Chapter 1

Schools need effective technology coordinators/facilitators (Note: Our experience has been that both of these terms are used as position titles and both seem to imply similar responsibilities. It is our impression that the title facilitator is being used more frequently and carries an implication we endorse.). In the preface to the ISTE/NCATE Technology Facilitation Endorsement Standards, facilitators are described as individuals serving in building/campus-level positions with responsibility to teach technology applications, demonstrate effective use of technology to support student learning, and provide professional development, mentoring, and technical assistance for teachers.

Standards for facilitators build on the National Educational Technology Standards for Teachers (NETS) by expecting greater knowledge and skill and preparation to support educator professional growth and the efforts ot teachers to apply technology within their classrooms. College and university programs now exist with the goal of developing well trained facititators.

A rubric developed by ISTE/NCATE to identify levels of competence associated with the Technology Facilitation Standards may be helpful in clarifying skills intended to be associated with this title.

Challenges of the Role of Coordinator/Facilitator

Computer coordinator jobs are often poorly defined resulting in misunderstandings on the part of teachers and feelings of exploitation on the part of the coordinator. For example, teachers may expect the coordinator to take their classes to the computer lab while the teacher works in the classroom. Because they are unfamiliar with the software, teachers may expect the coordinator to enter the names of students into a gradebook program rather than assume they will learn to do this for themselves. A clearly written and widely circulated job description can go a long ways toward solving these difficulties. The integration of technology into the curriculum is a shared responsibility and implementation of daily activities must be accomplished by the classroom teacher. Unless taken on as a clearly defined job responsibility, classroom teachers should no more expect the computer coordinator to assume the role of laboratory supervisor than the chemistry teacher would expect another person to take responsibility when students work in the chemistry lab.

Computer coordinators are frequently the target of jealousy related to the perceptions that they have a great deal of free time and control money and resources. A job description and experience working with the coordinator can made teachers more aware of coordinator responsibilities. Coordinators should actively participate in group meetings (e.g., curriculum committees) and resource decisions should be made within the group.

Some coordinators report feeling lonely and that they do not achieve the sense of satisfaction that comes from working directly with students. The coordinator is likely to be involved with a very large number of people, but not in the same way or intensity as other staff members who work hour after hour in the same location with the same people. In part, this issue is a matter of personal values. Some enjoy diversity and change and some prefer intensity and consistency. From time to time, coordinators may also have the opportunity to become involved more deeply in a particular class project.

Teachers sometimes feel that working with the coordinator is an infringement on their planning time. Coordinators should work with teachers in ways that develop experiences for students. Inservice activities which focus on both the development of the teacher's knowledge of technology and on related curriculum issues will provide a direct link to relevant classroom activities. (Evans-Andris, 1995; Strudler, 1995-1996)

Evans-Andris, M. (1995). Barriers to computer integration: Microinteraction among computer coordinators and classroom teachers in elementary schools. Journal of Research on Computing in Education, 28(1), 29-45

Strudler, N. (1995-1996). The role of school-based technology coordinators as change agents in elementary school programs: A follow-up study. Journal of Research on Computing in Education, 28(2), 234-257.

Return to Chapter One




	ISTE/NCATE Standards for Technology Facilitation Schools need effective technology coordinators/facilitators (Note: Our experience has been that both of these terms are used as position titles and both seem to imply similar responsibilities. It is our impression that the title facilitator is being used more frequently and carries an implication we endorse.). In the preface to the ISTE/NCATE Technology Facilitation Endorsement Standards, facilitators are described as individuals serving in building/campus-level positions with responsibility to teach technology applications, demonstrate effective use of technology to support student learning, and provide professional development, mentoring, and technical assistance for teachers. Standards for facilitators build on the National Educational Technology Standards for Teachers (NETS) by expecting greater knowledge and skill and preparation to support educator professional growth and the efforts ot teachers to apply technology within their classrooms. College and university programs now exist with the goal of developing well trained facititators. A rubric developed by ISTE/NCATE to identify levels of competence associated with the Technology Facilitation Standards may be helpful in clarifying skills intended to be associated with this title. Challenges of the Role of Coordinator/Facilitator Computer coordinator jobs are often poorly defined resulting in misunderstandings on the part of teachers and feelings of exploitation on the part of the coordinator. For example, teachers may expect the coordinator to take their classes to the computer lab while the teacher works in the classroom. Because they are unfamiliar with the software, teachers may expect the coordinator to enter the names of students into a gradebook program rather than assume they will learn to do this for themselves. A clearly written and widely circulated job description can go a long ways toward solving these difficulties. The integration of technology into the curriculum is a shared responsibility and implementation of daily activities must be accomplished by the classroom teacher. Unless taken on as a clearly defined job responsibility, classroom teachers should no more expect the computer coordinator to assume the role of laboratory supervisor than the chemistry teacher would expect another person to take responsibility when students work in the chemistry lab. Computer coordinators are frequently the target of jealousy related to the perceptions that they have a great deal of free time and control money and resources. A job description and experience working with the coordinator can made teachers more aware of coordinator responsibilities. Coordinators should actively participate in group meetings (e.g., curriculum committees) and resource decisions should be made within the group. Some coordinators report feeling lonely and that they do not achieve the sense of satisfaction that comes from working directly with students. The coordinator is likely to be involved with a very large number of people, but not in the same way or intensity as other staff members who work hour after hour in the same location with the same people. In part, this issue is a matter of personal values. Some enjoy diversity and change and some prefer intensity and consistency. From time to time, coordinators may also have the opportunity to become involved more deeply in a particular class project. Teachers sometimes feel that working with the coordinator is an infringement on their planning time. Coordinators should work with teachers in ways that develop experiences for students. Inservice activities which focus on both the development of the teacher's knowledge of technology and on related curriculum issues will provide a direct link to relevant classroom activities. (Evans-Andris, 1995; Strudler, 1995-1996) Evans-Andris, M. (1995). Barriers to computer integration: Microinteraction among computer coordinators and classroom teachers in elementary schools. Journal of Research on Computing in Education, 28(1), 29-45 Strudler, N. (1995-1996). The role of school-based technology coordinators as change agents in elementary school programs: A follow-up study. Journal of Research on Computing in Education, 28(2), 234-257. Return to Chapter One

ISTE/NCATE Standards for Technology Facilitation