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Becky Tengs
Reflecting on the Development of My Educational Technological Literacy
The ISTE National Educational Technology Standards (NETS-T)
and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETS-S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. As a preservice teacher I have begun to: |
| 1. Facilitate and Inspire Student Learning and Creativity |
| Teachers use their knowlege of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning and creativity, and innovation in both face-to-face and vitural environments. Teachers: |
a. promote, support and model creative and innovative thinking and inventiveness |
In early December, I researched and wrote a grant proposal and submitted it to the Oregon Technology in Education Network (OTEN). The proposed project (titled "The Forest Grove Grid Project: Integrating geography, photography, collaboration, and community") will involve promoting, supporting and modeling creative innovative thinking through digital photography. This unit will integrate geography skills within a blended fourth, fifth, and sixth grade classroom. If funded, this grant proposal will allow me to model innovative connections between geography, technology and collaboration in order to promote community development through digital photography and photo editing. |
| b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources |
The social justice WebQuest I created is an example of my work towards engaging students in exploring real-world issues and solving authentic problems using digital tools and resources. Through the context of this WebQuest, students are charged with researching what working for social justice involves, selecting a historical figure who has worked for social justice, create a wordle summarizing the individual, and then write a first-person narrative from the perspective of that individual. This activity not only intergrates technological research skills, but also connects cross-curricularly to reading, writing, as well as an authentic presentation of the information learned (via wordle, first-person journal narratives). In this project, students are exploring real-world problems and solutions through the eyes of an inspiring figure. |
| c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes |
During my service learning project with PODER (a Cornelius-based community organization intended to promote English literacy development with Spanish-speaking families) I had the opportunity to promote student reflection using iMovie. A couple of the students had to practice speeches for an upcoming school presentation. These students were permitted to record themselves in iMovie in order to reflect on their public speaking skills. In addition to promoting reflection with these few PODER students, I have modeled personal reflection in my Project Team digital video. In this project, I used iMovie software to include a voiced over reflection of my classroom guidance techniques as observed during the videotaped lesson. |
| d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments |
Throughout the course of this term, I have promoted MAT student reflection and modeled collaborative knowledge construction through creating and managing a wikispace (an online collaborative tool). This wikispace has served a variety of collaborative purposes between my peers as well as family members. Currently, my wikispace has six pages: BookList, Genre Study, Guidance Ideas, Wong Project, Physical Therapy Notes, and my Teacher Wish List. The Wong Project wikispace was the first I created in order to work collaboratively with peers and stay organized while planning a presentation. Todo Lists were created, added to by peers, and continually edited in order to make sure all group members had a concrete understanding of their role and the role of their peers. Subsequently, the Genre Study page was created in order for all group members to view the unit calendar at one time in order to connect with the visual learning styles of my group members. My Teacher Wish List is a collaborative between my parents and I regarding curriculum ideas, book suggestions, and general classroom supplies. The wikipage allows all these ideas to be in a centralized location and all family members can contribute. Most recently, at the request of my peers I have created the Book List, and Guidance Ideas wikipages. The Book List page was requested after completing our literacy methods course. The intention of this page is for my peers and I to insert book titles, authors, genres, and teaching ideas in order to promote quality literature for our students. The guidance methods page has similar implications. Created after a working session in Learning Communities regarding different guidance and management techniques, this page was created to share ideas and observations about creating effective classroom communities. I have joined several online communities with the hope of creating lasting contact and resources with fellow educators. I joined Second Life in order to attend ISTE and other academic conferences. I am a member of Tapped In (a community for professional educators), ISTE (International Society for Technology in Education), and the Human Greatness online community intended to promote students has activists and social contributors. |
| 2. Design and Develop Digital-Age Learning Experiences and Assessments. |
| Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers: |
| a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity |
The construction of my social justice WebQuest and the pedagogical approaches behind my OTEN grant are both examples of designing relevant learning experiences that incorporate digital tools (digital cameras), and resources (websites, wordle) to promote student learning and creativity. Additionally, the development of the collaborative wikispace and podcast models the technology possibilities in integrating digital tools into current pedagogical models. |
| b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress |
