Standard+II+-+Reflection

TF/TL Standard II provides a comprehensive description of "How technology facilitators and leaders can support teachers during critical instructional planning and design phases” (Williamson & Reddish, 2005).

This explanation and understanding of TF/TL Standard II is critical for those of us in the field of Instructional Technology. It explains why the role of both a technology facilitator and leader is so daunting. In simple terms, Standard II basically calls for a shift in how an educator teaches (a change in their teaching pedagogy) and the role that both the technology facilitator and leader play in making this change possible.

Researchers agree that this change can be a tremendous task to try to accomplish. After all, “Even without the integration of technology, the instructional design process requires teachers to consider multiple factors such as what to teach (content), how best to teach it (pedagogy), what resources to use (instructional materials), how to manage students and resources throughout the learning process (classroom management), and how to monitor student learning (assessment)” (Mishra & Koehloer, 2006; Pierson, 2001). Then on top of all that, teachers are asked to “Add a new layer of complexity to their planning process” and integrate technology into their instructional design” (Williamson & Reddish, 2005).

Through real life experience as a Technology Facilitator and this degree program, I have really come to learn and appreciate the amount of self-sacrifice, hard work, and dedication involved in trying to become a more informed and highly educated leader and role model for others. In my opinion, any person within a leadership position that asks and expects others to work hard and produce high quality results, must first prove that they are willing and able to do the same. This is the main reason why I chose to obtain a Master’s Degree in Educational Technology Leadership. It was in my second year as a Campus Instructional Technologist, that I realized I needed to learn more about how to help my fellow colleagues accomplish the type of pedagogical change we are all faced with making.

A true leader always leads by example and sets the standard by which they want others to follow. In doing so, you are more likely to earn the respect of those you lead and they would be more willing to put forth the extra effort being asked of them. More importantly, they would be more apt to believe in the change you are trying to make, because they will see and appreciate the leadership and support you are willing and able to give them during the “Critical instructional planning and design phases” (Williamson & Reddish, 2005) that Standard II addresses. By accomplishing this, you widen the window of opportunity to help educators embed technology into the learning environment in a way that would positively impact their student’s learning.

**References** Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Pierson, M. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-430.

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.