ISTE's+Standards+Reflections

[|Standard I: Technology Operations and Concepts]
Standard I for Technology Facilitators/Technology Leaders of the International Society of Technology in Education (ISTE) establishes the framework for the eight standards that guide technology facilitators and leaders. The Standards design is as follows: defining the standard, establishing performance standards, specifying a greater level of detail through performance indicators, and providing examples via performance tasks.

In addition to establishing the framework for subsequent standards, Standard I skills and concepts are generalizable across multiple hardware and software platforms. Standard I sets the tone for the position by guiding the Technology Facilitator/Technology Leader (TF/TL) with skills and a level of understanding to be a problem-solver. While the TF/TL may or may not have direct knowledge of technology to solve a problem, one can assist in finding appropriate solutions based on general knowledge of the technology genre.

The primary objective of Standard I is to provide the TF/TL with two commitments: to keep up with the rapidly changing landscape of technology and to embed technology skills in the context of curriculum. The TF/TL doesn't just go through a workshop to become "qualified" to be a TF/TL. Through an ongoing commitment to professional development and research and a commitment to addressing curricular needs through the use of technology, the TF/TL accepts a position of being a member of the learning team rather than the sole role of information disseminator.

Standard I also addresses some of the basic distinctions between the role of Technology Facilitator and Technology Leader. The roles are similar and can be viewed as a continuum of knowledge depth and constituents served. The Technology Facilitator typically handles the day to day activities of schools, works with teachers closely in the classroom, and often deals with hardware on site. The Technology Leader assumes a broader role, is expected to have a greater depth of knowledge on the use of technology in teaching and learning, and works at the district level in setting policies and goals.

Within the realm of personal practice, I view Standard I as the willingness to accept the challenges of being a Technology Facilitator. Having the desire to integrate technology into curriculum and sharing that desire with teachers through the use of mentoring, sharing, modeling, and partnerships sets one apart from other teachers. While all the answers may not be apparent, the willingness to problem-solve at the local level and the presentation of the over-arching question, "how can we use technology to support learner's understandings of the concepts we teach?". Even if one is reluctant to step up and assume the role of Technology Facilitator, once that question emerges, there's no turning back.

The two most prevalent things I experienced from this course are the degree and range of newly learned technologies I added to my portfolio such as applications including video software, voice software, web 2.0 tools, etc. and the desire to continue to look for ways to stay abreast of the rapidly changing technological landscape. Courses I found exceptionally helpful in mastering Standard I were EDLD 5363 Multimedia Video Technology, utilizing the video and sound programs iMovie and Audacity, and EDLD 5364 Teaching with Technology, exploring the myriad of Web 2.0 capabilities and their potential for engaging students. EDLD 5306's assignment required we create a wiki. EDLD 5363's assignment to create a Public Service Announcement and podcast were in line with Standard I.


 * TF-I.A.1 Assisted teachers in using resources aligned with district and state standards such as implementing listening centers in all first grade classrooms using iShuffles, Garage Band, and iTunes.
 * TF-I.A.2 Provided assistance to teachers in creating Web 2.0 documents such as Google Docs and wikis to meet data reporting needs to the principal, specifically creating class lists for next year's placement of students.
 * TF-I.B.1 Modeled the use of webcasts, podcasts, and webinars to provide continued professional development opportunities.

Williamson, J, & Redish, T. (2009). //ISTE's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education. 

[|Standard II: Planning and Designing Learning Environments and Experiences]
ISTE's Standard II: Planning and Designing Learning Environments is a two-fold process. The first step in integrating technology tools to aid student learning requires that lessons follow research-based best practice approaches to teaching, with or without technology. Technology Facilitators and Technology Leaders (TF/TL) assume a dual role - modeling well constructed lessons that mirror a constructivist approach to support higher-order thinking skills and providing teachers with the technology tools to integrate into the well designed lessons.

The first step that the Technology Faciliator begins the guiding process is to assist teachers in their self-reflection as to their proficiency with integrating technology using such tools as the LoTi framework. As students gain a clearer picture of their current proficiencies, the TF can guide teachers through the process of setting goals and moving along the contiuum to more authentic integration of technology tools and processes. The TF becomes a coach and a mentor, providing strong models of lessons in the classroom. This process can include informal professional learning communities, can be one-to-one conversations and can be project-based partnerships.

