Before I began my Master's program, I didn't understand to what extent we were going to utilize technology in our learning. It was strongly recommended that we, the students, "invest" in a laptop computer, preferably a MacIntosh for its graphics features. I didn't quite understand why it was so important, so I hesitantly purchased one. As we began the classes in the program, we were quickly introduced to computer programs such as kidspiration for its graphic organizers. I then began to realize how convenient it was to own a laptop that I could work on to make concept maps, take class notes and write papers, as that is all what I was accustomed. I didn't even realize that there were wireless internet connections invented!

Since then, I haven't been able to live without my computer. I've relied on it for ALL of my graduate work. Simple tasks such as writing papers, taking notes, searching the internet are the simplist forms of what I've used the computer for, but it quickly became apparent how extensively we were going to use technology in our learning and teaching. Since then, I've advanced my learning to include:

• utilizing the internet to access information
• utilizing library databases such as EBSCOhost
• develope a working knowledge of the operating system of the MacIntosh to augment pc operating system
• making brochures
• utilizing photoshop to enhance graphics
• seaching for educational websites
• learning about WebQuests
• producing a WebQuest
• producing a website
• utilizing iMovie
• utilizing iDVD
• utilizing iPhoto
• esis database with the Beaverton school district

My goal is to continue my education in technology through seminars offered through my future school district, seek mentors with advanced computer skills, share technology and best practices during staff meetings, inservice developmental seminars, college technology classes, and continue to stay informed through online technology resources such as ISTE and NETS.

Examples of resources I've encountered to assist in my education:

online research databases: http://web3.epnet.com.proxy.lib.pacificu.edu:2048/search.asp?tb=1&_u

educational websites: http://earlyamerica.com/review/2005_winter_spring/boston_tea_party.htm

Exhibit 2

Designing my educational webquest: http://fg.ed.pacificu.edu/sweb/acostasu/acostasu/web-content/webquest.html

As a teacher, I realize that technology can help students learn through a variety of interactive programs in math science, language arts, or any subject matter. Through the internet or through commercially purchased programs, students can use these interactive resources to help facilitate their learning. Interactive learning through technology allows students to work at a level and pace that is appropriate for them.

I think at different grade levels students can learn a variety of technological skills that will enhance their learning. I think as a classroom teacher, I have a responsibility to allow my students to have access to such tools for their educational growth. Keeping technological tools within the classroom allows for everyday utilization of those tools by students. For example, by having a digital camera, in-focus machine, and a laptop in the classroom, it will allow groups of students to produce slide shows and powerpoint presentations as a final assessment of their learning. Younger students can utilize programs such as kidpix, kidspiration or even Word to produce final pieces of work with text and graphics. There are no end to the possibilities.

Before teaching or allowing students to work on the internet, we must teach students about the responsibility that goes with using the internet. Giving students realiable sources to start their internet exploration starts with me doing the initial research first. By choosing appropriate resources before a lesson begins, I can ensure that students will be using reliable sources, and that the majority of time is spent on the activity and not searching for the activity.

Example of Martin Luther King interactive learning: http://tstrong.com/mlking/Martin2003.htm

Interactive math games by NCTM: http://illuminations.nctm.org/tools/index.aspx

Resource for teachers for teaching through the internet: http://virtual-architecture.wm.edu/index.html

Example of a website that is a virtual tour of a human: http://www-unix.mcs.anl.gov/%7ehudson/htmlbase/vhuman.html

Exhibit 2

During the course of my studies, we learned how to produce webquests that would be utilized by students whom we would be teaching. Realizing what my task was, I was able to design a WebQuest that would address content standards of my fifth graders in the areas of social studies (geography and culture), language arts, creative arts and speaking. I encorporated a cross-curricular WebQuest with fifth grade standards in mind.

Educational WebQuests allow educators to see what other lessons are being taught by other teachers who've address both the content standards and student technology standards. Using these WebQuests will allow students to utilize higher order thinking as well. Students are able to work at their own pace addressing a subject in a way that is meaningful to them.

As previously mentioned, by keeping technological equipment within reach, students are more likely to use these tools to enrich their learning and creativity. I'd like to use myself as an example. Before being immersed in a technology class, I can honestly say that I was technologically challenged. However, by keeping technological "toys" such as a digital camera, video camera and a McIntosh laptop within reach, I was able to create and publish pieces of work that I would have never imagined possible. Below are some examples of what is possible when technology is at hand.

