Assignment 2.6 Technology Planning Professional Development Plan. Peter Rawsthorne Cape Breton University

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1 Assignment 2.6 Technology Planning Professional Development Plan Peter Rawsthorne Cape Breton University Partial fulfillment of the requirements for EDU539 Terry MacDonald June, 2006 Page 1 of 22

2 INDEX Introduction... 3 Critical Technologists Skills and Knowledge... 6 Educational Technology Standards Technology operations, development and concepts Planning and designing learning environments and experiences Teaching, learning, and the curriculum Assessment and evaluation Productivity and professional practice Social, ethical, legal, and human issues National, regional and community infrastructure issues Self-Assessment Improvement Resources Conclusion References Page 2 of 22

3 Introduction Standards provide goals. In the learning environment they provide a set of goals that describe the skills and knowledge gained. They describe what a person can do if they accomplished a certain level of education. These levels of education are agreed upon by the institutions providing education. It becomes important that standards are universally recognized, for it is the standards that ensure a consistent level of competency within all the participating institutions. Stites (1999) discusses three standards; content standards, performance standards and opportunity-to-learn standards. Content standards include the skills and knowledge within a subject area. Performance standards measure how much of the content the student is proficient. Opportunity-to-learn standards ensure the learning is student focused, everyone has a right to education and that education should be learner centered. For an educational technology standard to be most effective it needs to recognize these three standards. International Society for Technology in Education (ISTE) has accomplished this with its National Educational Technology Standards (NETS). The standards provided by NETS provide a comprehensive set of goals to encourage a technology integrated education. This paper deals with the educational standards required for the introduction of Information and Communication Technologies (ICT) into a community classroom in the developing world. The standards provided here are combinations of the NETS and an accumulation of educational goals identified through the development of the role of the critical technologist (Rawsthorne, 2006). It is important to note that the United Nations Page 3 of 22

4 Educational, Scientific and Cultural Organization (UNESCO, 2002) recommends the use of NETS for the development of educational technology standards. Introducing educational technology into the developing world is multidimensional and requires many basic issues to be recognized and addressed. It is becoming recognized that telecentres and the use of ICT in developing countries to assist in meeting the Millennium Development Goals is becoming increasingly viable. A growing number of studies and existing telecentres have shown their effectiveness in providing an infrastructure to provide education centres and to assist the poor. One of the keys to having access to technology in remote and rural areas is the ability of these telecentres to use emerging and cost effective solutions to their technological requirements. The use of Linux and open source (public domain, free) software (Jensen, 2001) greatly assists in this cost reduction. The use of open source does not stop with software, operating systems and networking. Also, a movement is occurring known as Open Educational Resources (OER) or Open Courseware. This openness puts course and learning content into the public domain (IIEP, 2005) where it can be used by everyone with internet access. The use of telecenters, ICT, open source software and open learning material are some of the important dimensions recognized in the development of the critical technologists educational standards. It is also important that every critical technologist be aware of a community s readiness to participate in the networked world (Harvard, 2006). For a community to participate in the networked world and effectively use ICT the basics needs of clean water, agriculture, Page 4 of 22

5 education, health and power (Sachs, 2005) need to first be met. It was also found that having basic telephone and network access (wireless or otherwise) is an important factor in development (UNDP, 2005), and is critical in the setting up of a rural telecentre. This introduction attempts to provide insight into the complexities of using educational technology in putting an end to poverty. It is the authors belief that the role of a critical technologist could greatly assist in introducing ICT into the most poverty stricken areas of the developing world. On the following page is a concept map of the Skills and Knowledge that defines the scope of tasks performed by the Critical Technologist in assisting in meeting the Millennium Development Goals. Page 5 of 22

