Standards
A. Research
A. Research
Being able to understand and apply educational technology research is an important part of being a technology facilitator. Throughout your program, you read a variety of research articles and have access to many sources of research. As educational technology is constantly changing, you should complete the program with the ability and desire to find new research about current and emerging technologies in the schools and apply that to your own teaching and help other teachers apply it to their teaching. This will help you keep up to date with best practices and use technology most effectively to improve student learning.
TF-II.B .
TF-III.A
TF-III.E
TF-IV.C.
Artifact
As a part of our education experience at Loyola I took a class on Teacher Research and Inquiry. This class did not focus on research specifically in technology but teacher led action research. When I began my research I focused on researching more information on English Language Learners (ELL's). At this time I had a large number of ELL's in my math class and co-taught this class with the ESOL teacher. I never felt like I was reaching them. The research I found suggested many ideas that included introducing vocabulary in a more concrete way, mainly because of their lack of prior knowledge. The research also allowed me to understand the way the brain works and ELL students need more time to process the information they have learned and would benefit from additional time, help and resources. Of course, in an ideal world this would be great but in all reality giving extra time to help these students was nearly impossible.
This idea could be made into a reality when I took my "Distance Education" course that summer. In this course, my group designed an after school tutoring program that would target at risk students who did not have resources at home, such as a computer, and help them become more successful in the classroom. The students would enroll in a "cyber tutoring program" at school. The reason we picked an on school location for this program is because the research showed that ELL students do not have parent support at home because their parents are also lacking the language and the family might not have the financial needs to buy expensive technologies. Also, having the program at school allowed for a teacher to be on site and assist the students as they come across a problem or need additional help. The goal in creating this after school program was to use the research on ELL students and or at risk students and help them to become successful in learning the English language and also receiving the extra support that is required. Currently, at my school we have a similar model called Club Leap but it is not technology based but rather teacher led after school learning. However, the school has seen a huge increase in language development from these ELL students.
2. During the summer of 2011 we took a class called, "Distance Education." This class was a hybrid course where we met face-to-face and also met online. During this class we critically looked at distance learning and independently researched potential issues that surround the issues of distance learning. In order to create the perfect distance learning environment we had to experience it for ourselves first. We researched appropriate ways to assess students during a course that is distance learning. During my research I focused on student support services for students who continue their education solely through online learning. When students are not on campus they must receive the same services that students who are on campus receive. Here is the paper.
The third artifact is from my ET630 class. We created projects where we challenged our students to critically look at the reliability of websites. I used both the Technology curriculum, and the health and Language Arts curriculum to encompass a variety of skills needed to accomplish this project. Typically students do not critically look at the websites that they use on a regular basis. This project teaches them how to use a set of guiding questions to critically analyze a complex website. My Critical Information Literacy Project was based on eating a healthy and balanced meal. Students critically looked at websites and decided if the websites had accurate information and came from a reliable source and provide accurate information. The series of lessons build on each other and allow students to expand their background knowledge with their research findings. From the information they gained during their research they used their knowledge about the food pyramid and looked at HCPSS monthly menu to decide if our school system uses a healthy approach when serving school lunches. They also had to use their research skills to apply what they learned from each website to create a balanced meal plan for HCPSS.The students used their background knowledge in health to build a healthy menu but they also used their knowledge of technology to use Kidspiration to create a meal plan.
The last artifact was my Blog that I created during my Digital Communications Class. I used Blogger.com to create this on going Blog.
In this blog I researched a variety of Web 2.0 tools and shared these exciting tools with my cohort. One of the tools that I found was more useful than I knew, was a Wiki and Google Docs. Because of the research I did on these web 2.0 tools I am incorporating them into my Internship this year. The tools that I blogged about are tools that any Elementary Education Teacher can use in their classroom.