Globe Trotting WebQuest by Susan Miguel-Acosta: http://fg.ed.pacificu.edu/sweb/acostasu/acostasu/web-content/webquest.html

Website of Susan Miguel-Acosta: http://fg.ed.pacificu.edu/sweb/acostasu/acostasu/web-content/homepage.html

Exhibit 2

Educational resources for teachers: http://www.cln.org/subject_index.html

Students can learn and apply their own technological skills on online assessments. By creating a classroom website with online tests, they can practice taking these tests, while getting results quickly back to me. By doing so, they are preparing themselves for the state tests in literacy and math, for example. The results are then sent back to me, that will allow me to see where I need to adjust my teaching so that my students will ultimate benefit in the end. Below are links to teacher websites that include interactive testing in spanish. I've also included teacher websites to illustrate the potential of what I would be doing for my classroom in the future.

Utilizing technology, such as the computer with internet service, will allow my students access to websites for mathametical games such as those on the NCTM website. This is an interactive game that students can play with partners.

Documenting students' work is essential for formative and summative assessments. As the Beaverton School District does more with literacy programs such as ReadWell, the data for the Dibels tests are essential for grade level lesson planning. The goal of these tests is to assess areas of strengths and weaknesses. All the results are registered and computed to produce data for the building staff members. Working within a grade level team, I'll be expected to analyze the data of my students so that I can address and focus on areas that students may need more asisstance.

http://illuminations.nctm.org/tools/index.aspx

Technology teacher from Stoller Middle School, John Wickham: http://home.comcast.net/~john.wickham/index.htm

Links for online testing in spanish through Megan Chrisman: http://teach.beavton.k12.or.us/%7Emegan_chrisman/

Stoller Middle school staff websites: http://www.beaverton.k12.or.us/stoller/staffinformation/staffinfo.html

Exhibit 2

Many educational resources are available to educators who are seeking specific subject matters, grades, thematic units or concepts. Collaborating educational websites allow educators to access lessons or WebQuests that may be of interest while meeting content standards. As a professional, I will continue to search for online resources, and technological developments that will allow me to use best practices within the classroom.

I can teach technology applications through whole group settings by using my laptop with internet access and an in-focus projector. Cross-curricular lessons can take place in any subject with the use of an infocus projector. Students will immediately see how things can be done through computers if I am able to model it through a whole group lesson.

I think its essential in today's society rich with technology, that teachers are accessible even after the school doors are closed. By creating a classroom website, teachers can maintain communication with their students and their parents to keep them abreast of classroom learning, tests, activities and functions. In my website I would include a monthly schedule with assignments due, and format it in an outline form as well. I would include important dates of functions and activities. Interactive tests, if and when necessary, would be included in my classroom website. Links to educational websites for students and parents and WebQuests websites will be featured. I would also include a section to showcase students' work. There is nothing more gratifying than to promote a student's piece of work for family and friends to see. Keeping parents informed is crucial in keeping a positive relationship with them. Listed below are some examples of teacher websites that help keep parents abreast of classroom curriculum and activities.

Technological developments in education:

Judy Harris' Virtual Architecture: http://virtual-architecture.wm.edu/index.html
Professional Development Through Learning Communities - http://www.glef.org/php/article.php?id=Art_481&key=238
ISTE Article: Empowering your Learning Community - http://www.iste.org/inhouse/publications/ll/pdfs/index.cfm?Section=LL_32_8&sku=32825c

Exhibit 2

Stoller Middle school staff websites: http://www.beaverton.k12.or.us/stoller/staffinformation/staffinfo.html

I strongly believe the use of the internet can be a powerful tool, both positively and negatively. Fortunately, school districts have taken control of the situation by filtering out unnecessary and unwanted websites that hinder students' learning. Teachers too have an obligation to instill ethical behavior while using technological tools. I plan to model daily how technology will be positively utilized in the classroom. Rules for technological uses will be instilled in students just as classroom rules are. I hope to empower students through the use of technology for the advancement of education so that students will carry with them the tools that they'll need for lifelong learning.

I have a unique position to create a learning environment to promote diversity in an educational setting. Because I am a woman of color, I strongly believe that all students should not only be aware of different cultures, but to interact with students from different cultures. I believe students become appreciative of cultures, lands, and languages if they have access to them. There are educational resources that promote diversity that teachers should take advantage of. Below are websites that promote diversity in the classroom. There are great websites that promote interaction with students from across the globe by exchanging letters, ideas and lessons.

Resources are not always available to all students at all times, so if and when these tools are available, access to these tools will be shared in an equitable way so that each child will have an equal opportunity to advance their own technological skills.

http://www.teachingforchange.org/

http://www.esrnational.org/sp/or.htm

http://www.cln.org/subject_index.html

Exhibit 2