Katherine J. Huber

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS
 FOR ALL TEACHERS
(NETS-T)

I.     TECHNOLOGY OPERATIONS AND CONCEPTS   II.     PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES  III.     TEACHING, LEARNING, AND THE CURRICULUM  IV.     ASSESSMENT AND EVALUATION   V.     PRODUCTIVITY AND PROFESSIONAL PRACTICE   VI.     SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES

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 (NETS) for Students).

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

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.

         Lesson plans were designed in tandem with the Wyandotte Public Schools' High School Mathematics Curriculum (Algebra I, Geometry, Advanced Placement Calculus).  Nearly all of our technology lessons were designed to help students draw concrete meaning out of abstract mathematical concepts through visualization.   They were also designed to engage students by doing rather than solely by listening.   
         Lesson planning took into consideration the level of software experience as well as students' mathematical sophistication.  We relied on our student prior knowledge survey results to determine if students needed an introductory lesson to become familiar with the software.  As a result, we implemented a lesson to introduce students to Geometer's Sketch Pad before we introduced the Rigid Transformations lesson.
          Lessons also comprehended the level of mathematical sophistication of the students.  Algebra students are more likely to be refining mathematical fundamental, whereas AP Calculus students would more able to create, analyze, and evaluate mathematical works.  For example, algebra lessons were more fundamentals in nature.  Geometry students were required to develop original examples for their Power Point presentations but did so in collaboration with other students.  AP Calculus students were required to develop original related rates problems and correct peer answers. 
   
   

         Nearly all of our lessons were designed to help students construct understanding via the use of technology and visualization.  (Please refer to the exhibits for examples.) 
         High school students are very social.  As such, we designed lessons that would appeal to the social needs of our students in a productive fashion.  For example, geometry students worked in groups to create Power Point Presentations and Graphic Organizers;  Algebra students worked together to explore graphs;  AP Calculus students used a discussion board to state and check problems that would be solved by their classmates.   
         We were able to use our student prior knowledge survey results when comprising groups.  This offered opportunities for some students to teach technology techniques to their peers, giving them higher-order learning experiences, while creating more resources for students who were less familiar with the technology.
         
                      

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

          Joanna Secco and I taught our Algebra students basic concepts of  probability using an Internet-based exploration activity.  Students were required to research various probability definitions and concepts, run simulations, and make conjectures based on their findings. 
          Joanna and I researched various web quests covering probability but did not find any one that specifically suited our needs.  Consequently, Joanna designed a set of instructions and activities, as a part of her website, using bites and pieces of various websites (acknowledgments - Carolyn Scholten, Spencer-Owen Community School Corp.) and original work.

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

          Roosevelt High School is equipped with nearly all of the technology resources we needed to implement our plans.  There were several students that had log-on difficulties, but nothing the terrific technology support staff couldn't resolved in a timely manner.  The Mathematics Department has a lab with approximately 30 computers,  3 black and white printers, and limited Internet access.  The library has another 20 or so computers, colored printers, and greater Internet access.  The Math Department's computers did not have Inspiration or Power Point for our use.  We accessed Inspiration via the library computers, which worked out good because students were able to print their graphic organizers in color.  The technical support staff loaded Power Point onto the Math Department computers in time for our use.  
          Teachers have more Internet accessibility than do students.  We had a student ID temporarily assigned to us so we could test accessibility with student Internet restrictions to make sure we wouldn't have any access problems during our lessons.  As a result we used the library computers for the probability lesson because some of the simulations would not run using the Math Department computers.
          The Wyandotte School District has teacher drives set up so students can save their work to a teacher's drop box.  Teachers can access student work and move it to a secure folder for review and grading.  We used this feature for every lesson except the Discussion Board and the Probability lessons because they were Internet-based. 
         

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

          We were fortunate in that the student-to-computer ratio in the Math Lab is one-to-one.  In the library, however, some students had to double-up.  We monitored each student's time at the computer to make sure everyone had an opportunity to experience the technology.  All lessons were completed during class time with the exception the the discussion board lesson.  Our AP Calculus students were required to access the VLT outside of classroom hours.  We were able to assign this activity as homework because our student survey revealed that every one of these students had easy access to a computer and to the Internet. 
          Each student was required to return a permission slip stating that we could photograph them and use their work for our e-portfolios.  Those students who did not return their slips or whose parents did not give us permission were seated together to insure that they were excluded from our pictures. 
   

