Description

1. Facilitate technology-enhanced experiences that address content standards and student technology standards.
   

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   The Online Corporation Project created and given to my Computer Applications students not only addressed content standards within the business curriculum, but addressed technology standards as students were using technology to organize, research, and facilitate the entire project. I had students work through content standards within accounting and computer applications both by researching companies online and preparing a presentation about their financial reports.
   
   In addition, the Procedural Knowledge project required my students to learn concepts within the curriculum of a computer class and then apply the procedures they learned using prior knowledge of technologies they have been practicing through the duration of the course. Specifically, students had been learning how to use various parts of Microsoft Word. Using that knowledge, I had students create their own letterhead and sample letter for a business they might like to have in the future. This gave them the opportunity to use their technology skills, creativity, and business writing skills.
   
   Finally, the Technology Integration Plan demonstrates how students mastering concepts in a standard English class use technology to enhance their knowledge, increase productivity, and explore creativity. These students learned information about grammar and proofreader's marks. Once that basic content knowledge was obtained, they went to the computers to practice their skills.

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2. Use technology to support learner-centered strategies that address the diverse needs of students.
   

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   The KITE database is a great way to share lessons that include technology to help meet the needs of many different types of learners. After analyzing this database and assessing specific cases with the TUA project, it was easier for me to see how many different ways technology can be used to support learner strategies and the needs of students. This database that contains many technology case studies, gave me the opportunity to explore what types of learning activities using technology have been done successfully in many different discipline areas.
   
   The Case Study also shows how technology used specifically for a hearing impaired student can help bring the learning back to student focus instead of a lesson altered and tailored to student needs. With this project I was able to research various types of technology that not only specifically help the impairment, but technologies that focus on positive learning strategies that help these students succeed in the classroom.
   

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3. Apply technology to develop students' higher order skills and creativity.
   

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   The Online Corporation Project referred to previously requires students to do more than just memorize key terms. The project uses online technology that requires students to research, analyze data, create presentations, complete online quizzes, and use basic html to publish their findings. Similarly, submitting the eThemes request gave me the opportunity to have students complete in-depth research about a given topic and then evaluate and analyze their findings based on teacher specifications. The capstone project presented in Concept Map form also uses technology to combine all of student’s prior knowledge of the Microsoft Office Suite in order to complete a research project about a new technology. Finally my TUTA demonstrates how students went beyond the basics of learning the parts of speech and created interactive Power Points that students used to teach those parts of speech to special needs students.
   
   

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4. Manage student learning activities in a technology-enhanced environment.
   

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   Managing learning activities in a technology-enhanced environment becomes an everyday occurrence when you are a technology teacher. Much of my management in my regular technology classroom is done through my school web site. So, seeing the task from other discipline areas in the building is important. Understanding how students will work and manage the environment in those settings such as the English teacher would in the TILP is necessary. The TILP helped me understand how other disciplines deal with limited resources and students placed in a different setting than what they are used to in that discipline’s natural environment. Rubrics are also a big help in managing those activities – my procedural knowledge rubric is a great example of helping students facilitate their work in a technology environment with set guidelines.