology to make some of the things they do easier which would result in them having more time to focus on teaching and students.====

====According to Williamson and Redish (2009), "Although most schools usually purchase and install many types of these tools, educators complain that they do not have time to learn how to apply them to educational purposes". This is an area of concern that I knew existed because I have felt the same way. At my school we have equipment that has never been opened because many do not know how to use it, and they don't have the time to try and figure it out. This is a problem that I really want to correct. I plan on bringing in the technology and making sure that teachers are properly trained on how to operate the equipment as well as how to use it for educational purposes. "By helping other educators become proficient users of productivity tools, technologists can help transform schools into efficient workplaces reflecting the skills and knowledge students need to be productive members of society in the digital age" (Williamson and Redish, 2009).====

====Standard V is what using technology is all about, productivity. I believe that if a teacher is not using technology so that they are more productive themselves, it will be less likely that they will use technology to enhance student learning. "To realize a tool’s potential, users must envision how it can be used to meet their needs and purpose" (Redish and Williamson, 2009). If a teacher cannot see how technology can meet their needs and purpose, then how willing will they be to see how technology can meet the needs and purpose of the students? Williamson and Redish (2009) also state, "Another barrier to realizing higher levels of productivity from technology in schools is the extended amount of time required to master use of a productivity tool”. Maybe this is the real problem. Maybe teachers see the need and purpose, but just don't have the time to learn and implement new technology.====

====What I learned about myself is that I easily get overwhelmed by all the technology available. I like it all. I want to use it all. I become overwhelmed because there are so many good resources and technology available, I don't know which one to use first. To resolve this issue, I started writing down a plan on what technology I wanted to implement first. After getting that mastered, I would then move on to the next one. It's a marathon, not a sprint. We have many teachers on my campus that are not technology savvy. I can only imagine how they must feel because they get overwhelmed by the simplest of tasks. There is one technology person on our campus and he also teaches a class. This is a problem because he is not always available when needed and does not have many of the answers to problems. Call tech support is the common response.====

====Two years ago our district adopted a new grading system called Gradespeed, and a new attendance system called Chancery. This created a lot of tension and frustration because it was thrown on the teachers and no one actually came to sit with teachers and discuss the use of the systems. There was one quick mass information session, and there it was. Since I learn best by doing, I opened the software and started playing around with it and figuring out things by making mistakes. I am a hands on learner. Others do not learn like that. Some may need one on one instruction. Others may need a manual that they can read. This happens all the time and I plan to fix this. Neither of these programs are being used to their full potential.====

====This past year, a Parent Portal was added to the Gradespeed grading system. This would allow parents to log in and see their student's grades. The problem is there was a glitch in the system somewhere and grades were never up to date. So many times when parents would look at the grades, all of their child's grades would not show. This created mass confusion. The problem was that the system was not tested before rolling it out to the parents. Because of this, I bought and implemented a program called SnapGrades. This program did everything that Gradespeed was suppose to do and more. Not only could parents log in to see their child's grades, but the student could see them as well. The system would also email parents when their child received a failing grade, if that's what they wanted. My students began to take their work more seriously because they knew that their parents would know immediately if they had not done well. I loved it because I didn't have to contact the parents, the system would, and it would look like I sent the email.====

====I shared the ability of this software with my colleagues and many just loved it. Some also purchased it and began using it. Once I showed them that once a student's information is entered, no other teacher will have to enter all that information again. This was very productive.====

====If I were the campus technologists, no equipment or software would be ordered until its use is thoroughly evaluated, and training on its use is considered. I would also several implementation training sessions so that teachers can actually get help implementing the technology into the classroom. This is the only way to resolve one of the major issues in the classroom which is technology implementation.====

References:

Williamson, J & Redish, T. (2009). Chapter 5. //ISTE’s Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do// (p. 101). Eugene,OR: International Society for Technology in Education.

Williamson, J & Redish, T. (2009). Chapter 5. //ISTE’s Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do// (p. 103). Eugene,OR: International Society for Technology in Education.

Williamson, J & Redish, T. (2009). Chapter 5. //ISTE’s Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do// (p. 104). Eugene,OR: International Society for Technology in Education.

Williamson, J & Redish, T. (2009). Chapter 5. //ISTE’s Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do// (p. 103). Eugene,OR: International Society for Technology in Education.