Standard 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. Educational technology facilitators: A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Candidates: 1. provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. 2. consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning. 3. assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies. B. Apply current research on teaching and learning with technology when planning learning environments and experiences. Candidates: 1. assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. C. Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates: 1. assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards. 2. model technology integration using resources that reflect content standards. D. Plan for the management of technology resources within the context of learning activities. Candidates: 1. provide teachers with options for management of technology resources within the context of learning activities. E. Plan strategies to manage student learning in a technology-enhanced environment. Candidates: 1. provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies. F. Identify and apply instructional design principals associated with the development of technology resources. Candidates: 1. assist teachers as they identify and apply instructional design principals associated with the development of technology. Reflection TF II The School Library Media Specialist is not just teaching and supporting the students. He or she is also teaching and supporting faculty. Many teachers are unhappy with the status quo but feel unable to change or unsure of the appropriate changes to make. So, they do what they have always done. Technology is rapidly changing the landscape of our society; therefore, the School Library Media Specialist is in a position to equip today’s teachers to grow with that change. “Successful experiments lead to more experiments. Failures lead to setbacks, even to temporary cessation of new strategies.” (Sandholtz, J.H., Ringstaff, C., & Dwyer, D., 1997, p.17) It is a privilege and a responsibility to be the point person in such important times. Making myself available to the faculty as they develop unit plans will provide them the opportunity to expand their curriculum to include technology standards as well. I can show them which technologies are available to them and how to use them. Once we remove the fear that many teachers feel when faced with integrating technology into their classrooms, we can watch them grow. As a Masters student at NJCU, I was asked to create a lesson plan integrating technology. I created a lesson plan for a writing class that went beyond the typical paper and pencil assignment. The project enhances the writing lesson by requiring that the students present their story via photostory using still images and narration. ALA standard 2 ask us to “Collaborate with others to exchange ideas, develop new understandings, make decisions and solve problem.” It also requires that we “Use the writing process, media and visual literacy, and technology skills to create products that express new understanding”. This is a perfect example of how I as a SLMS, can collaborate, and develop new understandings while enhancing teacher unit plans with specific technology that naturally fits into the structure of the class. I have also created a tutorial that shows how to create a movie on MovieMaker. This tutorial can be used by teacher or student to take the fear out of learning a new application and using it as a form of presentation. The attached budget presentation is a comprehensive look at our middle school library collection. This project was part of the Masters program of NJCU. The project asked us to evaluate the district philosophy and spend their library money well. Our district had recently adopted differentiated instruction theory in all K-8 classrooms. This presentation reflects my intention to purchase technology as part of our district wide initiative into differentiated instruction. Teachers must have the appropriate technologies available to meet the needs of each student in the differentiated classroom. The SLMS is able to direct the district toward appropriate technology in order to meet administrative expectation.
ALA/AASL, (March 2003). ALA/AASL Standards. Retrieved October 2, 2010, from ALA web site: http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL Learning_Standards_2007.pdf Sandholtz, J.H., Ringstaff, C., & Dwyer, D., (1997). Teaching with technology: Creating student-centered classrooms. New York: Teacher College Artifacts
Email: marc138@optonline.net |
||
