Technology+Standard+VII

Performance Indicators:

 * ====Use the school technology facilities and resources to implement classroom instruction====
 * ====Follow procedures and guidelines used in planning and purchasing technology resources====
 * ====Participate in professional development opportunities related to management of school facilities, technology recources and purchases.====

This standard deals with the acquisition and management of technology (Williamson and Redish, 2009). An article that struck a chord with me regarding implementation of this standard is entitled "Who's in Control of the Technology-Integrated School?" by Betsy Price (2005). The article uses the analogy of a boxing match for the interaction between the instructional staff and the technology staff that installs computers and other technologies. The boxing match analogy relates the discord when the two parties do not share the same vision for the classroom. Often the teacher has an idea of where equipment should be related to how she teaches and uses her classroom. The technology staff, on the other hand looks at structural aspects of the classroom. Ideas might collide and the teacher will usually be the one to change rather than moving installed equipment. A technology facilitator has first hand knowledge of the instructional aspects classroom and knowledge of the technical aspects regarding technology. The technology faciliator can create solutions for both groups of people and create an effective learning environment.

When I read this article, I was going through a boxing match of sorts in my classroom. Mounted projectors spotted campus classrooms a year ago. Placement of the projector and its drop caused some teachers to redesign how the classroom was used. I was so distraught over the placement of my equipment that I didn't resolve how to manage my technology until the spring. It was easier for me to help other teachers get their equipment aligned.

At the beginning of this year, the next round of boxing began with the implementation of new management software. I met with the district technology coach to aid my school in making a smoother transition by creating online forms. Jana Cash taught me how to create the documents then add a workflow which sent the forms to those who needed it without having stuffed in-boxes or chasing people around the campus. These online documents eliminated a paper trail, improved efficiency, and aided us in keeping with the district goals of technology growth. A professional development session taught the teacher how to use these new online forms.

Another activity I completed was researching updating the two mobile lab carts on campus. The laptops in the two carts are outdated and run so slowly that sometimes half the classroom is spend waiting. In previous research regarding software, I learned out laptops did not meet the minimum requirements. I researched options for updating or replacing the laptops for better use. I was researching with a grant option in mind.

The technology facilitator's input regarding the placement and uses of resources creates communication between the teaching staff and the technology staff. The facilitators provides opportunities for the teaching staff to learn how to use technologies and support them in their implementation. Effective technology-integration is accelerated in campuses where there was a trainer on campus (Jones, 2007).

References

Jones, E. (2007). Strategies to Put Instruction Ahead of Technology. Principal Leadership. 7(6)

Price, B. (2005). Who's in control of the technology-integrated school. Principal Leadership, 6(1). 51.

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 Education.