ITSE+Textbook+Reading+Reflections

=Standards I-Technology Operations and Concepts= Standard I Technology Operations and Concepts serves as the foundation for all the remaining technology facilitation standards. Chapter One discusses how all educators must possess a "basic set of technology-related knowledge and skills" (Redish & Williamson, 2009). As more schools are receiving technology equipment many states are requiring that educators have some type of basic technology proficiency. "With limited prior technical experience either at home or at school, most practicing educators depended on school technology professionals to help them acquire the knowledge they needed" (Redish & Williamson, 2009). All of the teachers at my campus possess a basic knowledge of technology skills that they use in their day to day activities at home and school. Implementing this standard into my field-based activities wasn't a concern as our campus has progressed through this challenge.

With me beginning my educational journey teaching Technology Applications EC-12 I feel as though I possess a advanced set of technology skills. Teaching other teachers and students has strengthened my ability to lead as well as model basic technology operations. While completing my field-based activities I was able to meet with individual and small groups to provide a "professional learning opportunity with a broader focus on teaching, learning, and the curriculum" (Redish & Williamson, 2009). Collaborating with colleagues from my school in the wiki that I created for EDLD5306 gave teachers a chance to share their beliefs of how they would want to improve their technology skills in classroom instruction.

The knowledge I've gained from reflecting on this standard is that technology leaders must demonstrate a advanced or in-depth knowledge of technologies as it relates to the "knowledge, skills, and understanding of technology operations and concepts" (Redish & Williamson, 2009). "Teachers who understand how multiple components work together to make the learning activity possible have been found to be more successful in implementing technology than teachers whose knowledge of technology operations and concepts is less evolved and more discrete" (Zhao, Pugh, Sheldon, and Byers, 2002). As a learner I will continue to provide a professional learning community where educators can discuss and share their ideas for growth and continual improvement. The challenges that still lie ahead are getting teachers to embrace change and continue to learn how to use new technologies "Adults-like students-need to acquire basic skills and foundational knowledge, but they are more likely to understand, retain, and transfer this knowledge when it is embedded in meaningful, authentic contexts (Bransford & Cocking, 1999).

Standard VI-Social, Ethical, Legal, and Human Issues
In Standard VI the chapter addresses the social, ethical, legal, and human components of using technology in education. It is my personal belief that technology works best when it is utilized correctly and efficiently. "When used properly, information and communication technologies open new opportunities for learning and help students acquire necessary technology-related knowledge and skills for work and citizenship in the digital age" (Redish & Williamson, 2009). Students must be provided with equal access to the internet and software applications as well as to the hardware. Assisstive technologies must be provided in order to comply with the Individuals with Disabilities Act (IDEA). Three major concerns for education are online safety, copyright, and internet safe policies. School districts are taking serious measure to protect students privacy and block web sites that are obscene or harmful to children. "Primarily, youth-with developing moral structures and limited life experiences-are leading the effort outside of school, with educators and parents knowing very little about the technologies students use and only 8% of schools providing cybersafety training (CDW-G, 2007).

One of my field-based activities was at the 21st century after school program I was able to mentor elementary students on how to be safe while surfing the world wide web. It was interesting to see how many students were not taking proactive measures while conversing to others on the internet. I taught them how not to share personal information, passwords, images, as well as talk to people if they did not know who they were. "Recent survey results suggest that nearly all (96%) online teens have used social networking technologies such as chat, text messaging, blogging, and online communities such as MySpace and Facebook (National School Boards Association, 2007). It was amazing to see that many of these students had personal e-mail accounts and web pages where they posted their private information. I was able to take them to the NetSmartz website that teachers students how to navigate safely on the internet. The site also shows them video vignettes, interactive safety games, and personal tutorials on how to use the web safely. For the teachers on my campus I was able to share with them child-friendly websites and resources to use with their students. There are alot of instances where students like to use yahoo and google to search for images for different multimedia projects. I was able to work with our campus librarian to locate educational databases and encyclopedias for research purposes. The teachers were glad to have a kid friendly resource that they didn't have to worry about monitoring every student's move or inappropriate material. At the end of the activity students were more knowledgeable about being safe online. They shared with me that they were more cautious of talking with students they didn't know as well as sharing confidential information. Teachers were more open to letting their students search online using safe district approved websites for school projects. I think that both of the field-based activities was a success and provided an opportunity for future conversations.

Educators must be taught the proper procedures of using copyrighted materials and intellectual property rights. This will help educators in communicating the proper information to their students regarding copyright and plagiarism. Acceptable use policies address the responsibilities that educators and students must follow when using technology. "AUPs set boundaries around technology use and educate teachers and parents about security, online safety, copyright, netiquette, cyberbullying, and other emerging issues" (Redish & Williamson, 2009). As a technology leader it is my responsibility to continue to develop, implement, and communicate new technology policies and procedures from state and federal legislation. A challenge that is worth of investigating is how can our campus inform parents about internet safety tools that they may install on their personal computers at home. Also, how can the district receive funding to help all DISD students to receive at least one personal computer per household to use for educational purposes.