Model Digital-Age Work and Learning, Standard 3

The third standard for the ISTE National Educational Technology Standards and Performance Indicators for Teachers states that the teacher will “Model Digital-Age Work and Learning” for the students. It basically states that a teacher will overtly display his/her knowledge, skills, and work processes illustrative of an inventive educator in a contemporary global society. According to this standard, the educator will design or adapt lessons that incorporate digital tools in order to increase student learning and individual creativity. Also, the educator will collaborate with students, fellow staff members, and parents through the use of digital tools to support student learning. Educators will also use digital media to communicate with students, staff members, and parents. Finally, educators will model and promote the effective use of the most recent and emerging technology to locate, analyze, research, etc. informational resources for student learning.
I do not consider myself a digitally, technologically savvy individual. I only recently have acquired an iPod…and only because it was a gift, I don’t think I would have bought one for myself. However, I LOVE it! I use it often, and now that movie files, digital copies, are available I have used it several times on plane or road trips to keep my five year old entertained. I am still hesitant with uploading music and whatnot on it; I have a gift card, but have yet to purchase any music out of an embarrassing feeling of ignorance of the whole process and lack of time. Here’s where I kick myself, however, I see myself as an intelligent individual who can figure out for herself how to make anything work. But, because I have a very technologically savvy husband, and helpful IT guys at my place of work, I tend to rely on them rather than forcing myself to figure new digital tools out for myself. This becomes a problem when considering this standard.
If I were to model a proficient understanding of digital tools, I would have to force myself to expand beyond my comfort zone. I tend to use PowerPoint presentations a lot, and I have two research projects that require my students to use technology, for the basis of my technology in my classroom. I sometimes show films, but only after having completed a novel or play. I have attended several technology in-services and been presented with new ways of using Google Earth in my lessons, as well as other techniques, but I have not pushed myself to adapt them to my own lessons and use them. I just have to face the truth that my lack of initiative boils down to laziness. I recognize the need, on behalf of my students and the “Digital Natives” detailed in Article 2 of our textbook, to expand beyond my limited digital knowledge so that my lessons are more accessible and engaging for my students.