Engage in Professional Growth and Leadership, Standard 5

The fifth standard for the ISTE National Educational Technology Standards and Performance Indicators for Teachers states that the teacher will “Engage in Professional Growth and Leadership.” It basically states that a teacher will endeavor to 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. According to this standard, the educator will participate in local and global learning communities to explore creative applications of technology to improve student learning. Educators will also exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others. The teacher will evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. Finally, educators will contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
My weakness in this particular area would be my lack of desire to stray from the tools I am comfortable using. I consider myself to be technology savvy, but I am hesitant to learn new things unless I am forced. And, very often I am forced; continuing education courses, required professional development courses, masters’ classes. I am quick to learn and then I take the necessary steps to incorporate the new and exciting into my classroom. My strength is that I am a quick learner. Once I have seen and walked through the process, I begin to feel comfortable. Thus the forced technological growing pains are replaced by confidence.

Promote and Model Digital Citizenship, Standard 4

The fourth standard for the ISTE National Educational Technology Standards and Performance Indicators for Teachers states that the teacher will “Promote and Model Digital Citizenship” for the students. It basically states that a teacher will be able to comprehend local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. According to this standard, the educator will advocate, model, and teach safe, legal, and ethical use of digital information and technology. The teacher will instill in the student respect for copyright, intellectual property, and the appropriate documentation of sources. Also, the educator will address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources. Educators will also promote and digital etiquette and responsible social interaction related to the use of technology and information. Finally, educators will develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
I feel that I can meet this standard without much hassle. I consider myself a regular consumer of global, international news and I do so through a variety of channels; internet, radio, television. Modeling this in my classroom will be difficult, though. My classes are primarily concerned with American Literature, so 98% of what I do in my classroom revolves around American Literature. I do attempt however, to make connections to the wider world and ask my students to venture beyond what they know.

Kathy Schrock Review

Kathy Schrock’s influence at the site on http://school.discoveryeducation.com/schrockguide/ has been well documented over the fourteen years by every teaching college imaginable. Well, at least the ones I have attended. I have searched for activities on the site before and have always found it to be very user friendly. A variety of activities are offered for every subject area, as well as links to lesson plans and tools for creating one’s own activities. A tab for contests and grants is even visible, offering incentives to schools and districts that wish to build, refine, or promote their science programs.
I can think of no valid criticism for this site at this time. All in all, Kathy Schrock’s Guide for Educators is an awesome and reliable web source for information, activities, lesson plans, and inspiration.

Model Digital-Age Work and Learning, Standard 3

The third standard for the ISTE National Educational Technology Standards and Performance Indicators for Teachers states that the teacher will “Model Digital-Age Work and Learning” for the students. It basically states that a teacher will overtly display his/her knowledge, skills, and work processes illustrative of an inventive educator in a contemporary global society. According to this standard, the educator will design or adapt lessons that incorporate digital tools in order to increase student learning and individual creativity. Also, the educator will collaborate with students, fellow staff members, and parents through the use of digital tools to support student learning. Educators will also use digital media to communicate with students, staff members, and parents. Finally, educators will model and promote the effective use of the most recent and emerging technology to locate, analyze, research, etc. informational resources for student learning.
I do not consider myself a digitally, technologically savvy individual. I only recently have acquired an iPod…and only because it was a gift, I don’t think I would have bought one for myself. However, I LOVE it! I use it often, and now that movie files, digital copies, are available I have used it several times on plane or road trips to keep my five year old entertained. I am still hesitant with uploading music and whatnot on it; I have a gift card, but have yet to purchase any music out of an embarrassing feeling of ignorance of the whole process and lack of time. Here’s where I kick myself, however, I see myself as an intelligent individual who can figure out for herself how to make anything work. But, because I have a very technologically savvy husband, and helpful IT guys at my place of work, I tend to rely on them rather than forcing myself to figure new digital tools out for myself. This becomes a problem when considering this standard.
If I were to model a proficient understanding of digital tools, I would have to force myself to expand beyond my comfort zone. I tend to use PowerPoint presentations a lot, and I have two research projects that require my students to use technology, for the basis of my technology in my classroom. I sometimes show films, but only after having completed a novel or play. I have attended several technology in-services and been presented with new ways of using Google Earth in my lessons, as well as other techniques, but I have not pushed myself to adapt them to my own lessons and use them. I just have to face the truth that my lack of initiative boils down to laziness. I recognize the need, on behalf of my students and the “Digital Natives” detailed in Article 2 of our textbook, to expand beyond my limited digital knowledge so that my lessons are more accessible and engaging for my students.

