Reflections+on+Technology+Facilitator+Standard+III


 * At first glance, Standard II and Standard III seem identical and appear to refer to the same. However, upon further study, one will realize the difference is that while Standard II addresses the learning environments, Standard III concentrates on prescribed coursework. **
 * The main purpose of this standard is to measure how curriculum and technology are integrated in order to augment learning. Out of personal experience, I will say that to achieve this, first there has to be already a preestablished lesson plan or a teaching method into which technology can be applied; the opposite cannot occur. In order for me to design web searches (thus incorporating research tools) in looking for illustrations or concepts, first there had to be a lesson or activity that called for investigation of any sort to begin with. To utilize communication tools, first there had to be a purpose for it, like in EDLD 5364 where teammates had to interact online to produce a project, especially given the circumstances of distance learning (this addresses two performance tasks). Of course, it would be utterly impractical at school to integrate word processing or database applications without linking them to the curriculum; it would be equivalent to simply typing away sans purpose. Asking students to assign values to pictures and generating pictographs using a computer addresses the need to incorporate problem-solving tools. Finally, when we ask students to draw their own geometric shapes using Paint, or when we invite them to explore basic animation for their virtual books, we are incorporating performance task TL-III.A.5, which deals with multimedia. **
 * One outcome of implementing this standard is the gradual development of frameworks of technology integration within the curriculum as students become accustomed with using the tools of automation. The next phase, in my opinion, would be to master web authoring tools to publish work online. At the same time, to accommodate for the diverse needs my students have (I am a Special Education teacher), I tried to make sure that our geometry activity was inductive in nature and originally visual; we started by asking students to identify and draw geometrical shapes, then gradually we added concepts, vocabulary and higher order inquiry. **
 * Perhaps a subject to consider in the future is how nascent technologies and protocols will be incorporated while keeping in mind that there is still a huge divide between digital natives and digital immigrants. **