Instructional Technology Resource Teacher and Technology
Transcript Of Instructional Technology Resource Teacher and Technology
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Instructional Technology Resource Teacher and
Technology Support Positions A Handbook
for School Divisions
Virginia Department of Education 1
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Acknowledgements
The Handbook for Instructional Technology Resource Teacher and Technology Support Positions represents a cooperative effort between staff at the Virginia Department of Education, Virginia Commonwealth University, and Virginia school divisions.
Virginia Department of Education Dr. Jo Lynne DeMary
Superintendent of Public Instruction
Division of Technology and Human Resources Lan Neugent, Assistant Superintendent
Nonie H. Barnstein, Administrative Assistant
Office of Educational Technology Gloria K. Barber, Director
Administrative Support Specialists Fora Cosby Judy Gray
Educational Technology Specialists Jason Ellis, Administrative Applications
Jean Gray, External Services Linda Holt, Integration
Charlie Makela, School Media Programs Juliette Mersiowsky, Technology Planning Mark Saunders, Educational Technology Grants
Richard Schley, Telecommunications Jean Weller, Integration Joyce White, Integration
School Division and Higher Education Representatives
Kathleen Beane, Colonial Beach Public Schools D. D. Dawson, Harrisonburg City Public Schools Jennifer Hicks, Henrico County Public Schools
John Littlefield, Suffolk City Public Schools Dr. Gary Sarkozi, Virginia Commonwealth University
Dr. Tammy Pandina Scot, University of Virginia H.W. Scott, Botetourt County Public Schools Dana Smith, Arlington County Public Schools
Mark Webster, Colonial Heights City Public Schools
The Virginia Department of Education does not discriminate
2 on the basis of race, color, national origin, sex, age, or disability in employment or provisions of service.
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Table of Contents
Introduction ............................................................... 4
Instructional Technology Resource Teacher (ITRT) ...................5
Roles and Responsibilities .............................................................................. 6 Qualifications ........................................................................................... 7 Duties and Responsibilities ...................................................................... 7
Attributes of an ITRT ...................................................................................... 8
Time Management .......................................................................................... 9
Factors that Foster Successful ITRT Support ............................................... 10
The ITRT and the.... ...................................................................................... 12 Teacher, Library Media Specialist, Resource Teacher ........................... 12 Central Office ......................................................................................... 14 Building Level Administrators ............................................................... 15
Evaluation and Supervision of the ITRT....................................................... 16
Technology Support Position ........................................... 17
Contract Support ........................................................................................... 17 The Responsibility of the Technology Support ............................................. 18 The Role of the Technology Support Position .............................................. 18
Interpersonal Skills ....................................................................................... 20
Supervision and Evaluation .......................................................................... 20
Appendices ............................................................. 21
Appendix A - Superintendent’s Memos ...................................21 Supts. Memo No. 5, June 18, 2004 ........................................................ 22 Supts. Memo No. 204, Oct. 8, 2004 ....................................................... 26 Supts. Memo No. 1, Jan. 14, 2005 ......................................................... 28
Appendix B - Sample Job Descriptions ...................................31 Arlington Public Schools, VA ................................................................ 32 Harrisonburg Public Schools, VA ........................................................... 34 Lancaster Public Schools, VA ................................................................ 35 Irving, TX Independent School District ................................................. 37 North Carolina Dept. of Public Instruction ............................................ 39
3
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Introduction
Experts and practitioners have all agreed on the importance of not just increasing technology capacity within schools, but integrating it into the curriculum. Research shows that the time spent training teachers in technology correlates to increased student performance. Adequate technological support that is readily available is a condition that has been shown to promote integration.
Virginia’s educational technology plan presents a vision of the use of technology in schools and classrooms, and it serves as a blueprint for school division technology planning. The plan emphasizes the importance of integrating technology into instruction and outlines the elements essential to successful use of technology. Crucial to the effective integration of technology is an adequate support system that consists of:
• Technology Administrators: manage programs and provide educational technology leadership in their school divisions
• Technology Support: manage the school’s information network • Instructional Technology Resource Teachers: train teachers to
use technology and software effectively
Many of the programs included in The No Child Left Behind Act of 2001 rely on the appropriate and effective use of technology. In addition, the act includes the Enhancing Education Through Technology program that specifically promotes initiatives that provide teachers, principals, and administrators with the capacity to integrate technology effectively into curricula and instruction.
