Standard 1
Copyright Richard Hum
When teaching from the book was just not working, I needed another solution. I created a 2-week mystery that required two classes to videoconference to solve the mystery of seeing some strange lights in their waters on both coastlines. However, I did not know a thing about videoconferencing. After a brief day- long class, and participation in other videoconferences, I created my own. Success was had, and I learned not just about creating meaningful activities for my students, but I gained intensive knowledge on appropriate use of videoconferencing in the classroom, the networking required to run the equipment and the skills to demonstrate mastery by producing my own videoconference, which could not be done without the continual growth of technology skills.
Standard 1: Educational technology leaders demonstrate an advanced understanding of technology operations and concept.
A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers).
B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
S.O.E Goal 4: Educators possess current academic content knowledge.
S.O.E: Goal 9: Teachers use technology effectively, creatively, and wisely.
Statement: Each new avenue of technology requires a new, deeper or broader understanding of the technology. Hence reaching constant understanding requires a process that can result from consistent learning. This process is the suggested use of the Troubleshooting Flowchart.
Artifact1: “Troubleshooting Flowchart” Blog Post and ITLP Website
Artifact 2: How to Lesson’s for Teachers Learning Technology
Artifact 3: Email Protocols and Remote Management Entries.
A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers).
B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
S.O.E Goal 4: Educators possess current academic content knowledge.
S.O.E: Goal 9: Teachers use technology effectively, creatively, and wisely.
Statement: Each new avenue of technology requires a new, deeper or broader understanding of the technology. Hence reaching constant understanding requires a process that can result from consistent learning. This process is the suggested use of the Troubleshooting Flowchart.
Artifact1: “Troubleshooting Flowchart” Blog Post and ITLP Website
Artifact 2: How to Lesson’s for Teachers Learning Technology
Artifact 3: Email Protocols and Remote Management Entries.
What does this standard mean to me?
Copyright Richard and Christina Hum
In the flow of time and technology, this particular standard is one that encompasses all aspects of evidence on the timeline of artifacts. In fact, technology itself is a word that encompasses many concepts, from objects to adjectives, and from use to design. The definition broadens as we consider technology in the classroom. Technology can include computers or iPads, the use of software or media, the use of a network, or the Internet; which, in itself, can encompass applications, communication, content, media, or networking. In fact, Upper School Head of Noble & Greenough stated that the “debate around the extent and use of technology in schools is not new, ‘I remember when videotape came in, people said, `You're going to show television in the classroom?' he said. ‘The question for a lot of us is: When does technology become a commodity like a notebook or the piece of slate kids would carry around hundreds of years ago?’" After all, aren’t we always learning and implementing new tools into our classroom to help our students learn and gain skills. Hence, understanding of such a broad spectrum of concepts can best be demonstrated through showing that an educational technology leader grows with the concept of technology, rather than the mastering of every area of technology.
As an educational technology leader, I have acquired, as a result of necessity, skills and knowledge of a wide range of technology concepts. This resulted not only from taking courses at UAS, but also a result of running my personal business, Kigluait Adventures videoconference content provider, as well as completing a variety of technology for distance learning curriculum on Media Literacy and Student Leadership, and digital storytelling camps, all of which can be seen on my timeline of growth. And though these are the larger pieces of evidence, there are many smaller tasks and projects that demonstrate continual growth, as well. In fact, Intel makes a explains that, “Moore predicted in 1965 that the number of transistors on a chip would double about every 18 months. Not only has this happened for the 10-year span he predicted, but it remains true today.” Intel further explains, “How will people handle so much fast change? If the Internet is any indication, people are actually getting faster at adopting devices that enhance their lives. It took the telephone 38 years and television 17 years to win a place in 30 percent of U.S. homes. It took the Internet just 7 years to do the same.” So much growth requires a constant acquisition of skills, hence a need for a process for regular skill acquisition.
