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Noelani Gurske
Reflecting on the Development of My Educational Technological Literacy
Contents:
1. Technology Operations and Concept s
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: While in this program, I have felt that my education has been enhanced through the use of technology on a daily basis. Having my own laptop to be able to use during class, for research, and homework has helped me become more familiar with the capabilities and functions of computers, applications and the world wide web. Taking the technology course has provided me with even more opportunities to work with a variety of technological tools that can also be implemented in a classroom. One thing that I have forced myself to do throughout this course is learn how to use a Mac computer. I had never used one before, and every day during tech. class, I chose to sit in front of a Mac and figure out how to use it. I think that I have come pretty far in my knowledge of Macs and am actually looking to buy one in the future.
In addition to learning how to use a Mac, I have learned how to use some of its applications as well. For example, I have learned how to use GoLive, iMovie, iPhoto, and iDVD. Prior to this class, I had not even heard of these programs, but now am fairly competent in each of these, and feel that I could implement their use in my own classroom. During this term, I have created my own website, and although simple, I know that if I had the time and resources (my own GoLive program at home) I would be able to explore and create an amazing website. I look forward to being able to do that once I become a teacher. In addition to learning the program, GoLive, I also learned how to create websites using Mozilla and Microsoft Word. I was able to compare the programs and decide which one I found most appealling.
During this term, I have had to do many presentations for my classes. I have learned how to create powerpoint presentations in this program, and have created many while presenting information to my peers and professors. I think this is a great way to present information to anyone, and would be a great tool to use in a classroom. Below, I have provided a link to a powerpoint that I created for an art lesson on Mosaic Masks.
For some of my classes, I had a Project TEAM assignment in which I needed to create a video of my teaching using iMovie and iDVD. I learned how to edit and add features to my video clips to create my project. Because of confidentiality reasons with minors, I could not include my movie in this reflection. However, as an extra assignment, I create a slideshow of digital photos that were taken during a family trip to Hawaii this past summer. This was different than creating a movie, because I was dealing with still images. I had to figure out how to do this on my own, and through a couple of trials, I eventually figured out how to create a successful show. Below, I have provided a link to my page that includes my slideshow.
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Exhibit 1: Powerpoint Presentation
Exhibit 2: Slideshow
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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 have learned how to plan and design through the use of technology for my own educational purposes, and possibly for the use of other educators. In planning my website, I had to decide where I wanted to put text, photos and links. I also had to decide what I wanted to put on my site and what I wanted to link to. I tried to pick colors and pictures that would be appealing to others to look at. I am hoping to be able to create and utilize a website when I become a teacher to communicate with my students, parents, and colleagues.
Within my website, I have created a webquest, which is an online lesson that students follow to complete an assigned task. One of the main components of a webquest are the Internet sites that are linked from it. These Internet sites are important for the completion of the assignment. The topic of my webquest are the states that border the Mississippi River. This ends up becoming a project for the whole class, where everyone must do their part to complete the project. A great deal of planning had to go into this webquest, as I had to figure out how to engage the students, what their task should be, how I would evaluate their work, and find all of the websites that would be helpful to the students to complete the project. In creating this webquest, I learned a new way of creating lesson plans, and I learned how to create a scoring rubric.
Another technology project that involved a some planning included my Project TEAM. In addition to having to tape and edit the video, I had to write and implement my own lesson plans. I had to do some research off the internet to find resources and information that I could present when I taught my lesson of Sadako and A Thousand Paper Cranes .
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Exhibit 1: Website
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: Before I plan to implement technology into the classroom, it is important that I am knowledgeable of the programs and applications that I want the students to use. One way that I was able to create a technology-based project for many different learners, was through my webquest. It is important that all students are able to use technology, so within the guidelines of my website, I make it so that each student must look at the provided links to get information, but I allow the students to decide which part of the project they want to do within a group setting. Some students are better at drawing and using spatial skills, so there is an assignment to create a map. Some students prefer to write, so I included requirements to write, but there are two parts that have different things that students can write about.
