logging in or signing up mtts product show Charlie Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: Embed: Flash iPad Dynamic Copy Does not support media & animations Automatically changes to Flash or non-Flash embed WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 446 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: June 18, 2007 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript Achievement in the Maryland Teacher Technology Standards: Achievement in the Maryland Teacher Technology Standards By: VJC Candidate Start Slide2: Table of Contents Standard II Standard III Standard IV Standard V Standard VI Standard VII Standard I Click here to view the MTTS Standards online Final Reflection Standard I: Standard I Information Access, Evaluation, Processing, and Application Candidate will access, evaluate, process, and apply information efficiently and effectively by researching a current issue related to using technology. The candidate must gather information about the issue from online resources and produce a PowerPoint presentation that presents the issue and findings. next menu Standard I: Standard I I researched the effect of technology in special education settings. I found that technology can help special education students if used in the correct way. These are the slides I used to present the information and my position to my peers. Standard II a: Standard II a Communication Candidate will use technology effectively and appropriately to interact electronically on a professional chat board for teachers. The candidate must participate in this professional discussion group and maintain a journal that reflects on the experience. II b Standard II a: Standard II a Posed Question on proteacher.com Manda 'Sleeping Student' 03-15-2006, 03:15 PM #1 I am currently in a Pre-K classroom one day a week. I am able to observe my school supervisor and teach a variety of lessons. When the afternoon students come to school there is one little boy who has to report directly to the nurse to receive his 'medicine.' I have asked the teacher why he is on medication and doctors believe that the child is ADHD, but they are not positive. Therefore, they are always switching the his medicine and he is experiencing some side effects. Sometimes towards the end of the day he will fall asleep during a lesson. I was wandering if there is any way to help him stay awake and participate. Any ideas would be greatly appreciated! Thanks My reply VJCSusie sleeping student 03-28-2006, 12:23 PM #3 Keep track of when this student falls asleep and see what causes this action. Try to alter or avoid those things that may cause him to fall asleep. Also if you see him getting tired, try to give him a job to do like washing the boards or picking up the trash on the floor or passing out papers. Also, while teaching try to make the lesson interactive and engaging for the students to keep their attention and if they seem to be getting sleepy have them stand up and stretch or 'shake the sillies' out of them. hope this helps! This is a sample of questions I answered using a discussion board on proteacher.com. This allowed me to give my insight to others and receive feedback from others on questions that I had. Reflection Reflection on Discussion Board: Reflection on Discussion Board This professional discussion group experience was very interesting and informative. I had no idea that a person could go to an educational online chat board and ask a question for anyone to answer. I thought he/she had to have AOL to get into a chat room, but I now know that there are certain professional educational websites/bulletin boards in which teachers can leave a message for anyone else to see. This activity broadened my horizon about how to get information about classroom behaviors or lessons that may be hard to find on the internet. It also allowed me to hear about others’ real life experiences and what they learned from it and how I can use that information to my advantage….. Overall, this experience was interesting and informative. I liked being able to read other people’s questions and the responses they received. Sometimes, it gave me ideas to give to that person and some that I could use in my own classroom. I will definitely keep updated to new questions that are posted and the responses and see if I can enlighten anyone based on the experiences I have had in the classroom thus far. IIb Standard II b: Standard II b Communication Candidate will use technology to communicate information in a variety of formats by creating a webquest for a specific curriculum area. Standard II b: Standard II b This will be a Webquest for 1st/2nd graders which allows them to search the internet (with help) to gain information about bears. Slide10: Slide11: Reflection: Reflection My reflection clarifies how the activity Standard IIB had a direct and positive impact on me, and also demonstrates how I have grown as a result of this experience. I created the Bearquest which is a webquest about bears. The intended grade level is first or second grade, but the activities can be altered to fit any grade level and curriculum. I provide the students with all the materials they will need to learn about the different kinds of bears including answer sheets and websites. After they have finished research on all the bears, the students