6 Critical Technologists Skills and Knowledge Page 6 of 22

7 Educational Technology Standards The education technology standards provided here come in the form of a rubric. The rubric is based upon a rubric created for ISTE and based upon their NETS. The rubric has seven categories; six from NETS and an additional category dealing with a countries infrastructure issues. The six gathered from NETS were also extended to include additional subcategories to address issues unique to communities, and classrooms, in the developing world. 1. Technology operations, development and concepts A. Demonstrate knowledge, skills, and understanding of concepts related to technology. Novice Basic Proficient Advanced Score A1. Critical Technologists identify functions of the computer describing access, control, and use of classroom computer hardware including input devices (e.g., keyboard, track-pad, and mouse), output devices (e.g., monitors and printers), and internal and external storage options (e.g., hard drive, floppy drive, portable drive, compact disks). A1. Critical Technologists identify and use common peripheral devices found in the classroom (e.g., printer, monitor, scanner, digital camera, video projector, uninterrupted power supply) and describe how to locate information on uses, care, and basic maintenance of these classroom technology resources. A1. Critical Technologists compare and evaluate hardware components and software resources used to provide access to local area networked curriculum materials, Web resources, and multimedia resources (e.g., computer system, printers, monitors, video projectors, external drives, scanners, digital cameras, speakers, browsers, plugins, media players, movie, A1. Critical Technologists know how to connect and use common peripherals, identify and describe uses, advantages, and challenges for advanced resources (e.g., digital probes, artificial intelligence, virtual reality, simulations) and advanced network resources (e.g., compressed video, video server, video conferencing software, and Web casting). A2. Critical Technologists describe general uses of computer based curriculum materials; applications programs (word processor, drawing program, presentation software, e- mail); online reference materials; Internet browser; and school administrative reporting software. A3. Critical Technologists identify graphical user interface (GUI) functions used to navigate and control computer- and Internetbased curriculum software; and identify drawing, editing, menu selection, or other options within a program. A2. Critical Technologists describe teacher and student uses for application software; network-based curriculum resources; spreadsheets, database, and application software; and common utilities software. A3. Critical Technologists identify and apply GUI menu options to select, create, edit, manage and maintain computer files on a hard drive, floppy disk, or networked location. photo, and music utilities). A2. Critical Technologists identify, describe, and solve simple hardware, software, and networking problems that occur during everyday use and know how to clearly communicate more serious technical difficulties, need for support, or technical assistance to appropriate technical staff. A3. Critical Technologists recognize, manage, and maintain computer files in a variety of different media and formats on a hard drive, network, and Web location. A2. Critical Technologists know how to access and use help desks, online help, and user documentation to recognize common hardware or software and network problems. A3. Critical Technologists select advanced utilities (e.g., compression, antivirus, spam blocker) based on specific system needs. Page 7 of 22

8 A4. Critical Technologists identify network routers, gateways, hubs and wireless routers. Describe the setup of a small network with both cabled and wireless nodes. A5. Critical Technologists can work effectively on a variety of computer systems and can develop and maintain simple internet websites. A4. Critical Technologists identify a small network setup and describe the differences between a static and dynamic address scheme. Have the ability to reconfigure the IP address of a single node in the network. Have an understanding of DNS (Wikipedia, 2006) A5. Critical Technologists identify the different proprietary and open source operating systems and can discuss their strength and weaknesses. They can successfully install, customize and use proprietary and open source resources (e.g. wikis, blogging, databases, servers, content, management, learning management and e- A4. Critical Technologists can work with equal proficiency in both proprietary and open source networks. Can perform most network administration duties (Microsoft, 2006) (resolve names, grant access, monitor traffic, configure routing and identify intruders). A5. Critical Technologists make recommendations as to the best technology solution (proprietary or open source) to the community or regional needs. They manage the ongoing development, care and feeding of the application software installed and utilized. They provide project management skills for the software customization projects. A4. Critical Technologists know how to configure and maintain the internet protocol suite (including security issues) (Wikipedia, 2006) in a medium size network. They can troubleshoot the network and know how to draw on the resources to resolve networking issues. A5. Critical Technologists develop and customize software specific to the community and regional needs. They have software engineering skills with both the proprietary and open source environments (e.g. Microsoft VS.NET, SUN Java, MySQL, PhP, Python and others) portfolios) B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Novice Basic Proficient Advanced Score select school, district, university, or online professional development opportunities based on the National Educational Technology Standards for Critical Technologists and develop a plan for their own professional growth. select and use correct terminology to describe functions of current and emerging hardware, software, and networkrelated resources used for classroom settings. research emerging hardware, software, and network-related resources reported by current news, periodicals, and Internet resources, and at professional meetings and involve students in investigating and assessing possible effects of evolving technologies on education and jobs. identify emerging technology resources and formulate strategies for acquisition and use of emerging technologies with a convincing degree of educational potential. C. Demonstrate knowledge, skills, and understanding of concepts related to broadcast technology. C1. Critical Technologists identify the basic components of an AM/FM broadcast radio station and have the skills and knowledge to create simple MP3 files using a microphone, computer and sound recording software. C1. Critical Technologists setup and configure advanced digital recording technologies and have the ability to store and maintain these digital recordings on the internet. C1. Critical technologists select the required radio equipment and are aware of the required regulatory processes to setup a functioning community radio station. C2. Critical Technologists can identify and record video of community events, agriculture and farming techniques, trades skills, indigenous knowledge and activities of learning value. C2. Critical Technologists can record, edit and copy video material into effective learning resources. C2. Critical Technologists can edit recorded material using computer and video technology to add multimedia, audio and graphics. They can store and maintain these video materials on the internet. C1. Critical Technologist know how to setup and manage a community radio station with scheduled programming and companion internet resources to support both radio and internet podcasting of scheduled programming. C2. Critical Technologists know how to plan, produce, script, storyboard, direct, video and post-produce video learning content. Adapted from: Learning Point Associates. (2005). Page 8 of 22

