Technology+Facilitator+Pre-Admission+Competencies+Verification

The purpose of this page is to demonstrate my capabilities with technology as they relate to ISTE NETS-T standards. This will provide a baseline for evaluation in relation to the Techonology Faciliatator Endorsement.

Feel free to browse below!

Standard 1: Facilitate and Inspire Student Learning and Creativity

Artifacts: [|Doppler Effect Virtual Lab]

Reflection: The first artifact is a virtual lab used to illustrate the Doppler Effect. This lab was beneficial because it allowed students to change variables in a setting they would not normally be exposed to (most of my students are too young to drive and do not have access to instruments like an oscilloscope). The lab report that accompanied the experiment asked students to identify a goal, create a hypothesis, collect data (based on the variables they altered), graph the data, analyze the results and form a conclusion to support or refute the hypothesis. Then students were required to participate in a discussion forum on the topic. This allowed students to express themselves while reflecting on their experiment, report and views. Thus this artifact supports 1a, 1b, 1c.

Another artifact that further supports 1c and 1b is the Unit 3 Extra Credit that I assigned to my students. Despite the fact that it was worth only 6 points, almost all of the students did the extra credit. In doing so, they were forced to internalize the material, organize it and convey it in a meaningful way.

1d could be supported by the artifact also used for standard 2. It is supported but not documented in face-to-face meetings like COSI and the Fantastic Friday Science Day at state universities. Overall however, I find NETS Standard 1 is the weakest of the standards. I find it difficult to encourage development of inventiveness in the rigid structure of an online environment. For example, when in brick and mortar I used to let students identify problem (relating to work) and create their own simple machine to solve the problem. In the virtual world we are limited to a lab that comes in a USPS shipped kit ( a lever experiment) or what virtual alternatives we can find online. I need to further explore possibilities to increase student creativity.

Standard 2: Design and Develop Digital-Age Learning Expeinces and Assessments

Artifacts: [|Elluminate ClassConnect Session] [|Elluminate Session 2]

Reflection:

The artifacts for standard 2 are recordings of synchronous learning sessions. In the first one a presentation on matter is given. Although another teacher begins and ends the presentation (we often switch off during class between presenting and manning chat to increase interest) I created the presentation and can be observed typing in chat and presenting the middle content material.

The second session is a lesson about electricity in which I did all of the presenting and created the presentation. I chose to include two different sessions so a wider variety of my techniques can be observed. Notice that both sessions begin with learning objectives and conclude with a set of reminders and an RSVME survey to gain immediate feedback from students (as well as take attendance).

I feel the artifacts demonstrate competency in all areas of the second standard. The weak part of the standard is 2a. I would like to eventually give students the ability to present projects in class, have open chat throughout the session (instead of just before hand), use the webcams and mics more freely and import media they have created. Yet with my 9th grade students the urge to send out inappropriate information is still too strong. We have been working in baby steps, incrementally allowing more usage of the mic, chat and whiteboard while using features like polling less frequently. However, I would still like to students to become more active in the synchronous learning process.

Standard 3: Model Digital-Age Work and Learning

Artifact: [|Autodialer]

Reflection:

BlackBoard Connect Autodialer is an outreach method that is available for teachers to use to contact students and Learning Coaches on a large scale. Through Excel I can compose a .csv file on students and their information that will be used to deliver a message by phone or email. I have used autodialer as a wakeup call for students who were worried about over sleeping, as a reminder for students to complete missing work, a notification to an LC that the child is struggling, as a request that I be contacted, to give words of encouragement or congratulations, among other things. Autodialer by no means replaces a personal phone call (of which an average of 25+ are made a week), but it offers a quick and convenient way to contact students especially at hours when I am not at my desk (for example I can schedule a call to go out at 8pm). Blackboard Connect requires integration of school databases/reports, Excel, Outlook (in some cases) and the phone. Due to the latter reasons I feel it shows strength in 3a, 3c, and 3d.

Unfortunately BlackBoard Connect has not frequently been used in a collaborative effort with parents. However, it has been used in collaboration with peers to achieve goals such as improving passing rates (by pestering students until they become involved), or to disseminate important information. Therefore to a lesser extent it also supports 4b. A stronger example of 4b, for which I do not have a artifact due to privacy issues, is when I meet in Elluminate with a parent and LC to give them a support session guiding the student through the basics of the online environment.

Standard 4: Promote and Model Digital Citizenship and Responsibility

Artifacts: [|A+]

Reflection:

To illustrate competency of standard 4, two artifacts have been included. The first is a program that the school purchased for teachers to use (if they choose) as a supplementary tool for struggling students. Like Study Island, A+ allows a teacher to designate lessons for the student to complete. However, unlike Study Island, A+ is geared specifically toward each content area and can be used by the student at various levels of difficulty to allow for greater assistance and scaffolding. It is a highly tailored system that is used on a student by student basis. A+ supports standard 4b.

To support 4a, I have included a Kmail (our private email) I wrote to students and their learning coaches following the final exam. While I had some people express concern that it was ‘harsh’ I felt that it was very matter of fact. I needed to remind students of the Academic Integrity assignment that they completed at the beginning of the school year. This assignment had addressed legal and ethical usage of the internet in a learning environment. This was to serve as a general reminder to all students that such guidelines exist and that they will be enforced.

My weaknesses in standard 4 are evident. I have no artifacts to support 4c although I am continually giving reminders in ClasConnect that students not spam, post inappropriate materials, give out personal information, etc. 4d is my greatest weakness as I have not done anything to engage students of other cultures besides allowing my students to express their personal feelings and beliefs (in a manner appropriate for school). This standard needs improvement!

Standard 5: Engage in Professional Growth and Leadership

Artifacts: [|Artifact_5.JPG]

media type="file" key="How to Screencast.wmv" width="256" height="199"

Reflection:

Both of these artifacts demonstrated a willingness and ability to help coworkers. However they varied in the reasons for their existence. The first Artifact (Artifact 5) was an impromptu Yahoo Instant Message conversation with a faculty member who was having difficulty applying a password to a document (which is required for all things sent by email due to FERPA). A quick dialogue solved the problem while also supporting standard 5b.

The second artifact is an example of a Jing created, because I noticed that many teachers did not understand the technology. Jings are very helpful in guiding students as they navigate thought our online learning environment. To help other faculty members utilize this tool and positively impact their students, I created this Jing on how to Screencast (or Jing as we call it). This artifact supports 5a, 5b, 5c, and 5d largely because it supports teacher effectiveness through the use of existing technology so that student learning can improve.