Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice. Educational technology facilitators:
TF-V.A. Use technology resources to engage in ongoing professional development and lifelong learning. Candidates:
1. Identify resources and participate in professional development activities and professional technology organizations to support ongoing professional growth related to technology.
2. Disseminate information on district-wide policies for the professional growth opportunities for staff, faculty, and administrators.
TF-V.B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Candidates:
1. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
TF-V.C. Apply technology to increase productivity. Candidates:
1. Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
2. Assist others in locating, selecting, capturing, and integrating video and digital images in varying formats for use in presentations, publications and/or other products.
3. Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, languages translators, scientific probeware, or electronic thesaurus) in content areas.
4. Use a variety of distance learning systems and use at least one to support personal/ professional development.
5. Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development.
6. Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
7. Use examples of emerging programming, authoring or problem solving environments that support personal/professional development.
8. Set and manipulate preferences, defaults, and other selectable features of operating systems and productivity tool programs commonly found in P-12 schools.
TF-V.D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. Candidates:
1. Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning.
2. Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and web browsers.
3. Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.
4. Design, develop, and maintain Web pages and sites that support communication between the school and the community.
ISTE Standard II
ISTE Standard III
ISTE Standard IV
ISTE Standard V
ISTE Standard VI
ISTE Standard VII
ISTE Standard VIII
Resume
Educational Philosophy
Program of Study
NJ CCCS
RSS FEEDS
To be affective as a Technology Facilitator, one must be on the cutting edge of technology, utilizing all types of technology in her personal and professional life, not only to improve her own personal productivity, but also to serve as a model for the administration, staff, and parents in her district. The facilitator must establish and demonstrate best practices within the district. She needs to be familiar with electronic devices and emerging distance learning systems such as Webct (an On-line portal), especially if she intends to introduce e-learning in her district. This new way of offering additional classes or remediation that I discuss in my article critique remains controversial. (Solomon 2005). I have utilized e-learning in my professional development through Masters Classes at New Jersey City University and have experienced firsthand the benefits and challenges of this type of instruction.
As a leading professional, the Facilitator must have experience with hypermedia, multimedia, advanced features of word processing, authoring tools, and desktop publishing in her arsenal of tools for personal and professional productivity. She should be able to teach these skills to her teachers so that the teachers can use them in their classrooms. Also, it is important to create programs to present at the district level. The Power Point presentation "About Us" was created to explain a language arts unit to my second graders that would utilize power point, graphing, and the digital camera as a means to showcase their work for parent/teacher conferences. I have used a variety of this authoring tool's advanced features in my presentation for my class, such as utilizing different slide types, importing pictures from the Internet, changing font sizes, adding sound effects, and making the text move in different ways. My knowledge of Power Point, Microsoft Publisher, and Windows Movie Maker continue to enhance my ability to showcase my work and create products that are both interesting and useful.
Using the appropriate technology to communicate with colleagues, parents, and the community at large is also an important part of the Technology Facilitator's job. She must use email as an efficient means of communication, design web pages to disseminate information, be familiar with blogs (on-line web logs) to use as needed, and be able to create a link to her website for up-to-date news and magazine articles through RSS feeds for her teachers. This website, my teaching website, and my RSS Feeds about technology are examples of how I utilize technology for life-long learning and communication.
Solomon, G. (May 15, 2005). Shaping e-learning policy. Retrieved March 19, 2005, from http://www.techlearning.com
WebCT
ABOUT US POWER POINT PRESENTATION
TEACHING WEBSITE