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[|field based summary report 1.doc] Standard 1: Technology Operations and Concepts
 * Field-based Activities Summary Report**

In my job as a Head Swimming and Diving coach, I have multiple opportunities to work with various forms of technology. Dana (2009), argues that “it become less daunting after you do some initial preparation” (Dana, 2009, p.29). So I feel that planning was one of the keys to success. As a coach, one of my responsibilities in which I utilize technology is to track all of my swimmers’ vital information on a proprietary piece of software call Team Manager. Team Manager communicates with other programs in real time at swim meets and also interconnects with hardware for the timing system. Along with my responsibility to know and be proficient in the software, I have the task of making sure that my assistant coach knows the system and can work independently on a task. One of my activities was to conduct a training session with my assistant coach on the software itself as well as how it connects to the hardware components. I also conducted another training session with the parents of my swim team that will run the software at swim meets while I am coaching my team. We have all had follow-up sessions as needed for review or to address particular questions that arise throughout the year. “Finding better methods to achieve and maintain technology competency is an ongoing pursuit for technology facilitators and leaders” (Williamson & Redish, 2009 p.21). As the head coach, I must show my swimmers, parents, and assistant coach that I fully understand the operation of all software and hardware systems that we use in our profession. When working with my assistant coach as his coaching “mentor” I strive to emphasize, as part of his professional responsibility during training, the importance of not only having technologic competency with any all software or hardware systems we use, but to share that knowledge with our team and booster parents as well.

As a classroom teacher, have met Standard 1 requirements when I model appropriate strategies for using the Promethean board with my students while either giving presentations in front of the class or using the capabilities of the Promethean board during class discussions or activities. I’ve used the board to display Powerpoints and utilized it’s interactive capabilities with the students to move what might otherwise be a straight lecture into an interactive activity so as to reach a wide range of learners. I’ve also demonstrated what the board is capable of doing to the students so they may have the opportunity to use it as they present their topics. This allows students the opportunity to use technology in a new way to them as part of their class assignments. Students respect teachers when they are competent in their own technology skills. Solomon and Schrum state that “young people are ahead of the curve” ( Solomon and Schrum, 2007, p. 27). I think it is important to demonstrate your understanding of the technology to the students so as to help them develop their own understanding of the importance of technology, not only as it relates to themselves, but as it relates to the world around them.

References

Dana, N., (2009). //Leading with passion and Knowledge: The principal as action researcher//.Thousand Oaks,CA: Corwin Press

Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools.Eugene,OR: International Society for Technology in Education.

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.