Technology+Facilitator+Standard+VI

**Self Assessment**
“Standard TF TL-VI recognizes that technologist will face social, ethical, legal, and other human issues when implementing technology programs in education” (Williamson & Redish, 2009, p. 134).

The internet is very much a part of our every day lives, including today’s students. It can be used for basic communication, entertainment, and research, all very positive influences. But there is also a darker side to this invention, as it is used to provide an outlet for harassment, bullying, criticizing, or stealing one’s personal identity. It can provide good or evil in the mere stroke of key on a computer keyboard. It is because of these devastating scenarios that technology facilitators and leaders must follow the national guidelines to ensure student and public safety.

I have known for years, the efforts being made within the school systems to regulate and police the use of the internet. In working for a college, I have been privy to committee conversations and planning of the best way to provide an internet service, while safe guarding computers and students from distasteful and inappropriate websites. Also following copyright laws and providing the appropriate assistive technology tools for diverse learns are specifically spelled out in the standards (Williamson & Redish, 2009). Providing equitable access for all students is also required. “Students access to computers at school is fairly equitable across historically identified subgroups – confirming the notion that schools continue to be a great equalizer for disadvantaged students” (Williamson & Redish, 2009).

While providing access, the system does not always allow for the access to outside email accounts, and most do not provide students accounts at the school level (Levin & Arafeh, 2002). Most current online services will require a registration requiring a current and active email address, while the users are left without the ability to experience what technology has to offer. Many technology authors have pointed out that the White, Asian, and Multiracial Indian students are twice as likely to have home internet services as compared to the Black, Hispanic, and American Indian students (Williamson & Redish, 2009). Levin and Arafeh (2002) noted that many students do not have internet access in the home, therefore teachers are reluctant to assign any home studies that would require those specific tools.

In reading that it is a requirement that equitable resources be made available, I found in my own community, while located in the shadow of a large metropolitan city, is limited on the availability of the world-wide-web. While the high schools and elementary schools are mostly wired for internet, the local library pulled the plug on their public connectivity, because of security issues, as well as inappropriate materials being loaded to the library’s computer hard drives.

**Learn as a Learner**
For one of my field-based internship activities regarding standard six, I attended public board meetings that were being presented by the college president and the Board of Trustees in regards to specific improvement agenda items being discussed for the college. Agenda items ranged from topics concerning the building of the new satellite educational center, new roofing installation for the aging buildings of the campus, as well as discussion about the library’s computers needing an update for their filtering software to block inappropriate materials.

As Web Designer for the college campus, my responsibilities for the Board of Trustees meetings also include the formatting of the minutes of the meetings to be posted on the college website for public accessibility. I have found the meetings most interesting as they have a broad spectrum of concerns for a variety of issues. In most sessions, there are new concerns that are addressed, while older agenda items may be closed out due to solutions that have been presented, or agreed on within the board to be discussed at a later date allowing more time for completion of the solutions presented.

**Lifelong Learning Skills**
In doing research for this facilitator standard, I found it fascinating to learn how much the digital information of our day has affected all of our lives. Whether a student attending classes or working adults raising a family, our futures are on a progressive path quickly speeding toward a digital future.

With the introduction of the internet ten short years ago, it amazes me how many electronic gadgets we rely on so heavily in our day-to-day activities. Grocery lists, student homework, and our appointment calendars are now occupying memory space on our PDA’s. Cell phones are now small enough to fit in your shirt pocket, but large enough to store an entire music library, your favorite movies, event calendars, a list of all your personal contacts, a GPS, an alarm clock, a radio, a dictionary, and a wide assortment of other “APPS” that can be downloaded to add functionality to your unit. We can program our favorite television shows to record with a simple phone call or activate our microwave to begin cooking. Those of us that fondly remember the afternoon reruns of “Star Trek,” are now living in that world of modern conveniences and space oddities.

Arsham states, "Modern, web-based learning and computing provides the means for fundamentally changing the way in which instruction is delivered to students" (2002). As difficult as it may seem at times, it is important that we strive to keep up with all the techno-gadgets and advancements of our digital world. It is the only world this new generation knows and we certainly don't want to lose our connectivity, as we stumble around saying, "Can you hear me now?"

**References**
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: International Society for Technology in Education.

Arsham, H. (2002, March). Impact of the Internet on Learning and Teaching. USDLA Journal, 16.3. Retrieved from []

Levin, D. & Arafeh, S. (2002). The digital disconnect. The widening gap between internet-savvy students and their schools. Pew Internet and American Life Project