ISTE #3

After reviewing this standard and its indicators I’ve learned that I have a great deal of work to do in regards to modeling digital age work and learning. As indicated by this standard, technological effective teachers are able to exhibit knowledge, skills and work processes that represent an innovative professional in both global and digital societies.  In review of this standard and its indicators, I am in need of professional development in all four areas.

 

According to indicator one, educators should demonstrate fluency in technology systems and the transfer of current knowledge to new technology and situations. I like to consider myself a novice when it comes to technology and the understanding of technological systems. Although, I do possess the ability to learn things quickly, especially when I am highly interested; I am not as fluent with technology and technological approaches as I would like to be.

 

According to indicator three, educators should communicate relevant information and ideas effectively to students, parents and peers using a variety of digital age media and formats.  I do think that I somewhat address this indicator fairly well, although I could still use some help in enhancing the skills presented in this indicator.  During small group and individual conferencing with students, as well as, parent conferencing and team meetings with my colleagues, I actively discuss technological resources that I use to help enhance the learning experiences of my students. These discussions are usually limited to the use of resources provided by the district or the minimal contact with websites and software I have discovered from my own personal research.

 

Knowing of the upcoming changes to education, which includes advanced digital age teaching, I have sought professional development in the areas of effective use of personal learning plans and technology.  In addressing my deficiencies in these areas, I hope to greatly improve my teaching instruction to better promote student growth.  Additionally, I hope to better meet indicators two and four of this standard, which indicates that technological effective educators collaborate with students, peers, parents and community members using digital tools and resources to support student success; as well as, model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning. It is my hope, to become technologically savvy enough that the use of technology becomes an integral and continual part of my daily instruction. 

 

ISTE #2

After reviewing this standard and its indicators I learned that I have great deal of work to do in regards to designing and developing digital age learning experiences and assessments.  As indicated by this standard, technological effective teachers are able to design, develop and evaluate authentic learning experiences and assessments by incorporating contemporary tools and resources that maximizes content learning in context and develops knowledge, skills and attitudes.  

 

During the school year I provide ample opportunities for my students to participate in district and/or school wide technological initiatives which include (but is not limited to) the use and interactions of several programs such as Accelerated Reader, MyOn, PebbleGo, Brainpop Jr., Every Day Math online and Ticket to Read. With these programs being district and school wide initiatives, I have become quite familiar and comfortable with incorporating their use within my instruction, thus assuring myself that I am effectively providing the type of technological support needed by my students.  In hindsight, this standard and its indicators has clearly shown me that I am providing a very limited amount of technological support. In an effort to provide advanced digital age teaching, the indicators of this standard suggest that educator must:

·         Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

·         Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning and assessing their own progress.

·         Customize and personalize learning activities to address students’ diverse learning styles, working strategies and abilities, using digital tools and resources.

·         Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

 

I must give credit to school and district mandates for the use of most of the technology programs mentioned above. Through their use I meet all requirements listed in this standard and its indicators; however, personally, I am in great need of professional development.  In seeking professional development, I must learn how to use the skills mentioned above to create better learning experiences for my students. Like the programs mentioned, I would like to learn how to create personalized learning plans for each of the students I encounter, using the abundance of resources and technological support I have

ISTE #1

According to the International Society for Technology in Education (ISTE), effective teachers…design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide models for students, colleagues, and the community.  In an effort to reach this goal, teachers should aspire to meet five standards and twenty performance indicators. In discussing these standards and indicators over the next several weeks, I will reflect on my level of application, focusing on my current teaching practices. 

            According to ISTE #1, an effective educator facilitates and inspires student learning and creativity.  In accomplishing this goal, teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity and innovativeness, in both face-to-face and virtual environments.  As specified by these indicators teachers should promote, support and model creative, innovative thinking, and inventiveness. As well as, engage students in exploring real world issues by solving authentic problems using digital tools and resources. Additionally, teachers should promote reflection using collaborative tools to help students reveal and clarify their conceptual understanding, thinking, planning and creative processing; as well as, model collaborative knowledge construction by engaging in learning with students, colleagues and others in face-to-face and virtual environments. In meeting these indicators, I successfully make use of several practices and methods of instruction in my classroom.  To promote and support creative and innovative thinking and inventiveness of my students, I allow an excessive amount student choice based on their interest. Although, I am somewhat limited by school, district and state mandates, I often find ways to implement student interest in most of what we do.  I also promote an extensive amount of collaboration amongst my students, often giving them opportunities to discuss and plan methods and strategies for a variety of activities we encounter during content instruction. I demonstrate the importance of collaboration in helping one to succeed, by collaborating with and incorporating special area instruction in many of our classroom projects. Additionally, since technological resources are often limited for many of my students at home, or at times in school, I often provide students with opportunities to use personal technology resources I provide in my classroom.  With student reflection being imperative within our learning environment, digital journals and document camera sharing is a highly used within my classroom. In review of these indicators, I feel that I am doing well with the application this standard and its indicators within my current teaching practices.