The 2004 General Assembly passed legislation recommended by the Board of Education to amend the Standards of Quality (SOQ). The budget approved by the General Assembly includes funding for technology in the form of two positions: an instructional technology resource teacher position and a technology support position. This action represents a continued commitment to the integration of technology in instruction in Virginia public schools that began with initiatives that have provided more than $500 million in support for educational technology infrastructure.
The purpose of this guidance document is to provide a framework for school division administrators as they fill positions and implement support services for technology integration. It is not intended to be a comprehensive document. It does include basic information such as sample job descriptions, a list of knowledge, skills, and abilities as well as responsibilities. Users also will find helpful the scenarios that describe the collaborative relationship between the instructional technology resource teacher, classroom teachers, and building administrators. The appendix includes copies of memos from the State Superintendent of Public Instruction that provide background and interpretation of the legislation.
The Department of Education appreciates the assistance of school division technology administrators in the preparation of this document. For additional information on instructional technology resource teachers or technology support
4 positions, please contact the Office of Educational Technology.
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Instructional Technology
Resource Teacher (ITRT)
As technology becomes integrated into instruction and a pervasive tool for learning and communication, schools face many challenges in providing adequate levels of technology support. Two of the often-mentioned barriers preventing technology use in classrooms are planning for and incorporating technology into lessons, and insufficient, inappropriate, or inconvenient training. Support and professional development can be considered the most critical components for effective integration of technology. Effective support focusing on curriculum and technology integration at the school site can be one-on-one, in small groups, by grade-level, by department, or by skill level by the ITRT in a coaching or mentoring role. Teachers from the Ameritech Classroom of the Future indicated that they owed their success in this technology-rich environment to the technology specialists who supported their integration and facilitation needs. Research indicates that learning is enhanced when technology tools are used appropriately and effectively. The ITRT can be a valuable asset in creating, implementing, and directing a global vision for integrating technology into classroom instruction.
Instructional technology resource teachers (ITRTs) provide on-site and ondemand assistance for fellow teachers to create different forms of learning and teaching with the help of technologies. They seek to improve student learning by showing teachers the thoughtful applications and best practices of these new tools. Indications show that ITRTs, carefully chosen and wisely used, are more effective in helping teachers incorporate technology into teaching and learning than any other form of professional development. The intent of providing funding for instructional technology resource teachers in the Standards of Quality (SOQ) is to assist teachers with the integration of technology in the classroom, to train teachers to use technology in an effective manner, and to assist with curriculum development as it relates to educational technology. An instructional technology resource teacher:
• Provides direct support to the classroom teacher coaching or modeling for the utilization of technology tools and resources to support instruction in the classroom
• Consults and collaborates directly with teachers and only works with students for the purpose of modeling or demonstrating a lesson
• Advises and assists teachers to determine what, when, and where to integrate appropriate technology tools in the curriculum to enhance teaching and learning
• Has a strong foundation in pedagogy and teaching methodologies
• Models technology usage for staff and shares the vision of integrating technological components
• Is an experienced user of technology for productivity • Collaborates with school personnel, and administrators • Coordinates the selection and acquisition of software
Teaching credibility, a clear vision and excellent communication skills, the ITRT can assist teachers in unlocking the power of technology in classroom instruction.
5
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
• Develops a rich library of curriculum-driven support materials and technology-enhanced resources for grade levels and subject areas for teachers
• Keeps current with updates in educational technology • Researches and develops methods of state academic standards
and curriculum with effective technology-based teaching and learning strategies to improve student achievement • Helps schools develop and implement short-term and long-term learning goals into school improvement plans to support student achievement objectives and proficiencies • Facilitates a school-wide technology effort • Designs and implements high-quality professional development. • Conducts assessment of teacher and student technology literacy and use • Evaluates activities to determine effectiveness • Is a liaison between the school and the school division technology office
Roles and Responsibilities
Effective support that focuses on curriculum and technology integration is the primary goal of technology support staffing. The challenge is to provide adequate training and support to bring teachers at every point of the continuum from technophobia to technomania to an adequate level of technical expertise so learning goals can be met. Considerable consideration should be given to the roles and responsibilities of the ITRT. This individual is a valuable asset in creating, implementing, and directing a global vision for integrating technology into schools. Clear descriptions of responsibilities and precise expectations of the ITRT should be developed and agreed upon to assure the successful supervision and implementation of the support program.