As an educational technology leader, I have acquired, as a result of necessity, skills and knowledge of a wide range of technology concepts. This resulted not only from taking courses at UAS, but also a result of running my personal business, Kigluait Adventures videoconference content provider, as well as completing a variety of technology for distance learning curriculum on Media Literacy and Student Leadership, and digital storytelling camps, all of which can be seen on my timeline of growth. And though these are the larger pieces of evidence, there are many smaller tasks and projects that demonstrate continual growth, as well. In fact, Intel makes a explains that, “Moore predicted in 1965 that the number of transistors on a chip would double about every 18 months. Not only has this happened for the 10-year span he predicted, but it remains true today.” Intel further explains, “How will people handle so much fast change? If the Internet is any indication, people are actually getting faster at adopting devices that enhance their lives. It took the telephone 38 years and television 17 years to win a place in 30 percent of U.S. homes. It took the Internet just 7 years to do the same.” So much growth requires a constant acquisition of skills, hence a need for a process for regular skill acquisition.
What artifact demonstrates my mastery?
Copyright Christina Hum
Therefore, the artifact that I have used to demonstrate mastery of this standard is a reference to a blog post that is part of a series of blog posts that were created to provide support for a group of teachers at a variety of levels that wanted to implement technology, specifically to create content to teach online. In general, the entries demonstrate understanding of skills and knowledge of a breadth of technology by providing teachers with how-to lessons. However, in order for teachers to be independent learners of technology, they needed a process that provided a set of pathways to follow when troubleshooting technology, since this was the most common reason new learners of technology stopped attempting to learn the technology. I feel this artifact is a good example of being able to meet the ISTE NETS standards of having an advanced understanding of concepts and operations. Supporting artifacts for the Technology Troubleshooting Flowchart, are the research paper explaining in depth about the blog and ITLP website.
Copyright Christina Hum
To begin with, the blog post walks teachers through identifying a process that provides solutions to troubleshoot when technology problems occur. Every time a teacher is asked to utilize new technology or demonstrate growth with technology, they are being asked to step into the unknown to better help their students learn. But, what makes the growth permanent and consistent is for teachers to need or want the skill to meet a need in their classroom. Or, as Barth (2001, p. 445) stated, "Teachers who assume responsibility for something they care desperately about . . . stand at the gate of profound learning" (York-Barr & Duke 2004, Definitions of Teacher Leadership Teacher Leadership Situated in other Conceptions of Leadership, Para 15). Profound learning is what helps teachers to grow as educational technology leaders. But more importantly, the difficult process of experiencing growth through standing at this very gate, taking risks, and then passing through this gate is what results in the excitement and refreshment of the teaching profession, and the continual growth of technology skills. This cyclic state of being can rely on a few standard skills, such as troubleshooting technology issues when they arise, regardless of the type of technology. Being able to implement a troubleshooting process prevents the roadblocks and the discontinuation of the learning or skill acquisition of technology. The leadership that also results from this change is often at the crux of for modeling continual growth for others, thus, the Center for Comprehensive School Reform and Improvement (2005) suggests, “Speaking up, asking questions, challenging assumptions—all are bound to spark conversation, a necessary precursor to positive change. In these ways, the changes begun by a few teacher leaders on a small scale can set the example for other teachers to follow” (Become Socially Conscious: Raise the Tough Issues, para 4).
Two additional artifacts provide general evidence for demonstrating continual growth in technology skills, as well as having basic understanding of concepts. These include the collection of entries on the Technology through Time Blog, and specifically Email Protocols and Remote Management Entries.
Two additional artifacts provide general evidence for demonstrating continual growth in technology skills, as well as having basic understanding of concepts. These include the collection of entries on the Technology through Time Blog, and specifically Email Protocols and Remote Management Entries.
References
Intel Corporation. (n.d.). e journey inside sm : A fascinating look inside the world of computers. Retrieved from http://educate.intel.com/en/TheJourneyInside/ExploreTheCurriculum/EC_TechnologyAndSociety/TSLesson5/
The Center For Comprehensive Reform and Improvement (2005). Teacher Leaders: The Backbone of Sustained Improvement. Retrieved on January 20th, 2011 from http://www.centerforcsri.org/index.php?%20option=com_content&task=view&id=259&Itemid=5
Pappano, L. (2003, 12 28). Making tech connect. Retrieved from http://www.boston.com/news/education/k_12/articles/2003/12/28/making_tech_connect/
York-Barr, Jennifer, & Duke, Karen. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 225. Retrieved on January 20th, 2011 from http://egandb.uas.alaska.edu:2048/login?url=http://proquest.umi.com/pqdweb?did=744577651&sid=2&Fmt=4&clientId=44955&RQT=309&VName=PQD