This idea could be made into a reality when I took my "Distance Education" course that summer. In this course, my group designed an after school tutoring program that would target at risk students who did not have resources at home, such as a computer, and help them become more successful in the classroom. The students would enroll in a "cyber tutoring program" at school. The reason we picked an on school location for this program is because the research showed that ELL students do not have parent support at home because their parents are also lacking the language and the family might not have the financial needs to buy expensive technologies. Also, having the program at school allowed for a teacher to be on site and assist the students as they come across a problem or need additional help. The goal in creating this after school program was to use the research on ELL students and or at risk students and help them to become successful in learning the English language and also receiving the extra support that is required. Currently, at my school we have a similar model called Club Leap but it is not technology based but rather teacher led after school learning. However, the school has seen a huge increase in language development from these ELL students.
2. During the summer of 2011 we took a class called, "Distance Education." This class was a hybrid course where we met face-to-face and also met online. During this class we critically looked at distance learning and independently researched potential issues that surround the issues of distance learning. In order to create the perfect distance learning environment we had to experience it for ourselves first. We researched appropriate ways to assess students during a course that is distance learning. During my research I focused on student support services for students who continue their education solely through online learning. When students are not on campus they must receive the same services that students who are on campus receive. Here is the paper.
The third artifact is from my ET630 class. We created projects where we challenged our students to critically look at the reliability of websites. I used both the Technology curriculum, and the health and Language Arts curriculum to encompass a variety of skills needed to accomplish this project. Typically students do not critically look at the websites that they use on a regular basis. This project teaches them how to use a set of guiding questions to critically analyze a complex website. My Critical Information Literacy Project was based on eating a healthy and balanced meal. Students critically looked at websites and decided if the websites had accurate information and came from a reliable source and provide accurate information. The series of lessons build on each other and allow students to expand their background knowledge with their research findings. From the information they gained during their research they used their knowledge about the food pyramid and looked at HCPSS monthly menu to decide if our school system uses a healthy approach when serving school lunches. They also had to use their research skills to apply what they learned from each website to create a balanced meal plan for HCPSS.The students used their background knowledge in health to build a healthy menu but they also used their knowledge of technology to use Kidspiration to create a meal plan.
The last artifact was my Blog that I created during my Digital Communications Class. I used Blogger.com to create this on going Blog.
In this blog I researched a variety of Web 2.0 tools and shared these exciting tools with my cohort. One of the tools that I found was more useful than I knew, was a Wiki and Google Docs. Because of the research I did on these web 2.0 tools I am incorporating them into my Internship this year. The tools that I blogged about are tools that any Elementary Education Teacher can use in their classroom.
B. Integration of Technology into the Curriculum
Integration of technology into the curriculum has the most direct impact on student learning. You should have a firm grasp of how to plan lessons that use technology effectively to improve student learning.
TF-II.A .
TF-II.C
TF-III.A
TF-III.C
TF-III.E
TF-II.C
TF-III.A
TF-III.C
TF-III.E
Artifact
The second artifact is from Assistive Technology course. We had to pick a unit plan that focused on Social Studies curriculum and infuse appropriate technology into the lessons. The unit plan included 5 lessons that spanned about 1-2 weeks. The lessons build on each other and use guiding questions to help the students independently think for themselves. The technology that was included in the lesson used Powerpoint audio books, screen casting through QuickTime and Kidspiration graphic organizers. These technology resources allow students to learn the Social Studies curriculum in a different way.
Integrating technology into daily lessons can have a huge impact on student learning. For this standard I will discuss my telecollaborative project that I created in my Digital Communications Class. During this project students will create digital stories based on a visual picture.
This project is aligned with the State and County Curriculum Objectives for Language Arts. Students will use the writing skills to create digital stories.
The students will use the website Epals to communicate with other students around the world via e-mail. They will e-mail their ideas and ask their peers guiding questions (that are provided by the teacher). The students will learn how to effectively communicate with other students and also learn how valuable using technology can be. After they communicate with their peers they will turn their written story into an audio story using software such as Audacity or Garage Band.
