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Educational Technology


My technology education class at William & Mary helped me meet all five of the teaching standards established by the International Society for Technology in Education. Below are descriptions of the standards as well as artifacts that demonstrate my competency in each standard.

Standard 1: Facilitate and Inspire Student Learning and Creativity

According to www.iste.org, teachers should "use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual learning environments." I believe that technology can be a gateway to student creativity and originality. Students who are uninspired in many of their academic subjects can get a fresh start with technology and find motivation in its creative outlets. I created a Tech Expert Module about the children's computer application Kidspiration, and one of the elements of the program that I found most inspiring is its creative applications. Technologies like Kidspiration do not produce cookie-cutter assignments in which all students' work looks the same. The end products are divergent rather than convergent, allowing student individuality to shine through. As a new teacher, some ways that I will use technology to incorporate creativity into the classroom might include a family history project using Photo Story, videotaping students' readers' theater performances over the semester and then helping them edit clips into a finished product, and helping students create their own education-related websites with periodically updated blogs about recent school experiences. The student websites might be similar to the classroom portal that I created, which is described and critiqued here:
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Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

According to www.iste.org, teachers should "design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context." An important thing I learned in my technology education course at William & Mary is that technology should not be added on to a lesson for its own sake, but rather it should be used to help meet an educational goal. The technology that I incorporate into my classroom lessons will be feasible, appropriate, and offer a relative advantage to more traditional materials. An example of a lesson plan I developed that uses technology is a map skills lesson for grades K-1 that incorporates Google Earth. The Google Earth application offers numerous advantages over paper maps. It accurately shows the earth as a three-dimensional object, whereas most paper maps may give primary-age students the impression that the earth is flat. Google Earth can also zoom in on increasingly smaller areas (continent to country to state to city), which helps show children that maps can be the same size yet show different areas of land. This incorporation of technology into a lesson was thoroughly justified and carefully planned out, which is the manner in which I plan to incorporate technology into lessons. The referenced lesson plan and a critique with screen captures are available here:




Standard 3: Model Digital-Age Work and Learning

According to www.iste.org, teachers should "exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society." It is important for teachers to model technology for students, parents, and their peers within the educational professional. This can range from using e-mail and newsletters to communicate with parents to creating a classroom website (please see the document under Standard 1 above). Technology can also be used to showcase my work for teachers, administrators, parents, and students to view. My William & Mary e-folio webpage, http://mwvause.wmwikis.net, is a place where I can showcase my efforts in technology and other academic areas for viewing by my peers, superiors, and the parents of my students. The main page includes a greeting and information about myself, this page (http://mwvause.wmwikis.net/Educational Technology) gives information about my technology expertise, and other areas such as teaching, planning, assessment, etc., also have links on the left toolbar.


Standard 4: Promote and Model Digital Citizenship and Responsibility

According to www.iste.org, teachers should "understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices." An important aspect of digital citizenship and responsibility is respect for copyright law, intellectual property, and appropriate documentation of sources. During my technology education course, I completed online training on Copyright and Fair Use in the Classroom. I also completed a handout for my personal use as well as to share with fellow teachers entitled "10 Things I Want to Remember about Copyright," complete with links to relevant articles such as Copyright Basics and The 'Fair Use' Rule. The document is available here:



Standard 5: Engage in Professional Growth and Leadership

According to www.iste.org, teachers should "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." I have demonstrated leadership in the field of technology by creating a Tech Expert Module with instruction, advice, and ideas on innovative ways to incorporate Kidspiration into the classroom. The article is available for worldwide viewing on the Connexions website (which publishes scholarly educational materials) at http://cnx.org/content/m18130/latest/, and I also created a Tech Expert Module page on my e-folio for easy viewing.

Another example of my leadership is a design team project that I participated in with two classmates at William & Mary. We wanted to figure out ways to help students in our practicum placements who were falling further and further behind grade level in reading. We brainstormed a variety of solutions, such as online phonics games, buddy tutoring, personalized book boxes with leveled readers, and hands-on phonics games, and then we consulted with our cooperating teachers for feedback on which ideas were most likely to work. Our cooperating teachers convinced us to jettison the online phonics game and buddy tutoring ideas because of concerns about potential behavior management and logistical difficulties. We ultimately decided on creating individualized book boxes for each student with leveled books on topics that interested the student as well as handmade phonics games targeting their developmental spelling level. Details about our design team project and links to examples of the book boxes and phonics games that we created are available at http://crine09.wmwikis.net/Reading catch up.