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 SITE National Education Technology Standards for Students). 

I am looking forward to working with children and becoming a certified teacher. I can hardly wait to implement my technological ideas and experiences into my very own classroom. With my MITTEN experience, I am 100% prepared to improve the knowledge, skills, and confidence in integrating technology into the teaching and learning process. I anticipate the growth and professional development that I will encounter to meet the needs of 21st century learners and look forward to working in the most noble of professions. 

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

My growth in technology has continued to increase.  In elementary school I can recall using computers in the classroom, but it wasn't until I attended the University of Michigan-Dearborn that I began to stay abreast of current and emerging technologies.  EDT 210 enabled me to experiment with Power Point, Hyper Studio, Kidspiration, Kid Pix, Inspiration, and much more.  Also, it helped me to continue the integration of technology into my third grade classroom at Iris Becker Elementary.  Overall, even though my experiences have prepared me for technology use, I still plan on expanding my knowledge.  Eventually, I would like to develop my own classroom website, personal web page, and continue to integrate technology into my very own classroom. To see how technology has enhanced my classroom please refer to the exhibits page.

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. 

All of our lessons incorporated technology to enhance our language arts unit.  Our lessons were designed to support the diverse needs of our students and included a variety of activities to enhance the curriculum.
 

• The first lesson required students to use AppleWorks to create sample interview questions and a friendly letter to Mr. Louis Sachar.  These activities were constructed with the guidance of both my cooperating teacher and myself.  In addition, both activities were designed to reinforce the writing processs. 
• The second lesson required students to use Kidspiration to create character maps and story maps.  Using the book, There's A Boy In The Girls' Bathroom students were responsible for creating a creative description of one of the main characters and an imaginative description of the book.
• The third lesson required students to use Kidspiration and Kid Pix to create a story-sequencing link.  These links were designed to assist students with their re-telling skills.
• The fourth lesson required students to use Power Point to create a creative presentation of Dr. Kettel's visit.  Students were expected to use the digital camera to capture pictures and use the pictures to write captures using the LCD-Projector.  Then to create a slideshow. 
• The fifth lesson required students to use a digital movie camera to film Louis Sachar plays.  These plays were performed in front of an audience at the school.  Students were responsible for choosing a chapter from one the Wayside School books and asked to work in groups.

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

Before my cooperating teacher and I began integrating technology into the classroom, we evaluated our technological capabilities using the STaR Chart questionnaire.  After we evaluated the technology that was available we organized and planned for our language arts unit.

D. plan for the management of technology resources within the context of learning activities. 

After evaluating our technological resources, my cooperating teacher and I planned for the management of the resources.  We made sure that the technology used was age-appropriate, set up, and tested before we even began. We wanted everything to work properly and efficiently and always had an alternate plan if something went wrong. 

E. plan strategies to manage student learning in a technology-enhanced environment. 

Students knew the rules and regulations before working in the computer lab.
On a daily basis, they were responsible for following classroom rules and regulations inside and outside of the lab. In addition, when entering the computer lab students were to be seated at their lab stations.  My cooperating teacher and I explained and demonstrated the lesson for the day and paired students up in cooperative groups.  This worked well and enabled students who knew how use the programs to help assist others around him/her.

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. 

All of my lessons during student teaching and the MITTEN project were aligned to meet the Michigan Curriculum Benchmarks and Standards. Also, these lessons were aligned with the ISTE Student Technology Standards along with the Michigan Technology Standards.  For a comprehensive list of all the Standards and Benchmarks addressed in our five lessons visit my exhibit page. 

B. use technology to support learner-centered strategies that address the diverse needs of students. 

All of our lessons supported the learner-centered strategy approach.  Students had the responsibility of choosing an author for the unit and brainstorming about possible ideas for each lesson.  In addition, we challenged our students to come up with a final project to demonstrate their creativity.

C. apply technology to develop students' higher order skills and creativity. 

All of our lessons were designed to develop higher order thinking skills and creativity.
 

• Students used Apple works to create interview questions and a friendly letter to Louis Sachar. 
• Students used Kidspiration to create character and story maps based on the book, There's A Boy In The Girls' Bathroom. 
• Students used Kidspiration and Kid Pix to write and draw story-sequencing links. 
• Students used a digital camera and Power Point to create a slide show of Dr. Kettel's visit to Iris Becker Elementary.  Students also used an LCD-Projector, Internet, and E-mail to construct a thank you letter to Dr. Kettel. 
• Students used a digital video camera to tape chapter plays based on the Wayside School series by Louis Sachar. 

All projects were completed inside the classroom and in the computer lab.  Thus, students were expected to follow appropriate rules and guidelines. This made learning much easier in a technology-enhanced environment.

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. 

Most assessments of student learning and comprehension were done through classroom observations.  Students were expected to stay on task, follow directions, maintain classroom behavior, and make good choices. The other half of my assessments were done through lesson assignments.  In lessons one, two, and three students had assignements to complete.  By collecting the assignments I was able to see what the students had done on the computer and assess their understanding of questions, friendly letters, story mapping, character mapping, and story sequencing.  In lessons four and five I assessed my students based on their hard work and creativity. Please visit my exhibit page for links to all of my lessons. 

C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. 

Many different methods were used to evaluate students' learning, communication, and productivity.
Please see IV.A above.

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. 

While student teaching, I attended a variety of technology workshops and inservices at the University of Michigan-Dearborn and Dearborn Public School District.  These workshops enabled me to engage in on-going professional development and integrate technology into the classroom. Once certified, I plan to continue my lifelong learning by attending inservices, setting up a classroom website, and integrating technology into the curriculum.  In order for teachers to integrate technology into the curriculum, they must demonstrate the knowledge, skills, and understanding of concepts related to technology.  I plan to further my skills by attending workshops and inservices whenever possible.

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

I continually evaluated and refelcted upon my lessons and my professional practice.  Personal practices allowed me to see if I had met my objectives and what needed to be changed for next time.  They also allowed me to see what worked and what didn't work.

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

This semester, I used a variety of tools to communicate with peers, parents, and the Dearborn community in order to nurture student learning. I used Microsoft Word and Apple Works on a daily basis for quizzes, tests, letters home, games, puzzles, and a variety of other uses.  In addition, I used e-mail to communicate with other colleagues.  This convenient tool enabled me to send messages without interruptions and provided a fast means of communication.

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. 

Although my students are in the third grade, we discussed the topic of plagiarism. Students knew that we valued their creativity and plagiarism was not permitted.

B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 

All of our lessons enabled students to work with a variety of software programs and technological tools.  All lessons were designed to allow diverse backgrounds, characteristics, and abilities to succeed. 

C. identify and use technology resources that affirm diversity 

Some of our software programs at Iris Becker affirmed diversity.  Students were able to choose a variety of diverse backgrounds and pictures for their projects.

D. promote safe and healthy use of technology resources. 

In order to ensure the safety of the content seen by students, our school installed a filter.  The filter eliminates the possibility of students coming across inappropriate material.  In addition, I always gave my students a list of "kid-safe" sites that they could use on a daily basis.  Even though Iris Becker has this Internet blocking software, I was always looking and browsing over the shoulders of my students.

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

Our entire unit was completed at Iris Becker Elementary.  A vast majority of our students do not have access to home computers and appropriate resources.  At Iris Becker our students had equitable access to programs and technological tools.