Runninghead:REFLECTION FOR TECHNOLOGY STANDARD VII

Reflection for Technology Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments Walker B. Wellborn Lamar University

REFLECTION FOR TECHNOLOGY STANDARD VII

Reflection for Technology Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments Self-Assessment For the field-based activities satisfying the TF/TL Standard VII Procedures, Policies, Planning, and Budgeting for Technology Environments I learned that the access of technologies is most critical to the use and acceptance of technologies in the classroom. The standard focuses on the managerial responsibilities of educational technology leaders to integrate technologies into instructional and administrative practices. It helps both the facilitator and leader to develop skills in technology operations and project management (Williamson & Redish, 2009, p.148). Although student-to-Internet-connected computer ratios reach the established Department of Education goals nationally and statewide, access remains the teachers main barrier for fully implementing technology into the classroom. I would have thought today with students having that all-time near low ratio to computers in school, yet inefficient management from improper planning, procurement, implementation, and maintenance or monitoring of technologies cause the teacher perception that educational technology is still not available for instruction as needed (Williamson & Redish, 2009, p.149). With this perception I find it essential to understand more about the management skills necessary to implement technologies more efficiently in my local settings. Learn as a Learner In promoting the development and implementation of the available technology infrastructure for the Bonham Elementary Abilene Independent School District I fully used the school technology facilities and resources in the computer lab, kindergarten classrooms, and auditorium and stage for over fifty hours to achieve student learning. I also modeled integration of technology resources purchased, licensed and set up in computer lab for the How-To Stories multimedia presentation. Both the computer lab facility and hardware-software technology resources were fully used in the activities supporting the TF/TL Standard

REFLECTION FOR TECHNOLOGY STANDARD VII VII for implementing classroom instruction. Finally I supported professional development opportunities related to best practices in planning, designing, and production using campus technology resources (Williamson & Redish, 2009, p. 165).

Use of the facilities and class lab technology resources to support the technology categories word processing applications, multimedia, and communication software that teachers can connect to learning strategies helps make the technology access meaningful. Word processing applications included Microsoft Word. Multimedia included Painter.NET, PhotoStory, Microsoft Movie Maker, Adobe Premiere, and Adobe Photoshop. The communication tool used was primarily e-mail. These technologies implemented in the projects A Day in the Life of a Kindergartner and How-To Stories helped students acquire and integrate learning strategies for answering questions, nonlinguistic representation, summarizing, collaborative learning, and learning practice (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. pp. 10-13). The management of technology use in the Bonham Elementary classrooms and lab demonstrates how technology reliably enhances the goals of instructional design. Lifelong Learning Skills Plan for the proper and effective use of technologies in the lab. Good technology management ties technologies to learning strategies, therefore reinforcing a practical instructional purpose of the lab and its software to teachers. Additionally the spatial arrangement of the lab and its number of computers made the How-To Stories project collaboration possible and successful for twenty-one student groups. The fixed lab time helped coordinate the initial instruction how to operate the pen and tablets and use the drawing software. However, after the project started the fixed forty-five minute lab times were not enough, it often rushed the work. If there were labs available in the classrooms, the student groups could have worked more independently and at a more relaxed pace as class time permitted. As I plan the selection of technologies and arrange them to the classroom practice, I intend to find ways to relate my decisions close to instructional needs. Budgeting processes must understand the total cost of ownership, the implementation, support and maintenance of educational technologies over a certain period of time. In procurement of technologies I need to be aware that price and quality are a

REFLECTION FOR TECHNOLOGY STANDARD VII balanced consideration. It should be anticipated that school board members would likely inquire of the costs, and how the costs comply with procurement policies. Be prepared for a rationale to defend

technology purchases. The twin challenges of the future classroom technologies of providing high-quality services and controlling costs demand watching for creative solutions. Look for ways to serve students differently, freeing them up from fixed schedules and locations wherever possible (Johnson, Smith, Willis, Levine, and Haywood, 2011, p. 4). In the implementation stage it is important to train Bonham Elementary teachers and staff to anticipate and become proficient with the new equipment or software technologies. According to Johnson et al. (2011), Digital media literacy continues its rise in importance as a key skill in every discipline and profession (p. 3). It will be a challenge to continually learn new technologies as quickly as they change and upgrade and provide them as reliable tools for teachers to access for instructional practice.

REFLECTION FOR TECHNOLOGY STANDARD VII

References Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium. Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with classroom technology that works. Denver, CO: Mid-continent Research for Education and Learning. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.