I.TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology

operations and concepts. Teachers:

demonstrate introductory knowledge, skills, and 

understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).

I had some exposure to MS Word but never worked with AppleWorks or Kid Pix before.Children began this biography unit by practicing the Kid Pix program then creating their own

pages for an autobiographical timeline. See Kid Pix exhibit .

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

While enrolled in this course, I took several workshops to learn different uses of technology, such as, Making aSpreadsheet and Learning Hyperstudio.For this project I assisted students in the use of AppleWorks and Kid Pix software to complete timelines. See  AppleWorks exhibit . 

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.

Students did a practice session learning Kid Pix before making a Kid Pix page for the timeline. Then they were taught how to use a template and also to compose in AppleWorks by themselves. See template exhibit.

apply current research on teaching and learning with 

technology when planning learning environments and experiences.

Based on my observations of students’ excitement in using the new technologies, I encouraged the class to develop their timelines by using the technologies available whenever possible. 

identify and locate technology resources and evaluate 

them for accuracy and suitability.

I collected information from the school’s media specialist and my cooperating teacher regarding the amount and types of technology available at this school. Then I completed the StaR Chart questionnaire to see how our technology compared with other schools in the area. See StaR Chart results . 

plan for the management of technology resources within 

the context of learning activities.

I coordinated my use of the computers with that of my cooperating teacher as we worked on our projects. 

plan strategies to manage student learning in a 

technology-enhanced environment.

My cooperating teacher and I incorporated three different projects to accommodate various age and ability levels in the classroom.The youngest group made an autobiographical timeline book while the older ones made slideshows and HyperStudio presentations. See exhibit of Taelour’s book . 

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.

I assisted students with the computer projects as well as the four square worksheets and other non-computer projects.

See the four square worksheet exhibit.

use technology to support learner-centered strategies that 

address the diverse needs of students.

The finished timelines took on three forms: autobiographical timeline books, autobiographical timeline slide shows and biographical timeline HyperStudio presentations. See book.

apply technology to develop students' higher order skills 

and creativity.

While making the autobiography pages, students had to remember events that happened at specific ages and then write about the event and think how to best illustrate the event. 

See exhibit for Seth .

manage student learning activities in a technology-

enhanced environment.

Even though all students were in the computer lab, they worked at their own paces to create pages. When one page was finished, they started another one, etc. 

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.

I created an Excel spreadsheet to document each part of the project as it was completed. See Activity Chart . 

use technology resources to collect and analyze data, 

interpret results, and communicate findings to improve instructional practice and maximize student learning.

I used results of activity chart to communicate with the cooperating teacher regarding the students’ progress in the unit. 

apply multiple methods of evaluation to determine 

students' appropriate use of technology resources for learning, communication, and productivity.

In addition to activity chart, assessment was based on observation and on the finished product. 

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.

Prior to taking this course, I completed an online introductory computer course on using technology.During MITTEN workshops, I attended the spreadsheet and HyperStudio sessions in the fall to enhance technology use for my winter school placement. 

continually evaluate and reflect on professional practice 

to make informed decisions regarding the use of technology in support of student learning.

I am making journal entries to use as reference for future technology use with other projects in the future. 

apply technology to increase productivity. 

During a spreadsheet workshop, I learned how to quickly and effectively document and average students’ grades.

use technology to communicate and collaborate with 

peers, parents, and the larger community in order to nurture student learning.

A form of technology I use frequently is email. It can instantly convey messages that would take days if sent by mail. 

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.

Students’ full names should never be seen on the Internet, even if they are working on a technology-based project.When students created their autobiographical books, they were instructed to put their first names only on the covers. See exhibit of book covers .

apply technology resources to enable and empower 

learners with diverse backgrounds, characteristics, and abilities.

This unit on autobiographies consisted of three different

age and ability appropriate projects: books, slideshows, and HyperStudio presentations. See exhibit of Taelour’s book .

identify and use technology resources that affirm 

diversity.

The younger children made the books, while the older children worked on slideshows and HyperStudio presentations. 

promote safe and healthy use of technology resources.

There was always adult supervision when students worked on computers in case a problem occurred.

facilitate equitable access to technology resources for all 

students.

Students took turns sharing computers with other class and school members so that everyone had a turn.