Standard II is not a separate step or entity from Standard I. The role of TF/TL continues to be that of researcher, adviser, and expert in the field on which teachers are able to rely. The essence of Standard II is to find authentic ways to embed technology into the current curriculum, requiring that the TF/TL are well versed in both.

In personal practice, this standard may be the most challenging. It requires a subtle, long-term social change in teaching practice. This standard will require that I continue professional development both in lesson design, utilizing resources from the backward design approach as well as technology skills and research. Based on what I experienced in this course I have a greater understanding of how our district's Strategic Plan has begun to tackle the task of quality lesson design through the creation of professional learning communities established to look at State standards and create KUDs- what students should Know, Understand, and Do-to ensure that we're designing lessons with the end result in mind. My own professional development in developing KUDS and other principles of backward design were wholly enhanced when considering the incorporation of this standard into practice.

The courses most relevant to Standard II were EDLD 5335 Curriculum Management and EDLD 5368 Instructional Design. Both provided a framework for closely examining the curricular framework and the outcomes of units and lessons desired. Building technology features into the lessons became a more deliberate act, rather than a supplement to the lesson.


 * TF-II.A.1 Offered grade level training to incorporate blogs as an alternative to journal writing in class. Encouraged cross-class involvement of responses to writing.
 * TF-II.A.2 Modeled and worked with teachers to use Interwrite pads to provide additional assistance to students. Assistive technologies such as voice software to read text in websites that exceeds the reading level of students.
 * TF-II.A.3 Worked with teachers to install and use KidKeys and Type to Learn software to enable students with writing difficulty to record daily writing activities on the computer.
 * TF-II.B.1 Worked with teachers on grade level when implementing new Mini Dells into the classroom by planning meaningful activities that integrated into the curriculum.
 * TF-II.C.1 Collaborated with teachers on grade level to study the technology TEKS and brainstorm ideas for better integration into the daily curriculum.
 * TF-II.C.2 Modeled how my classroom integrated the technology TEKS into daily lessons and larger units.
 * TF-II.D.1 Via the use of the UDL Lesson Plan model, demonstrated how to plan lessons integrating technology components to reach diverse learners' needs.
 * TF-II.E.1 Discussed at weekly curriculum meetings ideas how to support curriculum via the use of KLRN resources and resources found on PBS Kids.
 * TF-II.F.1 Worked with several teachers on the grade level to establish KUDs for science objectives.

Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education.



[|Standard III: Teaching Learning and the Curriculum]
Standard III strives to integrate technology standards into existing State and local curricula and create a bridge between students' social proficiency with technology and proficiency using technology to enhance learning and deepen understanding of curricular areas. This approach is an extension of Standard II, which strives to assist educators in the planning stages of learning, to the execution of those plans designed with technology in mind.

Technology literacy is identified as the gap that students experience when they enter the workforce unprepared for the challenges presented. Reiterated is the fact that students are well-versed in using technology in the social realm, but fall short in preparedness for using technology to learn or work productively.

The emphasis shifts focus from teaching technology as a specific set of skills to a more constructivist approach, integrating technology into the existing curriculum and using technology as an means to the end goal-learning. Technology standards for students were developed, as well as for teachers, to achieve this goal. However, the challenge lies in the fact little development of these standards continues as compared to developments in local and state curriculum.

Performance indicators and tasks for the technology facilitator take on a more active role in Standard III than in Standard II. Standard II relied mostly on teachers' planning technology into the curriculum with the support of the technology facilitator whereas Standard III requires that the technology facilitator model how to implement and manage technology into the classroom so that the diverse needs of learners are met and learning styles are accommodated. Using assistive technology to meet diverse learners' needs and modeling appropriate levels of challenge to promote problem solving skills and higher order thinking skills is the charge given to technology facilitators. In-depth knowledge of the curriculum is paramount in achieving these goals.

Having experience in the roles of classroom teacher, Title I teacher, and Reading Specialist offer the necessary understanding of various learners' needs and approaches. Combining this experience with an in-depth understanding of the technology standards will equip me for the role of technology facilitator. Often times in our district, our technology facilitator is skilled in the area of hardware, software, and networks, but lacks the understanding of implementing technology into the curriculum at various grade levels. I teach first grade, which presents its own set of challenges, even for the elementary facilitator. Students are still learning to identify letters, much less keyboard. Students are just beginning to learn the concept of saving their work to their space on the server, format basic documents, safely surf the internet, etc. The challenge here is to meet a wide range of technology proficiencies, even in first grade, to promote the use of technology to enhance learning.

