Technology Integration and Effects on Student Learning
Technology Standards for Section I:
A. Research
Artifact: Telecollaborative Project
The Telecollaborative Project (The Way We Are, ePals project) includes several lessons that effectively integrate technology resources that are consistent with best practices and major research findings. This project allows students to become part of the global community. It integrates learning across the curriculum while also meeting student technology standards. With this project, students will be meeting many of the Social Studies objectives from the county curriculm by learning about other cultures and practicing mapping skills. Writing objectives will also be accomplished when writing to their ePals using email exchanges. Students will be motivated because of the emotional connection created. Rubrics are used to assess students' presentations and emails exchanges. This project allows reflection using a KWL chart to reflect on what has been learned.
TF-II.B Apply current research on teaching and learning with technology when planning learning environments and experiences.
TF-III.A Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers).
TF-III.E Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction.
TF-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
B. Integration of Technology into the Curriculum
Artifact: Telecollaborative Project
This project uses lesson sequences that integrate technology standards with content and techology standards. Social Studies and Language Arts objectives are integrated throughout. For my purposes, this will be used for my second graders. It took quite a bit of searching telecollaborative projects in order to find one that is suitable for this age group. This is a long term project with many lessons incorporated. Many technology productivity tools are integrated into the project--students willl use technology communication tools using email; multimedia elements include using cameras and creating a digital presentation; and students are communicating and learning through the exchanges with students living a great distance away.
Artifact: Critical Literacy
When planning the Critical Literacy project, it was important to select resources that were suitable for students to use when determining the accuracy of web sites. This project requires students to use higher-order thinking skills when evaluating web sites. Students can use their creativity when creating a persuasive presentation. The lesson plans are created for an ongoing project.
TF-II.A Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
TF-II.C Identify and locate technology resources and evaluate them for accuracy and suitability.
TF-III.A Identify and locate technology resources and evaluate them for accuracy and suitability.
TF-III.C Apply technology to demonstrate students' higher-order skills and creativity.
TF-III.E Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction.
C. Technology Resources
Artifact: Blog
As part of ET630, Telecommnications in the Classroom, I identified, located, and evaluated Web 2.0 resources that enhance the integration of technology. These resources were put into a blog that can be shared with staff. Several examples of four technologies were explored--social bookmarking, blogs, wikis, pod/vodcasting. Document conversion by docstoc.com was included.
Artifact: Grant Funding Paper
In the Role of the Technology Leader, I researched grant opportunities and demonstrated an awareness of grant-writing opportunities to obtain technology resources for my school. One of the grants was for a substantial amount of money, $20,000-$60,000, from the American Honda Foundation Grant. Finding a grant for such a substantial amount of money that would be suitable for our school took a lot of research, as grants available for elementary schools are not as easy to find. I also found 2 smaller grants. One is the Maryland Society for Educational Technology Grant (MSET--formerly MICCA) for $700.00, which I had been awarded several years previously to purchase cameras for our school. After talking to someone that is on the grant judging panel for MSET, she assured me it was okay to apply for the grant again. The other smaller grant is through the National Education Association (NEA) Foundation under the category of Learning and Leadership. Awardees are granted between $2,000 and $5,000. This award would be spent for extensive staff development.
TF-II.C Identify and locate technology resources and evaluate them for accuracy and suitability.
D. Managing the Technology-Rich Classroom
Artifact: Critical Literacy Project
The Critical Literacy Project uses a variety of methods and classroom management strategies to teach technology concepts and skills. The project is broken down into 4 lessons to effectively manage student learning. Students work in small groups on the first 3 lessons with a partner. As a closure activity, students independently create a presentation to share what they have learned. The lessons are taught in the computer lab and the classroom settings. The diverse needs of learners is addressed by the teacher when assigning partners in heterogeneous grouping, pairing higher ability students with lower ability students.
TF-II.A Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
TF-II.D Plan for the management of technology resources within the context of learning activities.
TF-II.E Plan strategies to manage student learning in a technology-enhanced environment.
TF-III.D Manage student learning activities in a technology-enhanced environment.
