STANDARD 3 BRIEF PAPER 1

Standard 3 Brief Paper

Kedralyn Folk

EDIT-760 Instructional Technology Leadership

June 30, 2019

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Introduction

Standard three addresses excellence in professional practice. ISTE-NETS-A standard

three state’s educational administrators promote an environment of professional learning and

innovation that empowers educators to enhance student learning through the infusion of

contemporary technologies and digital resources. Dr. Mark Edwards (2013) stated, “Digital

resources are more important than ever for transforming learning, teaching and operations. We

must maximize and utilize the leadership resources we have. Building and developing strong

collaborative leaders creates synergy for innovation for teaching and learning.” Considering what

excellence in professional practice means, I will explore the implementation of standard three at

Denmark-Olar Elementary School (DOES). A pre-kindergarten through fifth grade school in

Bamberg School District Two.

Keen (2013) says, “With all of the rapid changes happening in education and today’s

world, the importance of continuous learning in my own professional life is even more critical

than ever. We are all learners, and to be able to apply and create new ways of learning, we need

to have both skills and knowledge. The more capable we are with technology and the more we

understand the learning opportunities that become available to everyone, the better able we are to

lead and inspire.” Educational administrators must seek their own knowledge and understanding

of technology to lead properly. Through observations, reviewing professional development data

and interviews with the administration and staff, I found the district is striving to meet standard

three. However, more training in contemporary technologies and digital resources is needed.

Performance Indicators

The first indicator says allocate time, resources, and access to ensure ongoing

professional growth in technology fluency and integration (ISTE). Through exploring school
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schedules and interviewing faculty. I concluded the first indicator has the potential to be met

completely. There is time, resources and limited access to technology available. Teachers

collaborate with computer lab monitors to support a lab rotation model in blended learning for

students. To fully meet this indicator the school and district must invest in their technology

department; Placing up to date equipment in the hands of teachers and learners. Time should be

allocated to training teachers to use the instructional technology tools already available to them.

The second indicator states, facilitate and participate in learning communities that

stimulate, nurture and support administrators, faculty, and staff in the study and use of

technology (ISTE). Through observations, I found that the second indicator is not being met.

Administrators at DOES do not participate in technology learning communities. Thus faculty and

staff are not either; unless they seek technology training outside of work. Without an

instructional/educational technology department this indicator will not be met. At the school

level, administrators could begin a technology learning community with their faculty and staff.

At the district level, it is important to have a leader in this area.

The third indicator says, promote and model effective communication and collaboration

among stakeholders using digital age tools (ISTE). Through attending stakeholder meetings,

parent/community surveys, and observations there is evidence that stakeholders are aware of

digital age tools. However, many do not have a complete understanding of the digital age tools

benefit student learning. To address this, during stakeholder meetings, someone from the

technology department should speak and give an update on what is being used in the district.

Also, this department should provide training to stakeholders. This could be via online

(instructional video) or in-person (class).

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The final indicator states stay abreast of educational research and emerging trends

regarding effective use of technology and encourage evaluation of new technologies for their

potential to improve student learning (ISTE). Administrators are striving to meet the final

indicator. They are aware of educational research and emerging trends, but they are often limited

on what can be implemented because of lack of access. Though schools have computer labs and

some teachers have computers in the classroom it is not enough to fully meet the indicator.

Administrators need opportunities to model effective use of technology and encourage

evaluation. Opportunities will be created when access to technology is not a problem.

Summary

ISTE NETS-A standard three addresses the educational administrator’s role to promote

excellence in professional practice through the infusion of contemporary technologies and digital

resources. Educational administrators must continue to learn, evolve and effect change in their

schools. At the school and district level I recommend continued education classes in technology.

Especially in the use of district instructional learning tools. It is imperative that administrators

and teachers both know how to properly use any technology used for student learning.
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References

Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin.

Edwards, Mark, and Mark Keen. Five Imperative for Technology Leadership. COSN/AASA, 2013,

cosn.org/sites/default/files/pdf/CoSN Empowered Superintendent Module 1 FINAL.pdf.

“ISTE Standards Administrators.” International Society for Technology in Education, ISTE, 2009,

id.iste.org/docs/pdfs/20-14_ISTE_Standards-A_PDF.pdf.