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.

My experience with computers in the classroom prior to the MITTEN project was somewhat limited.   I began each year using the four classroom computers as a center for enrichment purposes.  I also exposed my students to the computer lab early in the year to introduce them to several language arts and math programs  With the help of our fifth grade buddies, my first graders began keyboarding stories and journal entries, as well as worked on partner projects using Kidspiration and Inspiration.

I was very willing to participate in MITTEN when I was asked by my student teacher, Christine, in the Spring 2004.  Christine, being very interested and knowledgeable with computers, has helped me become more comfortable and more willing to try activities with my students using technology.  With her help, I learned how to use Power Point and the digital camera.  I also became more comfortable with the internet and how to integrate various sites creatively into my everyday teaching.

Participating in MITTEN for the second time with my student teacher, Jennifer, was much easier.  I was comfortable with the MITTEN program which allowed me to focus on lessons sooner.   The only difference I had to consider was that  we would be working with beginning of the year first grade students.  Levels and experiences would be very different than middle of the year first graders.  Also, I had a different group which meant different strengths and needs.

I. 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.

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 we incorporated more technology into our daily lessons and activities, I was thrilled to see the learning and excitement grow in our students.  I also watched as their comfort level increased in the use of technology.  First graders are amazingly quick learners when they are given the opportunity to explore technology.  We were fortunate to continue to use our fifth grade buddies as mentors and facilitators in some of our projects.  Expanding on what we had already learned at the beginning of the year about researching informational topics in books, my first graders learned that they could also research on the internet.  We were very careful to use kid-safe search engines and preview sites before students used them.

I was pleasantly surprised as we began our lessons that our students were more than ready to try anything in regards to technology.  They were excited to learn about the digital camera and actually photograph the metamorphisis.  We grouped students by levels for certain projects which worked well also.  The groupings were interesting because we found that our students that were struggling in reading and writing were very capable of using the computer.   It became an effective teaching tool for us early on.

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.

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

The lesson plans we designed for our unit incorporated content standards and student technology standards.  I was intrigued to see that we were able to take the curriculum that we were teaching and develop lessons and learning activities involving technology.  We did not have to add to the curriculum, but instead we enhanced what we needed to teach using technology based activities.  The students were motivated and proud of what they accomplished.  We observed students being creative in their approach to the lesson, using problem solving when faced with a decision concerning which direction they wanted to go with their work.  My misconception in this process was that it would be more difficult to manage technology based learning activities.  What I found was that it was not harder, it was just that my role changed.  I became more of a facilitator and an "encourager" as I supported their learning and decision making processes.

Again this semester we observed students motivation and interest increase when technology is introduced into the lesson design.  I am always amazed that first graders are not timid to try new technology, as sometimes adults are.  We utilized parent help in the computer lab with our lessons.  This was helped us move along in a timely fashion.
I have taught the life cycle unit many times but using the digital camera was awesome to document the changes we saw.  This made writing about the changes easier because they were looking at photographs that were real to them.

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.

Our first lesson had the students complete a concept web on Kidspiration.  This assessed their ability to brainstorm nouns that begin with the letter they were assigned.  In lesson two the students had to create a KWL using Kidspiration stating what they knew about the topic that they chose to research and what they wanted to learn.  This was an excellent assessment tool for us at the beginning of the unit to assess prior knowledge.  At the end of the unit the students will revisit their KWL to fill in the learned column of the chart.  This was an excellent assessment tool for us throughout the unit.  Ongoing assessment also went on as we helped our students use the five facts they had gathered on line to compile into their research report. 

This semester we used Kid Pix as an effective assessment tool.   The students drew a butterfly before the unit began and after the unit was taught.  We could see the growth in their drawings with the addition of the four wings, three body parts and six legs.  Some students were even able to include symmetry in the wings.  We took into consideration that the eye hand coordination was difficult for some to draw but the differences between the before and after drawings were significant enough to see learning. 

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.

We were able to share our Power Point presentation with the Kindergarten class, as well as the other two first grade classes via television monitors mounted this year in all classrooms.   The students were excited to share what they had done with the Kindergartners in order to inspire them as they enter first grade. 

This process has taught me to take risks in involving my students in technology based activities. I have learned and will continue to strive to learn more ways to incorporate technology into the curriculum.  With our building adding to our resources this year, I have more access to the tools needed to use technology in creative ways to enhance my student's learning and growth.

This semester has again reminded me to not be hesitant in incorporating technology into my lesson design.  My comfort level has increased even more as I see the students learn through technology based lessons. 

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.

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.

Our lessons involved pulling facts from child safe websites using Yahooligans. We encouraged students to choose topics that interested them and related to their world.  We were careful that even our young students were introduced to the concept of plagiarism and that the work they created must be their own. Each student was allowed to work at his/her abilities and learning pace.  We provided a learning environment which promoted challenges, as well as assistance and encouragement to all.  

This semester I was able to utilize parent involvement in our projects in the computer lab.  It was helpful to have knowledgeable parents that understood our purpose.  We monitored each learning situation to ensure that it was a challenging and safe learning environment.