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.This process has been one of continual growth for me as a teacher.  I have learned many new skills regarding 
technology with young children.  One  of the most valuable things I learned was how prepared I needed to be in order to give my children successful experiences with technology.  I evaluated a variety of CD-ROM activities until I found ones in which students could actively participate and would support their learning of shapes.
. 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 lessons I designed began small and broadened the children's understanding of shapes.  Throughout the entire process, children's learning was supported by their use of technology as well as the teacher's use of technology.  Just as with the lessons, out use of technology began small and as time went on and as children became more comfortable using technology.
 
 

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.
As lessons began to become more technologically involved, it became imperative that I be familiar with what I was introducing and using with the children.  As children became more comfortable using technology, specifically the computer, I wanted the software I used to be a building block to additional learning.  This required me to evaluate several software programs until I found the one that I felt best fit the needs of children in my class.

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. 
In working with students, it is always important to take each child's  educational personal needs into the planning process.  One of the thing that excited me as we integrated technology into my lessons, was that we could reach children in new and different ways, and perhaps reach students that seemed "unreachable" in some aspects of learning.

One child in my class particularly, was very quiet and did not actively participate in the learning centers or classroom discussions.  When it came time to begin lessons using the computer, we were interested to see how this child would react. He blossomed in frony of my eyes while using the computer.  He began to explore the program on his own and created shapes that I had previously wondered if he recognized.
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
 

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.
Throughout the project, we assessed the children's progress, learning,and thoughts about shapes.  We reflected on the lessons and assessed if the children were learning about what we thought they should be.  When doing this, we examined pictures taken with a digital camera, printouts of their work on the computer and we collaborated with each other on ways in which we could extend children's learning and thinking.

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.
 

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.
One of our main desires with integrating technology into our curriculum was to increase parent-teacher communication and parent involvement in out program.  We sent home Parent Letters giving them information about technology and how it would be integrated into our program.  In the letter we asked for their E mail addresses.  Our goal was to create an address book that we could quickly send information home to the parents about the daily events and, in return, they could reply with comments, questions, ideas and concerns.

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.
Throughout this project, we informed parents that they would have theopportunity of signing a permission slip allowing us to put pictures of their child's work on the Internet.  We wanted parents to know that this was one of our goals.  As a result of this request, a new district-wide permission slip was drafted and sent home to be signed by the parents.  If parents were not comfortable with this request, as professionals, we respected and supported their position.

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.