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).

As a University of Michigan-Dearborn student, I was instructed to integrate basic technology in all subject areas.  I had a fairly good understanding of Word Processing, Excel, and Front Page.  I could search the Internet when I needed to locate information about any given topic.  I created a Science portfolio using Front Page while attending classes at U of M-D.  I also knew quite a bit about digital cameras and how to use photo software.  However, when I began student teaching at Long Elementary, I discovered that Dearborn Public Schools use Apple e-Mac computers instead of PC.  I was unsure of how to use these new computers and was a little nervous when I first tried.  I quickly found out that the e-Macs were very similar to PCs and that I could use it with just as much ease as my home computer.

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

While student teaching at Long Elementary, I learned to use a new tool called Zangles TeacherConnection.  I used Zangles twice a day to take attendance.  It can also be used to record student attendance and late students over a period of time.  I have learned how to use Kidspiration while making webs with the students.  I have learned much about Webquest and feel confident in my ability to use them in my classroom.  I am also becoming familiar with the LCD projector and the digital camcorder that is used to make I-Movies.

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.

Our goal during the CCII project was to target students' weaknesses and use technology-enhanced projects to strengthen these areas of weakness.  We chose to target the use of main idea and beginning, middle, and end.  We gave our students a pre-assessment which confirmed our belief that the students had little knowledge in the target areas.  We then developed three projects that would be used to improve their knowledge about main idea and beginning, middle, and end.  To view the projects, please visit my exhibits page.  My cooperating teachers and I each developed one project that we would implement in the classroom.  The first project was a Japanese report in which the students had to research information about a given topic on the internet, put this information into a web, and then make and present a PowerPoint presentation.  The PowerPoint presentation was a way for the students to express the most important ideas in their research.  The second project was a Civil War letter.  Students were put into groups of two and were asked to pick a side (one student from the group would be a Confederate soldier, the other, a Union soldier) and a battle in the Civil War.  They then used a Webquest to research information about their battle and the side they chose to fight for.  All students used their own computer, but were placed next to their partner so that they could discuss any information they found.  After collecting enough research, the students made a web and used it to help them write a letter to their partner who fought for the opposing side.  It was important that the students made sure their letter had a beginning, middle, and end and did not jump from one topic to another and back again.  The last project was a presentation that imitated the Reading Rainbow book reviews.   The students read a book of their choice and gave a memorized speech about their book.  They only had 45-75 seconds to speak and they had to state the main idea of their book in the speech.  Although the three projects differed, we always based our lessons around the target areas.

I also used technology to grab the students' interest and keep them involved in other topics we were studying.  My students always complained about Social Studies, so I found ways to make it more interesting.  For example, I used a website that allowed the students to become slaves on the Underground Railroad as an anticipatory set for the unit about slavery and the Civil War.


B. apply current research on teaching and learning with technology when planning learning environments and experiences.

The entire CCII group researched information on teaching technology to students in areas where they were failing.  One website that we found useful was AACE, the Association for the Advancement of Computing in Education.  This website provided us with journals about many types of technology use.  I read about one research project done in Florida were they used the Internet to teach the students how to be higher order thinkers.  The students used Webquest in order to learn about a variety of subjects.  In the end, the students became better individual learners and had a better understanding of analyzing, synthesizing, and evaluating  data.  This article helped us because we based two of our projects on Webquest.  Our students truly became involved in the Webquest and seemed to enjoy this type of learning.

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

After testing my school using the STaR Chart, I discovered that my students were at a technology proficient school.  When I had time, I would explore the Apple e-Macs so that I could also be proficient in the materials that the students were using.  I found many programs on the computer that are very useful for instructional purposes.  I became very familiar with any software or website my students would use so that I could answer any questions that the students might have had or to make sure the tool was appropriate for my students.

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

After deciding what my lessons would include, I began to plan the management of the lessons.  Extra time in the computer lab was arranged so that all students would have time to complete assignments.  Our typical computer time is two days a week for forty-five minutes each session.  I allotted approximately one more hour a week for my students so that they could finish all technology assignments.

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

Before we arrive in the computer lab, I try to imagine any problems that may arise.  I know that I cannot predict all problems, but it helps me to deal with most that come my way.  For example, some of my students are quick workers.  They get done will all work very quickly and it is usually done well.  I try to plan in advance an extra activity for them so they will not become a disturbance to the rest of the students who require more time to work.  Some things my students do when they finish early is visit educational game sites, such as All-Math, I Know That, and Brain Pop.

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.

Throughout each of our projects, we adhered to the National Educational Technology Standards.  This is evident by looking at an example of one lesson plan that was written during our CCII project implementation.

B. use technology to support learner-centered strategies that address the diverse needs of students. 

We tried to ensure success for all students during our implementation of the CCII project.  We have six students in our class that are classified Learning Disabled.  We created lessons that were developmentally appropriate for all students and that could be geared up or down depending on the student.  We also grouped our students whenever possible so that there could be more communication between students and learning could foster.  To make the Internet more manageable for all of my students, I created a School Notes page for myself.  This website is very handy for students because they do not need to know many websites.  They can visit my School Notes page and I have many websites book marked for them to explore.  I found that it can be very time consuming to allow all students to type in the website they will be using.  It is helpful for them and for me if they have the ability to go to my book marked website and click on any website that I want them to visit.  My School Notes page also helps students who have difficulty typing because now they will not have to worry about typing many URL's; they only have to type in my School Notes page and book mark that for future use.

