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. 

I demonstrated knowledge of technology skills by using keyboarding to create project guidelines for students, ordering resource books online, following along with the students as they learned Inspiration and Hyperstudio, and operating the digital and video cameras. I have demonstrated a knowledge of the technology concepts by knowing how to integrate technology into projects.

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

I understand my professional responsibility to stay current with technology advancements. Participating in MITTEN demonstrates my commitment to the task. During this project, I have learned to use software programs (Inspiration, Hyperstudio, KidPix), order books online, and to e-mail.

PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

Teachers also 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.

Students worked in groups on each project. Within the groups jobs were assigned to accommodate the strengths and weaknesses of individual members. The projects and technology used were designed to suit the three learning styles- kinesthetic, auditory, and visual.

B. Apply current research on teaching and learning with technology when planning learning environments and experiences.

When planning the language arts projects, I used the knowledge I gained from the seminar on Learning Styles and the Web to ensure technology experiences reached the kinesthetic (unstructured-emotion oriented), auditory (hear-say, structure oriented) , and visual (writing, maps) learners in my classroom.

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

JeDawn Harris, my student teacher, was an asset when locating and evaluating technology resources. I could create a potential technology link to the project idea and JeDawn provided an analysis of the tool's suitability and capability.

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

During the activities, we were required to consider time management as well as the availibility of resources. Activities were plannned with the laptops so that students could work with partners. We also used our flexibility in planning to obtain access to the computer lab. Limited computer access was structured in- class along with other learning activities. 

E. Plan strategies to manage student learning in a technology-enhanced environment.

Rubrics were created for performance checks. Students were monitored for their accuracy, on task behavior, and group interactions. 

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.

Our project addressed the following student standards for technology: Using keyboards effectively; using peripherals (dynacom system, floppy discs, mobile lab); using technology tools for individual and collaborative writing, communication, and publishing activities (printer, scanner, video camera, digital camera); using technology resources (Excel software, Hyperstudio, KidPix, Inspiration) for problem-solving, self-directed learning, and extended learning opportunities.

B. Use technology to support learner-centered strategies that address the diverse needs of students.

Within this framework, students operated the digital camera, dynacom, created their own newspaper, and took ownership for their Hyperstudio and KidPix presentations. The classroom commmunity is structured around the concept of interdependence so students have learned to make decisions on their own and with general guidelines to work collaboratively.

C. Apply technology to develop students' higher order skills and creativity

We applied Bloom's Taxonomy to all of our projects:

Trial- Application, synthesis, and evaluation

Compare and contrast- analysis, question

Newspaper- synthesis, evaluation

Character perspective- synthesis

Map- comprehension, application

D. Manage student learning activities in a technology-enhanced environment.

We used laptop computers and the dynacom to ensure that all students could view the countries and see the patterns and connections. Students also worked in small groups, which enabled them to participate fully in the activities. Preplanning was also done to ensure that students understood concepts before the technology was introduced.

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.

The compare and contrast charts were used to assess students' learning of patterns in folktales, as well as the characteristics of folktales. We also used Excel to design a rubric to assess their work on the trial.

B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

We used technology to compose the rubric scores for each project. 

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

Students were assessed based on the performance rubric as well as the teacher's observations of their progress.

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.

The materials from the MITTEN workshops provided many resources for professional development. A collection of web addresses was provided to use as resource material. Books were available on the bibliography given during the seminar on learning styles.

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

Gallimore Elementary addresses the importance of technology in education. One staff meeting a month is dedicated to train teachers in technology.

C. Apply technology to increase productivity.

Students stored their financial records for their businesses using Excel.

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

One tool that is used to collaborate with the larger community is the classroom website. Digital pictures of the trial will be aired on the district cable channel. Parents will also be given the opportunity to watch the videotape of the trial video once we convert it to a CD.

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 that understanding in their practice. Teachers:

A. Model and teach legal and ethical practice related to technology use.

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

Aware of the various search tools for students and indexes based on their learning styles.

C. Identify and use technology resources that affirm diversity.

D. Promote safe and healthy use of technology resources.

Students are not allowed to use the internet without the teacher's approval.

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

All students are given access to the computer lab once a week. There are also three computers available in the classroom all day. The mobile lab is also available for all students.