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

===Standard VII requires facilitators to be able to implement procedures, policies, planning, and budgeting for technology environments. This has been a very important aspect of my field studies. My main project in this course was to see personally, and have other teachers see the effect on student performance when technology is used in the curriculum versus when technology is not used. In doing this, I had to show teachers how to use certain technology and make sure that they had what ever they needed, when they needed it.===

===Without adequate infrastructure support, teachers are easily frustrated and prone to abandon technology, dismissing it as unreliable (Sandholtz & Reilly, 2004; Zhao, 2004). Once developed, these negative associations are often difficult to dislodge (Williamson & Redish, 2009, p. 147). I knew that this would be one of my biggest obstacles. In order to be successful in what I was trying to accomplish, I had to see the possible hurdles and address them before the other teachers encountered them. When it comes to technology, many teachers are looking for excuses not to use it, as opposed to finding reasons why they should be using it.===

===In my opinion, this chapter is the foundation for technology implementation. Proper planning must be done in order for the implementation of technology to be successful. Policies must be in place and budgeting must be considered. The budgeting issue has a work around if schools, and school districts are willing to take advantage of it. Many students today walk around with a computer in their pocket. It may be in the form of a cell phone, or //iPod//. If schools and school districts are willing to make use of this, then this can really help the budgeting issue. Each of these devices gives students access to the internet, therefore putting access to the internet in the hands of every student, and the equipment cost the schools nothing. I made use of this in my classroom. We have wireless connectivity at my school, so when students had to use the internet in order to complete an assignment, I let them use their mobile devices. By doing this, all my students had access to the internet and no one was sitting idle waiting for a computer. Those that did not have a mobile device used one of the computers in the classroom.===

===Since I learn by doing and seeing things in action, I wanted to be the example that the other teachers could observe. I would never ask anyone to do something that I am not doing or am willing to do. I believe this made it easier for the other teachers because they could see technology use in action. The problem that I encountered was time. Because I was teaching a full load myself, it sometimes made it difficult to get around to teachers quickly, so we started meeting after school to address some of their needs and concerns.===

===I have always believed that schools should make use of what the students already have. After all, this is what colleges do now. With so many students in possession of mobile devices that can access the internet, it makes no sense not to utilize this. Chapter 7 confirmed what I already believed. It is also more cost effective to set up a wireless environment as opposed to rewiring buildings. Wired computers can still be available for some of the more demanding tasks like video streaming. My main concern is that by the time schools come around to realizing this, will we have moved on to something else, therefore still keeping the schools behind the times.===

===Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education, pp. 147-202.===