The ITRT is specified as a teacher, and therefore must be a licensed teacher. The position is full-time equivalent. Instructional technology resource teachers are available throughout the school day for planning and implementation of integration activities. This avoids the challenge of finding time to provide support while meeting teaching obligations. Instructional technology resource teachers are intended to serve as resources to classroom teachers, but are not intended to serve as classroom teachers. Their primary purpose is to train teachers to use technology in an effective manner. In this role they are also agents of change and actively engaged in curriculum development and lesson planning. They use their credibility as a classroom teacher and their knowledge of teaching strategies to help design lessons and plan projects with the teachers. It is not the responsibility of the instructional technology resource teacher to evaluate a teacher’s performance. The ITRT does, however, work with the teacher to assess the effectiveness of a technology-based lesson.
6
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Qualifications include,
but are not limited to: • Being a licensed teacher • Having successful teaching and classroom management experience • Knowledge of curriculum, instructional strategies, and the Standards of Learning Program • Knowledge and proficient user of computers and related technology • Skill in integrating technology with curriculum • Skill in working with others in a leadership position • Ability to maintain a good working relationship with others • Possessing effective interpersonal and organizational skills • Ability to articulate and adapt communication and presentation style for various audiences • Demonstrates oral and written communication skills
Duties and responsibilities of an ITRT include
but are not limited to: • Working collaboratively with individual or groups of teachers to integrate technology into instruction • Assisting with curriculum and content development • Disseminating information regarding technology resources, emerging technologies, best practices using technology, and professional development opportunities • Facilitating or conducting technology-related professional development for school staff • Assessing levels of teacher and student technology use and skills • Working with appropriate division or school-based curriculum and technology staff to help school staff in integrating technology into the curriculum • Modeling effective instructional strategies using technology • Serving as a member of the school technology committee • Supporting implantation of the division and state technology plan • Researching use of newer technologies in instruction • Using data to design technology-based instructional strategies • Recommending hardware, software, and related resources • Identifying trends in software, curriculum, teaching strategies, and other educational areas • Creating learning resources for teachers, staff and students • Serving as a strong advocate for technology integration • Participating in software selection and use
“If the teachers see the TIS (Technology Integration Specialist) first as a teacher and second as a technologist, their partnerships are likely to be that much more productive.” (http:// curry.edschool.virginia.edu/ class/edlf/589/reviews/ Scot_Hall.doc)
7
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Attributes of An Instructional Technology Resource Teacher
Interpersonal skills include the habits, attitudes, manners, appearance, and behaviors we use while working with people that affect how well we get along. Good interpersonal skills are a prerequisite for success as an instructional technology resource teacher. The ITRT provides assistance by consulting with other teachers, discussing and sharing teaching practices, and supporting efforts to enrich student learning through technology. Interpersonal skills, such as communication, problem solving, and teamwork abilities enable the ITRT to work with others harmoniously and efficiently. Collaboration should take place in a non-threatening and non-judgmental environment. Technical support needs to be on-site, individualized, and teacher-oriented. The ITRT needs to relate well with teachers. If this doesn’t happen, the chance of successful integration is in jeopardy.
“The need for possessing excellent people skills, flexibility and a global perspective far outweigh the need for technological expertise.” (From, Fulfilling the Need for a Technology Integration Specialist)
ITRTs Who Have Good Interpersonal Skills: • Are good listeners • Work harmoniously and efficiently with others individually and in team settings • Manage conflict effectively by devising win-win solutions, constructively influencing the behavior of others, use effective communication and persuasive strategies • Are able to align their goals to the goals of others during collaborative activities • Are forthright • Respectful of others • Friendly • Maintain enthusiasm • Pleasing personality • Helpful and patient when dealing with users • Remain calm and polite under stress • Are able to manage their behavior during social interactions • Are sensitive to the needs of others and to the forces that shape the way others feel and behave • Enhance the strengths and abilities of others • Are approachable and interact well with others • Provide guidance to subordinates when needed; resist controlling others by allowing autonomy when appropriate
8
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Time Management
As indicated in the legislation for the ITRT position, this person should be a licensed teacher who works directly with classroom teachers and the integration of technology into instruction. Time management becomes essential when such variables as the job description, number of schools served, size of staff, available technology support and resources, and the technology integration goals are to be considered.
