ISTE+Technology+Facilitation+and+Leadership+Standard+5+Reflection

TF/TL Standard V is based on the belief that when educators use technology to improve their own productivity and professional practice and students benefit. It is understood that although productivity tools are widely available they are underused. “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 become productive members of society in a digital age” (William & Redish 2009). In my opinion this standard defines an extremely important goal of an educational technology leader should be. By reflecting on the relationship of previously held knowledge and new knowledge gained, how I learned and implemented the standard in the field, and projecting how my interactions and collaboration regarding this standard affect my future learning and actions, I hope to gain deeper insights on how to better implement this standard in my professional career.
 * Reflections on Technology Facilitator / Leader Standard V: Productivity and Professional Practice **

Having been campus technologist for three years, I had a good grasp of the importance of technology tools for improving efficiency and productivity. However, it was not until reading the current context “The New Ways We Work and Learn” that that importance and challenges of integrating productivity tools was truly realized. Many technologies are designed to help educators work faster and better, but often the exact opposite is true. Lack of time, complex designs, and not realizing the full potential of productivity tools are reasons these tools are being integrated effectively. Additionally the concept of contextualizing was important to understand. Creating templates, databases, and other specific uses for these tools can be a great way to overcome training complexities but fall short of realizing the full functionality of the products. The other significant concept that I can to understand was the role that technologists play in transforming schools into professional learning communities and the importance of those communities. “In this culture of rapid change, organizations that do not innovate at a sufficient pace face challenges and perhaps extinction – especially if others are innovating faster” (William & Redish 2009). These learning communities must share goals that promote learning. It is becoming clearer to me that the key to this success is providing educators abundant opportunities for ongoing sustained learning, inquiry, and reflection.

Implementing the standard is critical; it is where the rubber meets the road. In my internship activities I placed a collaborative learning environment as a top priority and made it the focal point of my activity plan. The campus that I have been involved with recently adopted a version of Texas Gradebook ™ with a parent portal component. I had worked extensively with educators in training and troubleshooting of this software. I felt a need was justified to do the same with community members. I was able to implement this training effectively in the field with a two pronged attack. The first strategy was to inform the stakeholders of the abundant opportunities offered by the program. These include; student grade reports, attendance, teacher contact, homework assignments, and more. The second component of integration was to get directly in front of the stakeholders and demonstrate, sign up, and trouble shoot these application. After many hours of meeting with stakeholders during open house and report card hand outs, a significant number of people were using the software to become part of our community on campus.

My future learning and outlook regarding productivity and professional practice has been altered forever. The typical teacher to teacher professional development was all I had ever experienced. With my community inclusion two amazing things happened that I will take with me where ever I go. First, given the opportunity and training most stakeholders do want to be involved and will take the time to learn. Second, a ripple effect was seen as I was working with the community. The teachers, administrators, and staff on campus increased their support and interest in improve communication and collaboration. This is a big “wow” moment that can be learned from and applied to many different situations. TF/TL Standard V is based on the belief that when educators use technology to improve their own productivity and professional practice and students benefit. It is understood that although productivity tools are widely available they are underused. By reflecting on the relationship of previously held knowledge and new knowledge gained, how I learned and implemented the standard in the field, and projecting how my interactions and collaboration regarding this standard affect my future learning and actions, I hope to gain profound insights on how to better apply this standard in my professional career.

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