9 2. Planning and designing learning environments and experiences A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Novice Basic Proficient Advanced Score identify developmentally appropriate technologybased learning resources that address content standards, technology standards, and individual learner needs. select and use appropriate technology resources to enhance individual student academic performance and technology literacy. know how to plan and implement technologybased learning activities that promote student engagement in analysis, synthesis, interpretation, and creation of original products. know how to apply information and communication technology to gather and analyze data that will drive planning of learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. Apply current research on teaching and learning with technology when planning learning environments and experiences. identify research and learning theories and describe their application to teaching and learning with technology. predict potential of specific technology, software, teaching strategies, or environmental factors to contribute positively to student learning based on established educational research. use research on teaching and learning with technology to inform their planning of technology based learning environments and experiences. identify or describe how involvement in or results of classroom-based action research, case studies, surveys, focus groups, or experimental studies of technology-based learning environments and experiences changed or affirmed their planning, teaching, or assessment practices. C. Identify and locate technology and curriculum resources and evaluate them for accuracy and suitability. C1. Critical Technologists select technology resources based on alignment of content to curriculum, developmental level, accuracy, and suitability to the student needs. C2. Critical Technologists can identify the available International, National, Regional and Community curriculum repositories and have access to their content. C1. Critical Technologists describe criteria for evaluation of a variety of technology resources for accuracy, appropriateness, comprehensiveness, and bias. C2. Critical Technologists evaluate available curriculum content and are able to utilize and customize this content for the community and learners needs. C1. Critical Technologists identify activities designed to engage students in researching a variety of technology resources and valuating the resources for accuracy, appropriateness, comprehensiveness, and bias. C2. Critical Technologists analyze and critique the available curriculum repositories with a critical pedagogical approach. They work with the curriculum to improve and rework it for the interests of the community and its learners. Any curriculum changes are submitted to the governing curriculum committees. C1. Critical Technologists evaluate plans for managing available technology resources, providing equitable access for all students, and improving student academic achievement and technology literacy across content areas. C2. Critical Technologists are involved in the International, National, and Regional curriculum development efforts. They work to getting curriculum resources developed and released to the public domain repositories. D. Plan for the management of technology resources within the context of learning activities. identify resource management strategies that are appropriate to student developmental levels. develop and implement plans that facilitate studentcentered learning activities in which students apply curriculum related technology resources. describe development process for managing available technology resources to facilitate improvement of student academic achievement and technology literacy. engage in ongoing planning of lesson sequences that effectively integrate technology resources and are consistent with current best practices for integrating the learning of subject matter and student technology standards. Page 9 of 22

