I did not have the same fears as many of my peers when beginning this class, mainly because of my professional and personal background in the world of technology. I know I can figure out how to use an application, how to use my computer, how to move data from one source to another, etc. My fears involved figuring out how to use technology in my classroom because my experience was from a purely business-oriented perspective of accounting, inventory and data management. I worried about how to transfer my current knowledge into the world of education. While I know my skills in networking, the day-to-day business of a computer, learning new applications, analyzing data, and helping others with less knowledge will be useful and in demand, my professional interest lies in working with kids and in a classroom. So this is where I have focused my energy. How can I use technology in my classroom that is developmentally appropriate, meaningful and authentic?

One of the first things I did to aid in my education of how to apply technology in the classroom was attend the OTEN conference. Every speaker I saw was professional and able to communicate their ideas and applications. Here I encountered my first exposure to good, educational software, such as Starry Night Pro, that can be used in a classroom to aid students in their understanding and by using hands-on activities. This conference also provided me an opportunity to see existing teachers, such as Charlie Graham, who are consciously and enthusiastically finding ways to integrate technology into their elementary classrooms. This is inspiring to a beginning teacher and provides direction in my endeavor to integrate technology.

My second step toward gaining a better understanding of how to apply technology in the classroom was to join ISTE (International Society for Technology in Education). I read the Learning and Leading with Technology journal that I receive each month in the mail. I also take advantage of my membership to research past issues that are available on their website. When I read the magazine I don’t necessarily understand all of it, but I know the day will come when the information I have been reading and my experiences in the classroom will naturally begin to meld.

Exhibit 1: OTEN Conference

Exhibit 2: ISTE membership

This is the area in which I feel I have really grown over the last semester. Using the online resources provided in class, my ISTE membership, attending the OTEN conference, and through discussions with peers and teachers, I am beginning to see ways of, and experiment with, how to meet the above standard.

WebQuest: I created a WebQuest titled Ancient Greece for use in my sixth grade placement. A WebQuest was a new concept for me and I spent quite a bit of time researching what it was, how it is being used and why it is effective. I realize this is a wonderful opportunity to create a guided discovery lesson as encouraged by Bruner. The process includes developing questions to be answered and then carefully selecting websites that will allow the students to research information to find answers.

A big part of this process is locating reliable and accurate websites that are appropriate for the age and the assignment. The Internet can be an overwhelming realm that is difficult to navigate and easy to become lost within. Providing boundaries and a structure in which students can explore empowers them to research in an authentic manner that is suitable for sixth graders.

Website: My personal website can be used by educators to obtain information on projects I have worked on including my WebQuest, lesson plans, and a website on community. I plan to maintain my website and update it as I continue in my profession as a teacher. Eventually, I would like to have a website that can be used in my classroom as a communication tool with tools and students. Depending on the age I teach, I may have students help maintain our class website. Ideas for my classroom website include homework assignments, a calendar of events, digital photography of class events, and digital storytelling from students.

OTEN Grant: I spent a lot of time looking for ways to integrate technology into early elementary classrooms and finally decided upon a project that is described in my OTEN grant application. This activity introduces a digital video camera into a first grade classroom and integrates it with common activity known as the “Author’s Chair.”

Audio Recordings: I used my iRiver to record a running record so I could analyze it at a later time and so that I can compare what I heard at the beginning of the year with what I hear at the end. This allows me, the child, and the child’s parents, to audibly hear the progress made throughout the year.

Exhibit 2 Website

Exhibit 3 OTEN Grant

Exhibit 4 Audio Recordings (Not possible to link due to confidentiality requirements).

This is an area in which I hope to grow during my student teaching experience. This semester I worked on two projects that I hope to implement in the spring that address content standards, student technology standards, supports learners of diverse needs and applies technology to develop students’ higher order skills and creativity.

