I.  TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

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.

WHAT I DID TO ACCOMPLISH THIS:

During my coursework at Eastern Michigan University I have drastically improved my technological proficiency. I have learned how to use many new programs as well as how to use some other programs in more depth. Some example programs that I used in my technology course, Instructional Applications of Media and Technology (EDMT 330), include PowerPoint, Word, Excel, Inspiration, GradeKeeper, RubiStar at http://4teachers.org, KompoZer and FileZilla, iMovie and Google Blogger at www.blogger.com. In addition, we learned how to create and post classroom resources on www.think.com, a global community for learning.

In addition to the gains I made in my technological proficiency from taking EDMT 330, I also have learned through other classes and through self-education how to create: web posters using the Web Poster Wizard at http://4teachers.org, WebQuests and websites using TeacherWeb at www.teacherweb.com, wikis using PBWiki at www.pbwiki.com, notebooks and web pages using Google for Educator Tools like Notebook and Page Creator, newsletters using Publisher, and an Internet resource file for teachers using IKeepBookmarks. I also attend workshops and training whenever possible and have attending training in PowerPoint, wikis, and computer repair.

The first project I created for EDMT 330 was a web activity lesson plan. This lesson plan was created for 5^th graders in the content area of Social Studies with integration of Language Arts and Technology. The objectives of the lesson were for students to accumulate resources on a U.S. state using the Internet and work cooperatively in pairs to prepare a travel brochure using the Web Poster Wizard at http://4teachers.org/. In order to create this project I had to learn how to use the resources at 4teachers.org and how to create a class worksheet complete with instructions posted on the Internet for the activity and embedded links for the students to access on the Internet. The use of the Web Poster Wizard tool was not a course requirement of this activity, but one that I sought out and learned how to use myself. This demonstrates my willingness to expand my technology skills and my ability to stay abreast and current in new technologies. 

In conjunction with the web activity described above, I learned how to use the concept mapping software, Inspiration. With Inspiration, I created a concept map outlining the key concepts behind the lesson plan, as well as a sample concept map that a student may create alongside that lesson. And lastly, to complete the assignment I created a rubric to assess the project using a rubric generator that I located on the Internet at www.teach-nology.com/.

Another example of a project that I learned how to do this semester was the creation of a website. In EDMT 330, we learned how to use the web authoring software, KompoZer, to create HTML pages and then how to use FileZilla to upload the files and publish the website onto the Eastern Michigan University server. My website on the Eastern server can be accessed at http://people.emich.edu/lweaklan. In addition, I also taught myself how to create similar pages using Google Page Creator from the Google for Educator Tools and RCampus. These websites can be accessed at http://lpweakland.googlepages.com/ and http://my.rCampus.com/lpweakland. One of these websites will ultimately serve as my professional electronic portfolio.

As part of our coursework in EDMT, we were taught how to create a web log (“blog”). A blog could be useful an educator as a way to communicate with students or parents. It also could serve as a way to share resources with other teachers. The blog that I created would fit the latter purpose and is titled “Technology for Teachers” and can be accessed at http://lpweakland.blogspot.com/. We also learned how to shoot and edit digital video, as well as how to use graphics in Word.

And lastly, another example of how I continue to stay abreast of current and emerging technologies is by creating a technology resource file as I attend classes, discuss technology with teachers in the field, and by read teaching magazines and publications of the journals of the organizations I belong to. In this resource file, I bookmark and note any new websites or technologies and annotate it for future use. This resource file is published on the Internet at http://ww2.ikeepbookmarks.com/LPWeakland. To access the technology resources, you would click on “Teachers” and then “Technology.” This resource will be invaluable when I become a teacher and need to have access to technology resources at the click of the mouse. I also engage in weekly “techtorials” as published on the Education World website (www.education-world.com/a_tech/) as a way of continually growing my technology knowledge and skills and staying abreast of current and emerging technologies.

LIST OF INCLUDED EXHIBITS and/or WEBSITES THAT SUPPORT MY NARRATIVE:

Ø      Lesson Plan - WEB Activity Design.pdf

Ø      Student Directions Sheet - WEB Activity Student Directions Sheet.pdf

Ø      Concept Map (Student) - ArkansasConceptMap.pdf

Ø      Concept Map (Teacher) - Travel Brochure Web Activity.pdf

Ø      Rubric - WEB Activity Rubric.pdf

Ø      Website with Eastern - http://people.emich.edu/lweaklan

Ø      Website with Google - http://lpweakland.googlepages.com/

Ø      Website with RCampus - http://my.rCampus.com/lpweakland

Ø      Blog – “Technology for Teachers” - http://lpweakland.blogspot.com/

Ø      Digital Video – One more time.mov (not included)

Ø      Graphics File - CellPhoneGraphic.pdf

Ø      Technology Resource File – http://ww2.ikeepbookmarks.com/LPWeakland (click “Teachers,” “Technology”)

II.  PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

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.

WHAT I DID TO ACCOMPLISH THIS:

As mentioned under Standard I, the web activity project that I created for EDMT 330 also meets the requirements of Standard II. This lesson displays an example of how I might integrate technology into the content areas of student learning. Students would work in pairs to access the Internet for research and then accumulate their findings and post their work on the Internet as a travel brochure in the form of a “Web Poster” using the resources found at http://4teachers.org.