Taking what I've learned in this course to heart, my biggest challenge is to apply the vast amount information learned in my coursework and meld it with student-centered activities that enhance their learning through the use of technological tools. Having a clear goal of how to focus on HOTS (higher order thinking skills) versus using technology only to supplement learning is imperative to fully implement goals of Standard III. EDLD 5306 Fundamentals of Educational Technology helped me understand that lessons that are engaging and relevant and use technology to capture students' attention are a powerful tool to focus on learning to learn versus rote memorization of facts or algorithms. EDLD 5364 required that we build a lesson using the CAST format and create a UDL (Universal Design for Learning) book, taking into account assistive technologies and ways to differentiate instruction using technology to reach all learners. EDLD 5368 Instructional Design provided the opportunity to create an online course using Schoology. Using interactive Web 2.0 technologies allows for easier access for students who need various learning opportunities, via visual as in video form, or audio, or both.


 * TF-III.A.1Using LoTi, a self-assessment rubric for technology integration, teachers met to discuss NETS and bring awareness to their purpose.
 * TF-III.A.2 Provided summary of trends in educational technology at grade level meetings, communicating discussions from Elementary Facilitator and District Technology meetings.
 * TF-III.A.3 As closely as possible, discussed with team members the idea of research tools, focusing on how to communicate this skill to emerging readers and writers.
 * TF-III.A.4 The use of decision-making and problem-solving tools at the first grade level often consisted of allowing students to create KidPix drawings of traditional word problems, demonstrating their ability to convey the concept via pictures.
 * TF-III.A.5 Discussed with and modeled to first grade team the synergy provided when presenting new learning in multiple formats such as audio, video, graphic organizers using Inspiration, etc.
 * TF-III.A.6 Distance learning systems are a bit advanced for first graders, but I explored the use of Moodle and Schoology as a way to centralize learning and involve parents in student learning.
 * TF-III.A.7 Within my classroom, I had students contribute and author stories to post on our class website. Students also produced podcasts of their stories and parents and family could log-in to listen to their reading.
 * TF-III.B.1 Given the range of development in writing, having available the options for keyboarding and stylus and tablet is wildly applicable to first graders' readiness to write.
 * TF-III.C.1 Using the Elmo and projector on a regular basis, I was able to provide a visual for problem solving in many instances solving math problems or creating a graphic story organizer, etc. Paired with a think-aloud, this visual approach is important to reach all learners.
 * TF-III.D.1 By creating fluid work stations, I was able to meet with small groups in both traditional settings and in computer pods of 3-5 students.
 * TF-III.E.1 Discussed on a regular basis with the first grade team methods and strategies used in the classroom that align with the embedded technology TEKS.
 * TF-III.E.2 Discussed articles and research from my coursework on a regular basis with my team in my role as technology facilitator. Often distributed interesting articles for the team to read.

Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education.



[|Standard IV: Assessment and Evaluation]
Standard IV: Assessment and Evaluation holds a two-fold focus: assessing curricular standards via computer-based testing (CBT) and assessing students' knowledge of technology. Each area poses a unique set of challenges and each offers benefits using technology based assessment and evaluation.

Using computer-based testing for adaptive purposes, more testing and assessment opportunity, more timely feedback, and authentic assessment options are all benefits to using technology in assessment and evaluation. The data collection rendered from this assessment avenue can be disaggregated, reformulated, merged with other data collection repositories to create a history of achievement school-wide, across sub populations of student groups, or longitudinal data streams of individual students. The challenges for computer-based testing include hardware inventory, assessors knowledge of computer-based assessment systems, design and availability of assessments that tap into higher-order knowledge bases such as synthesis and questioning. Additional challenges such as addressing learning styles and developmental readiness also are present with CBT.

Assessing students' technology knowledge poses a challenge in that very few instruments are appropriate for assessing a loosely defined set of expectations. Because the expectations are not firmly rooted in curriculum across schools, districts, or at the state level, it's impossible to compare data across entities. Very few formal assessments have been developed to measure technology knowledge among students, although NCLB requirements state that students are to be "technologically proficient" by the end of 8th grade. As Williamson and Redish reiterate, "technology facilitators and leaders understand that no single data source or method of assessment provides a complete picture of student learning (2009, pg. 89).

Technology facilitators and leaders are responsible for evaluating how technology enhances student learning. Constant vigilance on the effectiveness of software, testing, professional development, and professional learning communities is the responsibility of both technology facilitators and leaders.

