2011+IT630+Module+1


 * Module 1/Week 1**

**How has your knowledge of technology standards changed after this module? Reflect on your own use of technology standards in your classroom and personal use.**

1. **Description.** Until now, my experience with Technology Standards has come from the K-12 curriculum guide for teaching technology. Being a K-12 Library/Media Specialist, I try to incorporate both the Technology standards and the Library/Media standards in the lessons I create for the elementary classes. I am able to see all of the students in the elementary school for one 45 minute lesson per month. All other lessons are given by the paraprofessional in the time left over after the students have gotten their books. I pay special attention to making the lesson I give them have a follow up online in the ajoining compter lab that can last for several weeks. A good example of this type of lesson is using the National Parks WebRanger program. Simplified, the lesson I teach explains what the National Parks are, and the follow up sessions allow students to explore the National Parks online by becoming WebRangers. [] A series of online activities results in students earning badges that lead to becoming a WebRanger. I see that my goals for this type of lesson are a good start, but after reviewing the NETS-T brochure, I can see that I need to take this type of lesson a step farther.

2. **Impact.** I can see that NETS-T puts into an organized structure, what I want to do with technology. I find the rubrics extremely useful as a quick guide to planning for our lessons. I hold back on trying some newer technology, worrying that I'm putting my students "out there" on the web. I have this crazy image in my head of being called to the superintendent's office or to a board meeting for trying some new technology or some online trial of some kind and after testing it out the best I could with the time I have, having it go horribly wrong anyway. But reading the NETS-T really helps me to focus on the outcomes and concentrate on the student learning that will result from effort. I think that the fear that I have comes from listening to a lawyer who spoke at WVIZ a couple of years ago. He went on and on about how parents are suing and/or convincing administrators to fire teachers for various misdeeds connected with online activity. He kept emphasizing the consequences of not being careful about how you facilitate online activity, and by the end of his talk, I didn't think it was worth the risk. The acceptance of standards that encourage the use of technology to increase student learning is very encouraging to me. Reading the NETS-T brochure has given me courage to move forward!

3. **Intent.** Well, just last week, I was appointed by my Superintendent to be the chair of a committee to decide what technology should look like in our district in the coming years. I am embarking on writing a technology policy (I have searched our district and found nothing written previously). This initial reading has given me a lot to think about in regards to what that policy should include. The timing couldn't be better. I am also planning to go see what an inquiry based school looks like that incorporates a one-to-one program. I don't necessarily want our school to become that school, but I want to see how other places are marrying technology and learning. I've been searching the web for policies that are already in place, and I want to take the best from all that I find. Here are a few good links: [] [] [] [] I am taking suggestions at this point. I started looking around and researching this week!

4. **A Little Discussion**.There is one more issue I would like to discuss before I wrap this up. On page 14 of our text, the second discussion question, "Combining technology facilitation and leadership with other job responsibilities" addresses the problem that I face. I am overwhelmed by the task at hand. Let me say first, that I will do whatever my district asks of me. I am very dedicated and really love my work. The profession that I am in, that of a Library/Media Specialist, has changed drastically in the past ten years, and continues to change, which is fine with me. But our numbers are dwindling, and I have watched many of my colleagues lose their jobs or assume so much more than they can physically handle. We manage a database that has its origins in Washington, DC, and is modified by us to fit our individual school's collections of print, eMedia, audiobooks and online publications, but most of us are doing this for more than three buildings, while evaluating, selecting, requisitioning and purchasing print materials, online databases and resources, equipment such as digital cameras, headphones, mics, video cameras, etc., and discarding and disposing of all those overheads, old microfische viewers, filmstrip projectors, cassette players, and every other piece of unwanted and no longer used equipment. This takes a lot of time, and there is a lot of paperwork that goes with each of these tasks (I refer to the process of purchasing anything for a school district as the "thirteen steps to order a paperclip".) We also teach on demand, create lessons and websites to give students access and instruction for using online resources. But we are also increasingly asked to take over positions of leadership in technology. This sounds like whining, but it is not, it's just a reality. My point to all of this is that it would benefit the mission of those promoting technology standards to somehow demand that districts hire a separate person to manage the districts technology, someone who doesn't already have a full time job in the district. This practice of using the Media Specialist or a tech-savvy Teacher as a Technology Administrator is not productive, and does not serve its district well. Opinions?

// Dr. Ward **//