Another example of a lesson that meets this standard is a cooperative/inquiry lesson that I created for my curriculum unit that utilizes technology for 4^th and 5^th graders in Social Studies on The Three Fires Tribes of Michigan. In this lesson, students will participate as members of an “investigative research team” and learn about the concept of “WebQuesting” in a cooperative-inquiry activity on the Michigan Three Fires Tribes (Ojibwa, Potowatomi, and Ottawa). The format of this WebQuest is one of "compilation" whereby students will assemble and organize a team "book of knowledge" in a form that would be useful to the local library. In order to create this WebQuest, I had to learn about all the steps necessary to complete a WebQuest and then learn about a website called www.teacherweb.com that hosts WebQuests for teachers for free. In order to complete this WebQuest, I researched and read the help screens and tutorials. The WebQuest I created for students can be accessed at:

http://teacherweb.com/WQ/ElementarySchool/Michigan_Native_Americans/.

And lastly, another example of an activity that I created that demonstrates proficiency in Standard II is a wiki that I created to support reading. Wiki is short for the Hawaiian word, ‘wiki-wiki’ which means fast and is a website where everyone collaboratively creates and edits the content of the site. The wiki that I created would support reading in the form of virtual book club for 4^th and 5^th graders. Students would read books and post book reviews on the wiki. They would also contribute to discussions and suggestions for future reads. The sample wiki that I created can be accessed at http://hardybloggers.pbwiki.com/.

LIST OF INCLUDED EXHIBITS and/or WEBSITES THAT SUPPORT MY NARRATIVE:

Ø      Lesson Plan - WEB Activity Design.pdf

Ø      Student Directions Sheet - WEB Activity Student Directions Sheet.pdf

Ø      Lesson Plan – Three Fires Tribes WebQuest – Cooperative/Inquiry Plan WEBQUESTING.pdf

Ø      WebQuest - http://teacherweb.com/WQ/ElementarySchool/Michigan_Native_Americans/.

Ø      Wiki - http://hardybloggers.pbwiki.com/

III.  TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

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.

WHAT I DID TO ACCOMPLISH THIS:

An example of how I have implemented methods and strategies to maximize student learning is to train teachers on a software/website program called TeacherWeb. TeacherWeb is a web hosting service/software for teachers at www.teacherweb.com. I self-taught myself this web tool and created a website for a local elementary school PTO. Once I learned how to use the software and told others about how easy it is to use and how wonderful the end-product websites turn out, I began to train teachers on how to create their own websites by hosting one hour mini-workshops after school. The PTO website that I created can be found at: www.teacherweb.com/MI/HardyElementarySouthLyon/PTO and one of the teachers who I trained on the product can be found at: www.teacherweb.com/MI/HardyElementarySouthLyon/MissPellosmaa. Teachers and parent-teacher organizations alike can benefit from having a website. It provides another tool for maximizing student learning and facilitating communication with families via the Internet.

And secondly, examples of how I have met Standard III, is that all the lesson plans I create are benchmarked to the Michigan Curriculum Framework which can be found at the Michigan Department of Education website at www.michigan.gov (search “Michigan Curriculum Framework”). Both the web activity and the WebQuest mentioned in Standards I and II were benchmarked to content standards. I regularly visit the online standards in planning and preparing instructional material for students. The WebQuest lesson plan also was planned to develop students’ higher level critical thinking skills.

LIST OF INCLUDED EXHIBITS and/or WEBSITES THAT SUPPORT MY NARRATIVE:

Ø      PTO Website (TeacherWeb) – www.teacherweb.com/MI/HardyElementarySouthLyon/PTO

Ø      Website, Teacher Sample (TeacherWeb) – www.teacherweb.com/MI/HardyElementarySouthLyon/MissPellosmaa

Ø      Lesson Plan - WEB Activity Design.pdf

Ø      Student Directions Sheet - WEB Activity Student Directions Sheet.pdf

Ø      Lesson Plan – Three Fires Tribes WebQuest – Cooperative/Inquiry Plan WEBQUESTING.pdf

Ø     WebQuest - http://teacherweb.com/WQ/ElementarySchool/Michigan_Native_Americans/

IV. ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

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.

WHAT I DID TO ACCOMPLISH THIS:

As mentioned under Standards I and II, I created lessons that required rubrics to assess learning. For the web activity lesson plan, I created the rubric using a rubric generator found at www.teach-nology.com. Teach-nology is an online teacher resource and includes a rubric generator. Rubrics are categorized by content area and are able to be modified for teacher use. For the web activity lesson plan, I generated one of the Teach-nology rubrics and modified it to fit the needs of my lesson. For the WebQuesting cooperative-inquiry lesson, I also created a rubric using the Teach-nology rubric generator.

As part of the coursework for EDMT, we learned about a tool called RubriStar which is another tool available for teachers from http://4teachers.org. This tool is also an online generator of rubrics. I accessed this tool online, selected a category (science), selected a template (research report) and generated a rubric. From there, I modified the rubric to fit the needs of my intended lesson and then downloaded it into Excel to save and print.

