This assignment was a great experience. It helped me to look at the whole picture from all sides: from our school, our associate schools and from the district level. For the past seven years, our school has been shrouded with the “low performing – title one” identity, which has limited our advancements in technology. This is primarily due to the priority being focused on English language learner and remediation programs. Originally, our school was wired for technology, therefore LAN and WAN systems are in place, making our lines of communication sound. For the past ten years, our school has been fortunate to be a part of the Riverside Office of Education’s Regional Occupational Program. We currently have two technology programs in place: digital imaging (my program), is one of them, the other is video production. We currently have one of the strongest programs in our curricular area.
It was interesting to look at the other technology facilities on campus and their implementation of student-based learning. The lack of complete labs and outdated computers has created a negative climate on campus. Usually a teacher can use the lab only once per week. It is unfortunate that while we had the opportunity to receive 18 laptop carts this past year, which included Macintosh- and IBM-based PC’s, along with an iPad for each educator, it was voted down. This was mainly due to a few disgruntled teachers who did not want to work an extra twenty minutes with students after school, because of conflicts with our new administration. Our teacher technology team on campus is composed of academic teachers, not technology specialists. This has proven very frustrating to the educators who do utilize technology within their classrooms every day.
At this time, there are only a few teachers who write grants for computers and other peripherals. Overall it doesn’t seem to be a priority for most teachers. One of our associate schools applied for a technology grant through the California Partnership Academies and as a result, has been completely funded for six years. It has been an overwhelmingly successful program (not just due to the funding) as both the teachers and counselors have bought wholly into the program. I think, at this juncture (considering the current condition of our state), this is one of the only ways for our programs to be thoroughly supported. This is only at the program level, not school-wide, but it’s a start. This year, I was placed in a new curricular team called emerging technologies. I went from the fine arts team to the new technology team. We now have a recognizable entity, but it is still too soon to know what our new administration has planned for the future.
Standards met within this assignment are as follows:
3.3 Implementation and Institutionalization “Implementation using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization” (Seels & Richey, 1994, p. 47). The purpose of implementation is to facilitate appropriate use of the innovation by individuals in the organization. The goal of institutionalization is to integrate the innovation within the structure and behavior of the organization.
3.4 Policies and Regulations “Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology” (Seels & Richey, 1994, p. 47). This includes such areas as web-based instruction, instructional and community television, copyright law, standards for equipment and programs, use policies, and the creation of a system which supports the effective and ethical utilization of instructional technology products and processes.
4.1 Project Management “Project management involves planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994, p. 50). Project managers negotiate, budget, install information monitoring systems, and evaluate progress.
4.2 Resource Management “Resource management involves planning, monitoring, and controlling resource support systems and services”(Seels & Richey, 1994, p. 51). This includes documentation of cost effectiveness and justification of effectiveness or efficiency for learning as well as the resources of personnel, budget, supplies, time, facilities, and instructional resources.
5.1 Problem Analysis “Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies” (Seels & Richey, 1994, p. 56). ECIT candidates exhibit technology competencies defined in the knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects.
5.3 Formative and Summative Evaluation “Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization” (Seels & Richey, 1994, p. 57). ECIT candidates integrate formative and summative evaluation strategies and analyses into the development and modification of instruction, ECIT projects, and ECIT programs.
5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning….Long range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.” (Certo, et al, 1990, p. 168). ECIT candidates demonstrate formal efforts to address the future of this highly dynamic field including the systematic review and implementation of current ECIT developments and innovations.