The following table outlines the amount of time ITRTs may spend on various aspects of their job. While the percentages may vary from school to school, the ITRT is, above all, the individual available throughout the school day responsible for assisting teachers with the integration of technology in the classroom.
Task
1. Assist teachers with the integration of technology in the classroom, train teachers to use technology, assist with curriculum development as it relates to educational technology, modeling instructional strategies with students, providing training and professional development, collaborative teaching, researching technology-based instructional strategies, reviewing/evaluating technology software, offering direct assistance to teachers by way of classroom visitations, or similar kinds of duties and responsibilities as the school division may deem appropriate.
Percent of Time
>=70%
2. Meet with administrators and content supervisors at the building and/or central office level to coordinate services and resources. Serve on building and/or division leadership teams relating to technology and instruction, professional organizations related to technology, and other responsibilities
<=15%
3. Create and implement a plan to communicate progress and activities to school, faculty, and administration. (i.e. newsletter, technology Web site, e-mail notifications)
<=10%
4. Minor troubleshooting of computer lab equipment, hardware or software problems.
<=4%
5. Maintain records necessary to document progress and activities.
<=1%
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Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Factors that Foster Successful Technology Support
Support for technology integration does not stop with the hiring of an ITRT. Filling the position is only one of the many elements that should be in place as part of a comprehensive and effective program of technology support. The following factors should be considered as part of the implementation process.
Job
Description
A clearly written statement that defines the scope of the position, qualifications, requirements, major duties, and outlines the expectations helps prospective employees gain a more accurate understanding of what they would be expected to do on the job. In addition, the job description provides a catalyst for the examination of activities.
Communication
Clear channels of communication should be defined. Who does the position report to? When? How often? What actions need prior approval? How does the ITRT communicate with teachers, administrators and other educators?
Technology
What technology is available for use by the ITRT? Does it support training, demonstration, and consulting needs? Is the equipment mobile? Is it current technology? Is there equipment in classrooms or labs? Are there teacher work stations?
Fiscal Resources
Are funds available to purchase software, consumable materials, for incentives, substitutes, and acquisition of emerging technologies?
10
Instructional Technology Resource Teacher and
Technology Support Positions A Handbook
for School Divisions
Virginia Department of Education 1
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Acknowledgements
The Handbook for Instructional Technology Resource Teacher and Technology Support Positions represents a cooperative effort between staff at the Virginia Department of Education, Virginia Commonwealth University, and Virginia school divisions.
Virginia Department of Education Dr. Jo Lynne DeMary
Superintendent of Public Instruction
Division of Technology and Human Resources Lan Neugent, Assistant Superintendent
Nonie H. Barnstein, Administrative Assistant
Office of Educational Technology Gloria K. Barber, Director
Administrative Support Specialists Fora Cosby Judy Gray
Educational Technology Specialists Jason Ellis, Administrative Applications
Jean Gray, External Services Linda Holt, Integration
Charlie Makela, School Media Programs Juliette Mersiowsky, Technology Planning Mark Saunders, Educational Technology Grants
Richard Schley, Telecommunications Jean Weller, Integration Joyce White, Integration
School Division and Higher Education Representatives
Kathleen Beane, Colonial Beach Public Schools D. D. Dawson, Harrisonburg City Public Schools Jennifer Hicks, Henrico County Public Schools
John Littlefield, Suffolk City Public Schools Dr. Gary Sarkozi, Virginia Commonwealth University
Dr. Tammy Pandina Scot, University of Virginia H.W. Scott, Botetourt County Public Schools Dana Smith, Arlington County Public Schools
Mark Webster, Colonial Heights City Public Schools
The Virginia Department of Education does not discriminate
2 on the basis of race, color, national origin, sex, age, or disability in employment or provisions of service.
