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Teacher
Performance Indicators (NETS•T)
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A. |
Design developmentally appropriate learning
opportunities that apply technology-enhanced instructional strategies
to support the diverse needs of learners. |
- My
Technology Integration Lesson Plan (TILP), incorporates online research, construction of concept maps, and creation
of multimedia products. The content of this lesson
not only addresses state standards, but
also
fosters
growth
toward long-term
goals that will contribute to all students' future
academic and life success. These long-term goals include
working
collaboratively,
thinking critically, considering multiple perspectives,
using technology as a tool for thinking, and managing
time and resources.
- The concept map I created depicting the interrelationship between Assessment, Learning
Goals, Learning Activities, and Teacher Roles in Collaborative Writing in High School Literature (rtf) denotes the use of both synchronous and asynchronous
online communication tools to enhance student learning.
Even students who are reluctant to participate in class
discussions are more apt to contribute
when they have ownership
of
a specific
role
in a small
cooperative online environment. The online collaboration
and interaction is appropriate and relevant for digital
native learners.
- I also took into consideration the diverse needs of learners when I created my
WebQuest. I embedded multiple scaffolding tips and templates on the Process page for students.
These templates, as well as more intensive student
help aids, are
also linked from the Teacher Information page for easy educator access. Well defined roles with
categorized resource links guide students in initiating
the research process. A SkyTeam
Conference
form with suggested
questions is
linked for generating group research discussion and
debriefing, and a Writing Process review page that may be needed by some students is also available. Additional
scaffolding pieces are in place to aid student groups
in revising and editing their work, applying standard editing marks, and to specifically address interesting
word use.
These embedded aids support learners at various levels.
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B. |
Apply current research on teaching and learning with technology
when planning learning environments and experiences. |
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C. |
Identify and locate technology resources and evaluate them
for accuracy and suitability. |
- I
have developed and am currently maintaining a Web page
entitled L.I.N.K.S (Learning,
Inquiring, Navigating, Knowing, Showing) for Parents,
Students, and Teachers. In order to provide beneficial resources, I am always reviewing sites
that potentially have strong application to the needs of
one of these groups. My Parent Resource LINKS page was developed to inform parents of online help aids and information sources
that will help them better support their child's educational
needs. Student Learning LINKS target learning focus areas for K-6 students to provide engaging practice and
enrichment sites learners can access from school or home
in order to not only support but also extend classroom
learning. Teacher Resource LINKS cover a wide variety of topics
useful to today's educators. Just a few that are included
are e-field trips, essential questions, graphic organizers,
MAP
practice,
SMART links,
and technology and learning.
- My Web site Evaluation Checklist developed from Web Source Evaluation Tips (generated when I facilitated an eighth grade class discussion), now serves
as an aid for both students and teachers in evaluating
Internet resources.
- I provide professional development as well as classroom lessons on evaluating
Internet resources. As indicated on my training agenda, we focus on understanding the importance of teaching students to evaluate information
resources, cultivating effective skills for evaluating
Internet resources, developing information-evaluation
tools for use in the classroom, and becoming aware
of copyright laws related to student and teacher use
of information found on the Internet.
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| D. |
Plan for the management of technology resources within the context of learning
activities. |
- This
standard has been met in my district Technology Staff Development
Plan. The plan provides a year long technology training
rotation for teachers set up in seven sections with
each section totaling twelve hours of professional
development. Since all training sessions will involve
hands-on application, the vast majority of sessions
will take
place in an eMINTS classroom. Depending on the number
of training sessions occurring simultaneously, computer
labs at Eastwood, Bueker Middle School, and Marshall
High School are also available for scheduled use. The
necessary software and equipment are available
at each of these locations. If a facilitator is able
to schedule half or full day sessions, they may also
be scheduled to take place at Central Office in the
Board Room. Wireless connection is available here for
the laptops, and the room is also equipped with a screen
and projector (no SMARTBoard). Follow-up classroom
visits will be scheduled with each participating teacher
to facilitate transfer of learning and practice application
using classroom technology resources. The goal is to
promote teachers' use of technology in engaging, inquiry-based
lessons directly connected
to curriculum standards.
- Technology resources are organized within the context of my WebQuest. Each student role is provided categorized resource
links in order to facilitate research.
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E. |
Plan strategies to manage student learning in a technology-enhanced
environment. |
- A
Classroom Use Policy (CUP) streamlines the management
of student learning in a technology-enhanced
environment. Generating a clear CUP
at the beginning of the year prevents unnecessary classroom
discord especially when students have a voice in its
creation. For this reason, developing an effective
CUP is addressed in one of my first Year 1 eMINTS training
sessions, Computer Basics. So that our district CUP's
will not become invisible posters hanging in classrooms,
I also ask every participating teacher to bring his/her
previous year's CUP to the first Year 2 eMINTS training session where we closely examine classroom management. Using a sample CUP
form I generated (which purposely needs revision),
teachers reflect on their two years in an eMINTS
classroom and determine if their CUP could be improved
with additions and/or deletions.
- A management approach I've implemented in the 3rd
grade building computer lab is a color cup stack strategy. A stack of three
different colored cups (green, yellow, and red) sits
atop each tower. Protocol for their use is as follows.
If the student(s) place(s) the red cup on top, the
instructor is alerted that the student(s) at this
computer cannot make further progress on the learning
activity
without input. A yellow cup on top indicates that
they're proceeding with the activity but have a question
when
help is available. When the green cup is on top,
users are right on track with the task at hand, and
no aid
is needed. It’s very helpful that the facilitator
can see at a glance where assistance may be needed
and how urgent the request might be. What I enjoy
even
more is seeing the cup color change from yellow or
red to green because students are continually problem
solving themselves.
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I.