NARRATIVES Page

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR ALL TEACHERS (NETS-T)

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 or high school years.  It wasn't until 1999 that I began "messing around" with MS Office.   Then, in 2001,  I seriously began learning and using technology in my classroom!  I have come a long way since then and I realize that the role of technology has become more prominent in my current field. I have now began to integrate technology across the curriculum on a DAILY basis, I can't imagine not using technology now! I am currently using the same programs that I have used in the Mitten project and much more!

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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.

Our lessons were designed to incorporate and integrate technology and to accommodate a variety of learning styles and academic levels. Since our students are generally bilingual, we decided to appeal to the multiple intelligences and most of the lessons had a hands-on approach, an experiment, as well as a written or oral component, accommodating those multiple learning styles.  When the students were working on the computers, they were free to be as creative as they wanted. Students who were technology proficient had the chance to showcase their skills through projects such as the Kidspiration webs or PowerPoint slide shows. Students who were more comfortable talking about what they had learned had the opportunity to talk about the material in the "Connection Lesson" movie. The interactive study guides students created in lesson 5 allowed the students to see the material as well as hear it through lecture and discussion. Finally, we made sure that the science lessons included activities that  were aligned with the Michigan Curriculum Framework Benchmarks and standards. For a more comprehensive and in-depth view of my lesson plans including student examples, please visit my exhibits page.

B. Apply current research on teaching and learning with technology when planning learning environments and experiences.

Current research has shown that collaborative learning is an important part of education. Many parts of this project required the students to work together in cooperative groups. The students were grouped by teacher, based on their past performance in groups and ability level. The Connection Lesson Movie was produced by a group of students who demonstrated a strong understanding of the concept of circuits; they were given the topic to use and develop. Working together, they wrote the script, taped, edited the movie and added sound effects with teacher supervision/help. Also, at the end of the unit, the groups of students who worked through and completed their PowerPoint presentations,  reviewed all the materials covered and actually taught the class.

C. Identify and locate technology resources and evaluate them for accuracy and suitability.

Before implementing our technology based activities, we completed the  Interactive STaR Chart Questionnaire.  This was done in order to evaluate and assess our technology accurately. This provides us with a more detailed record of the technical support and software available. The next step was to plan lessons using the available technology, which included laptop and desktop computers, a digital still camera, a digital video camera, scanner, LCD Projector, laser color and black and various software programs. Before the students actually completed the planned activities, we evaluated the equipment, web sites and/or software that we planned to use to assure that they were functioning properly and ready for student use. We made sure that the students had the appropriate background knowledge to use the selected software or devices...the LCD projector came in real handy here!

D. Plan for the management of technology resources within the context of learning activities.

After assessing our technological equipment and resources that were available, both teachers planned for the management of the resources. We insured that the technology available was age-appropriate and worked well with students' abilities. The technology resources had to be reserved in advance to ensure that they were available when we needed them. Other equipment, such as the digital cameras, travel around the school as needed. We were able to work with the other teachers to arrange times to use the cameras. In all lessons, time management is a big consideration; when working with technology this is an even bigger concern. For many lessons, we found that the students often needed more time than we anticipated. We also created folders for each student so that they may save all of their MITTEN unit activities. This saved a lot of time and made life a lot easier! 

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 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 and view the detailed lesson plans that can be found there.

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. Each lesson was designed as a learner-centered activity. Students were working and completing projects at their own rate.  Our bilingual students, our special education and our "slow learners"  did a beautiful  job!  Actually, we used the outstanding Kidspiration electricity web example, generated by our two special  ed. students, Hosaam and Radfan, as an example for two other classes!
    
Since the students computer skills varied greatly, this gave them the opportunity to complete the assignment to the best of their ability. When the students worked independently, those who finished early could assist the students who were struggling. While working in the groups, there was at least one technology proficient student who could help the other students. In the groups, Mrs. Awad-Jumah and I made sure that everyone had the opportunity to play with the software used and see how it worked.
For example, in Lesson 1, students were responsible for generating information utilizing their prior knowledge of electrical items. In lesson 2, students were responsible for creating a script that they could perform and successfully convey what a closed circuit consists of. In lesson 3, students had to plan, design, and create their own slide shows regarding conductors and insulators. In lesson 4, students had to play the roles of certain individual specialists to research and find their information needed.

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". Within each lesson, students were asked to construct some type of product utilizing technology to further learning and understanding of the MITTEN Electricity unit they were involved in. Some lessons encouraged higher order thinking skills, while other lessons required more creativity. Projects which demanded creative thinking were the Kidspiration webs and the movie. The Web Quest also caused them to analyze the information from various web sites and to  filter the appropriate information/material in order to answer the questions.  Each group also had to answer open-ended questions in which they each had to come up with a solution for a problem.  Examples included, "What if the source if the electrical energy were to become scarce or extinct?"  "What if we have a drought, what would happen to hydroelectric power?"  Students were working in groups and had to come up with a solution/answer as a team!

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. Before starting on each project, we gave the students guidelines as to what was expected of them. I would explain the assignment, model the activity if necessary (LCD Projector works best!) and check to see that the students had a clear understanding of the requirements before they began working independently. 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.  

