Technology Leadership
Advanced Program*

Technology Leadership Standard (TL-1)
Technology Operations and Concepts.

Educational technology leaders demonstrate an advanced understanding of technology operations and concepts. Educational technology leaders:

TL-1.A.Demonstrate knowledge, skills, and understanding of concepts

TL-1.B.Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

 

Technology Leadership Standard (TL-2)
Planning and Designing Learning Environments and Experiences.

Educational technology leaders plan, design, and model effective learning environments and multiple experiences supported by technology. Educational technology leaders:

TL-2.A.Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies

TL-2.B.Apply current research

TL-2.C.Identify and locate technology resources and evaluate them for accuracy and suitability.

TL-2.D.Plan for the management of technology resources

TL-2.E.Plan strategies to manage student learning in a technology-enhanced environment.

TL-2.F.Identify and apply instructional design principles associated with the development of technology resources.

Technology Leadership Standard (TL-3)
Teaching, Learning, and the Curriculum.

Educational technology leaders model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders:

TL-3.A.Facilitate technology-enhanced experiences that address content standards and student technology standards.

TL-3.B.Use technology to support learner-centered strategies that address the diverse needs of students.

TL-3.C.Apply technology to demonstrate students' higher order skills and creativity.

TL-3.D.Manage student learning activities in a technology-enhanced environment t research and district/region/state/national content and technology standards to build lessons and units of instruction

Technology Leadership Standard (TL-4)
Assessment and Evaluation.

Educational technology leaders communicate research on the use of technology to implement effective assessment and evaluation strategies. Educational technology leaders:

TL-4.A.Apply technology in assessing student learning of subject matter using a variety of assessment techniques rces to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning

TL-4.C.Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

Technology Leadership Standard (TL-5)
Productivity and Professional Practice.

Educational technology leaders design, develop, evaluate and model products created using technology resources to improve and enhance their productivity and professional practice. Educational technology leaders:

TL-5.A.Use technology resources to engage in ongoing professional development and lifelong learning.

TL-5.B.Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

TL-5.C.Apply technology to increase productivity.

TL-5.D.Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Technology Leadership Standard (TL-6)
Social, Ethical, Legal, and Human Issues.

Educational technology leaders understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/ region/state. Educational technology leaders::

TL6.A.Model and teach legal and ethical practice related to technology use.

TL6.B.Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

TL6.C.Identify and use technology resources that affirm diversity

TL6.D.Promote safe and healthy use of technology resources.

TL6.E.Facilitate equitable access to technology resources for all students’ resources for students and teachers.

My understanding of this standard is educational technologist and leaders assure equitable access and an equitable learning environment.  Educational technologist and leaders use technology to promote welcoming, inviting climate for learning.

The artifacts I selected for this site include the service learning project I did for the local Columbia, Missouri low-income and “children and risk” community agency, Head Start. In this prototype site (see the design document), there is an effort to make the site welcome for three types of audiences recognizing a variety of learning abilities and needs.

 

The second artifact, postcard images, is the thank you for Parent University discussed under TF-6 demonstrating the leadership role to use technology for a diverse backgrounds of nonreaders, emerging readers, readers, adults and others that made up this family gathering.

Technology Leadership Standard 7.
Procedures, Policies, Planning, and Budgeting for Technology Environments.

Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for P-12 schools. Educational technology leaders:

TL-7.A. Use the school technology facilities and resources to implement classroom instruction

TL-7.B. Follow procedures and guidelines used in planning and purchasing technology resources.

TL-7.C. Participate in professional development opportunities related to management of school facilities, technology resources, and purchases

Technology Leadership Standard (TL-8)
Leadership and Vision.

Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision. Educational technology leaders:

TL-8.A. Identify and apply educational and technology related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education

TL-8.B. Apply strategies for and knowledge of issues related to managing the change process in schools

TL-8.C. Apply effective group process skills.

TL-8.D. Lead in the development and evaluation of district technology planning and implementation.

TL-8.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.

My understanding of this standard is educational technologist pursue continuing professional development (that is higher education faculty)  practice the scholarship of teaching by

•   Remaining current about research, best practices and issues in the educational technology disciplinary literature;

• Remaining aware of and use research to support their own instructional design and educational technology activities;
  
  
• Pursuing and present their own disciplinary research within the context of educational technology
  
  
• Classroom becomes an extension of their research whether it is discovery, applied or synthesis through the scholarship of teaching.
  
  
• This standard also addresses the need for educational technologist and leaders to be effective change agents.

The artifact I selected in support of this is the follow-up to the research presentation artifact discussed in TL-5. The artifact is the abstract for the journal article (now in the publication peer review process) that I co-authored with my research advisor, Dr. Franz. It was an opportunity to document evidence of having met AACSB standards for higher education business faculty.

More important regarding leadership, the findings of the article demonstrates the difficulties of becoming an effective change agent is an often tricky and unpopular role.  I have actually advocated for very specific changes in the integrating educational technology policies within the MU environment.

My understanding of this standard is educational technologist pursue continuing professional development (that is higher education faculty)  practice the scholarship of teaching by:

• Remaining current about research, best practices and issues in the educational technology disciplinary literature;

• Remaining aware of and use research to support their own instructional design and educational technology activities;

• Pursuing and present their own disciplinary research within the context of educational technology

• Classroom becomes an extension of their research whether it is discovery, applied or synthesis through the scholarship of teaching.

• This standard also addresses the need for educational technologist and leaders to be effective change agents.

The artifacts I selected in support of this my March 15, 2003 3^rd place award-winning research presentation at the 2003 MU Research and Creative Activities Forum Competition for graduate students.  Participation in the forum was an opportunity to share both my experiences as an online teaching assistant, online course instructional design and my resulting research with my about integrating educational technology within a business management course. 

As a change agent, the artifact I selected is the TILP for a workshop with a planned spring debut tentatively titled, Graduate Research & Writing with Technology: Tips, Trips, Traps and Time-savers(T4). The workshop will be sponsored by GPC.

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