Module+1+Reflection


 * // Reflection Prompt: //** 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.

Technology standards consist of categories that ensure quality teaching and learning through the use of technology. The particular standard of this module, "Technology, Operations, and Concepts" as defined by the International Society for Technology in Education (ISTE)'s National Educational Technology Standards (NETS), ensures that educators have a firm grip of technology operations and concepts. Because technology constantly evolves, the standard not only covers the use of technology but also defines a need for continuous improvement. To synthesize what is known and what may yet come, the standard reveals "what educators must know and be able to do to implement technology successfully" (Williamson & Redish, 2009, p. 17). The application of technology knowledge can be applied locally (as a technology facilitator) or on a larger scale (as a technology leader).



Coming from a highly technical background as a computer technician of many years, it was easy for me to realize the of Technology, Operations, and Concepts as tools that instructors use to enhance teaching & learning. What was interesting in this module, however, was the scope of technology application and how it can be classified into the roles of facilitator and leader. Some institutions clearly define these roles, while others encourage personnel to wear multiple hats. At the college where I work, the latter scenario is more likely due to limited funding. My reaction is the realization that effective application of technology is achieved when these roles are separated.

To elaborate, I feel that those who teach //and// facilitate sometimes cannot see the "big picture" that dedicated technology leaders are better suited for. At smaller colleges where I work, instructors are required not only to learn new technology, but also to troubleshoot problems and learn how to integrate technology into their curriculum. One may learn to do these things effectively, but this knowledge is isolated and may not improve fellow colleagues. A technology leader coordinates technology learning on a larger scale, giving all instructors the tools to jumpstart their application of technology. Instead of instructors inventing their own wheels, leaders provide wheels so that instructors can start moving.



Of course, not all institutions can dedicate resources for separate facilitators and leaders. Even though instructor technology proficiency levels have steadily increased over the years (CDW-G, 2006), simply knowing how to use technology does not guarantee effective integration into curriculum. Facilitators may give workshops on "clicker" technology, but the knowledge falls upon closed minds because the participants may not realize how the tool enhances their teaching style and content delivery. Technology integration is just as important as technology knowledge, yet in the past the latter was given more importance, promoting tools that few knew how to effectively use.

Though I am currently not an instructor, my plan is to integrate context in the scenarios where I tutor and instruct others. For instance, it was recently suggested that I offer a workshop to a group on how to use Skype as a communication tool. Before this module, I may have created content that describes how to install Skype, how to configure it, how to make a connection, etc. But for an effective application of the Technology, Operations, and Concepts standard from a facilitative point of view, it is more important to explain //how// the use of Skype improves the participants' lives by connecting with friends, family, loved ones, other countries, cultures, languages, etc. Once participants are grounded with the importance and relevance of such a tool, //then// it is time to show them how to use it. Before, I would assume that the relevance was a given. From a leader's standard of technology, I plan to create materials that could be used to assist facilitators of other groups on a larger scale.

As advised by Williamson & Redish (2009), "achieving technology proficiency should remain an ongoing pursuit" (p. 22). My new knowledge of technology standards after completing this module is that technology should not only be in-depth and advanced, but also pliable and open to change & new ideas. This knowledge needs to be grounded in the context of curriculum that it is meant to enhance. My level of application is currently as a facilitator, but plan to think in a broader sense to create content meant to help other facilitators as well.