Introduction
This essay is a reflective journal for EDTC6149 Administration of School Technology Programs. This project was the culminating assignment created over the semester. It entails a policy and procedure manual for a K-12 school. The reflective journal enables students to synthesize the EDTC course and relevant experience. This helps students assemble, organize and discuss projects relevant to their career objectives, improvements to the artifact, and career goals associated with the artifact. The reflective journal is divided into five parts, the relevant standards applicable to the artifact, the artifact requirements, the connection between the artifact and standards, potential
Relevant Standards
The most appropriate competency entails the standard for the master of instructional technology degree of technology license (077). The standards that complement the policy include standards six and eight. Standard six states that the instructional technology coordinator must model and encourage social, ethical, legal, and human issues associated with technology use. The first indicator entails the models that teach legal and ethical practices related to technology use. Indicator two applies technology resources that empower learners with diverse backgrounds and abilities. The third indicator entails identifying and using technology resources that affirm diversity from a global perspective. The fourth indicator includes provisions for promoting the safe and healthy use of technology resources. The fifth indicator focuses on facilitating equitable access to technology resources for all students.
Standard eight provision describes how the instructional technology coordinator will provide leadership and vision for technology. The coordinator identifies and uses educational and technology-related research, learning psychology, and instructional design concepts to guide the use of computers and technology in the classroom. The second indicator describes how the coordinator applies strategies for and knowledge of issues related to managing the change process in schools. The third indicator focuses on the application of effective group process skills. The fourth indicator emphasizes leads in the development and evaluation of district technology planning and implementation.
Artifact Requirements
The Administration of School Technology covered the philosophy and principles of developing and executing school technology programs, assessing policies, procedures manuals, and school improvement plans, and identifying characteristics of good technology leaders. The course centered on examining school technology leadership and policies. It is critical to equip school leaders with materials and information that spark discussion regarding security measures and their impact on teachers’ capacity and willingness to embrace technology and aids in the creation of effective 21st-century schools. The design for the final assignment, a policy and procedures manual, was created and centered on this concept.
The project included a purpose statement, information on the MTAC committee, a program evaluation plan, and how to deal with change. Software selection, flexible access, website construction, copyright, and authorized usage restrictions were covered (Christensen et al., 2018). Due to its complexity and size, this artifact was produced throughout the semester. Through this process, students learned about the important aspects of a technology plan and the characteristics of a coordinator in school technology. In addition, it explained how the technology program would be reviewed, how the change would be managed over time, and how students would have access to technology at school.
The Connection between Artifact and Standards
This artifact demonstrates my ability to promote social, ethical, legal, and human problems relating to technology use (077 Standard 6) and safe and healthy use of technology resources (077 Standard 6, Indicator 4). The formulation of a mission statement is the first step in this endeavor. In this artifact, my mission statement focuses on giving support to students, staff, and parents so that kids can take charge of their learning, achievement, and future.
This vision statement is significant because it encapsulates everything I aimed for in the policies and procedures manual. The establishment of the MTAC committee is critical to the implementation of the manual’s many policies. The success of student-centered media and technology initiatives is determined by careful planning by this committee. The MTAC committee is referred to as the decision group for the school in almost every policy in this document. The MTAC committee was also thoroughly documented, with justification narratives for each member. This aligns with Standard eight as the instructional technology coordinator/director will lead and inspire the use of technology in the classroom. The MTAC committee is in charge of making choices about the school building’s software and hardware procurement and use.
The manual’s policies explain and support the ethical and lawful use of technology resources (077 Standard 6). Teachers must follow precise standards to demonstrate the appropriate use of technology. This manual presents these rules in a clear, accessible manner so that expectations are not misunderstood. The formulation of acceptable use policies (AUPs) encourages the safe and healthy use of technological resources (077 Standard 6, Indicator 4). AUPs address new technology tools that enhance learning while guaranteeing teachers’ and students’ safe and responsible use. This manual includes AUPs for employees, students, and parents. Everyone who uses technology on campus, in my opinion, should be expected to adhere to norms that promote safe and healthy use. When employing digital tools in education, I believe promoting safe and healthy usage is critical.