Another example of a technology assessment and evaluation tool that I learned to use in EDMT is a software program called GradeKeeper. This tool is a technological tool for teachers to manage grades, attendances and more. I learned how to add students, update grades and create and print reports.

And lastly, as part of my assessment class and corresponding field experience, I administered an assessment to 2^nd graders, identified learning objectives relating to the assessment, collected the assessments and student data and input in Excel. Subsequently, I created graphs on an objective by objective basis analyzing trends and identifying strategies for guiding future instruction. These graphs were then imported into Word where I added my analysis.

LIST OF INCLUDED EXHIBITS THAT SUPPORT MY NARRATIVE:

Ø      Rubric – Web Activity - WEB Activity Rubric.pdf

Ø      Rubric - Three Fires Tribes WebQuest - WebquestRubric.pdf

Ø      Rubric – Research Report on Endangered Animals - Research Report Rubric.pdf

Ø      GradeKeeper - sampleGradeKeeperFileMSScience.grk (not included)

Ø      Student Learning Analysis - StudentLearningAnalysis.pdf

V.  PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice. Teachers:

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.

WHAT I DID TO ACCOMPLISH THIS:

As part of my ongoing professional development and reflection on current best teaching practices, I belong to a number of professional organizations, including the Association for the Supervision and Curriculum Development (ASCD), Michigan Reading Association (MRA), Michigan Council of Teachers of Mathematics (MCTM) and the Detroit Area Council of Teachers of Mathematics (DACTM). In belonging to these organizations I read their journals and periodically review their websites or print articles for further review. I also correspond with them as warranted through email and renew or join online. In addition, in EDMT 330, we created a resume as a way to continually reflect and track our professional development and experiences.

In EDMT 330, I did several projects that would exemplify using technology to increase productivity. For example, I learned how to create a spreadsheet that could keep track of data and to create graphs to help evaluate trends in the data. The spreadsheet I created was an example of how a teacher might use a spreadsheet to keep track of an after school program and all its demographics. This spreadsheet could also be used to keep track of field trip data or fifth grade camp information.

I am in constant reflection of how to use technology to increase productivity. As mentioned earlier, I maintain an electronic resource file using iKeepBookmarks (http://ww2.ikeepbookmarks.com/LPWeakland) and access it regularly at home and from remote locations. As part of my EDMT 330 course assignments, I created a blog posting on Google Blogger entitled “Technology for Teachers” reflecting on how teachers can use tech tools to enhance productivity. The blog posting can be accessed at http://lpweakland.blogspot.com. I also correspond regularly with teachers and classmates using email as another means of increasing productivity.

An example of how I use technology to communicate with parents and the larger school community is through the creation of a PTO website. At the end of last year, the person who had created our PTO website was moving and dismantling the website. Over the summer, I researched different website possibilities and came across a website/product called TeacherWeb. This website host websites for teachers and school organizations. I taught myself how to use it and created our current PTO website. This website serves as a primary method of collaboration amongst the PTO members and for communicating with parents.

And lastly, in EDMT 330, I learned how to create PowerPoint presentations and I created a presentation that could be used as a tool for communication with parents on curriculum night.

LIST OF INCLUDED EXHIBITS and/or WEBSITES THAT SUPPORT MY NARRATIVE:

Ø      Resume - RESUME_LauraWeakland.pdf

Ø      Spreadsheet - Spreadsheet_Roster SUMMARY.pdf

Ø      Spreadsheet - Spreadsheet_Roster Feb_25.pdf

Ø      Technology Resource File – http://ww2.ikeepbookmarks.com/LPWeakland (click “Teachers,” “Technology”)

Ø      Blog – “Technology for Teachers” - http://lpweakland.blogspot.com/

Ø      PTO Website (TeacherWeb) – www.teacherweb.com/MI/HardyElementarySouthLyon/PTO

Ø      PowerPoint Presentation - PowerPointCurriculumNight.pdf 

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:

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.

HOW I ACCOMPLISHED THIS:

As course requirement of EDMT 330, I read an article entitled “Copyright and Fair Use in the Classroom, on the Internet, and the World Wide Web” published by the University of Maryland University College Information and Library Resources (www.umuc.edu/library/copy.shtml). This article was very informative and educational to me, as I did not have a lot of knowledge about copyright and fair use laws. We learned about the tests of “brevity” and “spontaneity” for copying purposes as well as other guidelines of fair use and how they apply to teachers.

With regards to diversity, I created a lesson plan as part of my unit on Native Americans for my curriculum class. In this lesson, students learn about the importance of the concept and core democratic value, diversity, by participating in an inquiry-based activity where the students analyze the importance of cultural differences through the review of children’s literature and through reflection and discussion. As an extended activity for this lesson, students participate in a “Diversity - Pick a Project” activity that gives students project choices based upon multiple intelligent preferences.

LIST OF INCLUDED EXHIBITS THAT SUPPORT MY NARRATIVE:

Ø      Diversity – Pick a Project! - Diversity_PickAProject.pdf