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Table of Contents
Introduction ............................................................... 4
Instructional Technology Resource Teacher (ITRT) ...................5
Roles and Responsibilities .............................................................................. 6 Qualifications ........................................................................................... 7 Duties and Responsibilities ...................................................................... 7
Attributes of an ITRT ...................................................................................... 8
Time Management .......................................................................................... 9
Factors that Foster Successful ITRT Support ............................................... 10
The ITRT and the.... ...................................................................................... 12 Teacher, Library Media Specialist, Resource Teacher ........................... 12 Central Office ......................................................................................... 14 Building Level Administrators ............................................................... 15
Evaluation and Supervision of the ITRT....................................................... 16
Technology Support Position ........................................... 17
Contract Support ........................................................................................... 17 The Responsibility of the Technology Support ............................................. 18 The Role of the Technology Support Position .............................................. 18
Interpersonal Skills ....................................................................................... 20
Supervision and Evaluation .......................................................................... 20
Appendices ............................................................. 21
Appendix A - Superintendent’s Memos ...................................21 Supts. Memo No. 5, June 18, 2004 ........................................................ 22 Supts. Memo No. 204, Oct. 8, 2004 ....................................................... 26 Supts. Memo No. 1, Jan. 14, 2005 ......................................................... 28
Appendix B - Sample Job Descriptions ...................................31 Arlington Public Schools, VA ................................................................ 32 Harrisonburg Public Schools, VA ........................................................... 34 Lancaster Public Schools, VA ................................................................ 35 Irving, TX Independent School District ................................................. 37 North Carolina Dept. of Public Instruction ............................................ 39
3
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Introduction
Experts and practitioners have all agreed on the importance of not just increasing technology capacity within schools, but integrating it into the curriculum. Research shows that the time spent training teachers in technology correlates to increased student performance. Adequate technological support that is readily available is a condition that has been shown to promote integration.
Virginia’s educational technology plan presents a vision of the use of technology in schools and classrooms, and it serves as a blueprint for school division technology planning. The plan emphasizes the importance of integrating technology into instruction and outlines the elements essential to successful use of technology. Crucial to the effective integration of technology is an adequate support system that consists of:
• Technology Administrators: manage programs and provide educational technology leadership in their school divisions
• Technology Support: manage the school’s information network • Instructional Technology Resource Teachers: train teachers to
use technology and software effectively
Many of the programs included in The No Child Left Behind Act of 2001 rely on the appropriate and effective use of technology. In addition, the act includes the Enhancing Education Through Technology program that specifically promotes initiatives that provide teachers, principals, and administrators with the capacity to integrate technology effectively into curricula and instruction.
The 2004 General Assembly passed legislation recommended by the Board of Education to amend the Standards of Quality (SOQ). The budget approved by the General Assembly includes funding for technology in the form of two positions: an instructional technology resource teacher position and a technology support position. This action represents a continued commitment to the integration of technology in instruction in Virginia public schools that began with initiatives that have provided more than $500 million in support for educational technology infrastructure.
The purpose of this guidance document is to provide a framework for school division administrators as they fill positions and implement support services for technology integration. It is not intended to be a comprehensive document. It does include basic information such as sample job descriptions, a list of knowledge, skills, and abilities as well as responsibilities. Users also will find helpful the scenarios that describe the collaborative relationship between the instructional technology resource teacher, classroom teachers, and building administrators. The appendix includes copies of memos from the State Superintendent of Public Instruction that provide background and interpretation of the legislation.
The Department of Education appreciates the assistance of school division technology administrators in the preparation of this document. For additional information on instructional technology resource teachers or technology support
4 positions, please contact the Office of Educational Technology.
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Instructional Technology
Resource Teacher (ITRT)
As technology becomes integrated into instruction and a pervasive tool for learning and communication, schools face many challenges in providing adequate levels of technology support. Two of the often-mentioned barriers preventing technology use in classrooms are planning for and incorporating technology into lessons, and insufficient, inappropriate, or inconvenient training. Support and professional development can be considered the most critical components for effective integration of technology. Effective support focusing on curriculum and technology integration at the school site can be one-on-one, in small groups, by grade-level, by department, or by skill level by the ITRT in a coaching or mentoring role. Teachers from the Ameritech Classroom of the Future indicated that they owed their success in this technology-rich environment to the technology specialists who supported their integration and facilitation needs. Research indicates that learning is enhanced when technology tools are used appropriately and effectively. The ITRT can be a valuable asset in creating, implementing, and directing a global vision for integrating technology into classroom instruction.
