In the following section we address each of the ISTE standards and state how we met each of the standards through our MITTEN project.

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)

• My introductory knowledge of technology was at about a moderate level of understanding prior to participating in the MITTEN project.  I had been using technology for personal uses for many years.  These uses included internet searching, e-mail, and creating documents.  In classes I took at U of M - Dearborn prior to student teaching I became literate in many different aspects of technology including software, hardware, and creating web pages.  Therefore my overall understanding of the concepts related to technology was good, but needed refining.  

• A majority of my technological knowledge was in pc's prior to the project.  However, Long School works with Macintosh computers.  Therefore, throughout the project I was able to develop knowledge about Mac's and how they operate.  I feel I know have a strong understanding of both pc's and Mac's.  As for the software we used in our project I was able to delve deeper into each program in order to assess the full potential of each program.

II.  PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

• The goal of our MITTEN project was to implement technology into our current curriculum.  In order to do this we created a unit in which students would learn the elements of fiction through the study and analysis of Because of Winn Dixie by Kate
  Decimally.
• The  first lesson involved students recreating a setting from the text in Kepi.  In order to do this students needed to first identify a setting within the story.  After deciding what setting they were going to create, students then used their creative skills to design it using Kidpix Deluxe.  (Student example)
• The second lesson required students to use Kidspiration in order to display character traits.  Students first chose a character from the story.  Using the "character" template in Kidspiration,  students developed an analysis of their character.  (Student example)
• The third lesson involved students using Kidspiration to create a story map.  In their final copy students were to identify all of the elements of fiction from Because of Winn Dixie.  (Student example)
• The fourth lesson required students to create an invitation using CardShop Plus software.  To conclude our project we planned to recreate the party scene from the story.  As an example of plot, each student created an invitation for a guest they chose to invite to the party.  Each student was to design and send the invitation to their guest.  (Student example)
• The fifth and final lesson was our most challenging and detailed part of the project.  For this lesson we used our school pet, a tortoise named Gwenivere, to create several  i-movies which would show her daily activities.  Our students  used a web cam and lap top to film Gwen as she went about her day.  Students were to monitor both the web cam and the lap top to assure filming was occurring.  After filming, students watched the footage and created a story in Appleworks called "A Day in Gwen's Life".  (Student example)

• Cooperative learning is a common term in education today.  Throughout our lessons our students helped one another achieve success.  When in the computer lab we requested that students ask questions to their neighbors first, then to us.  This allowed students to teach one another the skills they were learning, thus allowing greater retention.  Additionally, lessons three and five involved students working together to create one product.  
• Mentoring is also a common term in education today.  Prior to introducing lesson three, we had students work with a fifth grade class to learn how to create story maps in Kidspiration.  Each fifth grader was partnered with one of our third grade students.  The partners read a Dr. Seuss book together and then created a story map for that book.  Using this strategy allowed us an effective way to demonstrate story mapping in Kidspiration to our students.  

C.  identify and locate technology resources and evaluate them for accuracy and suitability.

• Prior to starting our MITTEN project, we completed CEO forum's Interactive School Technology and Readiness Chart (STaR chart).  Our answers to the questionnaire evaluated Long School's involvement with technology.  

D.  plan for the management of technology resources within the context of learning activities.

• Long School has a computer lab in which each of our students is able to work at their own computer.  We used the lab to complete all of our lessons with the students.  For cooperative activities we will simply have students sit together at one computer station.

• One of the strategies we found very valuable with our third grade class was "Hands on your head".  As our students were spread out within the lab, we needed a way to gather all of their attention without distraction.  We found it very helpful to say "Hands on your head" to get their full attention.  At that time students knew they were to place their hands on their heads and give their attention to the teacher.  Perhaps the greatest benefit was that they hands were on their heads, and thusly not able to be on the mouse or keyboard.  

III.   TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

• Each lesson in our project was formatted using the national standards of language arts and technology as an outline to meet our educational goals.  We used NCTE Standards to meet language arts goals, and NETS for students to meet technology goals.  To see the exacts standards met go to exhibits and click on  lessons.

• The technology we used throughout our lessons was capable of supporting learner-centered strategies.  Our students were primarily responsible for the creation of their own work.  Therefore, they were able to work at their pace and within their own individual capability levels.  

• Our lessons were all examples of applying technology to develop students' higher order thinking skills and creativity.  In lesson one we used KidPix to recreate a setting from the story (example).  Lesson two and three involved students using Kidspiration to create both character and story maps (example).  In lesson four students used their creative skills to design an invitation in CardShop Plus (example).  Lesson five involved students collaborating and creating a movie about our pet tortoise (example).  Students used their imagination and creativity in all of these lessons in order to meet the goals asked of them.  