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.

          Each technology lesson, the content standards met, and the technology standards met, are listed below.  Please refer to the overview page for more lesson specifics.

Algebra

D.  Manage student learning activities in a technology-enhanced environment.

          Prior to integrating technology into the classroom, we ask students to get a permission slip signed by a parent or guardian giving us permission to use their work and to photograph them for this project.  In order to ensure that we excluded those students whose permission we did not get, we had them work together in one section of the lab. 
          We used the results of our student prior knowledge survey to group students with a variety of technology experience.  Most of our students had no prior knowledge of Geometer's Sketch Pad, so we designed an introductory lesson to introduce the software, and to increase the productivity of subsequent Geometer's Sketch Pad lessons. 
         In all cases, except the Probability lesson, we had introduced the content material to the students prior to going into the lab.  This seemed to work best for our students.  Refer to Reflections for more details.

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.

          We first assessed our students' prior technology knowledge using the Computer Savvy Survey we designed specifically for this project.  The results were graphed, using MS Excel, and referenced as we in put groups together and determined what, if any, preparatory lessons were required to ensure efficient technology lessons. 
         Students were required to produce some product at the end of each technology lesson. Their work was evaluated and graded.  In all cases, we were looking for students to have followed directions and to have completed the work accurately.  In the case of student journals, we were looking for improvement as measured by the Roosevelt High School Writing Rubric.   (Also refer to the results of the writing assessment.)   Geometry Students' grades for the Power Point were based on completeness, creativity, and individual contribution as perceived by me during lab-time.
             

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

          The Wyandotte Public Schools have an Internet policy that students must agree to and sign before they are given access to the Internet.   This practice helps prevent inappropriate use of the Internet.  In addition, my cooperating teacher and I would constantly monitor our students' activities to ensure on-task behavior. 
          Before designing a lesson, we considered various technology that would help meet our objectives, opting for whatever we deemed most efficient.  For example, Function Families could have been accomplished using Geometer's Sketch Pad, FATHOM, or MS Excel.  We selected Geometer's Sketch Pad because of the feature that enables a student to enter the function, rather than data, to quickly generate a graph. 

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.

Teaching technology is much more involved than using technology, and like  my students, I learned more in the teaching process.  In addition, during the process of completing my MiTTEN requirements, I increased my fluency with the following technologies:  

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

 Refer to Reflections

C.  Apply technology to increase productivity.

          Teachers at Roosevelt High School are required to use a computerized attendance system, and a grading system.  In addition, I use MS Excel and MS Word as every day tools to write/revise lesson plans, tables, graphs, etc.  E-mail is one of my primary means of communication. 
          In terms of lesson planning, our curriculum is aggressive.  Lessons have to be well planned and effective.   Our AP Calculus Functions and Their Derivative lesson capitalized on the efficiency in which functions and their derivatives could be graphed, enabling students an opportunity to see patterns and characteristics in a relatively short period of time.  The same was true for the Algebra Function Families lesson. 
          Simulations, conducted during the probability lesson, enabled students to experience the effects of sample size without actually conducting the experiments thousands of times, which would have been time-prohibitive. 

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

My university supervisor, Ann Schumacher, required her students to participate in the universities VLT discussion board.  We shared favorite Internet sites, ideas on lesson plans, and grading strategies. 

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.

          Students were not permitted to use an access ID other than their own, nor were they able to access the Internet without their signed agreement to the school's Internet policy. 
          Permission slips were obtained giving permission to use student work and photographs for this project.  Strict attention was given to our latitude in this area. 
          Acknowledgment was given to all web sites used in our lesson plans.

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

          Lessons were designed to appeal to students who learn visually (Function Families, Functions and Their Derivatives,  and Graphic Organizer), and for those who learn through creative means (Graphic Organizer, Power Point presentations, and Discussion Boards).

D.  Promote safe and healthy use of technology resources.

           The Roosevelt High School's Internet policy safeguards against improper access and use of Internet resources.  There were two students that had not signed the Internet policy and consequently, were unable to access the Internet using their id's.  These students were asked to correct the problem, otherwise they had to look-on while someones else accessed the Internet. 

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

          Not all of our students have computers at home.  Therefore, all assignments, with the exception of the AP Calculus Discussion Board lesson required only the use of school resources. 
          

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