10 E. Plan strategies to manage student learning in a technology-enhanced environment. E. Critical Technologists identify technology management strategies. E. Critical Technologists know how to plan studentcentered learning activities that facilitate access to technology resources for all students. E. Critical Technologists associate technology management issues and related solutions to inform planning of technology, enhanced teaching, learning, and communications activities. E. Critical Technologists explain benefits and limitations of collaborative planning for management of technology based learning activities. Adapted from: Learning Point Associates. (2005). 3. Teaching, learning, and the curriculum A. Facilitate technology enhanced experiences that address content standards and student technology standards. Novice Basic Proficient Advanced Score identify technologyenhanced experiences related to the subject area. align learning activities with curriculum standards and identify related technology resources to support content learning. know how to facilitate learning experiences that integrate both content and technology standards to improve student academic achievement and technology literacy. know how to facilitate learning experiences that integrate technology to improve student academic achievement and technology literacy by connecting curriculum standards with technology standards across subject areas and grade levels. B. Use technology to support learner-centered strategies that address the diverse needs of students. identify and use grade-level appropriate content resources using technology as a mode of presentation. select and use technology resources and contentspecific tools (e.g., simulations, mathematical software, Web tools) that support learner-centered strategies and address the diverse needs of learners. apply strategies for engaging students with diverse needs, using a variety of instructional and grouping strategies (e.g., whole group, collaborative, individualized) and supporting individual learner needs with specialized technology resources for content learning. C. Apply technology to develop students higher order skills and creativity. identify activities in which their students can apply higher order thinking skills. select and use technology resources to facilitate student use of higher order thinking skills (e.g., problem solving, critical thinking, informed decision making, knowledge construction, creativity) through team and individual activities. identify strategies for student use of technology designed to facilitate higher order thinking skills (e.g., problem solving, critical thinking, informed decision making, knowledge construction, and creativity) focused on curriculumrelated goals. D. Manage student learning activities in a technology enhanced environment. manage strategies for use, care, and sharing of technology resources to students. know how to select and use technology resources that develop student content area knowledge and technology literacy. apply technology based strategies to collect resources that develop content area knowledge and technology literacy. know how to use a variety of instructional and grouping strategies (e.g., whole group, collaborative, individualized) to support learner-centered activities that integrate technology resources and engage students with diverse needs in learning across content areas and grade levels. know how to implement learning activities that apply technology to promote student engagement in analysis, synthesis, interpretation, and creation of original products. facilitate student use of technology to address social needs and cultural identity and promote interaction with the global community. Adapted from: Learning Point Associates. (2005). Page 10 of 22

11 4. Assessment and evaluation A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. Novice Basic Proficient Advanced Score apply technology for record keeping resources for student grades and for developing assessment resources such tests and rubrics. select and use specialized software (e.g., electronic grade books, assessment software, check sheets, performance profiler, performance rubrics) to collect and report data on student learning in the content areas. evaluate specialized software and applications to collect, analyze, and report data; create graphs of class and individual performance data; identify areas of individual student strengths and weaknesses in contentarea learning; and use results to improve teaching strategies. collect, analyze, and report data on student performance from multiple measures over time, and apply strategies for use of data to improve planning, instruction, and management. B. Use technology resources to collect and analyze data interpret results, and communicate findings to improve instructional practice and maximize student learning. use technology resources to collect and analyze student performance data from a variety of resources, identify strengths and areas of weakness, and adjust teaching to improve student learning. know how to use specialized software (e.g., electronic grade books, assessment software, check sheets, performance profiler, performance rubrics) to collect data on student learning. know how to analyze, interpret, represent, and communicate results from specialized software regarding student content learning. know how to use results of analysis to inform planning for instructional practice across content areas and to maximize student learning. C. Apply multiple methods of evaluation to determine students appropriate use of technology resources for learning, communication, and productivity. identify strategies for identify multiple measures assessing students uses of for assessing specific technology resources. applications of technology resources. design formative and know how to guide students summative assessment in applying self-assessment strategies for evaluating and peer assessment appropriate student use of strategies to evaluate a technology for content-area variety of technology learning, communication, products and the processes and productivity. used to create those products across content areas and grade levels (e.g., electronic portfolios). Adapted from: Learning Point Associates. (2005). Page 11 of 22

