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Cindy Honma
Reflecting on the Development of My
Educational Technological Literacy
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Contents:
1.
Technology Operations and Concepts
2. Planning and Designing
Learning Environments and Experiences
3. Teaching, Learning, and
the Curriculum
4. Assessment and
Evaluation
5. Productivity and
Professional Practice
6. Social, Ethical,
Legal, and Human Issues
7. Final Reflection |
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TECHNOLOGY
OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound
understanding of technology operations
and concepts. Teachers:
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A. demonstrate introductory
knowledge, skills, and understanding of
concepts related to technology (as
described in the ISTE National Education
Technology Standards for Students)
B. demonstrate continual growth in
technology knowledge and skills to stay
abreast of current and emerging
technologies.
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My Narrative; I started this program
with over 10 years of experience working
in the high tech field. This provided me
with a pretty thorough
understanding of PC operating systems,
applications and client/server
architecture. I have a good
working knowledge of PowerPoint and Excel, and an advanced
knowledge of Word and using the Internet
for research. This year, I made a
brochure for a class project using Word
(Exhibit 5). I've used e-mail, first on
company networks, then via Internet,
since the early 1980s. I also am
well-familiar with the use of online
help and tutorials to teach myself new
software applications. I am a seasoned
Internet researcher.
During the MAT program, I've enhanced my
technical knowledge considerably. I
learned how to work in a Mac environment for multimedia
projects. Although I originally learned
word processing on a Mac, this was many
years ago, and I hadn't worked
extensively on a Mac since then. I made extensive use
of the Web tutorial service, Atomic
Learning, to teach myself Website
development, desktop publishing and some
aspects of movie creation. I was able to
edit my own movie using the iMovie
application. I can now create
an entire Website from scratch using one
of 3 programs: FrontPage (entirely
self-taught), GoLive and Composer.
Utilizing FrontPage, I created my own
professional Website, and a Rainforest
Webquest. I had never heard of
WebQuests prior to this class. I filmed
with a camcorder for the first time. I taught myself
Publisher and created an imaginary travel brochure
to Mars. I also learned how to use
Inspiration, concept mapping software,
to create a concept map of the
information we learned in Educational
Psychology class. This map was an
excellent tool for my own learning as
making it and reviewing it reinforced
the concepts of each major philosophy of
teaching in my mind.
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Exhibit 1 - Professional Website:
Exhibit 2 -
Webquest
Exhibit 3 -
Mars
Travel Brochure Cover,
Mars Travel
Brochure Inside
Exhibit 4 - iMovie
Exhibit 5 -
Dream School Brochure
Exhibit 6 -
Educational Psychology Concept Map
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II.
PLANNING AND DESIGNING LEARNING
ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design
effective learning environments and
experiences supported by technology.
Teachers:
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A. design developmentally
appropriate learning opportunities that
apply technology-enhanced instructional
strategies to support the diverse needs
of learners.
B. apply current research on
teaching and learning with technology
when planning learning environments and
experiences.
C. identify and locate technology
resources and evaluate them for accuracy
and suitability.
D. plan for the management of
technology resources within the context
of learning activities.
E. plan strategies to manage student
learning in a technology-enhanced
environment.
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My Narrative: Throughout this term,
I've needed to consider and
plan for the proper use of technology
for enhancing my students' learning
experiences. Through this class, I've
learned specifically to identify the
learning objectives of the class, and
decide if technology can help students
achieve the objectives. This is the
direct opposite of choosing technology
and trying to fit it into a lesson plan.
I have disciplined myself to think of the
learning first, and technology second,
not the other way around. If there is
no educational benefit to including
technology, I do not put it in. On the
other hand, technology can often serve
my students' learning needs quite well.
1. Technology provides unique benefits or
resources they could not take advantage
of otherwise. 2. Students are more engaged,
and therefore have a greater chance of
really committing the material to
long-term memory. 3. Learning to
use technology now teaches them
skills they need to survive in the
higher education or working world.
According to brain research on learning,
students learn more effectively if they
are actively involved and the info is meaningful to them, it
occurs in a safe environment, they get
immediate feedback, and when they are
presented with the same material in
varied ways. When using technology in
both my placements, my students are
definitely actively involved, they get
immediate feedback as to their success
by my mentor teachers or myself, and it
provides another way for them to work
with the same information we've
presented before by other methods like
lecture, class discussions, reading
books together, etc.
My 5th grade mentor
teacher, Ken Lowther, and I have worked
hard to create an environment where the
class feels free to explore and use new
technology in a way that makes sense to
them (within the confines of a project
that specifically meets learning
objectives). Everyone is allowed to work
at a pace that is comfortable for them.
