• Inspired by James A. Percoco's book, A Passion for the Past, Ms. Girardin and I designed a project, Decades of Discovery, for our 9th grade classes to complete in seven weeks.  The project involved research using books and online databases.  Students had to find ten valid sources and create a presentation showcasing and applying what they had learned.  

  Students were given checklists detailing what was expected of them.

  During the unit, students used a variety of software, including:

  • Microsoft PowerPoint

  • Microsoft Word

  • Microsoft Publisher

  • Microsoft Excel

  • Inspiration 7.0

  Students also made use of 

  • Printers
  • Copiers
  • Video Cameras
  • Digital Cameras

  One major use of technology outside the term project was with Microsoft PowerPoint.   The textbooks for our 9th grade history classes are not only outdated (published in 1992), but are also at an eleventh grade level.  This combination makes much of the material difficult for students to understand or put into a personal context. We made extensive use of PowerPoint 2003 by putting each section of the chapters I covered into PowerPoint Presentations.  

  Some major advantages this awarded our students:

  • It gained the attention of students who are visual learners as well as those who learn through reading.  
  • we were able to add pictures, photos , and maps from the Internet.  
  • we could add personal touches the students could relate to in their own lives in the slides.
  • Custom animation allowed us to emphasize different items on the screen.  This helped to teach students note-taking skills.  When we wanted students to write down an important phrase,  it would change colors.  This way they were able to read information on the screen, hear my supplemental information, see the emphasis in color, and review the important material as they wrote it.  They were able to see the major points in action.
  • It allowed us to maintain classroom management because we were not stuck reading in the text book with students. We could easily walk around the room and click the screen using a remote control mouse.  

  PowerPoint example of text material

  PowerPoint Jeopardy style review game

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

We used technology on a daily basis.  We had current hardware and software at Roosevelt High School (RHS), at home, and through UM-D.  We attended MITTEN workshops and scheduled in-services with the tech department at RHS.

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.
B. 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.
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.

Our students were able to use computer labs located in the media center to accomplish the assignment objectives.  Both teachers and the Media Center specialists were on hand to assist the students with problems, needs and questions individual students had.

We introduced students to on-line professional databases that were available to RHS students.  

We  met with the technology specialist from Wayne County RESA who introduced us to current and soon to be available software.

We directed students to specific web sites, databases and programs that were age and school appropriate for the entire projects.  All on-line resources were assessed by students and ourselves.

The entire project was designed to facilitate learning through technology.

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.

C. apply technology to develop students' higher order skills and creativity.
D. manage student learning activities in a technology-enhanced environment.

Students learned how to use specific software programs as they met assignment, technology and content standards. In the assignment students had to design, create and exhibit material using software. Students applied database research to their particular topic and skill level.  Students were required to show continual progress throughout the seven week project. 

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.
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.

Students presented their research and achievements at the end of the project.  Before and during presentations objectives were reviewed and commented on by teachers using a worksheet created by Microsoft Word.  Students could use the assignment checklist to monitor their own and their groups progress.  All on-line sources were checked and commented on for reliability.  Aside from the project PowerPoint presentation were created by Ms. Girardin to cover advanced textbook material.  Photos, maps, music and quotes were added to supplement information from the text.  Students created professional looking posters using Inspiration or Microsoft Publisher to show progress as well as using the internet and Microsoft Word to create handouts. 

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.

By joining the MITTEN we demonstrate a desire and capacity to become more involved with technology and education.  We met with other staff to share ideas and success stories.  We also met with MITTEN participants to obtain feedback.  We asked students to evaluate our use of technology in the classroom.  To increase productivity we used Microsoft Word, Inspiration, and Discovery School.com to quickly create activities.  Additionally Making the Grade assisted with attendance and performance evaluation. Making the Grade enabled us to send individual progress reports home to parents.
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.
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.

We used appropriate resources during the semester and insisted the students did as well.  The multitude of facets that the project required insured that all types of learners would be challenged and engaged.  We stayed after school to assist any student who needed help or wanted to go above what the assignment required.