The second artifact is from Assistive Technology course. We had to pick a unit plan that focused on Social Studies curriculum and infuse appropriate technology into the lessons. The unit plan included 5 lessons that spanned about 1-2 weeks. The lessons build on each other and use guiding questions to help the students independently think for themselves. The technology that was included in the lesson used Powerpoint audio books, screen casting through QuickTime and Kidspiration graphic organizers. These technology resources allow students to learn the Social Studies curriculum in a different way.
C. Technology Resources
Being a technology facilitator requires the ability to use technology resources, find new resources, and find ways to acquire new resources that are compatible with the standards used in your school.
TF-II.C
During our ET680 class we were challenged to find grant opportunities to financially support our technology efforts in our building. In this grant paper we had to find at least one grant that was more than $10,000. Our has not won any technology grants since I have been there (5 years) and I tried to find grants that I could actually apply to and potentially win. The first grant that I applied to was for a year subscription to an online software program called, ElementaryZone.com. This grant was listed on the website Digital Wish. My plan for this grant would allow students in our after school project, Bridges, to use this website to support them in all content areas. The grant was rather inexpensive and easy to apply for. I hope that our school receives this program.
The second grant that I set up was something different through a Adopt-A-Classroom. Through this site teachers can set up a wish list of items that they want in their classroom and anyone in the community can add funds to their teachers account. My wish list consisted of 30 headphones that also have attached microphones for recording audio sounds.
The last grant that I applied for was through Vernier Technology Company. This grant allows schools to set up a state of the art science lab that has everything a school would need to carry out any science experiment. With the STEM initiative in our county and the lacking of a science lab in our school I thought this grant would be perfect for our school.
The labor intensive process of searching for appropriate grants for our school can pay off but it takes time and effort
During our ET680 class we were challenged to find grant opportunities to financially support our technology efforts in our building. In this grant paper we had to find at least one grant that was more than $10,000. Our has not won any technology grants since I have been there (5 years) and I tried to find grants that I could actually apply to and potentially win. The first grant that I applied to was for a year subscription to an online software program called, ElementaryZone.com. This grant was listed on the website Digital Wish. My plan for this grant would allow students in our after school project, Bridges, to use this website to support them in all content areas. The grant was rather inexpensive and easy to apply for. I hope that our school receives this program.
The second grant that I set up was something different through a Adopt-A-Classroom. Through this site teachers can set up a wish list of items that they want in their classroom and anyone in the community can add funds to their teachers account. My wish list consisted of 30 headphones that also have attached microphones for recording audio sounds.
The last grant that I applied for was through Vernier Technology Company. This grant allows schools to set up a state of the art science lab that has everything a school would need to carry out any science experiment. With the STEM initiative in our county and the lacking of a science lab in our school I thought this grant would be perfect for our school.
The labor intensive process of searching for appropriate grants for our school can pay off but it takes time and effort
D. Managing the Technology-Rich Classroom
Managing a classroom that uses technology can be a challenge. You should have a variety of strategies for managing the technology itself as well managing students in a technology-rich learning environment.
TF-II.A
TF-II.D
TF-II.E
TF-III.D
In order to effectively use technology you have to be prepared for any issue that might arise. When I was creating the Participate Project for Digital Communications class I had to come up with a back up plan in case the technology failed or was unavailable. Using technology well in a classroom means you have the strategies in place in case something fails. This project has many pieces that can easily go wrong if you are not organized and have all the pieces ready.
The second artifact that I use on a daily basis in my classroom is using Quicktime screen casting. This program allows me to make an audio and visual recording of my screen so that students can look back at the directions if they need to. A lot of our students need multiple reminders for the directions on a project. This tool allows students to open the screen cast and simply follow the directions. This way they do not have to repeatedly ask questions. Another way to use this tool is leaving a movie file for students to start their morning as a warm-up. The first thing they do is open the movie file and get started. It eliminates huge transition times and students who are independent workers like this way of getting started.
