Reflections+ISTE+TF+TL+Standard+III

**ISTE Technology Facilitation and Technology Leadership Standard III - Teaching, Learning, and the Curriculum** Technology Facilitation and Leadership (TF/TL) Standard III addresses Teaching, Learning, and the Curriculum. Standard III states: “Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning” (Williamson & Redish, 2009, p. 67). The standard also states: “Educational technology leaders model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning” (Williamson & Redish, 2009, p. 67). The difference in Standard III for educational technology facilitators and leaders is that facilitators are required to apply and implement curriculum plans for utilizing technology while leaders should model, design, and disseminate plans for applying technology. Standard III was addressed in EDLD 5368 Instructional Design. The assignment required developing and designing an online course using a template based on “backward design” by Wiggins and McTighe and integrating the content into Schoology, a learning management system.

Post-secondary education is ahead of K-12 education in utilizing online delivery of instruction (Watson, 2007). In an effort to reach more students, state and local education agencies are now offering online classes. Duffield and Wahl (2005) state, “…a differentiated classroom provides different avenues for students to acquire content, process ideas, and demonstrate their understanding” (p. 2). Online learning affords access to differentiated instruction thus increasing student success. Educators who know how to design and implement online learning have increased opportunities for successful teaching experiences. Online learning allows educators to assist their students beyond the borders of the traditional classroom. By designing and implementing their own course, educators can make adjustments to the needs of each student as necessary. Students can spend additional time exploring a topic or move at an accelerated pace based on their individual needs. As educators utilize diverse methods, including online learning, to deliver instruction, students show increased success in mastering objectives and subject matter.

According to Susan Patrick, online courses can be utilized to fill in gaps and supplement or complement other methods of delivery of instruction (Watson, 2007). The online course designed as an assignment for EDLD 5368 Instructional Design can be utilized as a supplement to the district mentor training held at the beginning of each school year. The director of curriculum and instruction, director of human resources, and mentor teacher supervisor will be asked for input to improve content, design, and delivery of instruction. Mentor teachers will have access to the online course at any time during the school year. Mentors can refer to the course as unexpected situations arise, for ideas, as a guide, and as a means to refresh information learned during the initial training sessions. Teachers expressing interest in becoming mentors in the future will be given access to the online course as a preview of the many roles mentor teachers serve to support the needs of new teachers.

Eric Jones (2007) wrote, “To further increase collaboration, exemplary lesson plans created by the curriculum specialists and teachers are stored in an online reference library, which allows these materials to be easily accessed and shared across the district” (p. 37). Staff development in the district will include online learning for teachers. As teachers experience the online learning environment themselves, they will become comfortable with utilizing this method of delivery of instruction. The district has a special drive which allows district employees remote access to shared files. Sample lessons and lesson plans will be available in the drive to assist teachers with integrating technology and instruction and designing online courses for their students. The sample lessons will include lesson plans, learning activities, material, formative and informal assessment guides, prompts, and video demonstrations. Providing resources for integrating online learning will be one way to make the transition from the traditional methods of delivery of instruction to a virtual or online learning environment easier and smoother for educators.

This student has participated in various online learning programs. One important similarity is the requirement to participate in structured online student discussion forums. One program has a university requirement regarding the number, length, and frequency of discussion postings as well as mandatory instructor participation. Another program has a discussion component but each course within the program has different guidelines to satisfy the discussion requirement. This student will evaluate research data to determine if a recommended number, length, and frequency requirement is more effective than another and if a particular requirement is better suited for andragogical and another for pedagogical instruction. Most online programs are student-centered asynchronous with established start and end dates and deadlines for assignments. Some online programs are self-paced. This student would like to know if asynchronous student-centered, instructor-led programs are more successful than student-centered self-paced programs.

Wiggins and McTighe (2000) describe “backward design” as a three step process. First, learning results are identified; next, acceptable evidence of student understanding is determined; and finally, instruction and learning experiences are planned. The objective of using “backward design” is to develop coherence. The ‘backward design” will be utilized by this student to plan instruction for enduring understanding.

Teachers need to experience meaningful staff development utilizing online courses and hands-on training to begin to understand how to develop and implement online learning. Teachers need time to discuss and work collaboratively with peers to implement online learning (Pitler, 2005). Watson (2007) states “…84% of employers say K-12 schools are not doing a good job of preparing students for the workplace…” (p. iv). As leaders of educators, we must address the needs of our students to ensure future success for them. Online teaching and learning will be utilized to assist educators to better prepare students for the business world and global workforce.

References

Duffield, J., & Wahl, L., (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. Retrieved from

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Jones, E. (2007). Strategies to put instruction ahead of technology. //Principal Leadership,// 7(6), 35-38.

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01 CO-0006). Aurora, CO: Mid-Continent

﻿ Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Watson, J. (2007). A national primer on k-12 online learning. //North American Council for Online Learning//. Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Wiggins, G. & McTighe, J. (2000). //Understanding by Design////. // Upper Saddle River, NJ: Prentice Hall.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Williamson, J. & Redish, T. (2009). //Technology facilitation and leadership standards: What every K-12 leader should know and be able to do.// Eugene, OR: International Society

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