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 Technology Standards for Students).

The use of word processing, e-mail, the Internet, and website design show knowledge and skills of concepts related to technology usage.  I plan to expand these skills by implementing the interactive calendar and discussion board.

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

Over the past 2 years, I have participated in the MITTEN (Michigan Teachers' Technology Education Network) Project three times through the University of Michigan-Dearborn.  As a result, my own professional development has grown.  While being a part of MITTEN, I attended training sessions focusing on assistive technology, current issues pertaining to technology use in schools (the digital divide), website development, and educational software.  I created a at the end of each semester exhibiting technology use.  This was shared with and presented to children's parents, university lab students, and colleagues.

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 message/discussion board will promote collaborative dialogue, supporting the needs of individual students.

B.  Apply current research on teaching and learning with technology when planning environments and experiences.

C.  Identify and locate technology resources and evaluate them for accuracy and suitability.

I am currently examining VLT and ERES to determine which would be better for setting up a discussion board.

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.

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.

IV.  Assessment and Evaluation

A.  Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques.

Responses to questions and comments posted on the discussion board will demonstrate knowledge or misconceptions of the topics being discussed.

B.  Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

The number of e-mails related to scheduling and confirming observations has led to the development of the interactive calendar.  Also, the need for more whole group dialogue will lead to the creation of the discussion board.

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.

The creation of two previous websites exhibiting work resulted from my MITTEN experiences.  My first website can still be viewed. 

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

The challenges faced during my initial semester as a supervisor have resulted in the changes to be made next semester.

C.  Apply technology to increase productivity.

An interactive calendar with observation dates for students to pick from should save me some time.  I will be able to communicate with students in one posting rather than sending an email with one specific date and time to each student.

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

    Since I began teaching, I regularly share my uses of technology with others through professional conferences and publications.  In addition, I've applied for and received funds for grant projects relating to technology.  The following are some projects related to technology usage:

Articles Co-Written and Published:

     Trepanier-Street, M., Hong, S., & Bauer, J.  (2001).  Using technology in Reggio-inspired long term projects.  Journal of Early Childhood, 28, 3, 181-188.

Presentations at National and Statewide Conferences:

National Association for the Education of Young Children  (November 2003) 
Session Title:  The Multiple Ways Children Represent Their Thinking in Projects.
McCormick Center, Chicago, Illinois

Michigan Association for the Education of Young Children  (March 2003)
Session Title:  "Applications of Technology in a Reggio-Inspired Program"
Amway Grand Hotel, Grand Rapids, Michigan

Michigan Collaborative Early Childhood Conference  (January 1999)
Session Title:  "The Use of Technology with the Reggio Emilia Approach
Hyatt Regency, Dearborn, Michigan

Midwest Association for the Education of Young Children (April 1998)
Session Title:  "The Use of Technology with the Reggio Emilia Approach"
Seagate Centre, Toledo, Ohio

National Association for the Education of Young Children  (1998)
Session Title:  "Integrating Technology into Reggio-Inspired Long Term Classroom Projects"
New Orleans, Louisiana

Participation in Funded Grant Programs::

MITTEN Project (2002 - 2003)
University of Michigan-Dearborn
Mentoring student teachers in the use of technology

Chancellor's Technology Grant (1997)
University of Michigan-Dearborn
Purchase and use of technological equipment in classroom

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.

From prior MITTEN participation, I am aware of the legal and ethical practices related to technology.  As I utilize it more with students, I will be sharing that knowledge with them.

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.

Once the message board is in use, I will encourage the student teachers to share applications of technology use with children, share their own technological skills, and evaluate websites pertaining to education. 

E.  Facilitate equitable access to technology resources for all students.

Each student enrolled at the University of Michigan-Dearborn has access to the computer labs and software.