12 5. Productivity and professional practice A. Use technology resources to engage in ongoing professional development and lifelong learning. Novice Basic Proficient Advanced Score know common uses of information and communication technology in daily life, some advantages and disadvantages of technology use, and can identify technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. design a plan, based on selfassessment, for their own professional growth to stay abreast of new and emerging technology resources that support enhanced learning for PK 12 students. identify and engage in technology-based opportunities for professional education and lifelong learning including use of distance education. identify emerging technologies that could support ongoing professional development and lifelong learning, such as virtual collaborations with peers and experts, and develop plans for long-term professional growth supported by emerging technologies. B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. know how to navigate the Web and use technology resources such as CD- ROMs (reference or educational software) and common databases (library catalogs, online archives) to inform decisions regarding the use of technology to support student learning. apply online and other resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, and creativity support problem solving and related decision making for maximizing student learning. know how to conduct advanced Internet searches using Boolean logic and other advanced search strategies; and how to evaluate information from a variety of sources to inform decisions regarding the use of technology in support of student learning. know how to locate, select, and use advanced technology resources such as expert systems, intelligent agents, and realworld models and simulations to inform decisions regarding the use of technology in support of student learning. C. Apply technology to increase productivity. know how to create, retrieve, save, use spell check and edit word processing documents, spreadsheets, and presentations. know how to use common software features such as menus and toolbars to format (i.e., grammar check, thesaurus, etc.) word processing documents, spreadsheets, and presentations. know how to design, create, and populate a database and perform queries to process data and report results inform decisions regarding the use of technology in support of student learning. know how to formulate a hypothesis or research question regarding the use of technology in support of student learning, and design, create, and populate a database to process data and report results. D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning know how to manipulate pictures, images, and charts in word processing documents, spreadsheets, and presentations designed to communicate with peers, parents, and the larger community and nurture student learning. identify and use common software and utilities used to create, open, and edit pictures, images, and charts for use in models, publications, and other professional works in word processing documents, spreadsheets, and presentations to develop documents that effectively communicate with peers, parents, and the larger community and to nurture student learning. describe and apply advanced software features (e.g., style sheets, mail merge, slide master, etc.) templates and styles to improve the appearance of word processing documents, spreadsheets, and presentations used in communications with parents, professional colleagues, school administrative leadership, and others. know how to read, send, and manage electronic messages and distribution lists; and how to use advanced multimedia authoring tools to plan, create, and edit models, publications, and other professional works developed in collaboration with peers to communicate with peers, parents, and the larger community in order to nurture student learning. Adapted from: Learning Point Associates. (2005). Page 12 of 22

13 6. Social, ethical, legal, and human issues A. Model and teach legal and ethical practice related to technology use. Novice Basic Proficient Advanced Score identify legal and ethical issues related to use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism). describe content of acceptable use policy designed to address issues related to legal and ethical use of information and communication technology for the school and classroom (e.g., privacy, security, copyright, filesharing, plagiarism). discuss issues related to legal and ethical use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism), and identify strategies for implementing acceptable use policies in the classroom and school. discuss the costs and consequences of illegal and unethical use of information and computer technology (e.g., hacking, spamming, consumer fraud, virus setting), the implications of emerging technologies for acceptable use policies, and the importance of following the guidelines for acceptable use. B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. identify titles or locations of software and web resources that support communication, collaboration, personal productivity, and lifelong learning for all students. discuss how the digital divide affects student learning and how information and communication technology can support collaboration, personal productivity, and lifelong learning for all students. C. Identify and use technology resources that affirm diversity. identify technology describe grouping strategies resources and activities that and technology enhanced help children develop global resources to help accepting attitudes toward students recognize positive students of different characteristics and backgrounds, races, likenesses among people religions, or national across the globe. origins. D. Promote safe and healthy use of technology resources. identify health and safety model and identify safe and issues relating to use of responsible classroom information and procedures to avoid health communication technology or safety risks, and post (e.g., electrical wires, them as appropriate in the rolling chairs, eye strain, classroom. poor posture). know how to apply technology resources in the school to help close the digital divide and discuss how information and communication technology can support collaboration, personal productivity, and lifelong learning for all students. know how to facilitate students use of technology that addresses their social needs and cultural identity and promotes their interaction in the global community. identify and enforce classroom procedures that guide students safe and healthy use of technology E. Facilitate equitable access to technology resources for all students. E. Critical Technologists E. Critical Technologists identify issues related to exhibit awareness of equitable access to guidelines for legal and technology in school, professional responsibilities community, and home for students needing environments for all assistive technology. students. E. Critical Technologists arrange for equitable access to appropriate technology resources that enable students to engage successfully in learning activities within the classroom. know current trends in information and communication technology and discuss how emerging technologies could help close the digital divide and support collaboration, personal productivity, and lifelong learning for all students. evaluate accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic resources when selecting technology based materials or Web sites for use by students. identify and advocate for technology resources to benefit all students and specific technology resources for students with special needs. E. Critical Technologists advocate for equitable access to technology for all students in their schools, communities, and homes. Adapted from: Learning Point Associates. (2005). Page 13 of 22

