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).
Creating this e-portfolio has developed my knowledge and technology skills enormously.  Previous to the MITTEN project, my technology experience was limited to basic word processing and the occasional e-mail.  This semester, my skills have come a long way.
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
I will participate in the MITTEN project again for the next year and plan to attend more skill proficiency workshops.  I will further refine my current projects and implement new projects using technology to enhance teaching and learning.

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 use of the VLT Question Board to discuss quarterly grading systems allowed student teachers to use technology to exchange information and share ideas and questions with each other.   The e-mailed lesson plans gave me the opportunity to support their needs when they did their initial  teaching.   The lists of websites and technology-integrated activities will provide time-saving resource information for both student teachers and in-service teachers.    

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.

D. plan for the management of technology resources within the context of learning activities.
The question board and e-mailed lesson plan activities require at least basic computer equipment accessible to each student teacher and also a certain level of computer proficiency.  The next time around, I will spend more time in the computer lab at UMD with my students making sure that they are able to use the VLT site easily.  (Never assume prior knowledge--at any level.) 

E. plan strategies to manage student learning in a technology-enhanced environment.
Timing is very important for student teaching as students gradually assume more and more responsibility for the teaching load as the semester progresses.  The e-mailed lesson plans are done early on in the semester when they first begin writing and implementing their plans.  The VLT Question Board activity is done 9-10 weeks into the semester when quarter grades are being given in their schools.    

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.
E-mailed lesson plans allowed student teachers to create their own style in lesson planning within a framework of essential components.  My goal as a supervisor--with or without the involvement of technology--is to guide student teachers as they begin to develop their own "teacher" style.  The discussion board allowed the learners to share ideas with each other and take the discussion in directions of their choosing.   The lists of websites and activities are student-originated.  I am merely the compiler and disseminator of their information and ideas.

C. apply technology to develop students' higher order skills and creativity.
ALL of student teaching--tech and non-tech--requires higher order thinking skills and creativity.   

D. manage student learning activities in a technology-enhanced environment.
(See II.  D and E  above)

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.
The early use of e-mailed lesson plans allowed me to assess student teachers' background preparation and experience in preparing lessons.   Monitoring the discussion board provided me with insights into their progress and learning as the semester went on. 

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.

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

A. use technology resources to engage in ongoing professional development and lifelong learning.
Collaborating with other teachers and student teachers allowed me to incorporate technology into my own teaching and personal and volunteer life.  The e-portfolio, discussion board, electronic lesson plans, and workshops gave me reasons to learn how to use technology which I hadn't had before.    

B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
I will continue to attend proficiency workshops in the MITTEN project and to look for ways to learn more about the use of technology in support of student learning.  This last phrase--in support of student learning--is the key, in my opinion.  Technology is a powerful tool for teachers when used to enhance learning,

  
C. apply technology to increase productivity.
If productivity is taken to mean doing more work in less time, then a supervisor's use of technology to enhance learning is counter-productive because e-mailed lesson plans, discussion boards, resource lists, etc., definitely take more time on our part.  However, if it means doing better work in more time, then I feel that my efforts this semester have been worthwhile, and I plan to continue.   

D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
Use of e-mail communication with student teachers this semester has been quite beneficial.  Even more importantly, the collaboration with fellow teachers from the K-12 and university sectors which has happened as a result of the MITTEN project has been of great value to all of us.    

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.
As with everything else, a teacher is always a role model.   

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.
Just as we should not assume the same prior technology knowledge and skill from all of our student teachers, supervisors should also not assume the same access to tech resources.  This semester, all of my student teachers had adequate access, but I must remember to check this and make sure it is available to all in the future.