NETS-T Standard I 
TECHNOLOGY OPERATIONS AND CONCEPTS
Teachers demonstrate a sound understanding of technology operations and concepts. 

A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology 

Over the past two semesters I gained new knowledge and skills to enhance my teaching by learning how to create web pages using Front Page, conduct online discussion boards using ERes, Ctools and VLT, and use powerpoint, digital photos, scanning and digital video to enhance my classroom lectures. I attended six Mitten workshops during the spring 2003 which raised my awareness of what is available. By participating in the NLC meetings, kickoff and showcase demonstrations for the past year and a half, I gained new insights from student teachers and cooperating teachers into how technology can be used as a tool to enhance children's learning. They gave me valuable feedback and ideas which allowed me to enhance my teaching and create greater classroom community and more reflective practice among future and current teachers. 

During Fall 2003 I found that a current issues class is an ideal course in which to integrate technology because of the need to keep abreast of new policy initiatives and emerging trends. To accomplish this I assigned my students readings which were online articles, had them identify websites for advocacy groups and conducted a discussion board so that students could discuss issues raised during  a videotaped town hall meeting on early childhood education. 

During Winter 2004 I chose an elective course, Developing Constructive Peer Social Relationships, as the primary focus of my Mitten project. I designed separate assignments for graduate and undergraduate students in which they used VLT for online discussions. I also used VLT to post power point lectures and websites with valuable resources on social-emotional development. 

During Fall 2004 I chose EDC 445/545, Developmental Assessment of the Young Child to try out new ways to enhance my teaching.  I used digital photos and video to show how to authentically assess young children in real life contexts. I also used CTools for the Current Issues in Early Education course web page.

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

In the future I plan to further my skills and knowledge by learning how to use other forms of technology in my teaching and to stay abreast of developments and issues in the field. I look forward to continuing to be a part of the Early Childhood NLC where I can collaborate with student teachers and cooperating teachers who are incorporating technology into early childhood classrooms. I plan to conduct research and write articles to disseminate the results of this Mitten experience. Mitten has allowed me to become a model to my education students by teaching me how to integrate technology into my university teaching. 

NETS-T Standard II
PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
Teachers plan and design effective learning environments and experiences supported by technology. 

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

One of my long term goals was to develop skills to offer on line courses. I used my Mitten experience to sample a variety of options for conducting discussion boards, posting instructional modules and managing student information. I used Eres, VLT and Ctools.  In order to evaluate the effectiveness of these technology resources, I developed student surveys to determine the value and ease of using online discussion boards. The results of the student surveys for each semester is part of the exhibits. I will use these student evaluations in designing my online course. 

NETS-T Standard III
TEACHING, LEARNING AND CURRICULUM 
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

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

An example of how I reached this standard occurred during my semester one project in my Current Issues in Early Education class. The project was twofold: a) to develop an online discussion board for students to use to discuss questions I posed based on a videotaped PBS broadcast of a town hall meeting with Governor Granholm and others, and b) to create lectures in powerpoint. 

The discussion board was created in Eres and was heavily utilized by my students to discuss issues outside of class. I assigned the students to groups composed of 4-5 students and developed guiding questions that fostered their critical thinking on current issues. The eight groups received feedback from me. The students were required to post on two separate dates (once to respond to my questions and once to respond to their group member's comments and ideas). Several students responded to other group member’s postings. I was able to read the comments, reflections and ideas of students who never participate verbally in class (although I may have had them for 3 or 4 classes in the past). I believe the online discussion board helped the students create a safe learning community in which students were able to demonstrate their higher order thinking skills. 
 
 Another example was my semester two project with 15 graduate and 17 undergraduate students in the same course, Developing Constructive Peer Social Relationships. I designed separate on line discussion assignments for each group of students. The undergraduate assignments encouraged students to apply what they learned in class to a case study. The graduate students were assigned a book based on an ethnographic study of friendships between children with disabilities and typically developing peers in an inclusive school. The three week long online discussion required graduate students to analyze factors which facilitate and hinder friendship formation, review the research, and reflect on their own experiences promoting social relationships.