14 7. National, regional and community infrastructure issues A. Identify the communities level of readiness for the use of ICT infrastructure for learning and development. Novice Basic Proficient Advanced Score can identify the major factors indicating a community s health and readiness for technology adoption. A. Critical Technologist analyses a community s readiness, identifies the areas of greatest need and works toward increasing its ability to adopt ICT. A. Critical technologists manage the communities are involved in the ongoing effectiveness in utilizing development, collection and their technical infrastructure analysis of technology for learning and readiness indicators. They development, therefore monitor the communities increasing their readiness effectiveness within all the for technology adoption. relevant indicators and initiate actions to increase the communities overall ICT readiness and effectiveness. B. Use available and created resources to build a sustainable community telecentre / learning centre. identify all the factors that make up a strong and effective community telecentre. liaise with the local community to further develop the telecentre and local staff. continue to drive toward having the telecentre selfsustaining. They have liaised with the local community to build interdependencies with all local businesses, schools, libraries, hospitals and government. develop local staff to understand all of the factors in creating a sustainable telecentre, including; business planning, fundraising, marketing, community involvement, management, and operations. C. Promote an environment of classroom autonomy through advocacy and administrative support. discuss the importance of having classroom and school autonomy. advocate for classroom autonomy for all teachers. They work directly with teachers and school administrators to create an environment of classroom empowerment and self directed learning. advocate for school autonomy within the local school district. They work with teachers and administrators in building trust, transparency, responsibility, accountability and learner centered approaches. D. Support the development of healthy communities through localized learning initiatives. discuss all the factors that make a healthy community, including; farming, agriculture, clean water, healthcare, trades skills, education, culture and indigenous knowledge. collaborate with community members to initiate projects to build community health. These projects can include; plumbing and waterworks, electrical and sustainable power and building construction. identify learning opportunities within the community health projects and develop curriculum that captures the indigenous knowledge and the techniques used for successful project completion. consistently work with the local, regional and national governments, community and school administration to ensure sustained and measurable student improvement through classroom and school autonomy. work toward creating a comprehensive and selfsustaining community learning infrastructure to keep a community healthy and continually learn from it s past to better its future. Page 14 of 22

15 Self-Assessment All of the skills and knowledge areas were self assessed based upon the rubric presented in the previous section. The rubric provided four levels in which to rate each category, the levels were as follows; (half scores were provide if the abilities were seen to lie between two categories). Novice 1 Basic 2 Proficient 3 Advanced 4 An introductory understanding of the topic / category Takes a leadership role within this topic / category. A complete understanding of the category; requires mentorship for advanced topics. An advanced understanding of the topic / category; acts as mentor when necessary. Score 1. Technology operations, development and concepts A. Demonstrate knowledge, skills, and understanding of concepts related to technology. A1. Computer hardware and peripheral installation, configuration and usage. 4 A2. Application software installation, configuration, trouble shooting and usage 4 A3. System and file management 3.5 A4. System configuration, security and network management. 2.5 A5. Software configuration and development 3.5 B. Demonstrate continual growth in technology knowledge and skills to stay abreast of 4 current and emerging technologies. C. Demonstrate knowledge, skills, and understanding of concepts related to broadcast technology. C1. Radio broadcasting and community radio 2 C2. Video recording, editing and learning materials creation Planning and designing learning environments and experiences A. Design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners. 3 B. Apply current research on teaching and learning with technology when planning 3 learning environments and experiences. C. Identify and locate technology and curriculum resources and evaluate them for accuracy and suitability. C1. Curriculum evaluation and use for academic achievement 2.5 C2. Curriculum development and Open Educational Resource Management 2.5 D. Plan for the management of technology resources within the context of learning 2 activities. E. Plan strategies to manage student learning in a technology-enhanced environment. 2 Page 15 of 22