TF-II.D
TF-II.E
TF-III.D
In order to effectively use technology you have to be prepared for any issue that might arise. When I was creating the Participate Project for Digital Communications class I had to come up with a back up plan in case the technology failed or was unavailable. Using technology well in a classroom means you have the strategies in place in case something fails. This project has many pieces that can easily go wrong if you are not organized and have all the pieces ready.
The second artifact that I use on a daily basis in my classroom is using Quicktime screen casting. This program allows me to make an audio and visual recording of my screen so that students can look back at the directions if they need to. A lot of our students need multiple reminders for the directions on a project. This tool allows students to open the screen cast and simply follow the directions. This way they do not have to repeatedly ask questions. Another way to use this tool is leaving a movie file for students to start their morning as a warm-up. The first thing they do is open the movie file and get started. It eliminates huge transition times and students who are independent workers like this way of getting started.
E. Social, Legal, and Ethical Issues
As a technology facilitator, you must understand the importance of both teachers and students behaving legally and ethically and providing a safe and healthy environment for student learning with technology. This includes having an understanding of current issues, such as copyright laws and cyberbullying, as well as finding ways to be connected to emerging issues.
TF-VI.A
TF-VI.D
TF-VI.E
During the Role of the Technology Leader we focused on two areas of concern: Acceptable Use Policy and Software Piracy. These topics are important if you are going to be a technology leader.
The Office of Instructional Technology has created an AUP for each student to sign. In my opinion it was written at a middle school level and is not understandable for students in Elementary school. Therefore, I rewrote the current AUP policy and used kid friendly language so the students will understand why it is important to use technology correctly and what they consequences will be if they do not. The current AUP can be adapted in any grade and even using pictures with Kindergarten is a great idea. It is important that the AUP is clearly understood by both students and parents so they can effectively use the technology in our school and not receive a punishment for something they didn't know. The student and parent signature will show that they understand the policy and the consequences that might occur if they do not follow the outlined rules.
The second project from this class was tracking software piracy. The county and our school has purchased a substantial amount of software for the school. However, with each purchase comes a certain number of licenses. It is against the law to go over the purchased amount of licenses and it is our job as the technology leader to make sure this does not happen. In this paper I outlined ways to prevent piracy from occurring. We can not just simply say, "we did not know."
TF-VI.D
TF-VI.E
During the Role of the Technology Leader we focused on two areas of concern: Acceptable Use Policy and Software Piracy. These topics are important if you are going to be a technology leader.
The Office of Instructional Technology has created an AUP for each student to sign. In my opinion it was written at a middle school level and is not understandable for students in Elementary school. Therefore, I rewrote the current AUP policy and used kid friendly language so the students will understand why it is important to use technology correctly and what they consequences will be if they do not. The current AUP can be adapted in any grade and even using pictures with Kindergarten is a great idea. It is important that the AUP is clearly understood by both students and parents so they can effectively use the technology in our school and not receive a punishment for something they didn't know. The student and parent signature will show that they understand the policy and the consequences that might occur if they do not follow the outlined rules.
The second project from this class was tracking software piracy. The county and our school has purchased a substantial amount of software for the school. However, with each purchase comes a certain number of licenses. It is against the law to go over the purchased amount of licenses and it is our job as the technology leader to make sure this does not happen. In this paper I outlined ways to prevent piracy from occurring. We can not just simply say, "we did not know."
F. Technology for Diversity
Technology can be a powerful tool for affirming cultural diversity. As a technology facilitator, you should be mindful of the variety of technologies that increase global understanding and affirm cultural diversity.
