Final Masters Reflection

Lynn Richards
2015
When I began this journey nearly two years ago, I was frustrated in my
position as a Technology Director. I was lacking the skills needed to get
the job done. I was in need of better management skills and
administrative practices. I wasnt sure of how to build quality, lasting
relationships with major stakeholders and how to effectively
communicate with parents and the RLRS community. Whenever I was
confronted with an issue, I relied on the Internet to discover the best
way to resolve the problem.
As the Technology Director for Rangeley Lakes Regional School, I
design educational technology opportunities for staff and students.
Over the course of this program, I have used the skills and knowledge I
have gained to create professional development programs that are
enhanced by the use of educational technology applications. The
courses in this program have encouraged me to think creatively in
designing new educational opportunities for staff and students at
RLRS. This graduate program has transformed me into a learner who
appreciates new and emerging technologies and understands the
importance of integrating technology in a meaningful way that
changes how students interact in their learning experience.
My portfolio highlights the technology initiatives that were influenced
by this graduate programs course work. This instructional Technology
program has showed me that when integrating technology into a
curriculum, the use of technology doesnt have to be perfect, all we
need is a willingness to learn how to use technology in a meaningful
way to increase student learning.
At RLRS, most of our classes are focused on curriculum content.
Historically, teachers have worked hard to pass lots of information on
to their students. Now that there is more information than we know
what to do with, at the tip of our fingers, it is really important that we
change focus and teach our students techniques that help them
determine which information is valid and useful to them in their
learning and understanding of the big picture. Information is not the
power in the digital age. Power is what can be done with the
information. Students learn what we think is important by what we
allow them to do. Students learn what they have the opportunity to
learn. (Papert 1996)
Our district Technology Plan says that to weave technology into our
curriculums, we must provide technology and integration training to
staff members. Each person learns in a different way, therefore, a
variety of training opportunities must be presented. RLRS is

committed to professional development opportunities for all staff-classroom teachers, support staff and school administrators who need
to be familiar with many aspects of technology and integration of
technology into the curriculum. Professional development will focus not
only on how to use technology, but on how use technology to enhance
student learning.
The successful use of technology in the classroom not only requires
thought and planning, it also requires patience, understanding, and an
open mind. The use of technology in the classroom is becoming
mandatory and is expected of teachers. When our administration
enters a classroom to perform an evaluation, they are specifically
looking for ways in which the teacher has made the best use of the
technology they have access to in their classroom.
The digital divide continues to be one of the biggest obstacles I face as
Technology Director. This problem may exist for a number of reasons,
however, research shows that the digital divide is more than just an
access issue and cannot be alleviated merely by providing the
necessary equipment. There are several more factors at play:
information accessibility, information utilization and information
receptiveness. More than just accessibility, individuals need to know
how to make use of the information and communication tools once
they exist within a community. Professionals have the ability to help
bridge the gap by providing reference and information services to help
individuals learn and utilize the technologies to which they do have
access.
In my time as the Technology Director for RLRS, I have been faced with
many roadblocks to my success, beyond the sacrifices of family and
leisure time that one would expect from a student who is juggling
graduate school, a career, and a family. After only one year working as
the assistant in the Technology Department, I was hired as the Director
of Technology. I was hired because I am a great team player, with
excellent communication skills and the ability to assist staff members
with use of new technologies in their classroom, without patronizing
them or making them feel foolish. What I lacked was the knowledge
and leadership skills needed to bring my district into the 21st Century.
Over the last couple of years, I have come to realize that my job is
similar to that of a salesman. Once I gained the confidence to express
myself to major stakeholders without coming across too weak or too
strong, I gained the ability to persuade my audience to get the results I
wanted. For the first few years, every move I made was challenged
with skepticism and nearly every proposal was micro-managed by
someone. Since I have been able to build quality and trusting
relationships with administrators, I have gained credibility within the
district. Now, they put trust in me and believe that any suggestion I

make, must be for the best interest of the students and staff at RLRS. I
am finally getting the support I need for projects and proposals.
Having a district Technology Plan has enabled us to stay in line with our
goals for the best use of technology. The plan used to be a document
that was filed with the state to qualify for e-rate funding and then was
forgotten about. I have learned how to use this document to
accomplish goals in the Technology Department. I frequently remind
board members, when requesting budget funds for technology
initiatives, that this was already agreed upon, in the approval of the
Tech Plan. Adhering to the goals established in the plan has allowed us
to be proactive with the maintenance and replacement of technology
equipment, minimizing downtime.
Another challenge I have been faced with is the ability to motivate staff
members towards change. I work really hard to deliver a message to
staff and students that sometimes falls upon deaf ears. Those that are
stubborn or resistant to change often dominate the conversation with
negativity. I have learned how to steer the crowd back on task and
how to say no without feeling guilty. Since my job can be a little
stressful when staff and students become frustrated with their
technology, I have learned how to deliver bad news and calm people
down without embarrassing them or myself by losing control. One
thing I have learned to do is to maintain my composure, even in the
most stressful situations.
One of the most important lessons I will take away from this graduate
program is that every person learns in a different way. The research I
did for my seminar helped me to define my staffs desperate need for
professional development with consideration for their individual
learning styles, according to the VARK Model. I conclude that a more
individualized approach is necessary in order to meet the needs of
each staff member. I am happy to deliver professional development
and training opportunities that are tailored to the individual and
therefore more engaging and beneficial for everyone.
I am happy to be completing my Masters of Instructional Technology
program. This program has allowed me to expand my knowledge of the
use of technologies in education and how they can enhance instruction
for students and staff. Throughout this program, I have been able to
incorporate what I have learned into my professional career, and as a
result, I have created engaging educational initiatives that focus on the
use of technology in a more meaningful way.