Technology Facilitator Standard V

Almost everything that I have learned and put into practice as a result of my studies in educational technology relate to this standard in some way. "Students also benefit indirectly when educators use technology to enhance their own productivity and professional practice" (Williamson and Redish, 2009, p. 101). This standard can also seem to be very challenging to implement at times, with the lack of time to put new skills into practice and the resistence met by some educators. I have been guilty myself of not trying to implement new technology for these very reasons, but when I have taken the time and the effort to try, a noticeable difference is seen in student outcomes as well as my own. "If understanding is the goal of our teaching, we have to aggressively root out this misunderstanding about learning and help students see that they will often be expected to do more than take in knowledge" (Wiggins and McTighe, 2005, p. 103). The sheer number of technology options available can be overwhelming at times, many of the tools listed on p. 102 of ISTE's Technology Facilitator and Leadership Standards are familiar to me, but I do not think that I know enough about any particular one to be considered an expert at it.
Through my internship, facilitating this standard has been an ongoing task in trying to rebuild a positive attitude of professional practice. Trainings that I have been able to do have been very useful for those that attend, but I still get flustered by the lack of interest that appears on the outside. My approach to working with others is similar to how I approach teaching in the classroom, I model step-by-step and have others follow along, we ask questions as we go and often make mistakes together. I then let them try on their own, talking with others about what works and doesn't, as this builds their confidence in themselves and I have often found that we learn better by listening to things in many different ways from different voices. I also try to follow up on the skill within a week, because "brief classes or workshops without ongoing support seem to create few substantive changes" (Solomon and Schrum, 2007, p. 101). I developped this approach to teaching and training a few years ago due to the hurried pace we seem to always be in and my own lack of retention in concepts I have learned. I feel somewhat successful in implementing this standard only because I was unable to reach as many as I had hoped. My current technology facilitator and friends keep telling me that if I reach just one, it is a success because the trickle-down effect has begun. I still keep up with teachers I work with via e-mail or just in the hallways to see if they have been able to create something new with or for their students. I have also shared many stories throughout my journey with my colleagues in our Google Doc and in e-mails to gain new ideas and approaches that I sometimes overlook.
I have learned that I am very hard on myself when it comes to teaching and training in general. I want for lots to attend and gain some new knowledge to take back with them, and I get disappointed when that is not the case. It is still hard for me to accept my friends' advice, because I expect much from myself and I expect to make an impact. I know that I have to be more patient in waiting to see these results for a variety of reasons. I am still very new at all of this. I am curious to know other people's thoughts and ideas on ways to motivate and implement this stadard to ultimately create a more positive culture for learning.


References:

Solomon, G. and Schrum, L. (2007). Web 2.0: New Tools, New Schools. Washington, D.C.: ISTE.
Wiggins, G. and McTighe, J. (2005). Understanding by Design. Alexandria: Association for Supervision and Curriculum Development.

Williamson, J. and Redish, T. (2009). ISTE's Technology Facilitation and leadership Standards. Washington, D.C.: ISTE.