ISTE+Standard+VII+Reflection

ISTE Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments This year my school district was fortunate enough to pass a major bond package focused on technology, including funds for upgrades in infrastructure and hardware along with new purchases for expanded interactive whiteboard capabilities throughout the district. The number of variables involved in the comprehensive plan is staggering: the procurement of materials, the hiring of contractors, the massive professional development cycle, each with its own budget, timeline, and support processes (Williamson & Redish, 2009, p. 149). The reflections generated by reviewing the district plan mirror my ambivalence in reviewing the tenets of this standard. One the one hand, the need for a sophisticated, specialized skill set is clear. Districts around the country are reevaluating their qualifications for technology coordinators, spurred by concerns regarding barriers to technology implementation (Whitehead, Jensen, & Boschee, 2003, p. 152). On the other, technology without academic direction becomes simply unusable floor space: xxx xxx Like screwdrivers or space shuttles, high-tech hardware and software are most useful when used for clearly defined purposes. Their power can only be unleashed if we also pay sustained attention to curriculum, school organization, educational philosophies, instructional practices, family and community involvement, and the other components of successful schools.” (Hawkins, 1997) xx xx My coursework and internship activities prepared me fully for matching technology to instructional and operational needs, for acquiring end user equipment/software/online resources, and for developing appropriate professional development processes for successful campus integration. Where they have fallen short involves acquiring the technical knowledge to build a comprehensive list of hard assets or timeline for deploying a large scale implementation plan or to adequately configure a server network to complete the myriad of functions necessary, i.e. file servers, web servers, exchange servers, routers, and domain controllers. Despite enormous gains in technology resources and access within U.S. public school, classroom teachers’ perceptions of resource inadequacy persist (CDW-G, 2006, as cited in Williamson & Redish, 2009, p. 148). Reasons for this gap between data and assessment may well stem from ineffective configuration of resources and a lack of support infrastructure (p. 147, 167). Part of my future professional development must include more specialized training in server configuration, network development and maintenance, and hard infrastructure.

References: Hawkins, J. (1997, July 1). //The world at your fingertips: Technology education opens doors//. Retrieved October 31, 2011, from Edutopia: http://www.edutopia.org/world-your-fingertips Whitehead, B., Jensen, D., & Boschee, F. (2003). //Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders.// Thousand Oaks, CA: Corwin. Williamson, J., & Redish, T. (2009). //ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do.// Washington: International Society for Technology in Education.