TF-VI.B
TF-VI.C
TF-VI.C
Students in the 21st century use technology on a regular basis but usually communicate with their peers or friends around their immediate circle. During the creation of my Telecollaborative project I used the global community website of Epals to help students communicate with a variety of students around the world. According to their website, "ePals is the leading provider of safe collaborative technology for schools to connect and learn in a protected, project-based learning network. With classrooms in 200 countries and territories, ePals makes it easy to connect learners locally, nationally or internationally. "
In my lesson I have students interacting with students in any country that wanted to sign up for the Digital Storytelling project. This project pushed students to interact with students they do not know and helped them become comfortable with wording and answering appropriate questions via e-mail. No other communication was used besides written language. This is a powerful tool to allow students to communicate with other students in an appropriate way and learn at the same time. Before they sent their email the teacher would proofread each e-mail to be sure it was appropriate and followed the guidelines the teacher set up. Prior to answering each question about the story they students are able to send "getting to know you" questions. I think this is important to allow the students to learn more about each other and understand more about the person they are communicating with, especially since it is only via e-mail. This project allowed students to create a project with someone they have never met potentially half way across the world. G. Technology for Diverse and Special Needs
Technology can facilitate the needs of special needs students through adaptive and assistive technology and differentiated instruction. As a technology facilitator, you should understand these tools, use them in your classroom as needed, and be able to work with other teachers to use these tools as needed.
TF-II.A
TF-III.B
TF-VI.B
TF-III.B
TF-VI.B
Artifact
During the summer of 2011 we took a class on Adaptive Technology. In this class we learned about Universal Design for Learning. We took into consideration all the special needs of our students and learned how to make technology adaptions to meet their needs. We created Class Profile Matrix(CPM) to clearly break down the needs of our students. On this chart we could analyze the needs of our special education students according to their IEP's, 504's or general classroom needs.
This class profile matrix really gave me a clear picture on how I can best differentiate technology and meet the needs of all the learners.
The students that I teach in both reading and technology have a variety of needs. I can quickly look at the CPM and make changes to my lesson to fit the needs of my students. For example a fifth grade student that I teach in Technology reads at a first grade level. When I am done showing the class what to do, I have a screen cast video ready for him to view to reinforce what the directions are. Instead of written directions he uses audio and visual directions. This is something that works well for him. The CPM helps me remember which ways to differentiate to each of my students.
This class profile matrix really gave me a clear picture on how I can best differentiate technology and meet the needs of all the learners.
The students that I teach in both reading and technology have a variety of needs. I can quickly look at the CPM and make changes to my lesson to fit the needs of my students. For example a fifth grade student that I teach in Technology reads at a first grade level. When I am done showing the class what to do, I have a screen cast video ready for him to view to reinforce what the directions are. Instead of written directions he uses audio and visual directions. This is something that works well for him. The CPM helps me remember which ways to differentiate to each of my students.
During the Assistive Technology course we used a variety of accommodations and modifications to a unit plan. For this plan I used a Social Students unit in 5th grade. This unit focused on Colonial America the early colonies. We had to revise 5 current lessons to include alternate quizzes, technology integration and meet the needs of our diverse learners. We used the Class Profile Matrix as a guideline to know exactly which students should receive the modified materials. For this project I created 3 quizzes for each lesson that were tailored to below, on and above grade level students. I also created digital e-books that read a modified version of the text to each student who required a lower reading level. I also created audio recording of the PowerPoints for the students to look back on if needed. The changes that I made for each lesson addressed the variety of needs of the learners in my classroom.(this was moved from section F to section G)
H. Instructional Design
Well-designed instruction and learning environments are a key factor in student learning. You should have a strong grasp of instructional design principles for a technology-rich environment.
TF-II.F
During our Distance Education class, as a group, we created a project that focused on creating an online after school tutoring program. For this project we had to create a realistic budget and lay out the needs of the project. From there we had to organize every detail that would be included for our tutoring project, including training teachers and providing in site technology assistance. This program was created to design a different way of tutoring children. It also eliminated the teacher teaching students but rather the teacher was guiding the students to use technology to learn effectively.
During our Distance Education class, as a group, we created a project that focused on creating an online after school tutoring program. For this project we had to create a realistic budget and lay out the needs of the project. From there we had to organize every detail that would be included for our tutoring project, including training teachers and providing in site technology assistance. This program was created to design a different way of tutoring children. It also eliminated the teacher teaching students but rather the teacher was guiding the students to use technology to learn effectively.
