ISTE+Textbook+Readings+Reflections

=Reading Reflections=

The first standard is appropriately place, in my opinion, based on the fact that understanding terminology is the first step to using technology. Basic skills and knowledge regarding hardware, software and standard operations related to files, and organization will help a person to make connections to what they are doing. Skills such as using the Internet and troubleshooting basics are required for technology staff to make progress. For example, being able to change settings one thing at a time to isolate an issue.
 * Standard I (Chapter 1) Technology Operations and Concepts**

The ISTE textbook offers even more resources for helpful information. There has been so much material throughout the course that I couldn't believe there could possible be any more!

While many of the courses hit on multiple standards, the primary courses that include this topic are 5306 Concepts of Educational Technology, 5333 Leadership for Accountability, 5362 Information Systems Management, 5366 Digital Graphics, Animation and Desktop Publishing, Video Technology and Multimedia and 5365 Web Design.

Williamson, J., & Redish, T. (2009, February). //ISTE's Technology facilitation and leadership standards: What every k-12 leader should know and be able to do//. Washington, DC: International Society for Technology in Education.

After learning about the basics of technology, technologists need to know how to help teachers develop lessons and utilize the Web 2.0 and other options in their classrooms to create excellent learning environments. This standard reflects that requirement that we be able to put the pieces together for technology, subject content, consideration of age level and the combination of all of this to create a lesson that works well in the given setting and is not just fabricated to say that one has used technology in their lesson plan. This standard is where technologists and educators have to work with full respect for each other knowing that both areas are needed. The technology specialist for the expertise of what options are available and the teacher for the subject matter knowledge and what do the students need to learn to meet the TAKS requirements.
 * Standard II (Chapter 2) Planning and Designing Learning Environments and Experiences**

Some of the challenges to educators regarding this standard include the availability of the tools and software, training on the use of what they need and the first step to making a change. There is a wide range of opinions regarding how much access students are given to tools on the Internet. It is extremely difficult to push students forward in technology when some districts block all of the options. Training for teachers needs to be more frequent and require more repeated use to ensure teachers have the opportunity to learn fully how to use the resources.

The primary courses that reflect this standard include 5306 Concepts of Educational Technology, 5366 Digital Graphics, Animation and Desktop Publishing, Video Technology and Multimedia and 5365 Web Design and 5368 Instructional Design.

Standard III involves putting all of the pieces together to develop a plan for each course that will achieve the necessary skills, not just for the sake of the state test, but for student success after graduation. As confirmed in several studies including the Kaiser Foundation reference in our ISTE textbook, ..."today's students need engaging, media-rich learning experiences to maximize their learning potential." (Kaiser Foundation, 2005) Resources must be committed that fit with the lessons and the curriculum. Examples of technology use were included in a number of lessons including the creation of an on-line book.
 * Standard III (Chapter 3)** **Teaching, Learning, and the Curriculum**

Teachers need to spend more time to develop appropriate curriculum paths to accomplish meeting the NETSS. A match between the lesson and the technology has to be developed and documented so a clear path can be distinguished. The review of test results and various indicators is required to determine if progress has been made. If enough time is given for the use of a particular tool then relevant data can be collected to make a decision regarding its' benefit or lack of. It is important for teachers to understand that assessment does not always mean a traditional test. Assessments can include a variety of options such as portfolios, observation and product outcomes.

Courses that reflect the requirements from this standard include 5364 Teaching with Technology, 5366 Digital Graphics, Animation and Desktop Publishing, 5363 Video Technology and Multimedia, 5365 Web Design, and 5368 Instructional Design (delayed).

Williamson, J., & Redish, T. (2009, February). //ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do.// Washington, DC: International Society for Technology in Education.

