Technology
Facilitation
Standard I. (TF-I)
Technology Operations and Concepts.
Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts. Educational technology facilitators.
TF-I.A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers). Candidates:
- Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans.
- Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs.
TF-I.B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Candidates:
- Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts.
TF
I REFLECTION:
As an evolving technology
facilitator, I continue to work to
enhance my technology skills and stay abreast of the technological
advancements
related to basic computer operations such as editing, file management,
printing, e-mail, multi-tasking, and networking.
I am developing
skills that will enable me to operate a computer and peripherals on a
network
or through remote access, evaluate the capability of a computer system,
and
identify appropriate software and peripherals that are compatible with
the
system.
It is imperative
that in fulfilling the dual role of technology facilitator and school
library
media specialist, that I be proficient in the use of Internet
applications such
as telnet, Web browsers, file transfer protocol, Listservs and
Newsgroups, web
portals, and search engines.
Working as technology
facilitators, educators will be expected to apply basic maintenance and
troubleshooting strategies for the hardware, software, and network
components
of the computer systems and utilize help or support resources in
solving
problems.
Skills in the use
of technologies to access professional interchange networks, and
research
databases like ERIC to access and exchange information should be
acquired,
however, it is equally important that facilitators be familiar with and
able to
use terminology related to computer and technology appropriately in
written and
oral communication.
Further, it is
crucial for technology facilitators to understand the implications of
the
growing interdependence of technologies and for educators to begin to
use
productivity tools to enhance professional tasks such as
correspondence,
assessment, classroom materials, presentations, etc.