E. Social, Legal, and Ethical Issues
Artifact: Acceptable Use Policy
During my ET680 course, The Role of the Technology Leader, I developed an Acceptable Use Policy (AUP) for use at my school. This policy helps to enforce both legal and ethical standards when using technology. Both students and parents are required to sign the AUP, so it is necessary for teachers to teach students about the guidelines to make sure they truly understand the policy before they sign. The policy covers responsible and copyright-compliant use of information found on the Internet, including words and digital resources. This policy is used as a guide for safe and healthy use of technology, including physical and emotional safety.
Artifact: Critical Literacy Project
The Critical Literacy Project teaches students to be critical readers when perusing Internet sites in order to find accurate and he
Artifact: Introduction to the Internet *fixed Introduction to the Internet Link
The Introduction to the Internet has three main sections--Cyberbullying, Smart Web Surfing, and Netiquette. This project enforces classroom procedures that teach responsible and healthy use of technology resources. It teaches ethical standards to students when using the Internet. This project helped both teachers and students assess student learning because each section includes an interactive quiz which lets students print their results.
Artifact: Copyright Wikipage
This page is from the school wiki I created, and it addresses legal standards regarding technology copyright issues. Wikispaces username: cesguest password: cesguest
TF-VI.A Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
TF-VI.D Promote safe and healthy use of technology resources.
TF-VI.E Faciltate equitable access to technology resources for all students.
F. Technology for Diversity
Artifact: Telecollaborative Project
The Telecollaborative Project facilitates students' use of technology for social and cultural identity and promotes interaction with the global community. This project affirms diversity and teaches students about cultural and language differences. This project is based around an ePals telecollaborative project called The Way We Are that connects classes from different areas, hopefully other countries, in order to teach each other about cultural and environmental differences through email and multimedia exchanges.
It was necessary to analyze many telecollaborative projects in order to find a project that would be appropriate for primary students to enable learners to address their cultural identify through interaction with the global community.
TF-VI.B Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
TF-VI.C Identify and use technology resources that affirm diversity.
G. Technology for Diverse and Special Needs
Artifact: Class Profile Matrix
Using the Class Profile Matrix, I was able to identify and classify the varied needs of my class. From this matrix, I was able to analyze the needs of the diverse learners in my classroom and recommend appropriate technologies to allow for differentiation in my classroom. I recommended adaptive/assistive technologies that could be used to enhance learning for my special needs students, along with the rest of the students in my class.
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Using technology, I have been able to facilitate the needs of a special needs student new to our school this year. She is reading at a Kindergarten level, and her instruction must be differentiated. I've identified and used a variety of applications and websites that can meet her diverse needs. When we were doing animal research, I had pebblego.com as one of the website options because this site will read all of the material if needed. Understanding Numeration Plus is an application purchased by our school. Again, all material can be read to the student if necessary. Also, while the rest of the class is working on grade level, these programs allow me to make sure she is working on the same concepts that are at a level appropriate for her.
PebbleGo www.pebblego.com Username: central Password: school
Understanding Numeration Plus--Numeration is an application that must be purchased and installed directly on the user's computer. See the following links explaining how Understanding Numeration Plus is an excellent tool for learners with diverse needs:
Understanding Numeration Plus and Understanding Math Plus
Starfall http://www.starfall.com/ This site is appropriate for her to use for reading activities at her level
Note: This year I have been challenged with a student who cannot read and has difficulty with expressive and receptive language. Using technology has been one area in which I can meet her needs. On the days that she is not pulled for services, it would be impossible to meet her needs in the regular classroom. With this software, I can choose the appropriate level, and she has the option for text to be read to her. One other site that has been great for her emerging reading skills is starfall.com. She is unable to participate in my reading groups, so on the occasions she's in my room at this time, she can use this site. Our school has also purchased a subscription to an online reading program called Ticket to Read that lets her progress through the levels at her own rate.
TF-II.A Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
TF-III.B Use technology to support learner-centered strategies that address the diverse needs of students.
TF-VI.B Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
H. Instructional Design
Artifacts: Introduction to the Internet
Telecollaborative Project
Critical Literacy
The above technology-based learning activities demonstrate my ability to consistently plan and implement technology based learning activities that show I have an understanding of instructional design principles.
TF-II.F Identify and apply instructional design principals associated with the development of technology resources.
TF-II.F Identify and apply instructional design principals associated with the development of technology resources.