This term, I had the opportunity to purchase the Kidspiration software. I have used a similar product called Inspiration, but have yet to use this program. I am looking forward to using this because it can be used in the classroom as a planning and organizational learning tool. Once I learn how to use it, I plan on allowing students to use it for their own projects.
Another technological tool that I had not used much before this program is Powerpoint. I have learned how to create simple but visually-appealing presentations that can present information, main points, and/or pictures. I think that a Powerpoint presentation can be a useful tool to provide students with innformation or instruction. I also believe that students could create their own Powerpoints as visual aids for reports, or just to learn how to use technology in a new way that may help them in the future.
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Exhibit 1: Webquest
Exhibit 2: Powerpoint
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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: Within the webquest that I have created, I have included multiple ways to assess and evaluate student work. There is a scoring rubric that I developed, which includes what I am looking for in each part of the assignment. Students will be scored as a group and individually, based on the completeness of the assignment and contributions of each team member. As one more way of evaluating student work, I will be compiling and publishing a class book from each of the group's completed projects.
I have had to evaluate my own work throughout this term as well. My Project TEAM assignment required me to edit some of my own commentary into the video that I taped of a lesson that I taught. I had to reflect on how I thought the lesson went, and what I thought I could have done differently. This is one way of evaluation that students can use if they were to create their own videos as class projects. I think that one of the most effective forms of assessing what a student has learned is to ask them to reflect on their learning experiences, and this can be done through the use of video. Students can be video taped while participating in a lesson, and for evaluation, watch the tape to reflect on their abilities, or include a taped reflection along with the lesson. This helps students know what areas they need to work on, without the teacher just telling them. If the students can see it for themselves, they are more likely to do something about it.
Another technological concept that I have learned this term is the use of an electronic grade book and report card. I learned how to use these things in my placements. This is the first year that electronic report cards have been used at Patterson Elementary School, so I went along to the training session with one of my mentor teachers to learn how to use the program. I think this can be a beneficial way to keep track of records, and reduce the use of resources, even though these report cards are printed out and sent home. The amount of files and paper copies will be reduced significantly. Below, I have linked to a sample of the new electronic report card.
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Exhibit 1: Webquest Rubric
Exhibit 2: Electronic Report Cards
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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: As part of my ongoing development as a future teacher, I have become a member of the International Society for Technology in Education (ISTE). As part of the membership, I am granted on-line access to articles and resources, and receive a monthly publication that has information on the implementation of technology in schools. I also recently attended a conference put on by the Oregon Technology in Education Network (OTEN), where I learned about equipment and software programs that can be used in the classroom.
Now that I have learned how to create a website, I have found a new medium in which I can communicate to parents and students to encourage new ways of learning. I can post assignments and homework through a website, let people know what is going on in my class, and make my expectations and philosophies public for parents to continually review and evaluate. I can also teach students how to create their own websites.
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Exhibit 1: ISTE Website
Exhibit 2: My Website
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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: With technology becoming more prevalent, it is becoming easier to obtain information and share files for free. However, it is important, as an educator, to get permission to use materials if the are not rendered for public use, or to purchase files for download, rather than pirate them. It is also important to give credit to any information or resources that are used that are not one's original ideas or work.
Within my website, I put a logo of my placement school my student teaching page that I borrowed from their website. However, before I posted this logo, I had to ask the webmaster permission to use the logo, and I told her what my purpose for using the logo was.
My webquest fits well within this category, as it allows learners of diverse abilities and backgrounds to succeed. The group-like setting that I provide students with can allow them to teach and learn from one another about how to use the web as a resource. I am also well aware of the different ways that students learn, and have provided a variety of tasks that use different skills that students can choose to complete. I gave credit to the websites that I got my ideas, templates, and pictures from near the end of my webquest.
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Exhibit 1: Student Teaching Page
Exhibit 2: Webquest
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