The first is my WebQuest. This project requires students to use the Internet to research a topic. The various websites chosen will accommodate the different instructional reading levels of the students in my class. They also have pictures, maps and diagrams that address the needs of those students whose primary method of understanding material does not necessarily come through reading. Overall, the WebQuest promotes higher order skills and creativity from the students.

The digital “Author’s Chair” will enhance students’ learning as they are filmed reading a nonfiction piece of text they have written. Students will be able to listen to their narrations along with their classmates narrations. This activity will encourage students to become engaged as researchers and writers, practice reading their own pieces and revisit the experience again and again as they watch themselves on the computer.

Exhibit 2 OTEN Grant

I included a rubric for evaluating students’ using my WebQuest. The rubric assesses student’s knowledge, methods of recording data, and appropriate use of the computer. A website called Rubistar can also assist teachers in creating a rubric for assessing students.

Part of my plan with the digital “Author’s Chair” project is to record a video reflection of each student’s perception on the researching, writing and reading processes. The recording will include me asking students questions that allow the students to talk to and with me. I believe this will enable students to respond to higher-level thinking questions in an authentic and age appropriate manner. Since the interaction will be digitally recorded, I can review the material to evaluate students’ progress.

I believe technology will continue to have a prominent place when it comes to collecting and analyzing data pertaining to student assessment - both informally and formally. For myself, I will most likely keep all of my grades, student portfolio's and student observations in an electronic format as this is my preferred method of organizing and retrieving data.

The above are examples of using technology to collect and analyze data of students’ work. Yet, the Project T.E.A.M., where I video taped myself teaching a lesson and then reviewed it with my mentor teacher, is an example of using technology to improve my teaching. Watching myself teach allowed me to see what my classroom management style is like. I learned a lot from watching and editing this video. I was able to immediately begin making adjustments to how I approached the students and various situations. This will improve my teaching and improve the students’ learning.

Exhibit 2 OTEN Grant

Exhibit 3 Project T.E.A.M. (Not possible to link due to confidentially requirements)

I want to use technology to communicate and collaborate with peers, parents and the larger community. This can be done a variety of ways. Creating and maintaining my website is the largest communication tool I have undertaken. The project website on Community is an example of a website created to provide professional online resources to other teachers.  Eventually, in my own classroom, I would like to have a class website that parents can access to retrieve homework assignments and stay updated with the latest news in our class.

I learned how to use Inspiration to create concept maps and mapped my Philosophy of Education in the summer. I am currently using this same webbing concept in the design of my work samples. The visual representation of how ideas can flow together is extremely powerful for understanding and communicating.

Much of my school work is accomplished using the computer, printer, wireless networks and Internet. Online discussions and message boards have been used in several classes and have introduced me to the idea of networking with other educators using the Internet. The OTEN conference I attended in the Fall was very useful and I plan to attend again in the Spring. These ideas, combined with my ISTE membership will provide me with the opportunity to continue my development in how to effectively use technology in the classroom.

Part of being a professional is being able to collaborate and help your peers as they learn how to use technology. I worked in the Education Building's Computer Lab this semester and helped many of my classmates when they were struggling with a piece of software or a new piece of equipment. I enjoy helping people and especially enjoy seeing them develop their own technological expertise.

Exhibit 2 Inspiration: Philosophy of Education

Exhibit 3 OTEN Conference

Exhibit 4 ISTE membership

It is important to remember and give attention to this standard as it is at the heart of why many people have become teachers. The social, ethical, legal and human issues we see in technology are not that different from these same issues we see in other areas of teaching.

As a teacher, I need to apply technology projects and resources that will empower all learners. As I created my website and my WebQuest I was diligent in citing and referencing where I obtained information and ideas. As I chose websites to share on my WebQuest I tried to select sites that were authentic and affirmed the culture in which we were studying. The list of websites provided for this class under the title “Project Resources and Digital Primary Source Materials” are an excellent resource that I can use as I plan future lessons.

My progress in meeting this standard continues to need work and I look forward to its development as I begin teaching.