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

During the Civil War project, I provided students with extra websites to explore if they finished their research early or if they were interested in the topic.  Some students who were the Confederate soldiers wanted to know more about their flag, so I provided them with a website about the history of the Confederate flag.  To see these extra websites, please visit my School Notes page.  Compare a student who researched extra information for their Civil War letter to a student who chose to stay on the Webquest.

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

While my students worked on their assignments, I circulated throughout the classroom so I could answer any questions that students had.  This also helped me manage my students.  When they saw me walking around and looking at their work, they realized that I might come over to their computer to see their progress.  Luckily, I had very little management problems because my students were actively engaged every time they were in the computer lab.

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 use a program called STARreader to assess reading levels of individual students.  While I was student teaching, a new student started.  We tested him using this program and discovered that he had a reading level of 1.3, which means he can read at about a first grade level.  This helped us alter some lessons for this student and provide him with a partner during reading whenever possible.

B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

We collected and analyzed much data during the CCII project.  Our whole project was based on what we discovered from the Terra Nova and MEAP test scores.  We went through many computer generated lists that showed us where our students excel and where they need additional help.  This research helped us to narrow in on a specific topic to teach during our projects.  In our classroom, we use computer software called Grade Book to keep all our students' grades.  This is a wonderful software that allows us to analyze student data in a variety of ways.  We can see how the class is doing as a whole in all subjects, we can check the class on one assignment, or we can chart one student in one subject over a period of time.  This allows us to see if our teaching was successful or if we need to reevaluate our method of teaching.

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

We created rubrics for our three projects in order to assess student learning.  Each rubric was created on the Internet using a website called Rubistar.  Rubistar allows teachers to create their own rubric by typing in his or her own ideas or by using a template.  It was very helpful when we needed to have rubrics based on specific criteria.  To determine if technology enhanced students learning, we gave each student a pre- and post-assessment.  After obtaining this data and comparing it, we realized that our specific lessons helped our students learn about main idea and beginning, middle, and end.

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.

I feel confident in many areas of technology, but I am not an expert.  Every time I use the computer, I learn something new about it or the program I am using.  I find one of the more rewarding experiences for me is to sit with a student who is technologically proficient.  My students know more about Kidspiration and Apple Works than I do.  I learned most of what I know from listening to my students.  Since I came to Long Elementary knowing little about the e-Mac, this helped me to become more confident in using different types of computers.  

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

As a teacher, I am constantly trying new equipment, accessing different websites, and testing the latest software.  I am always learning something new that I can bring to my students.  For example, I knew my students were not interested in Social Studies, but I knew that they could be if I only tried something different.  I searched many websites for the perfect lesson.  When I brought my students into the computer lab to do the Underground Railroad "scavenger hunt", they were disappointed that they had to spend their time doing Social Studies in the computer lab.  However, once they started their "journey", they really got into it.  While reflecting on the lessons taught and checking over my students' tests, I noticed that all my students did exceptionally well on the slavery questions on the chapter test.  I think the "scavenger hunt" was a big part of their success.

C. apply technology to increase productivity.

Technology is a very useful tool for teachers if they only know how to use it.  I used Apple Works a number of times to create my own worksheets or tests.  A copy machine can be a teacher's best friend.  We have a very elaborate copy machine at Long Elementary.  It does everything from make a single copy, to sorting and stapling several pieces of paper at one time.  Another tool that helps teachers is the Long School Parent Link.  The teacher calls one number and all parents are informed about whatever the teacher has to communicate.  This saves time for the teacher to create better lessons or correct papers.

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

My School Notes page can be easily used to communicate to students and parents.  Although I did not use it to communicate information with parents, I did use it with my students.  My email address is on my School Notes page so that students can email me anytime.  One way we use technology to communicate with parents is through a system called Parent Link.  It is a system that allows the teacher to call one number and leave a message for all parents.  That message can be sent our via telephone to all parents, one parent, or can be left in a call box for parents to "pick up".

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.

The students did a great deal of research during the first two projects.  While the students worked, we reminded them that they could not copy exactly from the website because that is plagiarism.  Students have been told this before, so this was review for them.  When we modeled examples in front of the class on the LCD projector, we made sure to show how an author's words could be used in a different way.  We also showed them how to summarize an idea and make it their own.  We closely monitored the students and tried to watch for any plagiarism.

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

We have several students in our class that are learning disabled.  While typing the webs for each of the projects, the students could use a feature that allowed the computer to read back what the student had typed.  This helped them discover misspelled words and incorrect word usage.

C. identify and use technology resources that affirm diversity

We created three projects in order to target several different types of learners.  Although the technology remain relatively the same, our lesson plans were unique.   Some students who did well on the first project, did not do as well on the third project and vise versa.  It depended on the type of student and what their interests were.  We have a very diverse classroom and we tried to keep this in mind during the duration of the CCII project.

D. promote safe and healthy use of technology resources.

While students are on the Internet, we are constantly circulating around the class to monitor the students.  We always observe the students whenever they are working on an assignment or playing educational games when finished with all other work.  We also allow the students to only visit educational websites while on the Internet to promote safe technology use.  Students are not allowed to "surf the web" at their leisure.  They must approach a teacher and tell him or her what site they will be visiting.  This keeps the teacher in touch with the students and is a good way to monitor what every student is doing.
E. facilitate equitable access to technology resources for all students.

All students had access to the computer lab during our designated computer time.  When we had the opportunity, we would use extra time in the computer lab for the entire class or for a the few students who needed to finish their work.  We found that on all three projects, most students needed extra time when working on the web.  There were some students who needed extra time in all lessons of each project and when appropriate, we pulled them aside to work on the lessons.