Technology Professional Growth - Coursework Example

Technology professional growth part due: Introduction Technology in learning environment is for various purposes. For example, an indicator rubric is employed to assess and create staff growth based on the incorporation of technology into learning and teaching. Magnitudes for performance indicators are helpful for scheming the development of teachers. In addition, to appraise the products generated by faculty that is as a result of staff evolution (International Society for Technology in Education, 2003). This paper will discuss a technology growth plan that assists in reflecting on the learning that has occurred. In addition, in the perspective of what is achieved and establish philosophical objectives for attaining the goals in the environment of working together. Focus Area #1: Technology operations and concepts The objective in this area is to continue seeking resources that will promote the development in technology comprehension and expertise to keep up with the dynamic technologies. The reason for setting this goal is that the technology changes rapidly. Likewise, it is my obligation to ensure the students are capable of utilizing new technologies in a manner that is not documented. Innovation is the key concept, and it helps with the student’s learning. As written by West (2012), the learning institutions have integrated various technologies in the sphere of teaching and learning (p.47). Reflecting on the technical expertise of using various technologies, I am in a position to make suitable alternatives in technology systems, services, and approved resources by the state and district standards. Having gone through the technology ideas, I am aware of the skills and knowledge associated with it and transfers the understanding to the students through teaching. As I seek to enlarge the utilization of technology in the class and concentrate on learning, am able to recognize the potential and restrictions of the surfacing wealth on technology. Moreover, I can examine the possible application of these advancements and services to satisfy workplace needs, individual and lifelong learning. From the perspective of the students, they can use various types of technologies that are significant in learning. In addition, they are equipped with up to date technology. Jackson, R. (2014). Technologies Supporting Curriculum Access for Students with Disabilities | National Center on Accessible Instructional Materials. Retrieved January 7, 2015, from http://aim.cast.org/learn/historyarchive/backgroundpapers/technologies_supporting#.VKy1CSuUeSo This resource helps in identifying various programs that are applied in assisting students with special needs. Moreover, it is useful in ensuring education equity across all the students. The technology promotes the ability to perform, enhance scholastic achievement and engagement in instructional occupations. The challenge in attaining the goal is the fact that I have to participate in technology workshops and carry out research continuously. Focus Area # 2: Planning and designing learning environments and encounters The objective in this field is design and plan efficient learning conditions and encounters that are dependent on technology. As per my profession, I am expected to create a learning opportunity that is developmentally suitable. The instruction policies are technology—enhanced to satisfy the multiple needs of students. On reflection, I am capable of organizing equal access to suitable technology systems that assist learners to participate in learning processes successfully in grade standards and areas of the subject. In addition, I can examine, execute, plan and manage student ability to apply technology resources, for example, in assistive and adaptive technologies. I can create lessons that utilize technology efficiently and are constant with the best practices of incorporating student technology quality with subject matter. During the process of planning, I am alert of and make excellent alternatives of technology resources, services and systems in line with state and district levels. The National Education Technology Standards for Teachers. (2000). CONNECTICUT TEACHER TECHNOLOGY COMPETENCIES. Retrieved January 7, 2015, from http://www.ctreg14.org/uploaded/Technology/CT_Standards_and_Competencies/Teacher_Technology_Competencies.pdf This link is helpful because it contains information about the competencies of a teacher technology. On page seven of the document, there are immense details on how to design learning experiences and environments. The limitation in this field is the ability to conform to the curricular of different learning levels. In addition, the technology resources available may influence the planning procedures and affect the results. Focus Area #3: Productivity and professional development The focus on this area is to promote my professional practice and productivity through technology (Fullan, Cuttress & Kilcher, 2005). To be able to earn value of my profession as a teacher, there is a need to get best outcomes in student’s learning. Reflecting on achievements, I take part in professional growth occupations and professional technology