TF-VIII.A. Use the school technology facilities and resources to implement classroom instruction. Candidates:
- Discuss and evaluate current research in educational technology.
TF-VIII.B. Apply strategies for and knowledge of issues related to managing the change process in schools. Candidates:
- Discuss the history of technology use in schools.
TF-VIII.C. Apply effective group process skills. Candidates:
- Discuss the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting.
TF-VIII.D. Lead in the development and evaluation of district technology planning and implementation. Candidates:
- Participate in cooperative group processes and identify the processes that were effective.
- Conduct an evaluation of a school technology environment.
- Identify and discuss national, state, and local standards for integrating technology in the school environment.
- Describe curriculum activities or performances that meet national, state, and local technology standards.
- Discuss issues related to developing a school technology plan.
- Discuss the elements of and strategies for developing a technology strategic plan.
- Examine issues related to hardware and software acquisition and management.
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. Candidates:
- Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based settings.
Facilitators
of technology should research and find technology for their school
district
that enhances the learning environment and culture of the district so
it
complements student learning. Pursuing
my degree will afford me the opportunity to examine classroom
instruction as
well as read and evaluate research about effective ways to implement
technology
use in the all aspects of the educational process.
Technology leaders should recognize
continual changes in technology and strive to stay abreast of the
current
trends germane to technology-based and traditional learning
environments. Facilitators should strive to introduce new
technology innovations into their school buildings and districts.
School districts should assist
technology facilitators with their efforts to share information and
provide
learning opportunities that support technology integration into the
classroom
environment. This can be done by
providing avenues for telecommunication opportunities, online projects,
and/or
website development for classrooms.
An integral role of the technology
facilitator is to evaluate the school district’s technology plan by
looking at
the facilities and resources available.
They should identify activities in the district and align them with
curriculum that matches state and national standards.
This standard further highlights the
need to pull all of the skills into an effective efficient plan that
adequately
addresses a school district's needs.
As a school library media specialist
and technology facilitator, one must be a strong and collaborative
leader
within the learning community. All
aspects of the school library media program should be reflective of
this
dual-role leadership and this leadership involves accountability,
administration,
and advocacy.
Whether
selecting websites to
supplement an instructional strategy or purchasing new equipment, the
school
library media specialist should always be thinking about accountability. Will this activity really have a positive
impact on the learning experience? Is it
an effective and efficient use of time and money? Will
there be tangible evidence that
demonstrates success?
Additionally, the school library
media specialist manages all aspects of the school library media
program
including collection development, facilities management, budgeting,
staffing,
and instruction. Every aspect of
administration involves decision making and action.
Whether fighting for technology funding or
rallying teachers around a new instructional initiative, the school
library
media specialist has to be a leader.
Today’s society is information-rich
and the school library media program must reflect these perspectives
and
philosophies. The school library media
specialist must be an advocate for intellectual freedom, free inquiry,
and
literacy. These stances should be
replicated in the priorities of the program and how money, time, and
resources are
allocated.
ARTICLE CRITIQUE
ARTIFACTS
