Jennifer L. Koweck
 |
| Introduction |
| Overview |
 Narratives |
| Exhibits |
| Reflection |
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.
I have demonstrated knowledge of technology by using digital cameras, various computer programs, Internet, and video cameras. Although I have used these types of technology in the past I felt like I had to re familiarize myself with them. It has been a long time since I had used most of the programs. I am also most comfortable with PC's, and I using the mac's was sometimes difficult. I feel now though, that I am very comfortable with both types of computers which shows my personal growth. The programs that we used in our project also became very easy for me. I was able to use them each with ease by the end of the project.
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 planned an age appropriate unit that allowed the students to use prior knowledge as well as expose each child to new ideas. We used many different types of technology to support our lesson on butterflies. Each type of technology supported the science of butterflies. By working in small an large groups we met our objectives. By using a variety of programs, the students were each able to learn within their various learning styles, and academic levels.
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.
Each of our lessons follow the standards of benchmarks of both NETS and the Michigan benchmarks. The butterfly life cycle is a part of the first grade science curriculum. By using technology we were able to have the students work at different levels. We worked in both small and large groups, and used various programs that would appeal to each group. Each lesson allowed the children to learn math, science, language arts, and technology. By using KidPix the students were able to express their creativity as well as allow us to see what each student's prior knowledge about butterflies.
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.
By working in small groups we were able to have each child demonstrate what they knew immediately. We used KidSpiration and KidPix for this feed back. With KidSpiration we were able to do a KWL chart where we talked to the students about what they knew and wanted to know about the butterfly life cycle. With KidPix we were were able to do a pre-assessment and a post-assessment on what the students knew about the butterfly body structures. With both programs we were able to post assess after the lessons on butterflies were completed so that we could feel confident about our objectives being met
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 used many different types of technology for our own personal productivity. We used the Internet to find out answers to questions. We also used the Internet to communicate, and to email certain projects to ourselves. Both Deanna and I used a flash drive for the first time and found it very useful when saving and transferring information.
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.
We made sure that all of the activities we did were appropriate for the students by first doing the activities ourselves. We also discussed with the students the importance of being respectful to other students ideas during discussions, and group work. Each program was introduced to the students so that they knew what the program was, how to use it, and what was expected of them.
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.
I have demonstrated knowledge of technology by using digital cameras, various computer programs, Internet, and video cameras. Although I have used these types of technology in the past I felt like I had to re familiarize myself with them. It has been a long time since I had used most of the programs. I am also most comfortable with PC's, and I using the mac's was sometimes difficult. I feel now though, that I am very comfortable with both types of computers which shows my personal growth. The programs that we used in our project also became very easy for me. I was able to use them each with ease by the end of the project.
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 planned an age appropriate unit that allowed the students to use prior knowledge as well as expose each child to new ideas. We used many different types of technology to support our lesson on butterflies. Each type of technology supported the science of butterflies. By working in small an large groups we met our objectives. By using a variety of programs, the students were each able to learn within their various learning styles, and academic levels.
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.
Each of our lessons follow the standards of benchmarks of both NETS and the Michigan benchmarks. The butterfly life cycle is a part of the first grade science curriculum. By using technology we were able to have the students work at different levels. We worked in both small and large groups, and used various programs that would appeal to each group. Each lesson allowed the children to learn math, science, language arts, and technology. By using KidPix the students were able to express their creativity as well as allow us to see what each student's prior knowledge about butterflies.
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.
By working in small groups we were able to have each child demonstrate what they knew immediately. We used KidSpiration and KidPix for this feed back. With KidSpiration we were able to do a KWL chart where we talked to the students about what they knew and wanted to know about the butterfly life cycle. With KidPix we were were able to do a pre-assessment and a post-assessment on what the students knew about the butterfly body structures. With both programs we were able to post assess after the lessons on butterflies were completed so that we could feel confident about our objectives being met
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 used many different types of technology for our own personal productivity. We used the Internet to find out answers to questions. We also used the Internet to communicate, and to email certain projects to ourselves. Both Deanna and I used a flash drive for the first time and found it very useful when saving and transferring information.
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.
We made sure that all of the activities we did were appropriate for the students by first doing the activities ourselves. We also discussed with the students the importance of being respectful to other students ideas during discussions, and group work. Each program was introduced to the students so that they knew what the program was, how to use it, and what was expected of them.