Instructional technology resource teachers (ITRTs) provide on-site and ondemand assistance for fellow teachers to create different forms of learning and teaching with the help of technologies. They seek to improve student learning by showing teachers the thoughtful applications and best practices of these new tools. Indications show that ITRTs, carefully chosen and wisely used, are more effective in helping teachers incorporate technology into teaching and learning than any other form of professional development. The intent of providing funding for instructional technology resource teachers in the Standards of Quality (SOQ) is to assist teachers with the integration of technology in the classroom, to train teachers to use technology in an effective manner, and to assist with curriculum development as it relates to educational technology. An instructional technology resource teacher:
• Provides direct support to the classroom teacher coaching or modeling for the utilization of technology tools and resources to support instruction in the classroom
• Consults and collaborates directly with teachers and only works with students for the purpose of modeling or demonstrating a lesson
• Advises and assists teachers to determine what, when, and where to integrate appropriate technology tools in the curriculum to enhance teaching and learning
• Has a strong foundation in pedagogy and teaching methodologies
• Models technology usage for staff and shares the vision of integrating technological components
• Is an experienced user of technology for productivity • Collaborates with school personnel, and administrators • Coordinates the selection and acquisition of software
Teaching credibility, a clear vision and excellent communication skills, the ITRT can assist teachers in unlocking the power of technology in classroom instruction.
5
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
• Develops a rich library of curriculum-driven support materials and technology-enhanced resources for grade levels and subject areas for teachers
• Keeps current with updates in educational technology • Researches and develops methods of state academic standards
and curriculum with effective technology-based teaching and learning strategies to improve student achievement • Helps schools develop and implement short-term and long-term learning goals into school improvement plans to support student achievement objectives and proficiencies • Facilitates a school-wide technology effort • Designs and implements high-quality professional development. • Conducts assessment of teacher and student technology literacy and use • Evaluates activities to determine effectiveness • Is a liaison between the school and the school division technology office
Roles and Responsibilities
Effective support that focuses on curriculum and technology integration is the primary goal of technology support staffing. The challenge is to provide adequate training and support to bring teachers at every point of the continuum from technophobia to technomania to an adequate level of technical expertise so learning goals can be met. Considerable consideration should be given to the roles and responsibilities of the ITRT. This individual is a valuable asset in creating, implementing, and directing a global vision for integrating technology into schools. Clear descriptions of responsibilities and precise expectations of the ITRT should be developed and agreed upon to assure the successful supervision and implementation of the support program.
The ITRT is specified as a teacher, and therefore must be a licensed teacher. The position is full-time equivalent. Instructional technology resource teachers are available throughout the school day for planning and implementation of integration activities. This avoids the challenge of finding time to provide support while meeting teaching obligations. Instructional technology resource teachers are intended to serve as resources to classroom teachers, but are not intended to serve as classroom teachers. Their primary purpose is to train teachers to use technology in an effective manner. In this role they are also agents of change and actively engaged in curriculum development and lesson planning. They use their credibility as a classroom teacher and their knowledge of teaching strategies to help design lessons and plan projects with the teachers. It is not the responsibility of the instructional technology resource teacher to evaluate a teacher’s performance. The ITRT does, however, work with the teacher to assess the effectiveness of a technology-based lesson.
6
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Qualifications include,
but are not limited to: • Being a licensed teacher • Having successful teaching and classroom management experience • Knowledge of curriculum, instructional strategies, and the Standards of Learning Program • Knowledge and proficient user of computers and related technology • Skill in integrating technology with curriculum • Skill in working with others in a leadership position • Ability to maintain a good working relationship with others • Possessing effective interpersonal and organizational skills • Ability to articulate and adapt communication and presentation style for various audiences • Demonstrates oral and written communication skills
Duties and responsibilities of an ITRT include
but are not limited to: • Working collaboratively with individual or groups of teachers to integrate technology into instruction • Assisting with curriculum and content development • Disseminating information regarding technology resources, emerging technologies, best practices using technology, and professional development opportunities • Facilitating or conducting technology-related professional development for school staff • Assessing levels of teacher and student technology use and skills • Working with appropriate division or school-based curriculum and technology staff to help school staff in integrating technology into the curriculum • Modeling effective instructional strategies using technology • Serving as a member of the school technology committee • Supporting implantation of the division and state technology plan • Researching use of newer technologies in instruction • Using data to design technology-based instructional strategies • Recommending hardware, software, and related resources • Identifying trends in software, curriculum, teaching strategies, and other educational areas • Creating learning resources for teachers, staff and students • Serving as a strong advocate for technology integration • Participating in software selection and use
“If the teachers see the TIS (Technology Integration Specialist) first as a teacher and second as a technologist, their partnerships are likely to be that much more productive.” (http:// curry.edschool.virginia.edu/ class/edlf/589/reviews/ Scot_Hall.doc)
7
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Attributes of An Instructional Technology Resource Teacher
Interpersonal skills include the habits, attitudes, manners, appearance, and behaviors we use while working with people that affect how well we get along. Good interpersonal skills are a prerequisite for success as an instructional technology resource teacher. The ITRT provides assistance by consulting with other teachers, discussing and sharing teaching practices, and supporting efforts to enrich student learning through technology. Interpersonal skills, such as communication, problem solving, and teamwork abilities enable the ITRT to work with others harmoniously and efficiently. Collaboration should take place in a non-threatening and non-judgmental environment. Technical support needs to be on-site, individualized, and teacher-oriented. The ITRT needs to relate well with teachers. If this doesn’t happen, the chance of successful integration is in jeopardy.
