Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

I use technology-enhanced instructional strategies in my classroom daily. One activity we do involves the use of the Cells Alive website to research and model the parts of a plant and animal cell. In this activity we also use handhelds to model the cells. This activity allows my learners to demonstrate knowledge by drawing pictures or expressing their thoughts in words. My Glacier PowerPoint activity is another example of how I use technology to support the diverse needs of learners. The glacier project gives students the opportunity to research glaciers and then display their information visually as well as presenting it orally.

B. apply current research on teaching and learning with technology when planning learning environments and experiences.

I use WebQuests throughout the year to teach and assess concepts. This Endangered Species WebQuest teaches students using an inquiry style of learning. Students are required to search for information on their own and draw conclusions about this information to write a written report as well as create original projects. WebQuests apply current research on teaching and learning with technology because they are centered on an inquiry-based style of teaching and learning. The matrix I completed as part of the course work for Technology to Enhance Learning also demonstrates this standard. In doing this assignment I evaluated several technology-enhanced projects done by other teachers to see which type of meaningful learning, active, constructive, intentional, authentic or cooperative, they fit into.

C. identify and locate technology resources and evaluate them for accuracy and suitability.

As part of my Instructional Design project, I had teachers fill out a survey about their knowledge and level of use concerning clickers. This was to help me find a need for instruction on the uses of clickers. Once I found that our elementary eMINTS teachers in the district were very unfamiliar with clickers but wanted to know more, I was better able to plan the rest of my Design Project. This Microworld assignment I completed as part of Technology to Enhance Schools, evaluated the effectiveness of a web-based product in the classroom. I also maintain a links page on my classroom website for student and parent use. On my links page, I locate websites to use in class or that I think might be interesting to the students. I keep this site updated and add to it continually throughout the year.

D. plan for the management of technology resources within the context of learning activities.

In my Instructional Design project, I showed how I would plan for the management of the resources as well as the time and space available. When presenting this training, I have to think about how many sets of clickers are available for use and the amount of time I have to present. I want to provide enough time to master the concepts, but not present too much as to make participants feel overwhelmed. I also use a tracking sheet with my handhelds to record problems encountered and any steps taken to fix the problem. The tracking sheet is simply handwritten on a yellow legal pad. Each time there is a problem with a handheld, I record the problem as well as which student was using it. This is useful to track ongoing problems with software programs as well as the hardware of the device. It also helps me see if problems are happening consistently with certain students.

E. plan strategies to manage student learning in a technology-enhanced environment.

I use my LCD projector to display information for all students to see. This lets me manage student learning in my classroom by providing for all my learners. I also use a CPS Chalkboard with my computer and projector which allows me to move around the room. I can better manage my students' behaviors as well as not feel confined to my desk during class. I also demonstrated planning strategies in my Instructional Design project. I showed step-by-step how I planned to manage the curriculum, time, and resources.