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).

In the early childhood setting, we found that most children were capable and    comfortable using technology.  When we performed lessons using the computer     directly, children were more comfortable and confident on the computer than      they were in the classroom.   From their work samples, you will see how              children's learning was supported through the use of technology.  They were         quickly able to revisit their work using a digital camera and were able to build         upon these visual reminders of their previous experiences to expound on their        own learning.

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

This process has been one of continual growth for me as a teacher.  I have         learned many new skills regarding technology and have become more comfortable   using technology with young children.  One of the most valuable things I learned    was how prepared I needed to be in order to give my children successful             experiences with technology.  I evaluated a variety of CD-ROM activities until I     found ones in which students could actively participate and I felt would support     their learning of shapes. 

Additionally, throughout this process, I have learned about new forms of             technology that  added depth to my teaching.  One of the most powerful             examples is the use of the digital camera.  An important facet of the Reggio         approach to early childhood is the revisitation of past experiences.  By using the    digital camera, it gave the children the opportunity to visit those past                 experiences with shapes and to re-create and build on them.

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.

The lessons I designed began small and broadened as children's understanding      of shapes and their properties grew.  Throughout the entire process, children's     learning was supported by their use of technology as well as the teacher's use     of technology.  Just as with the lessons, our use of technology began small and     grew as time went on and as children became more comfortable using                 technology. 

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.

As lessons began to become more technologically involved, it became imperative    that I be familiar with what I was introducing and using with the children.  As the children became more comfortable using technology, specifically the               computer, I wanted the software I used to be a building block to additional            learning.  This required me to evaluate several software programs until I found       one that I felt best fit the needs of the children in my class.

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.

As I was creating the lesson plans, I decided that when the children worked with   the technology, it would be in a one-on-one situation or in a small group.  I did     not want children to feel overwhelmed in this setting, so in keeping an                 environment in which children feel secure, I felt was important. 

Additionally, when it came time for children to create and explore using the           computer as their technology base, I wanted them to feel comfortable in their       explorations using this medium.  By keeping it to small groups throughout the         Shapes unit, the children did feel comfortable and free to explore.

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. 

In working with students, it is always important to take each child's educational and personal needs into the planning process.  One of the things that excited me about integrating technology into my lessons, was that we could reach children in new and different ways, and perhaps reach students that seemed "unreachable" in some aspects of learning.

One child in my class particularly, was very quiet and did not participate actively in learning centers throughout.  When it came time to begin lessons using the computer, we were very interested to see how this child would react.  He blossomed in front of my eyes while using the computer.  He began exploring the program on his own and created shapes that previously I had not been sure if he knew.  (This child's work samples)

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

Going into this project, we knew that students could identify most shapes in a lesson setting, such as on flash cards, etc.  But our question was could they recreate the shapes from memory, using a higher level of thinking.  After we introduced the project, and they had practice working with a variety of shapes in the classroom, we introduced the students to KidPix, and asked them to create shapes using this drawing program.

We were pleasantly surprised to find that the children's learning had learned on a deeper level, they were able to create the shapes they had been exploring throughout the project.  (Work Samples)

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

Throughout the entire project, children worked in small groups, often with a teacher present to scaffold learning when appropriate.  This gave children the opportunity to ask questions, confidently explore with shapes, and share ideas with each other as well as with the teacher.  In doing this, incorrect thinking could be identified, explored, and corrected, ultimately learning takes place.

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.

Throughout the project, we assessed the children's progress, learning, and thoughts about shapes.  We reflected on the lessons and assessed if the children were learning what we thought they should be.  When doing this, we examined pictures taken with the digital camera, printouts of their work on the computer, and we collaborated with each other on ways in which we could extend children's learning and thinking.
 

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.
 

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

C. apply technology to increase productivity.
 

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

One of our main desires with integrating technology into our curriculum was to increase parent-teacher communication and parent involvement in our program.  We sent home Parent Letters giving them information about technology and how it would be integrated in our program.  In the letter we asked for their email addresses in return.  Our goal was to create an address book that we could quickly send information home to the parents about the daily events and in return, they could reply with comments, questions, ideas, and concerns.

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.

Throughout this project, we informed parents that they would have the option of signing a permission slip allowing us to put pictures of their child's work on the Internet.  We wanted parents to know that this was one of our goals.  As a result of this request, a new district wide permission slip was drafted and sent home to be signed by the parents.  If parents were not comfortable with this request, as professionals we respected and supported their position. 

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

The technology used gave learners the opportunity to be successful in their explorations of shapes.  We used software that was open-ended giving children a forum in which they could express their learning in ways that was meaningful and important to them.

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.

As teachers, we made a conscious decision to be sure to capture aspects of each students learning on the digital camera.  We wanted all students to have the opportunity to be able to reflect and build on their prior experiences using technology.

Additionally, when children went to the computer lab, children had equal length turns to explore and each child was given the opportunity to print Their Work so it could be shared with the class and with their families.