I. TECHNOLOGY OPERATIONS AND CONCEPTS.
 

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
 

A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).

I am eager, excited and looking forward to implementing and integrating the National Education Technology Standards into the Fourth Grade Science curriculum. One of the reasons why I joined the MITTEN  Project was to expand and improve my technology background and knowledge in the classroom.  I am aspiring to gain the confidence for integrating technology in all subject areas of the curriculum. I am definitely aware of the needs and aspirations of today's young earners and how much technology has truly evolved and continues to affect our students' education and daily lives.

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

My interest, knowledge and growth in technology skills and concepts has increased dramatically. My growth and knowledge of technology also continues to emerge. I cannot recall using any sort of technology during my elementary years. In high school, I do not remember using any technology in high school. It wasn't until 1999 that I began using different software programs such as MS Office, HyperStudio, Kidpix, Inspiration, PowerPoint, etc.  The role of technology has become more prominent in my current field. I have now began to integrate technology into all of the curriculum. I am currently using the same programs that I have used in the Mitten project. For example, we used Kidspiration Software for creating a seasons webs for MITTEN.  I have just recently used Kidspiration web,  for Language Arts, to create an author's feelings and opinions web about a story we read.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
 

A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

All of our science lessons were designed to incorporate and to integrate technology to cater to the needs of our diverse students. Since our students are generally bilingual, we decided to integrate Language Arts based activities into the Science Curriculum as much as we could.  Also, we kept our lessons and software simple so that students can accomplish and succeed the given tasks.  We included hands-on activities as much as possible. Finally, we made sure that the science lessons included activities that  were aligned with the Michigan Curriculum Framework Benchmarks and standards. 

• Lesson 1 : This lesson requires that students use  Microsoft Word to create a K-W-L by inserting tables into document. Students created a K-W-L chart about seasons. 
• Lesson 2  :Students use the educational software, Kidspiration, to construct a  Seasons/Senses Concept web. Students will create a web for each of the four seasons. Students will then type what they see, hear, smell, taste, and touch for each season. Students will also be using the digital cameras, scanners to scan their personal photos and the Internet to insert images into their Kidspiration webs. 
• Lesson 3  :Students make a seasons book about seasons using Microsoft Word. They will also insert images from Microsoft Clipart Gallery, digital cameras, scanned personal images and the Internet.
• Lesson 4 This lesson requires students to develop and edit a movie (Movie takes a few minutes to open...be patient!) using a digital video camera and video editing software, about the causes of seasons.
• Lesson 5 In this lesson, students and teacher generate a PowerPoint presentation  (Presentation takes a few minutes to open...be patient!) about Seasons. This lesson will be used as a culminating activity to summarize/review the unit. The students will be given two assessments: one quiz to perform online and embedded in the PowerPoint. 
• For a more comprehensive and in-depth view of my lesson plans including student examples, please visit my Exhibits page.

E. plan strategies to manage student learning in a technology-enhanced environment.

Both teachers constantly discussed, reviewed  and modeled the appropriate rules, use and regulations before, during and after lab use . Students were held accountable for improper conduct in the computer lab. Both teachers modeled  each of the activities prior to implementation so that students become more comfortable when performing the activities themselves. This definitely facilitated students' learning. For example, students who were quick learners, our "Experts"  would be able to assist other students who were having difficulties. However, at times, we did encounter many technical difficulties and problems that were beyond our control and capabilities. 

III. TEACHING, LEARNING, AND THE CURRICULUM.
 

Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

A. facilitate technology-enhanced experiences that address content standards and student technology standards.

All of the science lessons, in the MITTEN program, were aligned with the Michigan Curriculum Framework Benchmarks and Standards. These lessons were also designed to meet both the ISTE Student Technology Standards and Michigan Technology Standards criteria. For a detailed list of all significant standards, please visit my exhibits page.

B. use technology to support learner-centered strategies that address the diverse needs of students.

All of our lesson plans incorporated technology for the purpose of supporting the student-centered learning. Students were given a variety of different tasks and roles throughout the duration of the MITTEN Project. For example, in Lesson 1, students were responsible for generating questions about what they would like to learn about seasons. In lesson 2, students were responsible for finding their own Kidspiration images and organizing their concept webs. In lesson 3, students had to become the authors and illustrators of their own seasons books. They had to create their own books, search the Internet for their own images (using both clip art, their personal photos and the Internet).  They also scanned photos and images from magazines to insert images into their projects. Finally, they had to cite all sources in their bibliography page.  In lesson four, students had to play the roles of both the teacher and student. They created and developed  a movie using the digital video camera. 

C. apply technology to develop students' higher order skills and creativity.

All of our  lesson plans were designed to promote higher order thinking skills and creativity by using technology as a tool "to get there". With the final lesson,  students were provided with the challenge of helping to construct a PowerPoint presentation, in order to summarize their creativity and understanding of the MITTEN Seasons Unit and to demonstrate technology skills.  It was a whole group activity. Please also see part III.b (directly above) for additional explanation. 

D. manage student learning activities in a technology-enhanced environment.

Almost all of the activities were carried out within the classroom and computer lab environment. Students were always expected to follow directions at all  times. Using the technology and implementing the lesson plans in this organized manner allowed for a more open environment, which resulted in increasing student involvement and learning throughout the MITTEN Project. 
 

IV. ASSESSMENT AND EVALUATION
 

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.

