EDTC6149: Planning and Administration of School Technology Programs Reflection

State the competency or standard that is appropriate for your degree and licensure area. This could be standards for 077 licensure or ISTE Advanced Standards for Technology Facilitators. When appropriate you may use standards from the Association for Educational Communication and Technology (AECT). Choose one or two standards that most representative of your artifact. The reflection should include discussion for each of the standards youve identified for the artifact. TF-VI.E. Facilitate equitable access to technology resources for all students. 1. Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers.

TF-VII. Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for P-12 schools. TF-VIII.D. Lead in the development and evaluation of district technology planning and implementation. Describe requirements for your artifact. What was assigned and how did you complete the project. Only 100 to 150 words are needed for this section. Include theoretical base for what you did in the project. Include references to textbook authors, readings, and online resources discussed in your course. EDTC6149-Planning and Administration of School Technology Programs was taught during Fall 2011 by Dr. Renee Neal. The course focused on defining policies and procedures to effectively manage the use of school technology. The final project for this course was to create a complete policy and procedure manual for a real or fictitious school. Each week, we focused on a different piece of the manual, which made the complete manual more manageable and much easier to understand. Our text, Leading 21st Century Schools Harnessing Technology for Engagement and Achievement by Schrum and Levin taught me about what school leaders need to know about the upcoming changes in 21st century schools and what is driving these changes. Pages 111 and 112 were terrific examples of technology-planning and a model for teacher leaders to consider. It said that there are three roles of teacher leaders: advocates, innovators, and stewards. This was an eye opener and would be beneficial to those outside of instructional technology. The other text, Security vs Access: Balancing Safety and Productivity in the Digital School, by Robinson, Brown, and Green discuss inappropriate content, predators, inappropriate uses of the network, and copyright infringement. Each of these sections helped me shape my policy and procedure manual by reading the common responses and recommendations

Alicia Ray

EDTC6149: Planning and Administration of School Technology Programs Reflection

Explain how your artifact is a good example of the objective, competency, or standard. Defend your evidence as if you were a lawyer defending the validity of evidence submitted for the trial. Include references to theory in Instructional Design and Technology. Each of my standards and objectives listed encompass the idea of development, implementation, and evaluation of school technology programs. I have met each standard listed above through the creation of my own policy and procedures manual. Within the manual, I provide equitable access of technology to students and teachers (ISTE Standard TF-VI.E). The creation of the policy and procedure manual allows me to take a position of leadership as listed in TF-VIII.D (ISTE Standards) Finally, each standard in TF-VII (ISTE Standards) is met by using the school technology facilities and resources to implement classroom instruction, following procedure and guidelines used in planning and purchasing technology resources, and participate in professional development opportunities related to management of school facilities, technology, resources, and purchases as evident in the policy manual. Discuss how you might change the content, strategy, or design of the artifact. If you see no need for change, elaborate on the artifact is a good exemplar for the competency or standard. Upon reflection of my project for EDTC6139, I would not change anything within the artifact. I am very proud of this policy and procedure manual and would gladly offer the contents to any school system that is in need of a similar manual. I feel that this manual, as written, is ready for implementation to any school system. I especially like the various forms I created for the manual, such as the Student Acceptable Use Policy and Teacher Acceptable Use Policy. The acceptable use allows for equity among students and teachers while still creating guidelines for use and consequences for irresponsible behavior. Discuss how the artifact is representative of future career goals and plans. Because my future career goal is to be an instructional technologist for elementary schools, I found this artifact to be eye-opening. I was unaware of the hard work and rigorous hours spent on the development of a policy and procedure manual. Each section of the manual is so vital to the completion of the policies. Now that I am fully aware of how to create a manual, the current manual employed by our county makes more sense as I read through it. I also see some topics that need to be added, as well as developing inquiry as to other portions. This artifact was a great experience and certainly is representative of future career goals. References Robinson, L., Brown, A., & Green, T. D. (2010). Security vs. access: balancing safety and productivity in the digital school. Eugene, Or.: International Society for Technology in Education. Schrum, L., & Levin, B. B. (2009). Leading 21st century schools: harnessing technology for engagement and achievement. Thousand Oaks, Calif.: Corwin.

Alicia Ray