Reflections+-+TF.II

Reflections on Technology Facilitator Standard II: Planning and Designing Learning Environments and Experiences.
 TF - II: Planning and Designing Learning Environments and Experiences. Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. **TF - II.A.** Design developmentally appropriate learning opportunities that apply technology enhanced instructional strategies to support the diverse needs of learners. **TF - II.B.** Apply current research on teaching and learning with technology when planning learning environments and experiences. **TF - II.C.** Identify and locate technology resources and evaluate them for accuracy and suitability. **TF - II.D.** Plan for the management of technology resources within the context of learning activities. **TF - II.E.** Plan strategies to manage student learning in a technology-enhanced environment.
 * TF - II.F.** Identify and apply instructional design principles associated with the development of technology resources.

Integrating technology into classroom practice require teachers to engage in the planning and design process. Technology is only as good as its uses. Our students are digital natives. They have had technology of some type, be it games, telephones, or multi-media, from birth. They understand that the Internet provides access to information. They collaborate, even while in the classroom, via their phones with Internet connectivity. Most of them are publishers, using blogs and tweets, who post information to the Internet daily. Again, this may be happening while they are in the classroom. Teachers need to plan technology integrated instruction. This is challenging for most teachers. The technology facilitator must be able to provide teacher with support needed to plan and create lessons that is incorporates what they teach and supports student learning. In order for technology to have the greatest impact on student learning, it must be embedded in effective learning environments (p. 39). Standard II focuses on student centered learning. Because facilitators are on campus, they have a ability to directly support teachers. Facilitators provide support during instructional planning, model strategies, consult with teachers, assist teachers, and serve as coaches, consultants, and advisers to teacher when implementing this standard.

This is very needed on our campus. There have been times when I have had to put my task on hold to help teachers set-up or work on technological tasks. Many have simple questions that can be talked through. But, sometimes I have to go to the classroom to help the teacher finish tasks that may seem complicated. This includes something as simple as setting print settings so that a report can be printed a certain way or as complicated as setting up a printer. I have not had the opportunity to help with planning and designing learning environments. I look forward to the challenge of helping teachers integrate technology. I know that this will require more collaboration than I currently have time for because of a full load of classes.

Future questions: How can I help teachers create electronic portfolios? How will I be able to provide high quality support if I teach a full load of classes? How can I help teachers develop and manage resources in the classroom? How can I help teachers who know how to operate technology implement it in the classroom learning environment?

Williamson, J. and Redish, T. 2009. ISTE's Technology Facilitation and Leadership Standards. International Society for Technology in Education. Eugene, OR.