The performance indicators and standards hinge on modeling technologies for teachers and creating clear understandings how technology can enhance student performance directly or indirectly such as through increased performance of tasks for teachers. A one-time testing approach is no longer taken. Assessment is formative, on-going, specific, and constantly changing to meet student needs and learning styles.

Currently in our school and district, 5th grade students are given a computer-based assessment on technology skills. While the assessment is administered via the computer, it basically is comprised on multiple choice questions that could easily be administered as a paper-pencil type assessment. Little more than reporting of the scores is done to follow up the results. At the junior high level, all students are required to enroll in a semester computer course, designed to teach basic word processing skills, presentation skills, and some multimedia approaches. At the end of 8th grade, students are given a computer-based checklist that is a self-assessment of skills learned. At the high school level, advance technology courses such as multimedia, movie making, graphic design, etc. are offered as electives.

Using technology to gather information to create needs assessments, produce viable and meaningful professional development opportunities and use technology to help make informed decisions is an area that I will seek continued growth and learning. Continuing to build on what I've learned in this course I will seek out resources that I can tap into include our current technology facilitator and our technology leader at the district level. EDLD 5333 Leadership for Accountability helped me master Standard IV by providing information about how to look for data, how to mobilize change based on a needs assessment, and how to monitor effectiveness of a program using feedback. Assignments in EDLD 533 required I analyze weaknesses and strengths from State data, campus action plans, and professional development plans. Looking at AYP (Adequate Yearly Progress) and AEIS (Academic Excellence Indicator System) data helped analyze decisions for assessment and instruction. In EDLD 5306, the Star Chart assignment took a close look at campus strengths and weaknesses in terms of technology proficiencies.


 * TF-IV.A.1 Discussed and explored using Education City, Read Naturally, Type to Learn, and KidKeys as options to provide assessment feedback about progress in various subject areas. I was able to take this formative data and create small groups in which to work based on a needs assessment.
 * TF-IV.A.2 Formative assessment results were the basis of intervention decisions made for RTI (Response to Intervention) groups.
 * TF-IV.B.1 "Everyone doesn't need the same thing" was our classroom mantra when it came to assignments on the computer. Based on what tasks students needed to work, schedules and groups were established.
 * TF-IV.C.1 Use of simple rubrics to guide students through tasks on the computer such as locating a website, researching for a particular piece of information, recording the information on a word document, saving the document, and attributing credit via copy and paste function of the URL.

Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education.

[|Standard V: Productivity and Professional Practice]
Standard V: Productivity and Professional Practice addresses meeting the learning needs of students via the educators' use of technology to enhance productivity and professional learning opportunities. This standard also relates directly to ISTE's essential conditions of skilled personnel and ongoing professional development. EDLD 5306 Fundamentals of Educational Technology, EDLD 5364 Teaching with Technology and EDLD 5388 Internship in Educational Technology all relate to understanding the need to model technology in terms of productivity and enhancing one's own professional practice, both with the goal to better educate our students.

Technology facilitators are expected to be knowledgeable on a myriad of productivity products such as word processors, presentation platforms, communication software, spreadsheets, etc. By contextualizing these skills, providing these platforms in a format that meet teacher's needs for integration into their skill set or curriculum, technology facilitators can shorten the learning curve of these products and help bolster productivity more quickly.

Technology facilitators and leaders assume the role of developing and hosting professional learning opportunities for teachers. Leaders assume more of the needs evaluation and program development where facilitators assist teachers with implementation of program components into the classroom. Facilitators are also instrumental in helping teachers form professional learning communities through modeling and ongoing support, as well as disseminating information from research done as part of ongoing learning and research. One point of caution is for the technology facilitator not to become an enabler, whereas facilitators actually do the legwork and teachers don't have the opportunity to internalize the new learning.

Facilitators and leaders of technology stretch across boundaries of helping teachers with productivity, helping teachers and parents via improved communication methods, and helping forge community bonds via information available to the public. Technology leaders are instrumental in developing policy, whereas facilitators disseminate information at the building level.