• As mentioned above, we gathered student attention by the "Hands on you head" strategy.  While in the computer lab students were also informed that all of the regular classroom rules applied.  Therefore, they were aware of our expectations of their behavior in the computer lab.  

A.  apply technology in assessing student learning of subject matter using a variety of assessment techniques.

• We used many different techniques in assessing our students work.  Much of our assessment was done in the computer lad as we walked around the room asking questions to check for understanding.  The following lists assessment techniques we used for each lesson.  
• The first lesson students were required to turn a paper copy of the setting they created.  We looked over their pictures and if there were any questions about what setting they created we spoke with the student individually.  In addition to their paper copy students saved a jpeg image of their setting.  They were assessed individually for this lesson.
• The second lesson we also had students save a jpeg image and turn in a paper copy of their character traits map.  By reviewing their paper copies we were able gauge if the students were comprehending the lesson and its requirements.  Students were assessed individually for this lesson.
• Assessment for the third lesson was done in a manner similar to the previous two lessons.  Prior to going to the computer lab our students completed a story map worksheet to put their thoughts in order.  We had students turn in paper copies of their story maps and we assessed their understanding of both the technology involved in the lesson and the elements of fiction concept by reviewing their work.  Students were assessed as a collaborative group of two for this lesson.  
• The fourth lesson we review the students invitations to check for appropriateness and proper use of the software.  Students were assessed individually for this lesson.
• The final lesson involved an assessment that was less structured than the previous lessons.  Each student need to take part in the filming of the Gwen movie.  During that time we would explain the process and ask questions to check for understanding.  We assessed our students on their level of understanding from the answers to our questions and the final product.  Assessment for this lesson occurred both individually and as a group.  

• It is our hope that our results from this project will show the results of integrating technology into a third grade classroom.  Through the use of our e-portfolio we are hoping to communicate our findings to our colleagues.  Also through the e-portfolio we hope to get suggestions from visitors of ways we could improve our unit in order to further develop the concepts taught using technology.  

C.  apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

• As listed in IV A, many different forms of assessment were used to determine students' appropriate use of technology.  Each of our lessons was also matched to the national standards for technology (NETS) that students should be achieving at the third grade level.  By reviewing their final work we were able to evaluate if our students met those standards both individually and as a group.  

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.

• During the MITTEN project I attended several technology in-services and collaborative meetings.
• I plan to continue my knowledge of technology throughout my career.  My interest in technology has greatly increased over the course of this project.  In the future I plan to implement technology both in my curriculum and in my classroom setting (ie: class web page, e-mailing students, etc.).
• I strongly believe that teachers should be lifelong learners.  Technology will always offer new areas for learning due to newly emerging technology.  Therefore I will do my best to learn new technology in order to teach my students the most currently available technology. 

B.  continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

• Throughout my student teaching process I evaluated the lessons I taught.  This process included identifying what worked well and what did not.  Teaching requires a process of evaluating yourself in order to create the highest level of learning for your students.  The MITTEN project allowed for both evaluation and reflection throughout the process.

C.  apply technology to increase productivity.

• The ability of applying technology to increase productivity is a concept I feel is key in implementing technology into the classroom.  Allowing students to do their assignments on the computer allows for less paper, greater use of motor skills, and, as in our lessons, an ability to let their imaginations soar.  In addition to the lessons we created for MITTEN, we had set up a web page for our class.  The page allows us to post important dates, messages to parents, and flashcards for spelling words.  Additionally, our students can e-mail an answer to a weekly question.

D.  use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

• As stated above in V D, we used our class web page to communicate with parents and peers.  We will be using our MITTEN e-portfolios to communicate a way to integrate technology into a third grade class to our colleagues and the larger community. 

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.

• One of the in-services we attended was on plagiarism.  Our students are very young to understand the detailed concepts, but we were able to discuss with them the importance of not copying work someone else has created.  We discussed the importance of having pride in your work and the success that work can bring you.  

B.  apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

• We have several different learning situations within our class.  A few of our students are learning disabled, one is bilingual, and several of our students come from homes with no computers.  The requirements of the lessons we created allowed for all of our students to succeed regardless of their background.  They were able to work at their pace, and in many lessons we allowed their creativity to develop their learning.  

C.  identify and use technology resources that affirm diversity.

• The software we used for Kidpix, Kidspiration, and CardShop Plus was culturally diverse.  It offered pictures of many different cultures of people, along with diverse nationality symbols.

D.  promote safe and healthy use of technology resources.

• Long school has a filter system onto their system in order to only allow appropriate content to be available to its students.  

E.  facilitate equitable access to technology resources for all students.

• All of our students had access to the technology available at the school.  Our projects were all completed during school hours as a class.  Therefore all of our students received equal amounts of access to technology resources.