Standard+III+Reflection


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Standard III Reflection Changing a teacher’s curriculum is a very difficult task to accomplish and this is exactly what Standard III is asking of technology facilitators and leaders. Even if the state mandates a adjustment in curriculum teachers may still balk at having to change. Once teachers have established their curriculum flow and lessons to go with it they are very resistant to modifications; and I find that this is even more applicable to veteran teachers. As a technology facilitator I find this standard one of the most difficult to implement because of this opposition to change. However, we as facilitators must become persistent in getting teachers to change or we will not be able to keep students interested. Williamson and Redish (2009) assert that our digital-age students’ patterns of connectivity outside of school are not mirrored in school and this adds to the growing perceptions on their part that school is irrelevant and this “…disparity threatens to alienate youth further…” (p.57).

In trying to design an activity, or activities, that would satisfy this required standard, initially I was stumped on what to do. I read chapter three in our Williamson and Redish text so that I could fully understand what the requirement was and how I could design an activity to master it. In reading the chapter I realized that technology integration in curriculum is more than just showing teachers how to use their document camera to project a worksheet. It should be a complete convergence of the curriculum and technology. As evidenced by the fact that I chose to pursue a master’s degree in technology, I am not opposed to incorporating technology into my curriculum. However, being a science teacher many of the projects that we must do have to be lab based. I am very fortunate in that I work with an outstanding teacher who was willing to assist me in this quest and we were able to create a unit within our curriculum that was completely technology based. We designed a unit that from beginning to end followed our TEKS, incorporated each category of Standard III and required the students to utilize our new campus technology for research, data analysis, problem solving, incorporating assistive technologies and creation of a product that would be shown to their classmates via the technology. We were also able to incorporate all of the ISTE NETS*S and the students were engaged and really went above and beyond what we thought they would do.

The project was about the planets, but not just basic information about them; students worked in groups and had to figure out how they could live on the planet. Solomon and Schrum (2007) affirm that this type of constructivist group project fosters the formation of learning communities for the students and creates long-term learning (p.39). Pitler, Hubbell, Kuhn and Malenoski (2007) reiterate that with the fast-paced global and virtual workplace, students will need to “…learn and produce cooperatively” (p. 139).

In working with my colleague to design this unit I realized that the infusion of technology into curriculum cannot be done overnight, or in one school year for that matter. In order to accurately plan for learning activities that flow with curriculum and state testing standards it takes an immense commitment and allotment of time from the teacher. I feel that this is why many teachers are resistant to the changes that are needed to make this happen. Teachers feel stressed in conducting their normal everyday assignments without having to try to figure out how to infuse them with technology. That is where my job as a technology facilitator takes over. I am waiting on the day when I can full time assist my teachers in their technology integration efforts so that students and teachers will benefit from the change in curriculum.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom// // instruction that works //. Alexandria, VA: Association for Supervision and Curriculum Development . Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools//. Eugene, Oregon: International Society for Technology in Education.

Williamson, J., & Redish, T. (2009). //Technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugene, Oregon: International Society for Technology in Education.