Using distance education programs has been easy thus far in my journey to becoming a qualified technology facilitator since I'm pursuing my degree program online. Standard V stresses the importance of continually growing a researched-based body of knowledge by staying abreast of research and trends and staying current on integration of new productivity tools into curriculum. Understanding adult learning preferences and providing opportunities for authentic collaboration that is timely and convenient to the end user, the teachers, is critical in creating a wave of change in a school setting. Based on what I learned in this course, I created several online learning communities via wikis to better organize information and maximize productivity by saving time and energy meeting online rather than face to face each time. Being readily available for ideas, modeling, and co-teaching can encourage staff to come to the facilitator, ready to implement new technologies into their teaching and learning. Based on the confidence earned in this coursework, I'm happy and ready to help with new projects and new ideas for technology implementation in the classroom. EDLD 5366: Digital Graphics provided an overview of design principles. The newsletter assignment required an understanding of many elements and how those elements interact and come together to create a quality, well-balanced newsletter project.


 * TF-V.A.1 Participated in professional development activities to further my knowledge of educational technology. See Activity Log.
 * TF-V.A.2 Participated in the Strategic Action Committee Equal Access for Technology to develop policies at the district level would address equal access issues to all students, primarily economically disadvantaged students.
 * TF-V.B.1 Continually reflected on professional practice through the coursework and reflections made to compile this wiki.
 * TF-V.C.1 Created many products using advanced features of word processing, desktop publishing, graphics, etc. in various assignments such as the newsletter assignment, public service announcement, board meeting presentation, etc.
 * TF-V.C.2 Used video, audio, photographs and self-created images in presentations for the class website, to support lessons visually, and complete assignments listed in TF-V.C.1.
 * TF-V.C.4 Used Dictionary.com and it's audio feature to display and introduce content words such as in our plant unit and the word "cotyledon."
 * TF-V.C.5 Began developing a basic understanding of applying design principles in presentations such as the use of CRAP principles in web design.
 * TF-V.C.6 Mastered adapting appropriate communication tools for intended audiences. Much of this challenge was in adapting materials to be suitable for first graders.
 * TF-V.C.7 Use of wikis and blogs in my professional development endeavors opened up greater lines of communication between myself and busy colleagues. These methods also help in organizing research and providing a historical log of my efforts.
 * TF-V.C.8 Began using bookmarks and search features beyond basic principles.
 * TF-V.D.1 Explored telecommunication tools such as Skype, Adobe programs for web conferencing, webinars, etc.
 * TF-V.D.2 Discussed with colleagues the current research on online communication tools. We discussed the possibilities of employing these strategies in our classes, yet more research and modeling is needed.
 * TF-V.D.3 Participated in team projects and collaborative curricular projects such as the CAST UDL lesson builder and the PSA project for EDLD 5363 Multimedia Video Technology course.
 * TF-V.D.4 Designed and maintained a class website with resources for students, teachers, parents, and community members.

Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education.

[|Standard VI: Social, Ethical, Legal, and Human Issues]
Standard VI: Social, Ethical, Legal, and Human Issues guides technology leaders and facilitators through oftentimes chartered territory. Keeping abreast with the legalities of copyright and privacy laws can be a time-consuming task. Keeping decisions made in the realm of social and human issues such as digital equity, cyberbullying, and privacy considerations can be challenging as clear-cut guidelines are often nonexistent. Williamson and Redish (2009) highlight four specific issues that technology leaders and facilitators must be prepared to tackle: digital equity, student privacy, student online safety, and copyright laws. EDLD 5344 School Law and EDLD 5363 Multimedia Video Technology both emphasized the importance of social, ethical, legal, and human issues in protecting students' privacy through CIPA, protecting creative rights through copyright, and the social issues of ensuring equity in educational matters.

Technology leaders and facilitators should make decisions through the filter of digital equity, considering such factors as computers and other digital tools per classroom, assistive technology to meet students' needs, professional development needs for teachers to ensure access, and access to technology for students and teachers that extend beyond the school day.

Technology leaders and facilitators are responsible at varying degrees of modeling safe computing standards such as keeping passwords protected, logon procedures secured, and securing student data as directed by FERPA.

Online student safety is required by CIPA (Children's Internet Protection Act) and requires that schools and districts comply to laws designed to protect students' privacy and safety in online environments. Ensuring proper filtering software to educating students about the hazards of online environments and ethical behavior in online environments are the responsibilities that align with the job of technology facilitator.

Districts have specific guidelines and documents to help guide users, teachers and students, in their use of online learning environments. Internet Safety Policies (ISPs) spell out what measures the district takes to keep students safe. Acceptable Use Policies spell out the responsibilities of the users (the students and teachers). Technology leaders and facilitators are responsible for keeping the ISPs and AUPs current in light of the vastly changing online environment. My favorite assignment throughout this coursework was the creation of an AUP video with a script written at the elementary level explaining what responsible internet usage looked like.

