Educational Technology facilitators plan, design, and model effective learning environments andmultiple experiences supported by technology.
Technology Facilitation Performance Indicator II.A
The Technology Facilitator designs developmentally appropriate learning opportunities that applytechnology-enhanced instructional strategies to support the diverse needs of learners.
Technology Facilitation Performance Indicator II.B
The Technology Facilitator applies current research on teaching and learning with technology when planning learning environments and experiences.
Technology Facilitation Performance Indicator II.C
The Technology Facilitator identifies and locates technology resources and evaluates them for accuracyand suitability.
Technology Facilitation Performance Indicator II.D
The Technology Facilitator plans for themanagement of technology resources within the context of learning activities.
Technology Facilitation Performance Indicator II.E
The Technology Facilitator plans strategies to manage student learning in a technology-enhancedenvironment.
Technology Facilitation Performance Indicator II.F
The Technology Facilitator identifies and appliesinstructional design principles associated with the development of technology resources.Although I have served as an end-user trainer in the past, and am now working in higher education, Ihave never managed a classroom, developed a lesson plan nor studied educational theory. I struggle withthe TEKS and K-12 standards. I am not familiar with the standards and the learning curve was steep. AsI progressed through the program, I realized that in order to provide efficient and effective service to our K-12 partners, my familiarity with the standards is essential.I appreciated the applied examples for learning in both texts and other readings. It gave me anopportunity to contextualize how technology is applied in K-12 classrooms to maximize learning.Furthermore, I was able to reflect on how I may integrate the standard, theories and best practices in myowncommunity collegestudent affairs learning outcomes. Solomon and Schrum (2007) warn that sittingon the sidelines is no longer an option; teachers must embrace students’ technology interests andcapacity while leveraging their strength, pedagogy, to help students learn. In my case, I must consider how I can integrate Web 2.0 tools into the processes I “own” including outreach, admissions,assessment
and graduation. Although social networking is included in the prospective and current studentcommunication plans, should it have a more prevalent role? What other tools may be “harnessed” tocreate Gladwell’s (2002) “stickiness” and “tip” admissions yield, retention and graduation rates?
Kimberly McKayPage | 2