I. Technology Operations and Concepts
Teachers demonstrate a sound understanding of technology operations and concepts.  Teachers:

• A. demonstrate a sound understanding of technology operations and 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 knowledge of computers prior to the MITTEN project was very limited. My students used word processing programs to publish their work. They were also familiar with a few software programs used to support classroom studies in core content areas. Initially, the thought of participating in a program that emphasized technology was extremely intimidating. 
I was, however, very fortunate to have Melissa Dehring as a student teacher in my classroom during Spring, 2003. Melissa enthusiastically shared a wealth of knowledge with us regarding the use of technology in teaching and learning. She introduced us to PowerPoint, Kidspiration, Paint, Movie Messenger, and a variety of web sites. She taught me how to use a digital camera and a digital video camera. Without her constant help and support, this project would not have been possible. I am now able to use technology as a teaching tool. This differs greatly from my past practices, where technology was strictly used for enrichment purposes.
 

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.
• 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.

We also planned for some of the activities to be carried out in small group settings, enabling us to better manage the technology resources. For example, when students conducted online research, we wanted to ensure that the web sites they visited were appropriate. We previewed sites ahead of time, but we were still concerned that they might inadvertently link to a site we had not deemed suitable. Therefore, to best address these concerns, we worked with one or two groups at a time. 
 

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 students learning activities in a technology enhanced environment.

Kidspiration allowed students to creatively demonstrate their background knowledge. Paint allowed them to apply and extend what they had learned as they created their own invention.
We managed each activity through the use of modeling, peer mentoring and direct teacher support when necessary.

We also discovered that some of our struggling students really thrived during this project. Some of our students face daily challenges with academics, whereas others experience difficulties due to physical limitations. Using technology provided them with a new way to express their ideas. They were highly motivated and eager to explore the variety of options available to them through technology. 
 

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 finding 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 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.

The project has also prompted me to learn how to use my district e-mail. I knew I had an e-mail address, but never bothered to learn how to access it. I now check my e-mail regularly. This enables me to keep abreast of important issues concerning the district, as well as communicate with peers, parents and my students' tutors. 
 

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.

• 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.

Throughout the project, we emphasized to the students the importance of citing sources. We modeled how to do this for text and images. We also took necessary steps to secure parental permission for posting students' images, work and first names only on the Internet. We decided to go through the district's communications office to get the necessary permission slip. They were hesitant to comply at first, explaining that the wording of this particular document was currently being updated to specifically include the Internet. They asked if we could wait until next fall before proceeding with our project. We were persistent, however, as we explained that we had a deadline to meet. They were very understanding and agreed to let us use the district permission slip.  We were relieved that they were willing to cooperate with us, because we were determined to secure permission from all parties involved, including the parents, school and district before proceeding. We were not willing to compromise on ethical or legal issues regarding this project by simply composing our own permission slip. 
We also wanted to respect the privacy of parents who chose not to grant their child permission. We explained to them that their child would still participate completely in the project, and no explanations would be necessary if they chose to decline their permission.  However, we did offer the address to the MITTEN ISTE for them to get a better understanding of what the project entailed and how their child would be portrayed online.