Two performance tasks specifically stated in Standard VI are adherence to copyright laws and the use of assistive technology. The other performance standards are more general. The technology leader assumes the role of researcher and shares results of research. The technology facilitator helps implement the research-based practices at the building level-informing teachers and students of current trends and responsibilities.

Standard VI address every essential condition set forth by ISTE, specifically focused on those conditions of shared vision, implementation planning, and engaged communities.

As a technology facilitator and/or leader in my district, more attention is needed in establishing an Acceptable Use Policy that is current and up-to-date and understandable by the student. We currently have students of all ages and grades sign the Acceptable Use Policy as well as their parents. Given the level of legal language in the document, very few users actually understand what their responsibilities as users of technology entail. Priority would be to word the documents so that they are comprehensible by the users and provide instruction as to how to ensure that users stay in compliance. EDLD 5365's assignment required we develop a website using NewSchoolSpaces.net and research the efficacy of CSS (Cascading Style Sheets) in creating websites accessible via multiple platforms. We also explored our district's Acceptable Use Policy and were charged with creating a more "student friendly" version of it and post it on the website.


 * TF-VI.A.1 Discussed with students how to attribute credit (at an appropriate level for first graders). Modeled with colleagues appropriate use of clip art, audio, etc. in our presentations and websites.
 * TF-VI.A.2 Created with a group in EDLD 5363 Multimedia Video Technology a Public Service Announcement teaching about copyright laws.
 * TF-VI.B.1 Worked with teachers on my grade level to find appropriate resources that served our bilingual, immersion, and English-speaking students. KLRN is an excellent resource for these materials.
 * TF-VI.B.2 Represented primary students at district meetings for technology that is appropriate for primary students. For example, the use of Mini Dells to accommodate smaller hands, less adept students at carrying laptops (i.e. it's rubber coated and not as expensive if dropped), the use of keyboards that displayed lower case letters for primary students, the use of stylus and pen to produce "handwritten" materials to foster fine motor writing development.
 * TF-VI.C.1 Assured that diversity in language is addressed by subscribing to multi-lingual websites such as TumbleBooks, which offers audiobooks in both English and Spanish.
 * TF-VI.D.1 Classroom procedures and design addressed proper use of the internet, what to do when/if inappropriate content is displayed, parameters for internet searches, etc. were firmly in place as was classroom design whereas computer centers were set up so that I could easily monitor what students were viewing.
 * TF-VI.E.1 Much attention was given to equal access to technology for students. This didn't necessarily mean equal time for all students; however, much consideration was given to students' needs.

Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education.

__** Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments **__

Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments is the standards that focuses on the business aspect of fulfilling the role of technology facilitator or leader. Access to technology remains the ultimate goal of a technology facilitator/leader's role. The interrelated processes involved in ensuring access encompass many facets, not limited to the following: planning for technology, researching and acquiring technology, seamlessly integrating technology into classrooms and instruction, and maintenance and monitoring technology in terms of effectiveness and depreciation over time. Each process requires a host of managerial skills and knowledge. EDLD 5363 Information Systems Management and EDLD 5333 Leadership for Accountability were specific in what leaders should do to ensure that planning for technological environments supported learning in the context of viable and sustainable planning, procurement, and procedures.

The initial cost of implementing a technology is only the tip of the iceberg when planning for true technology expense. Williamson and Redish warn against making a novice's mistake by only considering one aspect of budget considerations such as initial end-user expense (Williamson & Redish, 2009). Technology leaders must consider infrastructure needed to support technologies as well as installation, both with new installation procedures and ensuring that older classrooms/buildings can support newer technological needs. Other budget considerations are costs involved with training users via professional development, costs of subscription software or yearly upgrades, and technical support. Once new technologies are integrated and introduced, future replacement costs must be considered, as, with technology, move only forward and not back.

Regulation surrounds procurement procedures, particularly in public education. Technology leaders must be knowledgeable and maintain ethical purchasing practices through bidding procedures for new technology. These processes take time and may seem to others as slow response to schools' technological needs. Project management skills are necessary during implementation phases to ensure smooth and efficient integration. Follow-up via technical support and maintenance are equally critical components in planning for technology.

