ISTE Teacher Standard 5, Student Standard 6, Summary

A true professional teacher shares knowledge with colleagues. The concept of life-long learning implies that while one person is the learner, someone else must be the teacher. As a veteran educator, I have a responsibility to encourage and assist younger teachers, and in turn, I need their vitality and their expertise in newer technological methods of presentation. In other words, not only must teachers value the proven standards of teaching, but they must also be receptive to newer techniques proven to enhance learning. To that end, I participated in a workshop last week given by our school Technology Resource Teacher on podcasting. There were only five teachers present. In order to live up to Standard 5, we five must now share our knowledge of podcasting to other teachers who may have reservations about their ability to learn about these advanced methods of teaching and communication. In addition, I intend to pursue with our principal the notion of using professional development time to brainstorm lessons using podcasting, flipcharts, and software programs with teachers of like subjects. Our school is equipped with two computer labs. Centers manned by knowledgeable colleagues could be set up in these labs so that teachers rotate among the centers preparing lessons on various subjects. Each teacher would then save the prepared lessons on a flash drive to be used in the classroom. For example, math teachers would have ways to enhance the math curriculum with flipcharts, social studies teachers would create lessons using podcasts, and self-contained classroom teachers would brainstorm ways to enhance all subjects. This vertical teaming with technology will create a community of students and teachers who can better transfer their knowledge from subject to subject and from one grade level to the next. In some schools, it may be more beneficial for grade levels to meet and brainstorm ways to use technology in the different subjects.

Many teachers, unfamiliar with new technology, are intimidated by the notion of these techniques, or sadly, are stuck in their comfortable routines of teaching. It becomes an administrative decision, then, to insist that teachers attend workshops and planning sessions and then demonstrate their knowledge by creating relevant lesson plans.

Because of the enormous amount of material teachers must cover, scheduling lengthy common planning time is the greatest hindrance to developing relevant lesson plans using a variety of technologies. Again, it behooves district and school administrators to create opportunities in which educators must participate and in which they find value for their students.

Student Standard 6: This standard directs students to utilize their knowledge of technology in a mature and natural fashion. They must think of ways to incorporate this knowledge and find solutions to problems encountered along the way. Seamlessly transferring that knowledge to other areas of school or their lives is the ultimate goal. Providing the hardware and teaching relevant techniques is the responsibility of school districts, schools, and parents. An area of weakness of many schools is not providing information to parents unable to provide technology at home. In fact, many schools are not aware of the vast technological resources available to needy students. I intend to present a challenge to our outstanding PTA to compile a list of these resources so that every student at Clemson Elementary might have a chance to have an equal technological foundation.

 

End of Course Perspective: By definition, as a Baby Boomer, I will always be a “digital immigrant.” That thought gave me several anxious moments before and during this seven-week course. However, with patient instructions and relevant assignments using the learned skills, I feel I have traveled oceans to get to where I am now. Though I used technology in the classroom, my comfort level was basic. Planning lessons using a variety of technology is now my standard procedure.

Technology standards are not suggestions for teachers and students. They are directives, and ignoring them is not an option. From this course, I have more confidence to meet those standards in a relevant and substantial way, I have gained a new excitement for searching out and purchasing up-to-date technological materials to enhance my lessons, and I have a renewed sense of responsibility to share my knowledge with my colleagues. In the end, my students deserve to have an enthusiastic teacher that understands and utilizes current tools and strategies.

 

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