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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 webs, what ideas they typed in each bubble, if they saved their work properly, etc. We also assessed students completed work and monitored their explanations during presentations to see if they showed growth.  We had all students print their Kidspiration webs (on a color laser printer) and the majority of webs were outstanding!  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 movie camera and presented the lesson. The assessment for lesson 3, were the completed PowerPoint presentations. Students had to include clip art and Internet images, as well as proper context in the slide show. The student presentations also formed as a use of assessment because students used a laptop computer and an LCD projector to display their slide shows.  Lesson 4 included informal classroom observations due to the fact that students were working as a group in order to research their form of alternative energy and create a presentation.  Also, the questions for each type of energy source, were used as a form of assessment.   In lesson 5, students had to create a more complicated PowerPoint slide show, this one with action buttons that jumped between slides. The assessments used for this lesson was the interactive quizzes that the students created. Please visit my exhibits page to see the PowerPoint presentations and the other work my students have created.

B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

At Salina, we used Gradekeeper grading software to keep track of the grades in all of the subjects. I was able to have instant tabulation of students percentages in their subject areas and could easily pull up missing assignments and print progress reports. This saved a lot of time when report cards were due and it also allowed me to keep a close track of student learning/progress. When students participated in the Web Quest in lesson four, they used technology to gather, filter out and organize data for their special form of alternative energy.  Then they were able to use that data to debate about the best form of alternative energy.

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

The students were assessed in a variety of ways, both formally and informally,  throughout the unit...please see IV. ( A)  above as well.  As they worked in the lab, we were constantly observing/circulating around the room to see that they understood the activity and they were on task. Throughout the unit, we had discussions and presentations about the material we covered. By listening to their comments and questions, we were able to see what they clearly understood and where they were still confused...strengths and weaknesses! At the end of the unit, we administered a unit test which covered important concepts discussed in the unit...and, I am proud to say that the majority of students did extremely well!

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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.

Throughout my teaching, I continually explored new resources that were available to us.  I also knew that digital movie editing was a weakness of mine, so I purchased a digital movie camera (so did my student teacher) and we worked together to use the camera, software and edit movies. A movie that we created can be seen in lesson two - "Circuit Movie." I gained a lot of experience with different types of technology that I would like to incorporate into my teaching. In addition to these devices, I also found many websites and worked with software programs that are helpful to teachers.

I have attended numerous (See Staff Professional Log) 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 several technology training workshops for teachers.  Some of the other training sessions I conducted were...Outlook training and Integrating Technology Into the Curriculum during Salina's Technology Camp, March 31, April 1 and April 2 of 2004.  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-Page design, etc.  And...of course, 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 taking, I am applying the technology that I am 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! 

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 my teachings and written weekly reflections in my journal entries about lesson plans, as well as my professional practice with the children. I was able to assess my objectives throughout the lessons we taught and make modifications to the lessons as needed. I took all of the experiences and was able to reflect on different ideas that I may use in the future.

C. Apply technology to increase productivity.

Some examples of application of technology that increased productivity included using Gradekeeper software to speed up the grading process. Students also implemented Kidspiration software to create graphic organizers rather than use hand-writing on paper. There are also numerous websites available on which you can make worksheets or puzzles for the students. Many of them are free and they save a tremendous amount of time. I personally used EdHelper, which is a subscription site, that has a tremendous amount of resources that are available to be used in the planning and enhancement of lessons.  I am constantly using Microsoft Word and Excel for all of my parent notes, assignments, class records, schedules and class information sheets!

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:

• E-mailing parents, students (students have e-mail accounts through the school), 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)...most of the communication was created using Microsoft Word.
• We also sent out an e-mail to the entire staff , via Microsoft Outlook (school e-mailing system), to share our experience and to provide them information about our MITTEN Project and about 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.
• I also used e-mail on a daily basis to communicate with peers, collogues and university contacts...e-mail is how business gets done!  We do not use paper for the most part at school and throughout the district...it is electronic communication 98 % of the time!

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VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES

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.

Even though we were dealing with students at a fourth grade level, we still felt the subject of plagiarism and internet theft should be addressed. This was especially important when working on the student-directed Web Quests. The students understood that it was illegal to take someone else's words off of the Internet sites and use them as their own. We asked students to site their sources for any thing they used from the internet...images or written information!  They also understood that using the Internet was a privilege; if they were looking at inappropriate sites or not on task, their privileges would be revoked.  We, as educators, must also practice proper use of internet and  school's e-mail system!

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

Every technology resource we utilized with the students was met to enhance and empower learners from diverse backgrounds. We felt that when the students worked independently, they were given as much time as they needed to complete the assignment. We also gave students opportunities to be creative and unique instead of requiring assignments to be completed in a certain format.  We even scheduled after school sessions to accommodate students who did not have access to computers in the home. If some students completed their projects early, they were utilized to assist and "teach" other students that were struggling and required extra assistance with the technology.

C. Identify and use technology resources that affirm diversity

When searching for images using clip art and search engines, students were able to choose their own images from a variety of Kid-safe sources. Students were also permitted to bring their own pictures from home, to scan the pictures and insert into their  Kidspiration Webs, Power Point projects, etc.. 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 search engines and sites throughout the MITTEN project. Even though students were using kid-safe websites, both the cooperating teacher and student teacher, circulated around the computer lab and monitored the students closely.

E. Facilitate equitable access to technology resources for all students.

Our entire MITTEN Project was completed at Salina Intermediate school. Each student had access to  lab 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 the students at the school 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.   We even scheduled after school sessions(usually Tuesday and Thursday) to accommodate students who did not have access to computers in the home.

Balgis	Fatima	Sawsan	Tahanni	Sakiya

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