The Technology competency (TECH) embodies the knowledge and use of digital platforms for student learning and professional development. The TECH competency encourages student affairs professionals to increase their ‘digital literacy’ capacity so that professionals become more familiarized with emerging digital resources. As student affairs professionals work through the TECH competency they will be able to navigate via social media platforms, create learning communities, acquire data, and reach other professionals on various platforms. As we live in a digital age, it is important that student affairs professionals engage in this competency (ACPA & NASPA, 2015). 

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    The TECH competency focuses on digital identity and leadership; technical tools and software; data use and compliance; and online learning environments (ACPA & NASPA, 2015). Digital identity and leadership refer to one’s activity, usage, and influence of digital communities. Moreover, being aware of how one as student affairs professional may use digital tools to portray oneself and communicate with other professionals in the field. Technical tools and software are geared towards becoming well versed in applying and searching digital tools or programming which can be applied to one’s current practice. Data use and compliance places an emphasis on using quality digital information in a professional and ethical manner. Online learning environments refers to student affairs professionals’ ability to provide and analyze data, as well as their ability to create online co-curricular learning opportunities that can enhance the student experience (ACPA & NASPA, 2015). 

 

    I consider that I am at the foundational level of the TECH competency. I feel that I have experience navigating social media platforms and student learning communities. However, I have not created any programs, adapted the use of any software, or analyzed digital data within the scopes described by the competency. Through my undergraduate experience at SUNY Geneseo and my current professional roles at Buffalo State, I have developed a more profound appreciation of social media platforms and networking communities. As a College Union Manager and student leader at SUNY Geneseo, I learned to operate institutional software which allowed for the booking and facilitation of campus events. Within this role I also learned to use social media to promote student engagement and outreach. As the Honors Program intern at Buffalo State, I was able to progress in social media outreach through social media initiatives that promote student engagement, wellness, social justice, and academic success. Thus, I became aware of and took advantage of my digital identity to promote engagement opportunities for my peers and students. Via the Buffalo State Honors program, I have been able to assist with the content and production of online classes. In the Honors Program, we are also in the works of creating digital engagement opportunities for our students. As for my work in the Educational Opportunity Program at Buffalo State, I have become familiarized with the entirety of the Blackboard Collaborate system and the Buffalo State Librarian portal, which allows me to communicate better with students and my fellow mentors. 

     

    I feel that I have a significant amount of progress to make within this competency because of my lack of exposure to software development, and data analytics. However, I feel that my experiences in student affairs have allowed me to make some headway in terms of acknowledging my digital footprint. My past and current experiences have shown me the increasing importance and usage of technology in student’s lives. Thus, student affairs professionals should continue to familiarize themselves with digital resources that can enhance student learning and involvement. I feel that I will progress in the TECH competency as my exposure to different software, program initiatives for student learning, and overall involvement in student affairs increases (ACPA & NASPA, 2015). I feel that continuing to listen to podcasts in which student affairs professionals describe their online learning communities and transition to remote learning environments will also help progress in this competency. Listening to dialogue between student affairs educators helps me understand the challenges professionals in other institutions face and the techniques they apply. I feel that as I continue to work in my internship and assistantship at Buffalo State, I will have a better understanding of how digital strategies are developed and what kind of digital resources go into creating remote experiences for students during times like these. 

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