institutions. It is crucial to enhancing the progressing career evolution in association to technology. I am acquainted with the district strategies for professional development for administrators, staff, and faculty. In addition, I look back on the career performances to make the correct judgments in reference to the utilization of technology in aiding learners. I use more aspects of graphics, word processing, desktop publishing and other programs in teaching products. Nevertheless, I combine various specific-purpose electronic tools such as language translators, electronic thesauruses, graphic calculators and scientific probe ware. I consider how these tools promote learning in the specified fields. I utilize telecommunication devices and resources to communicate, to gain entry to remote data, generating hypermedia products and printing multimedia. In my endeavor to gain more professional growth, I engage in online collaborative team hobbies and curricular projects. Burns, M. (2015). Elearn Magazine: How to Help Teachers Use Technology in the Classroom. Retrieved January 7, 2015, from http://elearnmag.acm.org/featured.cfm?aid=1865476 The resource above is important in motivating teachers to use technology in the classroom as an instructional device. It challenges that teachers should not only use technology for personal productivity, exhibit of content and administration but also as a student learning instrument. The obstacle that is faced in attaining the goal is that technology incorporation in schools and classroom for the majority in the teaching profession is advanced. It is, therefore, difficult to get a collaborative team to facilitate growth may not be easy. Focus Area # 4: Leadership The goal of this field is to manage technology on the basis of innovation that is compatible with the learning and teaching activities (Fullan, 2002). The goal is motivated by the fact that large-scale computer learning is cheap compared to labor-intensive approach. My role as a leader in technology is to implement the disruptive innovation theory. The disruption of technology in learning institutions is in two forms; the speeds at which the technology refines and the low rate the schools employ the advancements. From this perspective, I am able to put in place sustaining technologies that improve the students’ performance in school. In addition, I recognize innovations that cannot empower the development of students (Christensen & Horn, 2008). On the other hand, I lobby for use of technology to ensure that the idle computers in labs are engaged intensively. Doug, J. (2013). Membership. Retrieved January 7, 2015, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Technology-Skills-Every-Teacher-Needs.aspx This article describes the technology expertise that teachers require to be leaders in the learning institutions. It highlights the standards that are set by the International Society for Technology in Education. The challenge encountered is the change of the school culture. In the event where the technology is not part of the learning, because of lack of knowledge in the area may not be readily embraced by the staff. Conclusion All in all, technology transforms the manner in which the students learn and the faculty teaches. The technology enables easy access to data but on the other hand it deviates from learning. The role of the teacher is to investigate the surfacing technologies and make the right decision on the most appropriate that can aid in developmental learning. The technology is dynamic and therefore the teacher should find ways of keeping up with the pace. It is useful in promoting the individual and professional growth, as well as outstanding learning outcomes. References Burns, M. (2015). Elearn Magazine: How to Help Teachers Use Technology in the Classroom. Retrieved January 7, 2015, from http://elearnmag.acm.org/featured.cfm?aid=1865476 Christensen, C. M., & Horn, M. B. (2008). How do we transform our schools? Use technologies that compete against nothing. Education Next, 8(3), 12. Doug, J. (2013). Membership. Retrieved January 7, 2015, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Technology-Skills-Every-Teacher-Needs.aspx Fullan, M., Cuttress, C., & Kilcher, A. (2005). (8). Forces for leaders of change. Journal of Staff Development, 26(4), 54-58. Fullan, M. (2002). The change. Educational leadership, 59(8), 16-20. International Society for Technology in Education. (2003). Resources for assessment. Eugene, OR: International Society for Technology in Education. Jackson, R. (2014). Technologies Supporting Curriculum Access for Students with Disabilities | National Center on Accessible Instructional Materials. Retrieved January 7, 2015, from http://aim.cast.org/learn/historyarchive/backgroundpapers/technologies_supporting#.VKy1CSuUeSo The National Education Technology Standards for Teachers. (2000). CONNECTICUT TEACHER TECHNOLOGY COMPETENCIES. Retrieved January 7, 2015, from http://www.ctreg14.org/uploaded/Technology/CT_Standards_and_Competencies/Teacher_Technology_Competencies.pdf West, A. L. (2012). The modern CEO: Technology tools, innovation & guidebook for todays tech savvy leader. Bloomington, IN: AuthorHouse. Read More