16 3. Teaching, learning, and the curriculum A. Facilitate technology enhanced experiences that address content standards and student 3 technology standards. B. Use technology to support learner-centered strategies that address the diverse needs of 3 students C. Apply technology to develop students higher order skills and creativity. 3 D. Manage student learning activities in a technology enhanced environment Assessment and evaluation A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. B. use technology resources to collect and analyze data interpret results, and communicate findings to improve instructional practice and maximize student learning. C. Apply multiple methods of evaluation to determine students appropriate use of technology resources for learning, communication, and productivity. 5. Productivity and professional practice A. Use technology resources to engage in ongoing professional development and lifelong 3 learning. B. Continually evaluate and reflect on professional practice to make informed decisions 3.5 regarding the use of technology in support of student learning. C. Apply technology to increase productivity. 3.5 D. use technology to communicate and collaborate with peers, parents, and the larger 4 community in order to nurture student learning. 6. Social, ethical, legal, and human issues A. Model and teach legal and ethical practice related to technology use. 3.5 B. Apply technology resources to enable and empower learners with diverse 3.5 backgrounds, characteristics, and abilities. C. Identify and use technology resources that affirm diversity. 2.5 D. Promote safe and healthy use of technology resources. 3 E. Facilitate equitable access to technology resources for all students National, regional and community infrastructure issues A. Identify the communities level of readiness for the use of ICT infrastructure for learning and development. B. Use available and created resources to build a sustainable community telecentre / learning centre. C. Promote an environment of classroom autonomy through advocacy and administrative support. D. Support the development of healthy communities through localized learning initiatives Page 16 of 22

17 Improvement Resources A great number of resources for training, certification and assessment are available in all of the skills and knowledge categories required for the critical technologist. This list provides resources for the areas that scored less than three in the self assessment. In most situations these resources are internet resources or provide links to the resource and further follow-up will be required to gain access. It is felt some categories require greater focus than others; this prioritization is denoted by the use of high, medium and low indicators. Within these priorities each subcategory is given a percentage rating that indicates the amount of focus the particular subcategory will receive in developing the skills and knowledge. This prioritization provides the ability to determine which category and subcategory needs the greatest improvement focus. 1. Technology operations, development and concepts A. Demonstrate knowledge, skills, and understanding of concepts related to technology. A1. Computer hardware and peripheral installation, configuration and usage. CompTIA A+ A2. Application software installation, configuration, trouble shooting and usage A3. System and file management CompTIA Linux A4. System configuration, security and network management. Systems Security Certified Practitioner (SSCP) https://www.isc2.org/ Linux and Open Source Security Focus Area / Effort LOW 25% 25% 50% A5. Software configuration and development B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Page 17 of 22

18 C. Demonstrate knowledge, skills, and understanding of concepts related to broadcast technology. C1. Radio broadcasting and community radio. National Association for Amateur Radio Radio Amateurs of Canada Find training for radio operator and radio station technology skills C2. Video recording, editing and learning materials creation. Instructional Technology Development Program, Providence College Adobe Systems Incorporated. Training site 2. Planning and designing learning environments and experiences A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. Apply current research on teaching and learning with technology when planning learning environments and experiences. C. Identify and locate technology and curriculum resources and evaluate them for accuracy and suitability. C1. Curriculum evaluation and use for academic achievement Further instructional design experience Work experience in developing countries Further experience with Learning Management Systems (LMS) and SCORM C2. Curriculum development and Open Educational Resource Management Further review of national curriculums with reference to critical pedagogy and Open Courseware Initiatives Further experience with localization of curriculum Experience with national curriculum development committees D. Plan for the management of technology resources within the context of learning activities. Further research and learning regarding Learning Objects, SCORM and Learning Object Repositories (LOR) Learning Management Systems (LMS) & E. Plan strategies to manage student learning in a technology-enhanced environment. Further research regarding Constructivism and technology Personal Learning Environments HIGH 60% 40% MEDIUM 50% 50% LOW LOW Page 18 of 22

19 3. Teaching, learning, and the curriculum A. Facilitate technology enhanced experiences that address content standards and student technology standards. B. Use technology to support learner-centered strategies that address the diverse needs of students C. Apply technology to develop students higher order skills and creativity. D. Manage student learning activities in a technology enhanced environment. Requires localized experience. Skills and Knowledge developed in these areas will be through actually doing the work. Seek out opportunities to work in developing countries. 4. Assessment and evaluation A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. Search UNESCO site as there are considerable resources related to assessment Further develop abilities in using a variety of assessment techniques, consider self assessment, peer assessment, e-portfolios, etc. B. use technology resources to collect and analyze data interpret results, and communicate findings to improve instructional practice and maximize student learning. Deeper understanding of Learning Management Systems (LMS) & is required. Particularly the knowledge management and analysis modules C. Apply multiple methods of evaluation to determine students appropriate use of technology resources for learning, communication, and productivity. Gather experience 5. Productivity and professional practice A. Use technology resources to engage in ongoing professional development and lifelong learning. B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. Apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. LOW LOW MEDIUM Page 19 of 22

