National Educational Technology Standards for Teachers
My MITTEN projects meet many of the National Educational Technology Standards for Teachers.

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

Many aspects of my undergraduate and graduate education projects demonstrate the two performance indicators of this standard. I used a variety of development software to produce a number of self-paced, interactive modules that students can use to take their learning beyond the class and textbook, and to help them review material in preparation for their exams. These software tools included Adobe Acrobat, Photoshop, and Premier; Macromedia Flash; Microsoft Front Page and Power Point, and Dreamweaver UltraDev.

As a long-time student of the efficacy of electronic learning techniques, I have strived to keep up with the literature and developments in the field of teaching technology. In doing so, I have continuously incorporated new and emerging technologies into my courses. For the MITTEN projects, I specifically learned several new programming tools that relate to capturing and compressing video, animation, and the creation of interactive web pages.
 

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.
    

Using CourseTools, one of the University of Michigan's e-learning platforms, I created a course website that organizes all of the curricular resources. These include a page that allows me to make announcements regarding upcoming classes and assignments, a page of resources that include a downloadable course syllabus, Power Point lecture outlines, and exam study questions.

This site also includes a link to the website for my textbook www.worthpublishers.com/straub, which includes a variety of technology-enhanced strategies to support a diverse learning community. Among these are the ability to create a customized set of review flash cards, full-motion audio and video review material, and online quizzing with immediate, annotated feedback. By incorporating technology in my daily teaching, I modeled behaviors that future teachers might incorporate in their teaching

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.

Using the development software noted above, I worked with several physicians to develop two self-paced, interactive modules that medical residents can use to: 1) hone their communication and interpersonal skills, and 2) review hospital policies and procedures before starting their rotations.

Pre- and post-curriculum assessment is a built-in feature of these graduate medical education modules. Assessment is based on multiple modalities, including both open- and closed-ended questions, student evaluation of skilled physicians' behaviors, and e-mailed feedback to residency program directors and residents' e-portfolios.

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 use technology resources in all facets of my professional life. This includes communicating with editors and research collaborators electronically, learning of new skills and curricula via online teaching and tutorial platforms, and teaching a growing proportion of my courses via distance learning.