Standard+VIII+-+Reflection

After having read both Standards VII and VIII, I now have a better understand as to the similarities and differences between the two. Both standards “Have a strong administrative focus, but they address different types of functions and tasks” (Williamson & Redish, 2009, p. 177). As further explained by Williamson and Redish on p. 191, “TF/TL Standard VIII addresses the need for higher-level, comprehensive strategic planning for technology, whereas TF/TL Standard VII focuses on implementing the plan.”

As I discussed in my reflection of Standard VII, I had the honor of working for, working with, and learning from a very reputable technology leader, Rick Martinez. I must point out that his employment within the district was made possible by our new Superintendent who was a highly motivated and a staunch supporter of technology. It goes without saying, that as highly qualified and motivational a leader that he was, none of what he managed to accomplish in his time with the district, would have been possible if it had not been for the unwavering support that he had from the Superintendent.

Having support from the highest level of Administration is of course critical, but the real work lies with the ability of a technology leader to effectively and continuously execute the duties and expectations included in Standard VIII, which are listed below and taken from p. 178 of //ISTE’s Technology Facilitation and Leadership Standards//:

- Inspire a shared vision among members of an organization and their key stakeholders - Generate goals and strategies to move the organization toward the vision - Sustain and garner support for change along the way

Mr. Martinez worked diligently and collaboratively with the Superintendent, School Board, and other district level Administrators to assure that the “Decisions for the purchase of technology were integrated within our district plan and adequately considered educational, technological, and societal trends” (Mason & Dodds, 2005, p. 27), and did it exceptionally well. It was the alliance formed among all key stakeholders in support of bolstering the use and acquisition of technology resources and the reliability of its use and availability, that allowed Mr. Martinez to accomplish so much, as outlined in the case study on pages 169-171 of the ISTE’s Technology Leaders and Technology Facilitators book.

Virginia Richard states on page one of her article titled, The Model of a Modern Technology Classroom, that “A standard Model Technology Classroom includes hardware, software, training and infrastructure – all critical in providing the opportunity for model technology teachers and students to become effective users of technology for teaching and learning.” I do not know if Mr. Martinez ever read this article, but I am sure he would agree with this statement, because all of his actions seemed to be leading us in the direction of building model technology classrooms.

After having read Standard VII and VIII, I truly have a better understanding as to what and why Mr. Martinez did what he did. I will say it again, I know I was extremely fortunate to have experienced the type of technological transformation that took place in our district and to have been able to work and learn from Mr. Martinez. I only hope that I will be able to take what I have learned and someday be able “To lead others in creating a research-based vision and develop a long-range strategic plan that moves a vision into reality” (Williamson & Redish, 2009, p. 177), the same way he did, if not better.

References Mason, C.Y., Dodds, R. (2005). Bridge the digital divide for educational equity. The Education Digest, 70, 25-27.

Richard, V. (2007), April 1). The model of a modern technology classroom. Tech and Learning. Retrieved on November 17, 2009, from http://www.techlearning.com/article/7146.

Williamson, J & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.