Examining different components of policy manuals from schools in North Carolina and other states was critical for drafting this policy handbook. The recurring theme included how school technology policies should find a balance between access and security. There were various places where this balance was required, including advocating for creating acceptable use policies (AUPs) for teachers and students. The manual detailed how teachers and students should have AUPs that detail what is permissible and forbidden regarding the use of the school computers and network.
The document outlined the ramifications of network and device abuse for both groups. Schools can use web development and internet resources to assist them in fulfilling their 21st-century teaching and learning goals. As a result, schools require a wireless internet connection and gadgets for teachers and students. The policy document discusses how the software will be obtained and how the school will review and manage change to keep up with the fast-changing world of technology. This directly addresses standard eight competencies regarding the provision of technology leadership and vision.
Potential Improvements to the Artifact
The artifact was well thought out and thus can be used at any school. The instructional coordinator uses technology resources to enable and empower learners with different origins, traits, and abilities, according to Standard 8, and the technology coordinator encourages safe and healthy use of digital resources, according to Indicator 4. This guidebook strikes a balance between security and accessibility for students and teachers. As a result, teachers and students are given the digital tools they need to succeed in modern education. Students and networks are protected by the procedures and standards outlined in this policy document. The adjustment of the policy would entail better representation regarding policy implementation.
The artifact would have used increased representation, including MTAC committee members in the development stage. Despite the manual using real data from the school, increased input from the committee who meet regularly would have increased validity. In addition, there is a need to include more information regarding interactions with technology and support staff. The most significant interaction is the protection of staff personal data. Data theft is a serious risk where an employee or student’s information intersects with technology. It is advisable to have a policy on how and when the standards interact with tech support to maintain data security within systems,
Career Goals and the Artifact
I learned how to assess and evaluate policy and procedure manuals and school improvement plans in EDTC 6149. It has taught me how to create and manage technology programs in schools. I’ve learned the value of using technology resources legally and ethically. I lacked prior knowledge of how crucial it was to have these kinds of preparations before taking this class. Now that I understand its value, I can advocate for educators, parents, and children to utilize it legally, ethically, safely, and healthy. As technology evolves, I believe that being able to write policy and procedure manuals will be a valuable skill to have throughout my career.
As a technology facilitator in a public school, I will be expected to drive the school’s technology policy and procurement decisions. While writing this booklet, I looked into policies from various schools and systems in and outside of North Carolina. I also learned about the leadership qualities required to execute a technology policy in a school setting. In my future career as a technology facilitator, I feel more equipped to design information technology policies for my peers. In addition, I’ve learned the value of continuous reflection and review during design as it helps one guarantee that the policy is current and effective. I intend to serve as a role model for instructors in terms of proper procedures, tactics, and technology. The policy document can be used in various schools since it creates effective permissions while allowing for evaluation and modifications. I would prefer a follow-up course to EDTC 6149 to continue the studies relevant to this course.
Conclusion
Sanford High School regulations and procedures for using the school’s technological equipment, software, operating systems, storage media, and network accounts are outlined in this document. The School’s IT Resources must be used for instructional and school business-related reasons to serve the students, teachers, parents/guardians, and staff’s best interests. The Department urges all employees to use IT resources responsibly. Moreover, the manual indicates the school’s commitment to safeguarding users of its IT resources against illegal or harmful conduct by persons who use the school’s IT resources. Other administrative divisions may be allowed to establish or implement additional rules and procedures linked to the use of the School’s IT Resources to update the manual. This artifact, as well as any other appropriate technology-related regulations, must guide these innovations. The policy manual was written over the semester of EDTC 6149, Administration of School Technology Programs. Each section of the manual was well researched and written to be potentially used in an actual school setting.
Reference
Christensen, R., Eichhorn, K., Prestridge, S., Petko, D., Sligte, H., Baker, R., Alayyar, G., & Knezek, G. (2018). Supporting learning leaders for the effective integration of technology into schools. Technology, Knowledge and Learning, 23(3), 457-472.