EDLD 5398ET - Week 2.6 Reflections for Technology Facilitator Standard IV

Week 2 Assignment, Part 2-6: Reflection on Technology Facilitator Standard IV: Assessment and Evaluation in your Textbook


After reading chapter four (TF/TL) Standard IV; the use of technology to assess student learning is the responsibility of the teacher to know how to use technology to facilitate student learning. Students in a personalize group receive individual feedback from the instructor (Blignaut and Tollip, 2003). According to the Standard IV, teacher should know how to address the various standards, and should be able to demonstrate effective communication in their teaching, and demonstrate the necessary skills and methods of delivering cultural learning that is contour to each student particular need. It is also the responsibility of the principal to know what teachers need in the classroom to facilitate a positive learning environment. Many forms of peer interaction are possible (Merrill & Gilbert, 2008). Moreover, principals are assigned the main responsibility for providing teachers with the necessary tools, off campus workshops, or any other instructional learning aid that is driven to support the teacher advancement in education. Professional development using one-day in-service training is the standard mechanisms by which school districts provide on-going training for their teachers; however several limitations exist (Sprague, et. Al, 2011).

An ETL facilitator can also provide valuable learning resources on campus to help with effective teaching; ensuring that teachers are capable of improving student learning; and school administrators are able to help them do so in order to meet ISTE’s standards as outlined. In remembering what I read in chapter IV, I have looked at materials designed to expand creativity in individuals, and was recently asked by my program chairperson to review the content in my classroom to find a creative way to spruce our numbers in student engagement. This is where I found comfort in reading on page 85 under the subheading “Evaluating Educational Technology”, in effort to redefine the purpose of our current classroom curriculum. Teachers could make their communication regarding larger contexts more effective by inspiring students (van der Zee, 2012). Interesting enough, Standard IV played a huge role in my delivery and response and conceptual knowledge to put together a practical outline of some of the weak points that I found in our learning modules.

References

Blignaut, S., & Trollip, S. (2003, June). Taxonomy for faculty participation in asynchronous online discussions [Electronic version]. Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003, (pp. 2043-2050), Honolulu, HI

Merrill, M. David, and Clark G. Gilbert. 2008. “Effective Peer Interaction in a Problem-Centered Instructional Strategy. “Distance Education, 29(2), 199-207.

Sprague, J., Pennefather, J., Marquez, J., Yeaton, P., Marquez, B., & Society for Research on Educational Effectiveness, (.2011). Online Universal Screening and Behavioral Progress Monitoring: Assessing Social Validity, Usability and Internet to Use by K-3 Teachers. Society For Research on Educational Effectiveness,



van der Zee, T. (2012). Inspiration: A Thought-Provoking Concept for RE Teachers. British Journal of Religious Education, 34(1), 21-34.