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

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).

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

The recent acquisition of a palm pilot has further increased the efficiency of the documentation process. Combining the palm pilot with a wireless keyboard allows for children's language to be immediately recorded and saved for future reference. I plan to continue this practice, and to continue searching for new and innovative ways to integrate this technology in my classroom.

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.

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

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

The Internet provided valuable information and allowed us to manipulate the classroom environment to promote children's understanding. Movement through the air involves many concepts and challenged us to research suitable experiences that might encourage children to make crucial learning connections.

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

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

Managing inappropriate behavior is an important precursor to a successful learning environment.  The use of the laptop and projector during large group instruction periods aids in motivating children to listen quietly, and literally extinguishes the "I can't see" commentary.

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.

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

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

Kidspiration and Kid Pix software allowed children to organize and represent their ideas and misconceptions. The children were given extensive opportunities to explore all aspects of each piece of software previous to using the programs to represent specific learning. Kidspiration software provided a means for teachers to question the children about their understandings and systematically record their responses throughout the exploration process. Kid Pix software gave children opportunities to represent their ideas using technological tools.

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

In a young classroom it is vital to incorporate technology among lessons that provide children with hands-on, concrete ways of constructing knowledge. Technology was utilized throughout these projects to enhance learning and motivate children's interests. Teachers and adults turned to technology to extend and organize shared ideas. A palm pilot allowed us to record large group conversations for later reflection and revisiting.

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.

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

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

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.

Technological resources are continually referred to as we explore new ideas within the classroom.  The Internet provides an immediate means to research the new ideas provided by the children during explorations, discussions, and revisiting opportunities. Providing an emergent curriculum demands continuous research and learning in order to facilitate appropriate learning environments that allow children to successfully connect new concepts. 

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

Children's work is continually and independently reviewed to insure that the use of technology is allowing them to successfully construct and represent new learning. Different learning styles dictate that a variety of opportunities are made available for children to demonstrate their understanding. Technology is just one of a variety of methods that children have to reveal their knowledge.

C. apply technology to increase productivity.

The newly acquired palm pilot has provided for many opportunities of increased productivity. Previously, documenting children's language meant using pencil and paper; later, their language was transcribed into a Word document to be saved, filed, and shared among colleagues for the purpose of reflection. Now, the use of the palm pilot allows for documentation to be saved and filed immediately. Files can be shared via e-mail attachment or by printing the document from the hard drive version of the file. 

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

E-mail has provided an efficient means of communication among all of the above mentioned groups. Lesson plans, ideas, and reflections encompassing the entire semester have been shared and stored using the Microsoft Outlook program. A center-wide database of e-mail addresses allows for Child Development Center news to be dispersed quickly and effectively. Feedback from families in our program reiterate the timeliness and convenience of this means of communication. 

Programs such as Microsoft Word and Power Point are used to communicate as well. Documents are created to share information with families who don't have access to the internet.  Power Point allows us to reach large groups during presentations and  to organize child portfolios that communicate children's growth across all developmental domains. 

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.

The Child Development Center serves as a lab school and practicum site for the University's School of Education. Working with education students and other interns provides regular opportunities to model appropriate technology use. Daily practice also permits for discussions concerning legal and ethical issues among the college students that support for young children's interactions with technology.

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

C. identify and use technology resources that affirm diversity

D. promote safe and healthy use of technology resources.

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

 A one computer classroom requires creativity to ensure that all children who wish to use the computer receive equal opportunities. We have incorporated a timer along with a waiting list that allows children to independently monitor fair use. This method provides meaningful writing opportunities along with situations that promote community and democratic thinking. Teachers and tech-savvy peers act as resources for the more inexperienced members of our classroom, providing support and sharing knowledge and skills.