narratives

Narratives

Introduction Overview Narratives Exhibits Reflection

ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers

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.
Proof of my ability to accomplish this standard can be found in my cooperating teacher's growth as a teacher of technology. Before I came to her class, my teacher's knowledge about the computer was limited. During my time in her classroom, I helped her with many aspects of the computer. By the time I left, she was creating a web page and excited about the idea of creating a PowerPoint slide show yearbook for her students. If I could not demonstrate technology skills and understanding, my teacher would not have made the great strides that she did.
    B. demonstrate continual growth in technology knowledge and
         skills to stay abreast of current emerging technologies.
I am always looking for ways to stay up to date on issues of technology in the classroom. If you visit my reflections, I have included a list of sites that help me with any questions I might have.
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.
I feel that all my lessons supported diverse learning needs. Besides my lesson, I always had extra ideas for my higher students to embark on. For example, when one girl was finished with her web, I told her she could create another web on one of her friends. She took this one step further and created a web on all her friends. I also taught my unit in a gradual way. I went slow enough that my low students did not get lost, but fast enough that my higher students did not get bored.
    B. Apply current research on teaching and learning with
         technology when planning and learning environments and
         experiences.
I used the book Integrating Technology in the Classroom, which was given to me by the MITTEN program, to help assist me in my lessons. It provided me with integration strategies, rubric templates, and lesson plan ideas.
    C. identify and locate technology resources and evaluate them for
         suitability.
As stated before, I found many resources that I used to help me with my unit. Many of these resources are listed on my reflection page.
    D. plan for the management of technology resources within the
          context of learning activities.
Before starting my unit, I explored Hull Elementary school to see what types of resources were available to me. I also completed a STaR chart for the school. I found that it rated mid-tech. Information regarding my school's resources can be found as a link on my home page.
    E. plan strategies to manage student learning in a
         technology-enhanced environment.
As shown in many of my lesson plans, I used a projection system to display directions to the students. I also had the capability of freezing the students' computer screens if I needed to get their attention. This can also be found in any of my lesson plans.
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.
I thoroughly researched the Michigan Content Standards, and the National Educational Technology Standards (NETS). I did this to ensure that I was providing my students with the best education that I could. I also researched the technology standards for Livonia Public schools.
    B. use technology to support learner-centered strategies that
         address the diverse needs of students.
In all my lessons, I tried to keep all my students capabilities at the forefront of my mind. To help my lower students feel successful, I allowed them to use clipart in their webs. Many of my students chose to do this because they still struggle to write and spell words. Many of the characteristics we talked about are difficult for first graders to spell, so I allowed the use of clipart to help them. I wanted them to practice using words as well, so in my lessons, I made it a requirement to write some ideas.
    C. apply technology to develop students' higher order skills and
          creativity.
Each time we went to the web, I had ideas written down for students to do if they finished early. To my delight, most of my students wanted to continue using Inspiration 6.0 during free time. I gave them ideas such as making webs describing their friends, comparing themselves to other people, or making a web about a favorite hobby that they have. These ideas were just starting points to promote their own creativity.
    D. manage student learning activities in a technology-enhanced
          environment.
In the school computer room, I struggled at times to manage everyone in the room. This was due to the fact that the students' computers froze up from time to time, and their were often problems with printing. To manage this, I used the schools idea of cups. Each computer had a red plastic cup sitting by it. If a student ha a question, they simply placed their cup on the monitor so I could see them easily.
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.
To assess my students' progress, I used a rubric that I developed from the book Integrating Technology in the Classroom by Gary Shelly, Thomas Cashman, Randolph Gunter, and Glenda Gunter. I also kept my students grades in order using Microsoft Spreadsheet.
    B. use technology resources to collect and analyze data, interpret
          results, and communicate findings to improve instructional
          practice and maximize student learning.
N/A Due to the fact that I completed my unit in a first grade classroom, I never had the opportunity to gather enough grades to analyze the results. Much of what I did was group work, or assessed using rubrics.
    C. apply multiple methods of evaluation to determine students'
          appropriate use of technology resources for learning,
          communication, and productivity.
To evaluate my students' ability to use the computer and Inspiration 6.0 I used a rubric, a checklist, and simple teacher observation. When observing I simply walked around the room and assisted anyone having problems. My checklist was made during free time in the lab. I wanted to make sure the student were able to effectively use the computer and the program. Finally, my rubric was made to assess the unit.
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.
As seen in my reflections, I have made a list of many sites that will further my professional development.
    B. continually evaluate and reflect on professional practice to
         make informed decisions regarding the use of technology in
         support of student learning.
After completing my unit, I plan on continuing the use of technology in my future classroom. During my MITTEN experience I made a journal to document my changing feeling about technology.
    C. apply technology to increase productivity.
I am always using technology. I use web sites to search for lesson plans and ideas, I e-mail friends, I create PowerPoint presentations for special occasions and presentations, and I used technology to enhance my Mouse and the Motorcycle unit. This can be seen in the final products that my students gave me.
    D. use technology to communicate and collaborate with peers,
         parents, and the larger community in order to nurture student
         learning.
I will not fully complete this until I have my own classroom. I plan on creating a class web site when I get my own room. I will have a detailed summary of what we are doing in class each week. I will also include the weeks spelling words, and any projects that might be due. On this site I will also include contact information for students to use if they have any concerns and don't have time to call or come in.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
      Teacher understand the social, ethical, legal, and human issues
       surrounding the use of technology in PK-12 schools and apply
       that understanding in practice. Teachers:
    A. model and teach legal and ethical practice related to technology
         use.
N/A My unit did not use the World Wide Web, so I did not need to model to my students the correct way to search the web for information in a safe manner.
    B. apply technology resources to enable and empower learners
          with diverse backgrounds, characteristics, and abilities.
N/A This did not apply to my unit.
    C. identify and use technology resources that affirm diversity.
This did not directly apply to my unit, but I did use the Internet in a lesson during Black History Month. I found lesson plan ideas, and pictures to print and show the students. I had one visually impaired student in my classroom, but I was unable to use technology with him. I did get the chance to see him use technology in the VI room to help him read. It was a machine that blew books up extremely large on a tv screen. The room also had a printer that printed in Braille.
    D. promote safe and healthy use of technology resources.
As stated before, I did not use the Internet in my unit. I did explore the school and found that the system has a block on the internet to filter out any inappropriate material.
    E. facilitate equitable access to technology resources for all
          students.
Our computer lab has enough computers for all the students. Each computer is equipped with the same software so all the students have equal opportunity to use technology.

I have also included in this section a link to the COATT proficiencies.