The inexperienced or less skillful
students are paired with more able
peers. Mr. Lowther has taught the
children to respect the equipment, and
how to handle it properly. Everytime
laptops are used, either Mr. Lowther or
I will designate certain students
to get the laptop carts from the
library, distribute and return the
laptops afterwards. This serves two
purposes. First, it narrows down the
number of students handling the laptops
and the carts so it is more efficient.
It simply give us more time to teach and
learn. Secondly, since the students
value using the laptops already, they
welcome the chance to help manage them.
The class has a shared responsibility
they take very seriously.
I've worked
with students on PowerPoints for
presenting reports, Publisher for
creating brochures, using digital photos
and clip art images, and getting on and
off the internal network. My WebQuest
contains two sections which may utilize
technology --- a presentation and a skit
that may be filmed and edited as an
iMovie if the students wish. I've also
had more practice identifying Websites
acceptable for use by students.
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Exhibit 1
Technology Grant Proposal
Exhibit 2
WebQuest
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III.
TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum
plans, that include methods and
strategies for applying technology to
maximize student learning. Teachers:
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A. facilitate technology-enhanced
experiences that address content
standards and student technology
standards.
B. use technology to support
learner-centered strategies that address
the diverse needs of students.
C. apply technology to develop
students' higher order skills and
creativity.
D. manage student learning
activities in a technology-enhanced
environment.
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My Narrative: My WebQuest and tech
grant proposal both outline
projects which address Oregon State
benchmarks for 5th-grade science around
habitats and species adaptation.
Oregon benchmarks for technology (all
grades) include 1) demonstrating
proficiency in the use of technological
tools and devices; and 2) design,
prepare and present unique works using
technology to communicate information
and ideas. In my OTEN
Technology placement with mentor
teacher, Ken Lowther, I have had the
opportunity to help our students start
meeting these benchmarks. I've taught or
assisted in teaching several lessons
requiring the students to utilize
PowerPoint, Publisher, and the Internet, to enhance their
learning. Our class started the
year making PowerPoints about themselves
to show their parents at Open House.
They are currently learning Publisher in
order to create informational brochures
about Columbus. This project will
integrate technology with language arts,
and allows students to be creative and
demonstrate what they have learn. It
provides an authentic assessment for Mr.
Lowther to evaluate their learning. I've
also assisted the class with accessing
the school's network and safe handling
of laptops. The students are completing
PowerPoints which will feature photos
taken by the students with digital
cameras. The students were
teamed up and sent out around the school
building to photograph objects which are
the same shapes they've been studying
(i.e. circle, parallelogram, etc.) All
this work is being conducted with a
class with a large proportion of Title
1-qualified students. Without in-class
exposure to technology, these students
may not have the opportunity to keep
pace with the abilities of their peers.
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Exhibit 1
Philosophy of Education
Exhibit 2
WebQuest
Exhibit 3
Technology Grant Proposal
Exhibit 4 Mars Travel Brochure
Cover, Mars
Travel Brochure Inside
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IV. ASSESSMENT AND EVALUATION.
Teachers apply technology to
facilitate a variety of effective
assessment and evaluation strategies.
Teachers:
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A. apply technology in assessing
student learning of subject matter using
a variety of assessment techniques.
B. use technology resources to
collect and analyze data, interpret
results, and communicate findings to
improve instructional practice and
maximize student learning.
C. apply
multiple methods of evaluation to
determine students' appropriate use of
technology resources for learning,
communication, and productivity.
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My Narrative: As one method to
inform my own teaching, my mentor
teacher, Mrs. Howell, videotaped me
teaching a social studies/expressive
arts lesson to the 1st/2nd grade class.
I utilized the videotape to critique my
teaching. This tape allowed me to
observe the behaviors of my students, as
well as the level and type of
interaction I have with them. I edited
the tape into an iMovie and added
commentary on areas that went well and
those that could use some improvement.
This experience provided a unique
perspective on my own teaching that was
very valuable.
Another way technology is
used to inform at Raleigh Hills is all DIBELS assessment data is made available
to teachers in an online website. DIBELS
results can highlight areas where
students could use some individualized
attention. These students then have the
opportunity to work in small groups with
a reading specialist. If we can get
those students up to speed now, they
have a better chance of success going
forward. A few students are working on
Read Naturally, a computer program to
improve fluency. This program provides
immediate feedback to the student and
the teacher on how well they are reading
and comprehending what they read.
At Tom
McCall, I plan to use technical projects
my students produce as one method of
authentic assessment of what they have
learned. For example, the digital
photographs mentioned above will be
excellent proof of the students'
understanding of the shapes they have
been studying, along with the level of
technical and creative ability they
have. Beyond that, because they are
putting the photos into a PowerPoint
presentation, this second stage will
also provide some insight into their
PowerPoint capabilities. Both these
projects will help Mr. Lowther and I
understand where we might need to
review. Just helping the students with
their presentations has allowed me a
good window into their knowledge. Seeing
how they move around an application, and
answering their questions is a great
assessment method. The added
benefit to this activity is when I
discover an area where one student group
is struggling, it usually indicates a
larger problem with the entire class.
