Before beginning this project, I had a fairly concrete understanding of how to use the PowerPoint software.  Beyond that, it was a "learn as you go" process.  For our project, we chose to use Kidspiration, PowerPoint, Paint, Movie Messenger and Internet search engines to help us implement our lessons.  My knowledge of how to use Kidspiration was limited, as I had only used it once or twice before and my ability to use Paint was a bit rusty as it had been years since I had used it.  Movie Messenger was entirely new software for me, as it came with our school's digital camera and had rarely been used before.  So, we learned as we went along.  My cooperating teacher, Elizabeth Garcia, was very supportive in this process and learned right along with me.  We often found that once the children had been exposed to the software then they were able to quickly adapt to it and were readily teaching us and each other new ways to use it.  Through this process, I felt that we were all learners and teachers.  This proved to be a very successful way of developing our technology skills.  Even though this may be a great way to expand our knowledge of technology, it cannot be the only way.  As an educator, I fully understand how important it is to continually further my skills.  Technology skills are no exception to this fact. 
 
 

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers: 
 . design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. 
A. apply current research on teaching and learning with technology when planning learning environments and experiences. 
B. identify and locate technology resources and evaluate them for accuracy and suitability. 
C. plan for the management of technology resources within the context of learning activities. 
D. plan strategies to manage student learning in a technology-enhanced environment.

Expanding the use of technology in my classroom was an incredible experience. Students were able to work at their own pace as they used Kidspiration to create their webs. Some students with more background knowledge were able to assist others with the basic functions of this program. This type of peer mentoring continued on a regular basis throughout the project. Mrs. Garcia and I were then able to meet the diverse needs of our learners in a whole group setting.

We also planned for some of the activities to be carried out in small group settings, enabling us to better manage the technology resources. For example, when students conducted online research, we wanted to ensure that the web sites they visited were appropriate. We previewed sites ahead of time, but we were still concerned that they might inadvertently link to a site we had not deemed suitable. Therefore, to best address these concerns, we worked with one or two groups at a time. 
 

III. TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers: 
 . facilitate technology-enhanced experiences that address content standards and student technology standards. 
A. use technology to support learner-centered strategies that address the diverse needs of students. 
B. apply technology to develop students' higher order skills and creativity. 
C. manage student learning activities in a technology-enhanced environment.

Our unit addressed several technology standards as well as content standards in social studies, language arts and science.The Overview section of this e-portfolio provides a complete list that correlates each lesson with the specific content standards.
Kidspiration allowed studetents to creatively demonstrate their background knowledge. Paint allowed them to apply and extend what they had learned as they created their own invention.

We managed each activity through the use of modeling, peer mentoring and direct teacher support when necessary.
 

IV. ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: 
 . apply technology in assessing student learning of subject matter using a variety of assessment techniques. 
A. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. 
B. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity.

By creating web diagrams on Kidspiration we were able to not only introduce our students to a new and interesting way to organize their information, but we were also able to use their diagrams as a way of assessing their prior knowledge of inventions.  The diagrams also enabled us to put the students into groups based on their interests (they ranked their top three favorite inventions from their webs that they would like to learn more about) and abilities.
 

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers: 
 . use technology resources to engage in ongoing professional development and lifelong learning. 
A. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. 
B. apply technology to increase productivity. 
C. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

As a direct result of this experience, I have been able to assist other student teachers and teachers whom I know personally with implementing technology into their lesson plans.  As soon as they hear about the MITTEN project, they want to know more about it and want to see my lesson plans.  They find it hard to believe that third graders could make their own PowerPoint presentations, but I simply explained that one of the most important facets of using technology in the classroom is never underestimating the abilities of your students.  Chances are (like I found out) sometimes your students know more about the technology they are using than you do.  I have also found that it is important to never let yourself become intimidated or let others around you become intimidated--the instructions are there for a reason! 

I am very excited to share my e-portfolio and its contents with all of my peers, my student's parents, and everyone else who has been asking about it.  I hope that it will inspire them to use technology more frequently in their classrooms and at home with their children.
 

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: 
 . model and teach legal and ethical practice related to technology use. 
A. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 
B. identify and use technology resources that affirm diversity 
C. promote safe and healthy use of technology resources. 
D. facilitate equitable access to technology resources for all students. 

Throughout the project, we emphasized to the students the importance of citing sources.  We also took necessary steps to secure parental permission for posting students images, work and first names only on the Internet.  We decided to go through the district's communication office to get the necessary permission slip.  They were hesitant to comply at first, explaining that the wording of this particular document was currently being updated to specifically include the Internet.  They asked if we could wait until next Fall before proceeding with our project.  We were persistent, however, as we explained that we had a deadline to meet.  At last they relented and issued the necessary permission slip.  We were relieved that they did consent, because we were concerned about securing permission from all parties involved, including the parents, school and district before proceeding. 

We also wanted to respect the privacy of the parents who chose not to grant their child permission.  We explained to them that their child would still participate completely in the project, and no explanations would be necessary if they chose to decline their permission.  However, we did offer the address to the MITTEN website for them to get a better understanding of what the project entailed and how their child would be portrayed online.