1. Learner: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:
a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. b. Pursue professional interests by creating and actively participating in local and global learning networks. c. Stay current with research that supports improved student learning, outcomes, including findings from the learning sciences.
My Narrative: Throughout this technology course, I was able to explore many different platforms in technology that I was not previously aware of. Before this course, I was not aware of the research being done relating to technology to improve student learning. From this course, I learned of different sites where I can receive up to date research and topics.
The project that support my learning towards meeting this standard is my final technology project. For my final project, I researched the implementation of the Apple Tv and the Smart Board in the classroom. At the beginning of my student teaching, I noticed that one of my placements used an Apple TV and one used a Smart Board. This year was the first year that my teacher had an Apple TV in her classroom. To see the change in technology being used was amazing, and I knew that it was something that I should become informed on. Thus, this was an important topic for me to explore because I was not aware of the use of Apple TV in the classroom.
2. Leader: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:
a. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. c. Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.
My Narrative: Before this course, I was not aware of the leadership roles that I could take on that would support student learning. I believe that I am still progressing towards meeting this standard because as a student teacher, I think that there is so much more leadership I will be able to take on as a full-time teacher. As a teacher, it will be my responsibility to continually advocate for technology that will make learning accessible for all learners. Currently, I believe that I made some progress towards this standard in my student teacher placement and through my final project.
My final project allowed me to explore and evaluate the use of the Apple TV and Smart Board technology in the classroom. The Apple TV in the classroom is currently a new technology that some schools are adopting. Through this project, I am able to share my research with my colleagues. This research is not to say which technology is better, but to show the pro and cons of both. Ultimately, determining which technology should be in the classroom will be up to every classroom teacher and the students. From my research, I was able to become more knowledgeable on this topic and provide practical ways to use the technology to meet all students need.
3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:
a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. b. establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. c. Mentor students in safe, legal, and ethical practices with digital tools and the protection of intellectual rights and property. d. Model and promote management of personal data and digital identity and protect student data privacy.
My Narrative: Throughout this technology course, I learned about the many ways that students could participate a technological community. There are many platforms for students to be able to connect and work with students through technology. The use of technology will allow students to make positive, socially responsible contributions to the online community.
My teacher website allowed me have a platform to mentor and model safe, legal, and ethical practices with online tools for my students. My website is a place for me to build a community with other teachers, parents, and others interested in education because they will be able to contact me through my website if there are any questions and comments. Through my website, the personal data of students are protected.
4. Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:
a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. c. Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
My Narrative: Collaborating with colleagues and students is really important in order to improve the implementation of technology in the classroom. Through collaboration with students, the teacher is able to reflect and improve the teaching practices being used to meet the students interests and needs. Furthermore, by collaborating with colleagues, teachers will be able to improve their practice and solve problems related to technology. Ultimately, the learning experience that should arise from collaboration should be authentic, real-world learning experiences using technology.
Through my podcast, I was fortunate to work with my colleague to create a podcast on Yuri Kochiyama. Creating a podcast was a new process for me, while my colleague had some experience in creating media productions. We were able to collaborate and learn from each other in order to produce our podcast. In the end, for our students to create a podcast, it would be an authentic, real-world experience because they would have to go through the same learning experiences as I did.
Through my WebQuest, I was able to create an authentic, real-world learning experience for my students. Through the WebQuest, students are asked to explore primary sources that I found on the Japanese plantation workers. Through this WebQuest, students will be able to collaborate with their classmates and expand their knowledge on the Japanese plantation workers.
5. Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning
My Narrative: Prior to this course, I did not have any practice in designing authentic, learner-drive activities and environments. I was unaware of the activities and environments that could be created through the use of technology. After completing this course, I believe that I made progress towards meeting this standard by creating a WebQuest for fourth grade students. However, I know that I will continue to work to mastering this standard.
Through my WebQuest, I was able to design a learning activity that aligns with the content standards and uses digital tools and resources. After researching Japanese plantation workers in Hawaii, I was able to find a variety of primary sources I could use in my WebQuest. Since, the topics of the primary sources were different, I was able to apply a Jigsaw activity to the WebQuest. This application of a jigsaw activity allowed the students to work independently and collaboratively. Additionally, the WebQuest accommodated to different learner needs and preferences.
6. Facilitator: Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators:
a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems. d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
My Narrative: Through this technology course, I became aware of the practices and approaches available to facilitate learning with technology to support student achievement. These practices are very important because they can encourage students to take ownership of their learning as well as foster and nurture creativity amongst students.
One project I completed that demonstrates this standard is my WebQuest. Through my WebQuest, students will be able to take ownership of the learning goals in both independent and group settings. For examples, students will be working independently by reading the articles and writing their journals and students will be working in a group to discuss the articles. Additionally,the WebQuest allows students to communicate ideas and their understanding through creative expression in their first person journal of the Japanese plantation workers.
A second project that demonstrates my progress of mastering this standard is my podcast. This podcast allowed me to model creativity and creative expression to communicate knowledge on Yuri Kochiyama. Furthermore, this process challenged myself to use a design process that I was not completely familiar with, iMovie. Through this project, I was able to work colleague to produce the podcast and learn the process of iMovie.
I think that I am still progressing to meeting this standard.I will continuously learn new ways to facilitate learning with students. I am excited to participate in a makers-fair at my 2nd grade student teaching placement.
7. Analyst: Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:
a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction
My Narrative: Reflecting and using data to inform teacher instruction is an important process. Through this process, the teacher is able to improve the lesson for the next time and learn what should be taught next. Before this course, I was not aware of the technology that could be used to help the teacher and the students reflect and assess their learning. Through this technology course, I was able to explore multiple programs and uses of technology to reflect, assess, and communicate the students' learning.
One project that demonstrated my progress towards this standard is my Project TEAM. For this project, I recorded myself teaching my expressive arts lesson. By recording my lesson, I was able to review the footage and reflect on the parts that went well and the sections that I think I could improve. This footage also allowed me to assess my students interactions and discussions.
Another project that demonstrate my progress towards this standard is my teacher website. When I become a full time teacher, I plan to use my website as a means to communicate with students and parents. I hope that through my website parents will be connected on the things that we do n the classroom. For example, I plan on posting pictures of the projects students are working on during the week.
I think that I am still progressing to meet this standard. I will continuously strive to meet this standard in my classroom. Every year I will use data to drive my i8nstruction in the classroom. I will also continue to find new ways to incorporate technology in the classroom as a form to assess my students learning. Foremost, I will continue to learn new ways in which technology can be implemented into the class to hep students achieve their goals.