The WebQuest I designed has two
technology components that can be used
to assess students --- the training
presentation they will use to teach
their team about their chosen animal,
and the iMovie their group will be
doing. Another way technology may be
used to assess students is through the
use of online learning games like
Fraction Tracks. Observing students'
results playing these educational games
can reveal areas of weakness which may
need to be reviewed. Another way to
assess students' capabilities using
technology is by asking them to act as
technology mentors to other students. In
my experience, they are delighted to
share their knowledge and make excellent
teachers and assistants. I learn so much
from my students, it's a source of
professional development for me too.
Empowering them to explore technology
frees the entire class up to make and
share new discoveries!
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Exhibit 1
WebQuest
Exhibit 2 iMovie
Exhibit 3
Read Naturally
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V.
PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to
enhance their productivity and
professional practice. Teachers:
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A. use technology resources to
engage in ongoing professional
development and lifelong learning.
B. continually evaluate and reflect
on professional practice to make
informed decisions regarding the use of
technology in support of student
learning.
C. apply technology to increase
productivity.
D. use technology to communicate and
collaborate with peers, parents, and the
larger community in order to nurture
student learning.
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My Narrative: A. I utilize technology
resources continually to enhance my
professional practice including:
informational Websites, Atomic Learning
(web-based application program
training), online help from software
manufacturers, and discussion boards and
e-mail with my professors and
classmates.
B. Evaluating the use of
technology in the
classroom is an on-going process. I do
not hesitate to roll it into a lesson when it
makes sense for increased learning or
reaching students in a way that taps
their unique talents or manner of
learning.
C. I use Excel and Inspiration for
planning units and lessons. Technology
provides an easy way to visualize
concepts and their component pieces.
This enables me to see the big picture
more easily and ensure I am providing
the best possible teaching experience
for my students. It also helps me check
myself for adherence to the objectives
and benchmarks I've set for myself. I
use the Internet
as a wonderful resource for lesson
ideas, free clip art, photos, and
researching a subject. I also use the
Internet to access the online catalogs
of both the Washington County Library
and Pacific University Library. This
enables me to find and put holds on
resources until I can get to the
library, a real timesaver. Amazon.com
has become a constant source of
information as I can search for books on
particular subjects, read customer
reviews, read reviews from professional
periodicals, and purchase new and used
books at reduced rates.
D. I've used e-mail
and Word documents to communicate with
peers, parents, mentor and other
teachers, librarians, and principals throughout
the year. Both my teachers have taught
me to use internal District systems for
taking attendance and / or entering
report card grades.
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Exhibit 1:
Technology Grant Proposal
Exhibit 2:
Excel spreadsheet of
Investigations (math curriculum)
activities
Exhibit 3:
Rainforest Unit Initial Concept Map
Exhibit 4:
Open House Introduction
Newsletter
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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:
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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.
C. identify and use technology
resources that affirm diversity
D. promote safe and healthy use of
technology resources.
E. facilitate equitable access to
technology resources for all students.
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My Narrative: From my work with
CompuServe's Internet Division, I
developed a solid knowledge of copyright
infringement issues as they pertain to
information and resources on the Web. In
addition, because of my experience
working for Microsoft with the Education
group, I have a very strong
understanding of software licensing
requirements, particularly as software
is utilized in the public school system.
Because of that, I'll be able to pass
this awareness on to my students. I have
experience helping implement new
technology with school districts at all
socio-economic levels from strong urban
neighborhoods like Seattle Public
Schools and Portland Public Schools to
Bellevue School District, one of the
wealthiest districts (by tax base) in
the Northwest. The student populations
in all these districts are very diverse
as well. It has been a priority in every
district with whom I've worked to
provide the very same technology to
every school and every student.
Technology at school is much more
important in lower SES schools because
the students are much less likely to
have access to technology in their
homes. At Tom McCall Upper Elementary,
technology is available to all students
regardless of backgrounds or
capabilities. Every student not only has
the opportunity to utilize laptops in
the classroom but have access to 2
desktop PCs, 1 eMac, digital cameras,
camcorders, and research databases on
the library computers.
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Exhibit 1
Technology Grant Proposal
Exhibit 2
Philosophy of Education
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Final Reflections.
Besides using it for my own teaching, my goal is
to share my technical expertise with other teachers.
If teachers had a better understanding of how
technology can help them do their jobs better and
easier, they would be more comfortable with trying
new ideas and exploring with their
students. Students are excellent teachers and
assistants with technology. They pick up new
applications and hardware rapidly because they've
lived with it since they were born, and are always
eager to learn more. Because of this, students can
be empowered in the classroomI've been fortunate to have the
opportunity to learn many types of applications and
programs. I'd like to "spread the wealth" by
training other educational professionals in its use.
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