NETS-T+Standard+3

//**Model Digital-Age Work and Learning**//

//Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers://

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.


 * Reflection**

The essence of NETS-T Standard 3 involves the transfer of knowledge into digital systems that allow for effective communication, collaboration, retrieval, and usage in a digital age. Today's educational environment is much larger than teachers being the apex of all that can be known, as traditional information dispensers. Getting this information into digital systems afford local, regional, and global societies the ability to share this information for the betterment of academic society. Students need access to knowledge in ways that model their personal digital lives. Technology is needed "to pursue postsecondary studies, daily work in various professional and technical fields, lifelong learning, and civic engagement" (Williamson & Redish, 2009). It is important that teachers dispense this knowledge into systems that can be readily accessed, shared, and collaborated upon using today's digital technologies.

The artifacts presented address the requirements of Standard 3 from a facilitator's standpoint of supporting technology. Multiple facilitators contribute to these informational and support systems, providing a firm base of support and technology collaboration. The Support Library artifact is a wiki based informational and resource retrieval system that I created. It warehouses numerous documents for supporting technologies used at the college where I work. It embodies the transfer of current knowledge into digital format, allows collaboration as support personnel can contribute to its contents, stores support resource files & downloads, and allows efficient retrieval and usage through its search engine. The FootPrints system allows for collaboration and communication among not only facilitator & support personnel, but also faculty and students. When technology problems arise, it is FootPrints that tracks the problem and keeps everyone appraised of the situation and in communication with each other. It also contains a knowledgebase of common technological problems similar to the Support Library. It manages work processes that promote knowledge on a larger scale beyond the facilitators themselves.

As useful as these two systems are for warehousing technical knowledge and maintaining technology support requests among facilitators and teachers, it offers limited support for student communication and collaboration. They do not offer the connectivity and digital social skills that students already use. Students need technological tools to find information to better their academic goals and socialize with peers with similar goals. It is my goal to provide technologies that allow students to better connect content between students and teachers, giving them access methods that are meaningful to their existing digital methods. Perhaps a technology support wiki that is tailored for students, a Twitter system that receives incoming requests for help, and other Web 2.0 technologies could help meet this goal.


 * Artifacts**

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Support Library media type="custom" key="22040740"

Footprints media type="custom" key="22040744"