Within Standard VII, performance indicators are divided into three primary components: support, purchasing, and communicating policies. Supporting classroom instruction includes keeping curricular goals at the forefront and offering technology ideas and tools to support those instructional efforts. Purchasing requires the technology facilitator or leader to balance needs at the building level to those needs and goals at the district level, keeping in mind the strategic planning mission of the district. Communicating policies to staff and students such as the Acceptable Use Policies and the Internet Safety Policies is an ongoing task, as keeping current with legislation and the changing nature and understanding of technology by our students constantly evolves. Wiggins and Tighe refer to bringing educators on-board in considering "total cost of ownership (TOC)" when making technology requests to communicate the interrelated cost/benefits of technological purchases (Williamson & Redish, 2009).

ISTE's essential conditions reiterate the primary goal of Standard VII: establishing equitable access. Providing support that is reliable and consistent is also essential in keeping technology readily available to the end user. Oftentimes, equitable access at the building level is determined by the experience and/or willingness of the teacher in any individual classroom. The technology facilitator keeps a close eye on all classrooms, examining which teachers want support, which teachers need support, and others that simply need a model of how to integrate technology into the existing curricula. Technology expertise among teachers is spread along a long continuum and the technology facilitator has many duties to ensure that support is given, professional development opportunities are abundant, and technology meets the demands of the students.

Given the knowledge gained through this course, I feel this is the area in which I have the most amount of improvement needed. I look forward to working closely with our District Technology Leader to gain the necessary insights and experience in order to make purchasing decisions that are closely aligned with curricular goals. EDLD 5362 Information Systems Managment's assignment to research our district's SIS (Student Information System) and look closely at Horizon Report 2009 K-12 to create a blueprint for the ideal technological classroom is a direct link to this standard's proficiency to create a superior technological environment for learning.

Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education.
 * TF-VII.A.1 Future plans and research to configure computer/technology systems in the classroom include investigating the possibility of the Inspired Classroom, similar to the model presented in the Sustainable Classroom readings.
 * TF-VII.A.2 Knowledgeable about the use of server space for teachers and students and how to back up data regularly.
 * TF-VII.A.3 I've not had the opportunity to participate in decisions regarding WAN for our district. This is beyond the scope of my current position.
 * TF-VII.A.4 Software used in the classroom and at the first grade level is approved by the Campus Technology Facilitator, Juan Guerrero, and is primarily either server-based or web-based subscription service.
 * TF-VII.A.5 It is beyond the scope of my duties to maintain or inventory software libraries.
 * TF-VII.A.6 Troubleshooting is a daily occurrence in my grade level. I am fairly proficient at troubleshooting both basic software and hardware issues. It is my responsibility to report problems via a work order to the Campus Technology Facilitator if I am unsuccessful at rectifying the problem.
 * TF-VII.A.7 I am unfamiliar with network software packages beyond LightSpeed, our filtering system.
 * TF-VII.A.8 I continually search for ways to communicate to my grade level, along with our campus and district level support, ways to empower teachers to maximize their use of technology resources. At the campus level, we host after-school "tech shorts" where we help students gain proficiency in various applications.
 * TF-VII.B.1 I closely look at software that enhances the curriculum such as Education City, Spelling City, Study Island, Read Naturally, etc. I work to integrate on a "per child" basis a battery of software supports for students' specific needs.
 * TF-VII.B.2 Budget considerations are housed at the campus level; however, we meet often as a campus to decide on expenditures for grade level needs. For example, the last bond election enabled first grade to purchase an additional cart of Mini Dell laptops. I was part of this decision process.
 * TF-VII.B.3 I have some experience with troubleshooting some infrastructure maintenance, but this is primarily handled at the campus or district level.
 * TF-VII.B.4 I have no involvement in facilities planning issues beyond our grade level consensus to distribute computers to classrooms rather than have a computer lab.
 * TF-VII.B.5 I collaborate with my grade level and model the use of computer schedules to be sure to fairly provide equal access to students.
 * TF-VII.B.6 I am keenly aware of online and distance learning facilities. I have not explored how to integrate those into a primary classroom.
 * TF-VII.B.7 I have not had the opportunity to be part of purchasing decisions beyond listing preferred specifications for educational technology applications.
 * TF-VII.C.1 I support technology professional development opportunities at my school and district level by participating in tech shorts (after school tutorials) and workshops describing my own classroom experiences with technology.