The implementation of the technology approaches discussed in my OTEN grant submission will assist me in facilitating the developing of a technology-enriched learning environment. Through this unit students will become active participants in creating the summative assessment reflective of their own educational goals. Students will have a similar experience with the social justice WebQuest. This guided discovery approach allows students to take an active role in determining their own educational goals. These students will also be charged with managing their own learning and assessing their own progress through the course of this project. The creation of a podcast and the wikispace also models creating relevant learning experiences that incorporate digital tools and resources. All of these activities are practical examples of promoting student learning and creativity with technology. |
| c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources |
Through the context of my service learning project with PODER (a Cornelius-based community organization intended to promote English literacy development with Spanish-speaking families), I was able to promote a technology-enriched learning environment by facilitating the creation of a "scary" movie using the eye-level camera on my laptop. Additionally (as mentioned above), these students were able to use the Photobooth application to create unusual photos of themselves. Additionally, a couple of the students had to practice speeches for an upcoming school presentation. These students were permitted to record themselves in iMovie in order to reflect on their public speaking skills. The possibilities for customizing and personalizing learning environments with technology are endless. Presenting information using a podcast or digital video are example of technology projects intended to connect to students with a variety of learning styles. These formats presents visual and auditory information. The social justice WebQuest is another example of a digital tool and resource that promotes a variety of learning styles -- as the websites included present data in several formats: linguistically, spatially, and visually. The wordle (used in the context as a formative assessment) connects to linguistic, spatial, and visual learning styles as well. |
| d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching |
| The WebQuest process also provides students with multiple and varied formative and summative assessments. The formative assessments include observations of engagement with the websites suggested and/or discovering additional resources. The wordle will act as another formative assessment after the student has completed the majority of their website research. The summative assessment will be comparing the wordle with the first person narrative to ensure the social justice figure has been consistently and accurately illustrated. |
| 3. Model Digital-Age Work and Learning |
| Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: |
| a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations |
When originally charged with creating a website for this course -- I selected iWeb as I already had it installed on my computer. After several weeks of struggling with the iWeb templates and trying to work around the application's restrictions, my frustration with this programs limitations reached its peak. I had to make a decision -- should I continue using a program that limited my website aspirations? Or should I purchase and learn a brand new program? I opted for the long term solution of purchasing and learning a new (much more powerful) program in order to facilitate a long term solution to website development. At first Dreamweaver was challenging as it requires either knowledge of HTML code, or creating and implementing Cascading Style Sheets. After a few hours of online research and tutorials, I have successfully learned a new sophisticated web development program as demonstrated by the completion of my website. Additionally, in order to create the kind of photo albums I desired, I also learned Fireworks (although Adobe product), and used Graphic Converter in order to alter the size of my photographs. Through the creation of my podcast, I learned Garage Band; the Project TEAM video facilitated an understanding of iMovie using images, video recording, voice over recording, as well as music. |
| b. collaborative with students, peers, parents, and community members using digital tools and resources to support student success and innovation |
My collaboration with peers using digital tools and resources involves my wikispace. As mentioned above, I have promoted MAT student reflection and modeled collaborative knowledge construction through creating and managing a wikispace (an online collaborative tool). This wikispace has served a variety of collaborative purposes between my peers as well as family members. Currently, my wikispace has six pages: BookList, Genre Study, Guidance Ideas, Wong Project, Physical Therapy Notes, and my Teacher Wish List. After creating the digital movie with the students at PODER, we shared the video as well as the photographs with family and community members. I copied the video and images onto a DVD in order for the administration to use these as examples of the type of projects PODER can create with their students and volunteers. |
| c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats |
| The content of my website (specifically my book list) communicates relevant literacy suggestions and ideas to students, parents, and fellow teachers. Additionally, through my wikispace these individuals can contribute their own books suggestions to promote a collaborative literacy resource. The social justice WebQuest web resource content also communicates relevant information, ideas, and resources regarding figures in social justice and activism opportunities. The content of my podcast also promotes relevant information using an unique form of digital-age media. |
| d. model and facilitate effective use of current and emergent digital tools to locate, analyze, evaluate, and use information resources to support research and learning |
| Through using digital photography, photo editing, and creating an online photo community the OTEN grant unit (if funded) will model and facilitate effective use of current and emergent digital tools. Additionally, the use of the guided discovery pedagogical approach in the social justice WebQuest promotes the use of web resources to support researching and learning about social justice, important figures, advocacy methods, and relevant organizations. |
