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Standard I:
Technology Operations and Concepts
Teachers
demonstrate a sound understanding of technology operations and concepts.
Teachers:
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Demonstrate introductory
knowledge, skills and understanding of concepts related to technology.
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Demonstrate continual
growth in technology knowledge and skills to stay abreast of current and
emerging technologies.
Participation in this course is an example of my personal effort to keep
current of technological advancements. Upon entering the semester,
I already had adequate skills and understanding of concepts related to
technology. The digital camera, scanner, children's software, and
the use of the Internet are items used frequently in my classroom.
Over the past few years, I have presented at state and national conferences
focusing on the use of technology in the classroom. However, it was
a personal goal to learn how to create a website of children's experiences
in order to enhance communication with parents. Through the e-portfolio,
I feel that I am achieving that goal.
Standard II: Planning
and Designing Learning Environments and Experiences
Teachers
plan and design effective learning environments and experiences supported
by technology. Teachers:
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Design developmentally
appropriate learning opportunities that apply technology enhanced instructional
strategies to support the diverse needs of learners.
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Apply current research
on teaching and learning with technology when planning learning environments
and experiences.
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Identify and locate
technology resources and evaluate them for accuracy and suitability.
-
Plan strategies
to manage student learning in a technology enhanced environment.
The
technology lessons planned fit the varied developmental levels of all the
children in the classroom. Support for the child and the amount of
instruction during the lessons could be adjusted to fit the individual
needs of the learner (Exhibit
#2). In order to give each child
an opportunity to use the computer (Exhibit
#4), turns are rotated approximately every
15 minutes. A kitchen or cooking timer is used to keep track of the
duration of computer usage. In addition, a blank sheet of paper is
placed near the computer so children can sign up for a turn. This
sheet also helps the teachers know who has had a turn and who has not.
Standard III:
Teaching Learning and the Curriculum
Teachers implement curriculum plans that include methods and strategies
for applying technology to maximize student learning. Teachers:
-
Facilitate technology-enhanced
experiences that address content standards and student technology standards.
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Use technology
to support learner-centered strategies that address the diverse needs of
students.
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Apply technology
to develop students' higher order skills and creativity.
-
Manage student
learning activities in a technology-enhanced environment.
Technology was used throughout this project to enhance student learning.
Each lesson met a national or state standard. The computer was used
to present information in a child oriented manner (Exhibit
#3). As questions surfaced, the Internet was used as a
research tool. Websites (Exhibit
#5) and software (Exhibit
#4) were examined to help answer these questions and dispel
any myths or misconceptions the children may have had. As we know,
children have different interests and strengths. By using a variety
of software and Internet sites, each child was able to find something that
appealed to him or her at their own level of understanding.
Standard IV: Assessment
and Evaluation
Teachers apply technology to facilitate a variety of effective assessment
and evaluation strategies. Teachers:
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Apply technology
in assessing student learning of subject matter using a variety of assessment
techniques.
-
Use technology
resources to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.
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Apply multiple
methods of evaluation to determine students' appropriate use of technology
resources for learning, communication, and productivity.
A Developmental Report
(Microsoft Word document) was created for each individual child
and stored on the computer. By doing so, I increased my productivity
and decreased the amount of paper work lying around the office. Using
the computer to record children's growth and development was much quicker
than handwriting individual reports. Also, the report cards created
with Microsoft Office look much more professional.
Standard V: Productivity
and Professional Practice
Teachers use technology to enhance their productivity and professional
practice. Teachers:
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Use technology
resources to engage in ongoing professional development and lifelong learning.
-
Continually evaluate
and reflect on professional practice to make informed decisions regarding
the use of technology in support of student learning.
-
Apply technology
to increase productivity.
-
Use technology
to communicate and collaborate with peers, parents, and the larger community
in order to nurture student learning.
Documentation
panels were made from the resulting images
and posted within the classroom. The children often viewed these
pictures to revisit classroom experiences. Parents viewed the photos
to keep involved in classroom activities. Software was also used
to enhance communication skills (Exhibit
#1). Children's ideas were turned into
idea webs which could be displayed in the classroom or sent home.
I found that the more involved parents became, the more they offered support
within the classroom. Kathy (my intern) and I examined the photos
and webs of the children's dialogue to gain insight on their thinking.
We also used them as a guide for future lesson planning. In addition
to the time spent together in the classroom, Kathy and I met at least once
a week for an hour to discuss our use of technology with the children and
the success of these lessons.
Standard 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 that understanding in
practice. Teachers:
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Model and teach
legal and ethical practice related to technology use.
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Apply technology
resources to enable and empower learners with diverse backgrounds, characteristics,
and abilities.
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Identify and use
technology resources that affirm diversity.
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Promote safe and healthy use
of technology resources.
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Facilitate equitable access
to technology resources for all students.
Use of technology was modeled for both the children and my student teacher.
The digital camera and video recorder was used to capture children's experiences.
Children's work was regularly scanned and displayed in the classroom.
By scanning their work, the power struggle over taking it home and displaying
it in the classroom is eliminated. Work samples can be resized leaving
space to add descriptions of their work in a professional manner.
Adding typed text beneath an image is much more respectful than taking
a pen and writing all over their work.
The software (Exhibit
#4) that was used fit the diverse developmental
levels of the children in my classroom. Some children needed continuous
adult assistance to enable them to use the software as it was intended.
They needed to be "walked through" the individual sections of CD-ROMS and
have text read to them word for word. Others, on the other hand,
were able to explore the software independently. Diverse abilities
were also evident as the children represented their thoughts using Kid
Pix (Exhibit
#6). Many of the children made their
drawings using only one writing tool or color. Others showed more
advanced usage by applying backgrounds and selecting a variety of tools.
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Narratives 