20 6. Social, ethical, legal, and human issues A. Model and teach legal and ethical practice related to technology use. B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. C. Identify and use technology resources that affirm diversity. Further knowledge is required for this item. Experience of working with ICT in different cultures will be important in gathering this knowledge. Explore opportunities with working in developing countries. D. Promote safe and healthy use of technology resources. E. Facilitate equitable access to technology resources for all students. 7. National, regional and community infrastructure issues A. Identify the communities level of readiness for the use of ICT infrastructure for learning and development. International Institute for Educational Planning Center for International Development at Harvard University: The Global Information Technology Report : Readiness for the Networked World World Bank, Poverty and Growth Blog: United Nations Development Programme B. Use available and created resources to build a sustainable community telecentre / learning centre. telecentre.org; community, technology, people: The Community Telecentre Cookbook for Africa: Recipes for Self- Sustainability Assorted Journal and Internet searches C. Promote an environment of classroom autonomy through advocacy and administrative support. Deepen personal practices of classroom decentralization with collaboration of school administration. Further research on educational decentralization D. Support the development of healthy communities through localized learning initiatives. Deepen understanding of factors of poverty and the initiatives that have positive effect. Develop understanding in water management, healthcare, trades, agriculture and farming. Increase knowledge of alternative / sustainable energy sources. LOW LOW MEDIUM LOW LOW Page 20 of 22

21 Conclusion Meeting the educational standards and the community readiness required to be successful within these standards create a surmountable challenge for any classroom within the developing world. This challenge can be overcome with well trained teaching professionals, strong and involved communities and a thorough, well planned, approach to introducing educational technology. This professional development plan identifies many the standard elements required for a teacher to be successful in a classroom in any developing country. Even given previous technology and teaching experience it becomes important to develop skills and knowledge required to deal with the basic infrastructural issues that may restrain a classroom in the developing world. It is also important to recognize that the ICT taken for granted, and considered a tertiary technology, in the developed world may be the primary educational technology in the developing world. The radio and localized radio broadcasting would be such a technology. This professional development plan identifies the technologies and readiness training required for the author to be better prepared for work in the developing world. The main focuses for the development plan includes; developing radio communications skills and knowledge; deepening computer configuration, open source software and security skills and knowledge; becoming proficient with open source learning management systems and personal learning environments; increasing knowledge regarding educational assessment within different cultures; and developing skills in the setup and running of a telecentre. Page 21 of 22

22 References Harvard. (2006). Readiness for the Networked World: A Guide for Developing Countries. Retrieved on May 22, 2006 from IIEP. (2005). Internet Discussion Forum Open Educational Resources Open Content For Higher Education. Retrieved on May 27, 2006 from Jensen, M. and Esterhuysen, A. (2001). The Community Telecentre Cookbook for Africa: Recipes for Self-Sustainability. Retrieved on May 26, 2006 from Learning Point Associates. (2005). NETS for Critical Technologists: Achievement Rubric. Retrieved on May 27, 2006 from Microsoft Learning. (2006). Implementing, Managing, and Maintaining a Microsoft Windows Server 2003 Network Infrastructure: Network Services. Course Retrieved on May 29, 2006 from Rawsthorne, P. (2006). EDU539 Assignment 1.5 Technology Planning; Learning, Curriculum, Infrastructure and Support. Sachs, J. (2005). The End of Poverty. Retrieved on May 12, 2006 from Stites, R. (1999).A User's Guide to Standards-Based Educational Reform: From Theory to Practice. Retrieved on June 2, 2006 from UNDP. (2005). Community-Based Networks And Innovative Technologies: New Models To Serve And Empower The Poor. Retrieved on May 24, 2006 from UNDP. (2005). Promoting ICT for Human Development in Asia 2004: Realizing the Millennium Development Goals. United Nations Development Programme. ELSEVIER: A division of Reed Elsevier India Private Limited. New Delhi, India. UNESCO. (2002). Information and Communication Technologies in Teacher Education: A Planning Guide. Retrieved on May 26, 2006 from Wikipedia. (2006). Domain Name System. Retrieved on May 29, 2006 from Page 22 of 22

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