Narrative

1. TECHNOLOGY OPERATIONS AND CONCEPTS.
   Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
   1. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
   2. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

      I was able to learn how to use Microsoft Publisher to create my own Outsiders website and in turn show the students how they would be able to create a website as well.  It also supported my rubric, giving the students an opportunity to see how easy it would be to use this software, giving an example of what we expected them to do and what they should avoid doing.  Since the students and myself had not used this particular software it was important to create a positive environment in the computer lab so they would have a successful project.  (IA/IB)  (IIIB)

       

2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
   Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
   1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
   2. apply current research on teaching and learning with technology when planning learning environments and experiences.
   3. identify and locate technology resources and evaluate them for accuracy and suitability.
   4. plan for the management of technology resources within the context of learning activities.
   5. plan strategies to manage student learning in a technology-enhanced environment.
      

      This assignment created a differentiated environment for all of our students.  Since we co-teach a class with a special education instructor, it was necessary to find an assignment that would be easily adapted to their needs as well.  The lesson plans can be viewed on my exhibits page.  Working with computers gave students a way to express themselves and see how much potential they could have as a student.  Even a student with limited writing skills was able to produce something that looked professional.  (IIA/IIE)

      Using Microsoft Publisher was a choice that we made because of the ease that students could use this software.  Most of them had used Powerpoint and Word so this was a logical step for them to be able to produce a website.  Because the computer lab was not equipped with Front Page this was our only option for creating a website.  Since the templates were already included it also sped up the process and allowed more creativity in the choices for backgrounds, etc.  (IIC/IID)
      

3. TEACHING, LEARNING, AND THE CURRICULUM.
   Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:
   1. facilitate technology-enhanced experiences that address content standards and student technology standards.
   2. use technology to support learner-centered strategies that address the diverse needs of students.
   3. apply technology to develop students' higher order skills and creativity.
   4. manage student learning activities in a technology-enhanced environment.  
      
      Preparation for this project was done through the response journal, character maps, and plot diagram, which enabled the students to think about the project on a multi-dimensional level.  The students then created pages in their websites utilizing the written work they had done in class.  They were able to gain the knowledge about the novel and translate that information onto the individual pages.  The higher order cognitive skills they were using also allowed them to apply, analyze, and relate the situations in the novel to their own lives.  (IIIC)

    

4. ASSESSMENT AND EVALUATION.
   Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
   1. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
   2. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
   3. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity.
      
      Students were graded several different ways for this assignment.  The rubric outlined the final website project and the language arts criteria that we expected from the students.  They were assessed by the quantity and quality of the information that they supplied in their projects.  We found that it was also important to stress the overall neatness and creativity they could express on their websites.  (IVA/IVC)

    

5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
   Teachers use technology to enhance their productivity and professional practice. Teachers:
   1. use technology resources to engage in ongoing professional development and lifelong learning.
   2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
   3. apply technology to increase productivity.
   4. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
      

      I was able to learn how to use Microsoft Publisher, software that I had not used before, through a teacher produced instruction manual.  I will always continue to learn new ways to utilize familiar technology in the classroom and learning about new technology that can enhance my students learning environment.  If students are living in a world that is constantly moving forward then the logical step is to have the classroom move forward with technology.  (VA)

      It is important to me to continue to reflect upon my own lesson plans and determine the most effective use of technology for my students.  Through the implementation of a variety of lessons my students will have the advantage of multi-tiered lessons that will accommodate students at different educational levels.  (VB)

      Utilizing technology can create more time for me to spend working with students and creating more exciting lessons for my classes.  By creating templates and assignments that can be used for multiple purposes I can reuse them therefore, increasing productivity.  Graphic organizers can be reused and adapted to reduce the amount necessary paperwork that will be generated.  (VC)

      Technology can be used constantly to communicate and collaborate with everyone involved in the student's education process.  Email is the most effective tool that I can use because it can be networked to reach multiple people if necessary.  A classroom website is a means to enable students, parents, and colleagues access to weekly lesson plans, assignments, and class messages.  (VD)

6. 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:
   1. model and teach legal and ethical practice related to technology use.
   2. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
   3. identify and use technology resources that affirm diversity
   4. promote safe and healthy use of technology resources.
   5. facilitate equitable access to technology resources for all students.

   Students are given a list of procedures that are outlined in the school Code of Conduct to follow in the computer lab, as well as, examples and instructions for how to use software.  In every situation I would create my own assignment for the students to model or use as an example.  (VIA)

   By allowing students access to the school computer lab this can accommodate diversity.  We made the lab available during student's lunch periods and after school hours.  Most of the students have computers at home, but many did not have access to the software that we were using so we found it necessary to allow students time outside of class to complete their assignments.  This also made it possible to accommodate students who worked at different paces than the rest of the class.  If students completed the assignment before others than they were given another assignment to complete.  (VIB/VIC/VID/VIE)