Assessment and evaluation is the only way to determine if progress is being made when you are talking about teaching a subject. There are any number of ways this can be achieved including portfolios, tests, observation, computer tests, written tests, finished products, presentation, etc. The development of assessments and how to implement them continue to be areas of concern for educators. When determining assessment choices, teachers must keep open minds regarding their choice of assessment tools. A traditional paper test does not always determine all learning. The collection of data for creating training and the creation of a CAST UDL lesson required me to evaluate where I wanted my students to end up so I could develop a path for them to get there. Assessments are to be based on what the end product is that your students are to learn.
 * Standard IV (Chapter 4)** **Assessment and Evaluation**

Courses that reflect the requirements from this standard include 5364 Teaching with Technology, 5366 Digital Graphics, Animation and Desktop Publishing, 5363 Video Technology and Multimedia, 5365 Web Design, and 5368 Instructional Design.

In education, the best lessons are the ones that teachers have prepared for and considered the possibility of outcomes ahead of time for. Teachers should try out the lesson material before starting to use it in class. Educators also have to prepare when educating adults. There needs to be consideration into how teachers can be motivated to use new technology and what formats can be used to incorporate technology into every day uses.
 * Standard V (Chapter 5)** **Productivity and Professional Practice**

Technology facilitators should be familiar with many different productivity tools for teacher to use to improve their technology skills and communication. Examples of tools that are available include wikis, on-line collaboration facilitators, presentation software, project management and survey taking options. Technology facilitators have to be able to help others to do things such as prepare their instructions, use the lessons, assess the progress of the learners, make lesson changes as needed and communicate with others including parents.

Courses that reflect the requirements from this standard include 5306 Concepts of Educational Technology, 5333 Leadership for Accountability, 5362 Information Systems Management, 5364 Teaching with Technology, 5366 Digital Graphics, Animation and Desktop Publishing, 5363 Video Technology and Multimedia, 5365 Web Design, and 5368 Instructional Design.

Issues as are covered by this standard are very basic issues that affect everyone no matter what industry you work in or if you are working at home. Acceptable behavior for what you say on-line or what you post such as found in social networking settings like Face Book or what materials you can use and still be okay within copyright considerations are important for everyone to know. Our courses included lessons that covered a variety of legal considerations for educators such as teacher contracts and the appropriate way to handle a variety of student situations such as searches and questioning.
 * Standard VI** **(Chapter 6)** **Social, Ethical, Legal, and Human Issues**

Administrators have to be able to think ahead and consider the outcomes of their decisions. Legal counsel must be consulted in some situations to keep the school and the district safe from litigation.

Courses that reflect the requirements from this standard include 5306 Concepts of Educational Technology, 5333 Leadership for Accountability, 5362 Information Systems Management, Animation and Desktop Publishing, and 5365 Web Design.

Given the never ending monetary concerns found in education, this standard is an appropriate topic to make sure that educators understand. Planning ahead of time and finding means to provide new technology will be an everyday concern for technologist. The lack of sufficient access to technology continues to hinder education. As technology specialist we must use all options to increase the use of technology and provide access to educators and teachers.
 * Standard VII (Chapter 7) Procedures, Policies, Planning, and Budgeting for Technology Environments**

Courses that reflect the requirements from this standard include 5306 Concepts of Educational Technology, and 5362 Information Systems Management.

CDW-G. (2006) //Teacher Talks survey//. Retrieved August 23, 2007, from http://newsroom.cdwg.com/features/feature-06-26-06.html

The planning process over viewed in the ISTE textbook for Standard VIII gives clear overview of the best process for developing a technology plan. We must be prepared to research, brainstorm, collaborate and push projects to the finish using effective means organizationally and as a team. As a technology facilitator it is also important to remember that not everyone will want to make changes. We have to have the social skills to make change comfortable and inviting.
 * Standard VIII (Chapter 8) Leadership and Vision**

Courses that reflect the requirements from this standard include 5306 Concepts of Educational Technology, and 5333 Leadership for Accountability.

Johnson, A. (2009). //What every teacher should know about action research//. Upper Saddle River, NJ: Prentice Hall. Williamson, J., & Redish, T. (2009, February). //ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do.// Washington, DC: International Society for Technology in Education.