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Running head: TECHNOLOGY REFLECTION PAPER 1

Technology Reflection Paper

Howard McKee

University of Wisconsin La Crosse


TECHNOLOGY REFLECTION PAPER 2

The Technology (TECH) competency focuses on student affairs professionals utilizing

digital tools, resources, and technologies for the advancement of student learning, development,

and success (ACPA & NASPA, 2016). I believe that I am still working on being at the

foundational level in the Technology Tools and Services area of the competency. I have

attempted to remain current on adoption patterns of new technologies and be able to articulate

the purpose and functionality of those technologies (ACPA & NASPA, 2016). I learned

throughout my Student Affairs and Technology course that many universities are using social

media such as Facebook and Twitter, to promote events and engage with their students. I was

able to build a community when I was the Social Media Chair of the Wisconsin United

Residence Hall Association (WURHA). I promoted conferences, different awards that colleges

in the association won, and student leaders from institutions who were part of the organization.

As noted in my artifact, I believe that the Department of Residence Life at the University of

Wisconsin River Falls (UW-River Falls) needs to utilize new technologies. In my position as

an Assistant Hall Director, I have seen that we could benefit to using a new technology format

through StarRez which that would allow Desk Assistants to utilize a database for equipment

checkout.

The second area of the Tech competency is Data Use and Compliance. I would like to

learn how to assess the accuracy and quality of information gathered via technology (ACPA &

NASPA, 2016). I have just started working in a Strategic Work Group as part of my position.

We are looking at improving student engagement in social media. Our goal is to look at what

posts have worked well, as in most likes or views, and try to determine why they were

effective. I could also work on this area through the use of my solution for the equipment log
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issue. Faculty at UW-River Falls would be able to see if the application is actually an

improvement from the way we currently check out equipment.

The third area is Digital Identity and Citizenship. I believe that I am moving past the

foundational level, but I am not exactly there yet. I have been able to demonstrate awareness of

ones digital identity and engage students in learning activities related to responsible digital

communications and virtual community engagement (ACPA & NASPA, 2016). I learned from

this course that, once I become a student affairs professional, I will not need to create a false

persona online. During my time as an undergraduate, I was very cautious of what I posted

because many students and upper administration were my friends on social media. I did not

want anything to be misinterpreted. I learned that it was okay to post about topics that I was

passionate about, but they needed to be done in a professional manor. The term professional,

and how I define it was one of my major takeaways from this course. I believe to be professional

online means to be open to differing viewpoints and using respectful language, if debate occurs.

By completing the Student Affairs and Technology course, I gained confidence that I will

be able to carry out my responsibilities as a student affairs professional in the future. Throughout

the TECH competency, I recognized that I was continually gaining important knowledge. I

recognized how I need to handle my presence online and how I need to be aware of what I am

posting and how it is perceived. It was interesting to create my artifact and to look at how I can

provide a solution to a current problem. I will incorporate the TECH competency, to ensure that

solutions I propose will actually produce the outcomes I want.


TECHNOLOGY REFLECTION PAPER 4

References
ACPA: College Student Educators International & NASPA: Student Affairs Administrators in

Higher Education. (2016). ACPA/NASPA professional competencies rubrics. Retrieved

from

https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competency

_Rubrics_Full.pdf

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