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Renée Peront
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:
When I entered the MAT program in the summer of 2007, I already had a pretty strong technology background. After working two years in a computer lab at an elementary school, as well as using computers throughout my college experience and for my personal hobbies I was pretty comfortable with most things technology related. However, through this program I have been able to expand my knowledge and understanding of technology as well as learn additional ways to incorporate technology into the classroom.
Throughout the MAT program I was introduced to new software that I had not previously used. To create a concept map in my psychology course, I used Inspiration, a program I had seen in the schools but had never tried before. I also had the opportunity to explore Adobe GoLive and Nvu in creating my website and WebQuest. While I have used other programs to create websites, these two were both new to me. Finally I had the opportunity to use GarageBand in creating my podcast, which I had never had experience with before taking this class.
In October, I attended the OTEN conference in which I learned about two fairly unfamiliar technologies. The first was interactive white boards, more specifically Mimio. I also learned about podcasting, something of which I had known little about. I continued to learn more about podcasting in my fourth grade placement where my teacher used it as a learning tool and through my technology class where I had the opportunity to create my own. It was exciting to learn about podcasting and all of the possible ways in which to use it with students.
I also became a member of ISTE (Internet Society for Technology in Education). As part of my membership I receive emails as well as a monthly magazine which keep me informed about the latest advances in technology. They are also a great tool for providing ideas that I can use in my future classroom.
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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:
In creating my WebQuest I designed a technology based lesson relating to a fourth grade social studies topic: the United States. My WebQuest guides students through the process of researching a state in the Midwest and then creating a travel brochure about this state. Through their research process, students use internet resources to collect information on climate, landforms, resources and attractions. This provides students the opportunity to more thoroughly explore this region.
My WebQuest is set up to allow for students to work independently with minimal guidance from the instructor. It also provides several variations to accommodate different learning needs. In desinging the layout of my WebQuest I tried to make it student friendly and easy to use, especially in listing all the links for each state.
In designing my WebQuest I had to search for student appropriate websites that contained information that fourth graders could understand. I also evaluated the site contents to ensure the information presented was accurate. In my process of searching for websites I discovered several resources which are student friendly and can be used for future research projects in my classroom.
I also had the opportunity to evaluate web resources in creating my podcast on Abigail Scott Duniway. While researching her I came across several websites with information but because I wanted my podcast to be as accurate as possible, I had to carefully evaluate the information presented on each site as well as the sponsor or host. Finally, the podcast introduced me to various websites in which I can find copyright friendly images to use for educational purposes.
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Exhibit 1 WebQuest
Exhibit 2 Podcast
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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:
In creating my WebQuest I was able to develop a technology-enhanced lesson for students. This lesson meets both social studies standards as well as technology standards appropriate to fourth grade. By completing my WebQuest students learn not only about regions in the United States but they also use technology as a means for collecting information.
My WebQuest also addresses the diverse needs of students by providing several variations to the project. The WebQuest can easily be adapted not only to accommodate lower level students but to challenge higher achieving students as well. Students are also encouraged to use their creativity in researching their state and designing their brochure, as my WebQuest guides students through the process without specifically stating how it should be completed.
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Exhibit 1 WebQuest
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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:
I have not had much experience in using technology as an assessment tool. In creating my WebQuest, I explored different online websites in which to make rubrics, however I eventually ended up filling in my own. I do see the value in using rubrics as a means of assessment, especially for technology related projects as it is a way to evaluate multiple aspects such as participation, organization, and the research process.
In creating my Project TEAM video I used a video camera as an assessment tool. I recorded my teaching and then reflected and critiqued the lesson by watching the tape. This was a valuable assessment tool as it allowed me to evaluate myself and provided a visual of what I did well and areas in which I could improve.
As a teacher, I hope to learn more about various ways to use technology as an assessment tool, especially in collecting and analyzing data. I have had some experience with computer based grading programs and have seen the ways in which they can analyze and interpret data. However, I only have a basic understanding of these programs.
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Exhibit 1 WebQuest
Exhibit 2 Project TEAM video (not available online)
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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:
During my time in the MAT program I have had several opportunities in which to use technology in communicating and collaborating with others. In my psychology course I was introduced to Google Docs, an online collaborative workspace. Also in my classes I used online discussion boards as a tool for communicating with my peers about current topics being studied. I also used e-mail frequently as a means of communicating with my mentor teachers, peers, and professors. My website also acts as a means of communication with others as it shares my experiences, goals, and background.
I am constantly using technology to increase my own productivity. The internet has been a great tool for researching and gathering ideas for my lesson plans, which is where I got the idea for my Coin Game lesson plan. Also, using Microsoft Word, PowerPoint, and Excel has aided me in creating and developing my lesson plans as well.
Joining ISTE enabled me to become part of a larger community of educators linked through technology. My subscription to their monthly magazine as well as access to their website will provide me with ongoing professional development opportunities.
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Exhibit 1 Website
Exhibit 2 Coin Game lesson plan
Exhibit 3 ISTE |
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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:
Technology is a great tool and can enhance learning in many ways. While it will be fun to use it in my classroom I also know that I need to teach my students safe and ethical practices when using technology.
I have modeled this in my own work by making sure to site sources I have used in creating my projects and lesson plans, such as my WebQuest. Also in creating my WebQuest as well as my podcast, I have tried to use a variety of resources that provide accurate information. Additionally, since my WebQuest will be shared across iTunes, I made it a point not to include copyrighted pictures without proper authorization.
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Exhibit 1 WebQuest
Exhibit 2 Podcast
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FINAL REFLECTIONS
Looking back at the last three and a half months, it is incredible to think of all that I have accomplished in my technology course. I created a WebQuest, a podcast, a reflective video of me teaching, and a website. While there were only four major projects for this class, I spent hours creating and designing these technology projects, and in the process I broadened my skills and understanding of technology, as well as learned ways in which to implement it in the classroom.
I entered this class pretty comfortable working with computers, cameras, and other technology tools but thorough this course I was able to expand and develop my skills. The newest technology for me was podcasting, something I had heard little about before entering the MAT program. Using GarageBand I created my own podcast and through this process realized the multitude of ways this could be incorporated into the classroom. I look forward to podcasting with my students someday.
I also now have a better understanding of web design. While I had created websites before, they were never as complex or detailed as the one I have created here. Because I already had a basic understanding of how to design a website, I was able to expand and challenge myself to try new things. Additionally, I explored two new programs, Nvu and Adobe GoLive, neither of which I had used before.
Perhaps the greatest thing I have gained from this course is a better understanding of ways in which to incorporate technology into the classroom. From podcasting to WebQuest to creating movies- the possibilities are endless. I am excited to one day incorporate technology into my classroom so I can help enhance my students' understanding and learning experiences.
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