NC Professional Technology Facilitator Standards
Standard 1.5: Instructional Technology Facilitators demonstrate high ethical standards.
Standard 2.1: Instructional Technology Facilitators use effective pedagogy to infuse the curriculum with 21st century content and tools.
Standard 2.2: Instructional Technology Facilitators know the content appropriate to their teaching specialty.
Standard 2.3: Instructional Technology Facilitators model, share, and promote effective principles of teaching and learning.
Standard 3.1: Instructional Technology Facilitators serve as a specialist, fostering the effective use of digital tools and resources for constructing and sharing knowledge using inquiry-based instruction.
Standard 4.1: Instructional Technology Facilitators establish a participatory learning environment that facilitates collaboration among all members of the learning community and honors diversity.
Standard 4.2: Instructional Technology Facilitators seamlessly integrate content-area curricula with 21st century content, effective pedagogical practices, universal design principles, and appropriate technology applications for all learners.
Standard 5.2: Instructional Technology Facilitators link professional growth to their professional goals.
Standard 5.3: Instructional Technology Facilitators function effectively in a complex, dynamic environment.
(NC Board of Education, 2012)
Requirements of the Artifact
This internship required a total of 110 hours of engagement from the instructional technologist’s perspective from a K-12 public education setting. Various projects and tasks were a part of this process. Those included the delivery, from scratch, of a staff development module, an educational outreach presentation for the local community members, and other various observations, workshops, and assignments related to the aforementioned field. Along the way, all of the necessary components to complete the projects were expected, such as with PD projects from earlier EDTC courses. This semester was expected to be a comprehensive culmination of all of those moving parts into a single effort.
Connecting the Artifact and Standards
Due to the diverse nature of the projects and tasks, the opportunity presented itself to span a number of ITF standards. Identifying needs, analyzing learners, selecting sound pedagogical methods and effective strategies, researching content in-depth, and then wrapping this information comprehensively and cohesively into a package to be delivered to an intended audience allowed me to explore many of the previously identified standards to a healthy degree. Throw into that mix both an in-person presentation and an online PD, which are quite unique in their own rights, as well as reflection and evaluative feedback to complete the ADDIE-based approaches (Bullock, 2019). The book by Tate was quite helpful in giving me a variety of strategies to consider for the two major projects this semester, as I wanted to introduce as much diversity as I could, while maintaining the integrity of the staff module and outreach presentation. The insights provided in the book for each strategy proved to be so much more useful than a simple listing of each with little exploration in practical use (2012).
The time spent in the workshop on Leadership Communication with Biltmore, as well as the day of observation and collaboration with Asheville City Schools’ Digital Lead Teachers presented the right opportunities for me to grow professionally. As an individual, I recognize the ability of myself to get better and grow, as well as the importance of such (Dweck, 2017). Due to this acknowledgement and understanding, I was more than happy to take part in such as expected of this internship.
Potential Improvements to the Artifact
There are surely numerous areas for improvement to this artifact, yet the list I provide will not be exhaustive for time’s sake and clarity of what stood out the most to me. Given more time during the semester, I would have appreciated an opportunity to further develop both of my major projects to be more in-depth and involve more individuals in participation. However, going from start to finish from scratch in a mere 12 weeks leaves little room for expansive growth of the projects.
In addition, I would like to have participated in more professional growth opportunities, such as the NCTIES conference that was held during this semester. I also would have preferred to sit in on more Digital Lead Teacher meetings or other administrative meetings with my mentor, the Director of Instructional Technology with Asheville City Schools.
Career Goals and the Artifact
The work completed during this semester was extremely beneficial to me, as I look forward to a leadership role in educational technology. I have gathered a better perspective of the needs attended to by a person in such a role, my mentor, from the school district perspective. Once again, I was able to put into real-world practice another PD module for teachers, but I am thankful to have been able to do one in an online format this time (something I have not yet done until now). Stepping out into the community with a presentation on digital citizenship was a passion of mine turned reality, and presented its own challenges. Being able to adapt to different audiences with diverse perspectives is essential to the ITF, something asked of me with the latter project.
Going forward, I will apply the numerous fundamentals, principles, and experiences learned from this internship into my own practice, whatever and wherever that may be. I will also continue to seek out professional growth and development for myself in order to stay abreast on emerging research and to test new theories, as we know how quickly technology changes. Finally, I will continue to build my network of colleagues who I can support and who can support me in the wide world of education.
Bullock, D.W. (2019). Internship Final Report. Unpublished manuscript, East Carolina University.
Dweck, C. S. (2017). Mindset.
NC Board of Education. (2012). North Carolina Professional Technology Facilitator Standards. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-tech-facilitate-standards.pdf
Tate, M. L. (2012). "Sit & get" wont grow dendrites: 20 professional learning strategies that engage the adult brain. Retrieved from Amazon Kindle.