We used a variety of tools and methods to assess and evaluate student achievement and learning. In the first lesson, we walked around and monitored students' using informal observations. For example, we observed how students created their tables and columns, what ideas they typed in each column, if they saved their work properly, etc. We also assessed students completed K-W-L charts, the oral presentations and their completed k-w-l charts to see if they showed growth. Again, with the second lesson, we evaluated students learning by informal observations. This included how students worked in cooperative groups and how well they used the Kidspiration software. We also reviewed students completed Kidspiration webs and insured that each of the four seasons were represented. The assessment for lesson 3, were the completed seasons books. Students had to include clip art and Internet images, as well as a bibliography page. The importance of the bibliography page was to teach students the copyright issues and laws.  The assessment used for lesson 4 included informal classroom observations due to the fact that students were working as a group in order to conduct and develop a movie about the causes of seasons.  For the movie, students were required to generate their own classroom and to role play. Some were teachers and some were students.  Some students played the learners, while other students received an opportunity to role-play the teachers in the movie. In lesson 5, students had to help, along with the teacher, in creating a PowerPoint Presentation.  The assessments used for this lesson was an interactive online quiz. and a quiz embedded in the PowerPoint.  Please visit my exhibits page to see the PowerPoint presentation.

C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

A variety of methods were used to evaluate students' determination of correct usage of technology resources for learning, communication and productivity. Please see IV.A above.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their productivity and professional practice. Teachers:

A. use technology resources to engage in ongoing professional development and lifelong learning.

I have attended numerous (too many to list) technology workshops provided by our district (Dearborn Public Schools) and the Wayne County Intermediate School District.  I am a Michigan Certified MiClimb Trainer and I have conducted technology training workshops for teachers.  I am also attending Henry Ford Community College and the University of Michigan to obtain a Micro-Applications certificate. During the month of April, 2003, I attended a variety of technology workshops at the University of Michigan-Dearborn.  Some of the workshops included Digital Cameras Use, HyperStudio, Creating E-Portfolios, Kidpix, Web-design, etc.  And...I am also in the Mitten Program at the University of Michigan, Dearborn.
      With the assistance of both the Mitten Program staff, workshops and classes, I am applying the technology that I am constantly acquiring into my own classroom on a daily basis. I am implementing and integrating technology based activities throughout our curriculum  My goal is to create a web site for my classroom, create and author my own children's e- books online through electronic publishing, and much more! I

B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

Throughout the MITTEN Project, I have evaluated and written personal daily reflections in my journal entries about my lesson plans, as well as my professional practice with the children. During this time, I was able to review through an on-going assessment, whether or not my objectives and goals were met for each of the  lessons, as well as making minor modifications as needed throughout the program.  I also thought about some changes for the next Mitten program, I'll be better prepared! 

C. apply technology to increase productivity.

Some examples of application of technology that increased productivity includes, in lesson 1,  While students were creating their K-W-L charts, using Microsoft Word, they also learned how to use basic formatting tools, i.e. highlighting, bolding, using different fonts, text color, inserting tables, printing, copying, cutting, pasting, deleting, etc., in order to customize their own unique K-W-L charts. Also, after students learned how to create their K-W-L charts, they created tables for other subject areas, including Math and Language Arts. They created an Alike/Not alike chart for Language Arts. After students created their Seasons Books, they began applying skills for other projects/subjects.  They were using word art, clip art, the Internet, etc., to create summaries, journal entries, letters to friends, etc., using Microsoft Word. Some students would even ask to stay after school and perform these types of activities since most do not have access to a computer at home.

D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Throughout the course of the MITTEN Project, I have communicated and collaborated with peers, parents, and the community in various ways in order to help promote and nurture student learning. They include:

• emailing parents, students, and peers in order to inform them about any issues regarding class work or MITTEN.
• We also sent home many different forms to parents concerning MITTEN, including parental release forms for student pictures on the Internet, after school forms (for students who needed extra time to finish up their MITTEN computer activities).
• We also sent out an e-mail to the entire staff , via Microsoft Outlook (school emailing system), to share our experience and to provide them information about our MITTEN Project and our ongoing progress.
• We also called parents via telephone in order to inform them about their child's individual progress and growth in the MITTEN projects.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
 

A. model and teach legal and ethical practice related to technology use.

During lesson 3, when students were using Microsoft Word and the Internet to create and develop  their Seasons Books, we discussed/taught students about Copyright issues, plagiarism,  citation of sources in their books, etc. Students understood that it is not okay to steal someone's else's work and use it as their own. This pertains to images and information from the Internet.  They understood the significance and importance of citing sources. We also discussed the consequences if these issues are violated.

B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Every technology resource we utilized with students was met to enhance and empower learners from diverse backgrounds.  We felt that students have mastered or were introduced to many new skills.

C. identify and use technology resources that affirm diversity

When searching for images using clipart and search engines, students were able to choose their own images from a variety of sources. Students were also permitted to bring their own pictures from home, to scan the pictures and insert into their  Kidspiration Webs. These were just some of the resources used to affirm diversity in our MITTEN project. 

D. promote safe and healthy use of technology resources.

We promoted healthy and safe use of technology resources by making sure students were using kid-safe websites and search engines that they used throughout the MITTEN Project. Even though students were using kid-safe websites, both the cooperating teacher and the student teacher, circulated around the computer lab and monitored the students closely.  
 

Our entire MITTEN Project was completed at Salina Elementary. Each student had access to computers and were assigned their own log-in name and password. Each student also created their own folder where they saved their own work. The majority of our students do not have access to home computers. However, at Salina School, each student had equal access to all technical and educational programs used during the MITTEN project.

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