“The need for possessing excellent people skills, flexibility and a global perspective far outweigh the need for technological expertise.” (From, Fulfilling the Need for a Technology Integration Specialist)
ITRTs Who Have Good Interpersonal Skills: • Are good listeners • Work harmoniously and efficiently with others individually and in team settings • Manage conflict effectively by devising win-win solutions, constructively influencing the behavior of others, use effective communication and persuasive strategies • Are able to align their goals to the goals of others during collaborative activities • Are forthright • Respectful of others • Friendly • Maintain enthusiasm • Pleasing personality • Helpful and patient when dealing with users • Remain calm and polite under stress • Are able to manage their behavior during social interactions • Are sensitive to the needs of others and to the forces that shape the way others feel and behave • Enhance the strengths and abilities of others • Are approachable and interact well with others • Provide guidance to subordinates when needed; resist controlling others by allowing autonomy when appropriate
8
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Time Management
As indicated in the legislation for the ITRT position, this person should be a licensed teacher who works directly with classroom teachers and the integration of technology into instruction. Time management becomes essential when such variables as the job description, number of schools served, size of staff, available technology support and resources, and the technology integration goals are to be considered.
The following table outlines the amount of time ITRTs may spend on various aspects of their job. While the percentages may vary from school to school, the ITRT is, above all, the individual available throughout the school day responsible for assisting teachers with the integration of technology in the classroom.
Task
1. Assist teachers with the integration of technology in the classroom, train teachers to use technology, assist with curriculum development as it relates to educational technology, modeling instructional strategies with students, providing training and professional development, collaborative teaching, researching technology-based instructional strategies, reviewing/evaluating technology software, offering direct assistance to teachers by way of classroom visitations, or similar kinds of duties and responsibilities as the school division may deem appropriate.
Percent of Time
>=70%
2. Meet with administrators and content supervisors at the building and/or central office level to coordinate services and resources. Serve on building and/or division leadership teams relating to technology and instruction, professional organizations related to technology, and other responsibilities
<=15%
3. Create and implement a plan to communicate progress and activities to school, faculty, and administration. (i.e. newsletter, technology Web site, e-mail notifications)
<=10%
4. Minor troubleshooting of computer lab equipment, hardware or software problems.
<=4%
5. Maintain records necessary to document progress and activities.
<=1%
9
Guidance for Instructional Technology Resource Teacher and Technology Support Positions
Factors that Foster Successful Technology Support
Support for technology integration does not stop with the hiring of an ITRT. Filling the position is only one of the many elements that should be in place as part of a comprehensive and effective program of technology support. The following factors should be considered as part of the implementation process.
Job
Description
A clearly written statement that defines the scope of the position, qualifications, requirements, major duties, and outlines the expectations helps prospective employees gain a more accurate understanding of what they would be expected to do on the job. In addition, the job description provides a catalyst for the examination of activities.
Communication
Clear channels of communication should be defined. Who does the position report to? When? How often? What actions need prior approval? How does the ITRT communicate with teachers, administrators and other educators?
Technology
What technology is available for use by the ITRT? Does it support training, demonstration, and consulting needs? Is the equipment mobile? Is it current technology? Is there equipment in classrooms or labs? Are there teacher work stations?
Fiscal Resources
Are funds available to purchase software, consumable materials, for incentives, substitutes, and acquisition of emerging technologies?
10