Smart Board Vs. Promethium Board

What is the difference between a Smart Board and a Promethium Board?

Planning and Designing Learning Environments and Experiences, Standard 2

The second standard for the ISTE National Educational Technology Standards and Performance Indicators for Teachers states that the teacher will “Design and Develop Digital-Age Learning Experiences and Assessments.” It basically states that a teacher will create a classroom environment that fosters a natural use of technology that a student would see in a real world setting. The teacher will also develop lessons that call for the use of such technology and applications in relation to the class content. The indication that this would be occurring, firstly, is that the teacher incorporates digital and technological tools into the lesson plans. Secondly, the lessons and environment allow for the student to pursue his/her own interests, set personal goals, and assessing his/her own progress. Thirdly, the teacher customizes the lesson to each student’s personal learning style and needs. Finally, that the teacher uses various technological means of assessing student progress.
Meeting this standard and the indicators in my classroom will be difficult, but not impossible. My students are not particularly technologically savvy, and some of them dislike computers altogether. I foster the use and try to instill in them the import of technology in our lives and that their familiarity with it is imperative. However, I fundamentally disagree with any notion that asks, or demands, that I rework my entire teaching style for the sake of instituting technology simply for technology’s sake. My students are struggling readers, and some programs can read to them and aid in their comprehension. However, said programs will not teach my students to be better readers or to practice, as is necessary for them to build important decoding skills. Computers, technology, they are tools…they do not do the job for us; they aid us in doing our job. Many of my lessons require in class reading, and unless I take my 25-28 students to the lab everyday—which would make me REALLY unpopular with the other teachers—they must read from their books. Another thing to be addressed is student aptitude. Some students cruise through assignments, especially on computer, and reining them in after they have gone to check out their email, or found a way past the blocks to music or games, is extremely difficult.
I use technology on a daily basis in my classroom in the form of reading guide notes on PowerPoint slides. I also have CDs at my disposal that read some, not all, of the texts from the book aloud. I like the CDs, however, they have a tendency to lack inflection, therefore, like a gentle lullaby, lull my students to sleep. Aside from this, I use relatively little technology unless it is a project or in relation to a novel.

Technology Operations and Concepts, Standard 1

The first standard for the ISTE National Educational Technology Standards and Performance Indicators for Teachers states that the teacher will “Facilitate and Inspire Student Learning and Creativity.” It basically states that a teacher will use their knowledge of technology and content matter to inspire students to learn in both a traditional classroom setting and a web based setting. The indications that this inspiration and learning is occurring are that the students can observe the teacher modeling desired behaviors and interactions. The teacher fosters the use of real world applications and discussion of contemporary issues through the use of technology, and then promoting a reflection upon that use and what was learned from the experience. Finally, teachers encourage students to share what was learned through face-to-face or web based interaction.
Meeting this standard and the indicators in my classroom will be difficult, but not impossible. I have the good fortune to have seven computers in my classroom, as I am the Yearbook Adviser. Other teachers have only their laptop and desktop computers. My school has two computer labs available to be signed out for use, and they very often are. However, the demographics of my community indicate, as to my students, that the lower income families do not have access to a computer at home. Therefore, any computer use must occur at school, during my class, because we do not have any study halls. Also, my students have taken one required computer class in 7th or 8th grade, then another in 9th or 10th, but have had no key boarding drills or instruction. They are slow typists, and many are reluctant to use PowerPoint or Publisher, let alone to create a web site or complete a web quest.
I use technology on a daily basis in my classroom because I have the good fortune to be in a district that has installed projectors in every room—as well as microphones and speakers—that can be linked to the laptop issued to each teacher. All my notes and reading guides are on PowerPoint presentations; I print up and copy the note sheets that students are required to fill in as we go through the slides together. I show video clips, particularly from HistoryChannel.com, as I teach American Literature, and this web source has a great deal to offer for increasing student understanding of the time period in which a text was written. I also show films in my class, which meet the copyright requirements, that go along with the novels being read. So, I foster an environment that shows what technology can offer and how it can aid in instruction. I also have many group presentations or essays that require students to use technology in a variety of ways. Due to the demographics of the community, I always make sure that the students have ample time to access the computer labs at the school to complete all portions of the assignments. Without it, I would have to accept hand written work, poorly researched papers, and so on.