__**Standard VIII: Leadership and Vision**__

Standard VIII: Leadership and Vision is a broader-based vision than the seven standards preceding it. It encompasses all of ISTE's essential conditions with primary focus on //Shared Vision// and //Engaged Communities//. Many of the performance indicators described in Standard VII are elaborated and extended via Standard VIII. Most of the performance indicators outlined in Standard VIII fall into the technology leader's realm of responsibility, whereas the technology facilitator assumes a more supportive role. Strong leadership roles and experience are necessary to fulfill requirements in Standard VIII. Technology facilitators currently employed can use their field experiences with technology leaders to begin to expand their knowledge and understanding of the processes and dynamics involved in creating change to the extent that Standard VIII requires. EDLD 5333 Leadership for Accountability and EDLD 5388 Internship in Educational Technology both presented the tools necessary to grow as a leader in the educational field, taking into consideration leadership qualities and abilities that extend beyond the classroom walls.

Standard VIII: Leadership and Vision melds the other standards together to create a cohesive and successful approach when implementing and designing change for a school district. Leaders to accomplish this task must design a shared vision, generate goals first and strategies later, and utilize support from the community to bolster and oppose change opportunities. Fostering change in instructional design and moving pedagogy to a more constructivist approach is necessary if technology will truly support student-centered learning. Informing community members, board members, parents and teachers alike with research-based practices and ideas and conceptions for future learning can bolster support and inspire desire for change outside of the school buildings' walls.

Technology leaders are responsible for developing well-constructed plans, ones that are designed with many stakeholders, are attainable, are trackable, and sustainable. Technology facilitators assume a more supportive role in providing information about building-based scenarios and needs analysis to technology leaders. Technology facilitators understand and promote the research based principles and best practices under the watchful and supportive eyes of technology leaders. I strive on a daily basis to incorporate what I've learned in the coursework to encourage technology use in the classroom that moves beyond supplementing technology as an entity that is employed when "the rest of the work is done." It is this mindset that I hope to change through my own leadership and vision.

Standard VIII presents the most challenging objectives of technology leadership and facilitation. Field experiences for those aspiring to assume the leadership role are necessary to have opportunity to observe while other leaders model. Oftentimes, facilitators are classroom teachers whom express the spark and interest of infusing technology into teaching. Their challenge lies with opportunity outside of their classroom obligations to implement strategies more broadly and communicate and stay abreast with research-based principles of learning with technology. Technology leaders are truly well-studied and educated administrators that exemplify leadership qualities of inspiring the masses, welcoming divergent opinions, assembling and managing professional teams, and maintaining focus on the vision established by all stakeholders.

Experience and education are the starting point for actualizing the performance indicators of Standard VIII. Ongoing professional development, reflective thinking on one's own strengths and weaknesses, and a desire to unite a community to better educate our future adults will move us along the continuum to becoming a leader.


 * TF-VIII.A.1 I am in constant search for current research in educational technology. I offer after school discussion groups as well as discussions on my blog and wiki regarding current trends.
 * TF-VIII.B.1 I have a clear understanding of the history of technology use in schools and a clear picture of how we as a district can advance further (and the myriad of considerations involved in those decisions from budgets to infrastructure).
 * TF-VIII.C.1 School partnerships are important to share information and strategies among schools, especially similar schools in the same district in order to provide an equitable technological education. Cristie Christopher is a fifth grade teacher at Cambridge Elementary in AHISD and I'm a first grade teacher at Woodridge Elementary in AHISD and we often collaborate on ideas together.
 * TF-VIII.D.1 Cooperative grouping can be a powerful motivator if tapped into correctly. Learning leadership skills from EDLD Leadership for Accountability and the research on group processes and change were very helpful in understanding these dynamics.
 * TF-VIII.D.2 Assessing our schools' technology environment yields widely varying results. Many teachers don't use technology at all, whereas others are very proficient in incorporating technology into the curriculum. It will be my charge to continue to build my adeptness at cooperative grouping and modeling to bring everyone on board in this shift towards more technology in the classroom.
 * TF-VIII.D.3 I have examined, and will continue to examine, the embedded TEKS for integrating technology into the school environment.
 * TF-VIII.D.4 I have closely examined and aligned our TEKS with state and local standards for technology integration.
 * TF-VIII.D.5 I am currently serving on the District level Strategic Planning Committee in devising a district wide and school wide technology plan.
 * TF-VIII.D.6 I am only at the awareness stage of software and hardware acquisition and management.
 * TF-VIII.E.1 I hope to experience some field-based experiences under the expertise of our campus and/or district technology coordinators. It is these experiences I feel I'm ready to undertake to advance to the next level of learning.

Williamson, J, & Redish, T. (2009). //Iste's technology facilitation and leadership standards//. Eugene, OR: International Society for Technology in Education.