| 4. Promote and Model Digital Citizenship and Responsibility |
| Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethnical behavior in their professional practices. Teachers: |
| a. advocate, model, and teach safe, legal, and ethnical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources |
Through the WebQuest and podcast photography I have modeled the importance of the ethical use of digital information and technology. While searching for images to support learning, I used resources that did not contain copyrights and/or sent emails requesting permission to use the images in an educational capacity. If funded, my OTEN photography unit will involve images created by students. However, the importance of understanding the legal and ethical behaviors regarding digital images will be an integral component of this unit. Students will be able to better understand this concept, as their own digital images will be at risk. As a community, we will has discussions regarding copyrighting our images and whether or not to allow these images to be used for educational purposes. |
| b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources |
The guided discovery model used with the social justice WebQuest promotes equitable access to appropriate digital tools and resources by expecting this project to be completed in the school environment in which all students will have equal access to resources. One of the inspirations behind requesting digital cameras through my OTEN grant submission was to provide students who don't have access to these resources outside of the classroom experiences with these resources within the classroom. |
| c. promote and model digital etiquette and responsible social interactions related to the use of technology and information |
| The responsible creation of my website models the digital etiquette an social interactions related to the use of technology and information. In writing the text on each page, I considered the audience and used language appropriate for all readers. Additionally, the collaboration that takes place on my wikispace includes respectful and professional language. |
| d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools |
Throughout the course of this term, I have been seeking out colleagues and students of other cultures using digital-age communication and collaboration tools. As mentioned above, I have joined several online communities with the hope of creating lasting contact and resources with fellow educators. I joined Second Life in order to attend ISTE and other academic conferences. I am a member of Tapped In (a community for professional educators), ISTE (International Society for Technology in Education), and the Human Greatness online community intended to promote students has activists and social contributors. Additionally, I receive various education and technology-related publications including Rethinking Schools Magazine, Educational Leadership, Leading and Learning (a publication that focuses on integrating technology in the classroom), Edutopia's Technology in Education newsletter, Information Age Education newsletter, as well as being on the ISTE mailing list. |
| 5. Engage in Professional Growth and Leadership |
| Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: |
| a. participate in local and global learning communities to explore creative applications of technology to improve student learning |
| In addition to participating in local and global learning communities such as Second Life, ISTE, Tapped In, and the Human Greatness Project, I have created my own collaborative online community through wikispace. Currently, my page has ten members -- although I re-invited the cohort late last week. I am expecting more members soon; I will be inviting my mentor teachers in order to collaborate regarding my upcoming work samples. |
| b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others |
Through creating a wikispace and promoting peer collaboration I have exhibited leadership by demonstrating a vision of technology infusion, shared decision making and community building. The content of my OTEN grant submission (if funded) will assist me in participating in shared decision making among my students, develop community within the classroom, as well as an appreciation of the Forest Grove community outside the classroom. Both of these activities demonstrate my technological leadership skill as well as my ability to promote the technology skills of others -- both peers and students. |
| c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of exhibit and emergency digital tools and resources in support of student learning |
| As mentioned several times above, I am a member of several online communities (Second Life, Tapped In, Human Greatness), as well as the recipient of several technology-related newsletters, mailing lists, and print publications (Edutopia Technology in Education, Information Age Education, ISTE, ACSD News Briefs, Rethinking Schools Magazine, Educational Leadership, Leading and Learning). Additionally, I have signed up to receive new podcasts from Edutopia regarding Project Learning, as well as lesson plans from the Smithsonian organization smithsonianglobalsound.org. All of these products inform my teaching and inspire me to discover the technological possibilities for all age groups to support developmentally appropriate student learning resources. |
| d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community |
The creation and promoting of my personal website is an example of how I have contributed to the effectiveness, vitality, and self-renewal of the teaching profession, school and community. Each of my mentor teachers have received information regarding my website. Upon completing the final version of this site, I will submit the link to the principals at my respective placements as well. Additionally, technology has never been far from my thoughts in brainstorming and creating my work sample unit. I will be creating an Animals in Winter theme WebQuest for my first grade students to use during a unit of Animals in Winter. As mentioned several times previously, if my OTEN grant is funded I will be able to promote technology skills, resources and collaboration in my fourth, fifth, and sixth grade placement as well. |