will create a KidPix slide show telling about their favorite bear, its diet and habitat, and why the Baltimore Zoo should pick it for their new exhibit. This is a fun way for the students to learn about the different kinds of bears and apply their knowledge in a way that is interesting to them. I was able to find websites that were appropriate for my topic with the exact information that I wanted my students to learn and also provide for children who are very interested in the subject or for those higher level students who finish quickly. In addition, this project allows for modifications to be made for those students who need it. This reflection is evidence of my growing ability to find websites that will provide my students with information relevant to the curriculum goals and learning abilities of the students. Plus, I was able to use the websites for an educational purpose that met the curriculum. This experience has demonstrated that I am capable of using the internet to effectively teach my students and highlights my personal growth as a professional educator. Standard III: Standard III Legal, Social, and Ethical Issues Candidate will demonstrate an understanding of the legal, social, and ethical issues related to technology use by evaluating a case study, highlighting questionable practices, and writing responses to questions that concern legal, social, and ethical issues. Case Study Questions for task Standard III: Standard III Legal/Ethical Issues Health/Safety Issues Security/Privacy Issues Legal/Ethical Issue Health/Safety Issue Security/Privacy Issue The following are issues that occur with today’s technology and I had to find three examples of each issue and explain why this was an issue and how it could be corrected. I learned a lot about the issues that plague the use of technology today and how I can prevent these issues from occurring in my classroom. Standard III: Standard III Legal/Ethical Issue One legal issue that arises in the case study are copyright/piracy. In the case study, Mrs. Jones uses the only copy of the program to install on all the computers in the lab. According to 'Computer Learning Foundation Emphasizes Responsible Use of Technology' by Sally Alden, to install a program using only one disk onto a room of computers is called multiple loading and is illegal. This would make Mrs. Jones actions illegal due to the copyright law. Health Standard III: Standard III Health/Safety Issue One health consideration raised in the case study is students having problems seeing the monitor due to glare. To help prevent the glare on the monitors, the teacher can close the blinds and turn off some lights. This will minimize the sunlight shining in through the windows and the reflection of the lights on the computer screens. The students will be able to see what they are doing without having to strain their eyes. Security Back to Legal Standard III: Standard III Security/Privacy Issue One privacy issue that is raised in the case study is individual’s privacy of grades. Mrs. Jones was working on her grade book program and did not log off the computer before the start of class. The students’ grades were on the monitor for the entire class to see and some students took it upon themselves to read their classmates grades aloud without their consent. This was in violation of the student’s privacy because everyone in the class now knows the grade of every other person, which is considered personal/private information. Mrs. Jones needs to make sure that she logs off of all personal information as soon as she is finished. Click here to view the case study and questions reflection Back to Health Reflection: Before this assignment, I did not realize the importance of recognizing the legal, social, and ethical issues that surround the use of technology in the classroom. I now realize that there are many different things that a teacher should consider when using technology. After completing this assignment, I am confident that I have the ability to identify areas of concern that deal with these three areas of technology use. I understand how to recognize potential errors and problems that should be considered when dealing with the use of technology in the classroom and I also know how to prevent problems from occurring in my classroom. I feel that this standard is crucial and it should be recognized by all teachers who plan to use technology in the classroom. Reflection next Case Study and Questions Standard III: Case Study and Questions Standard III Case Study You are a student teacher at Greater Maryland Middle School. Today you are observing Mrs. Jones teaching her social studies class in the computer lab. Her first period is her planning period. She has asked you to assist her with setting up the lab for her lesson plan. She is installing the school's only copy of an atlas software program for a single user license on the 22 computers in the lab. She explains that her lesson will require students to download information about the country that they have been assigned from the atlas program and to also search the Internet for more information for a PowerPoint presentation. Mrs. Jones encourages students to freely use any information from the Internet for their presentation.At the beginning of each class, the students enter and sit where they choose, occasionally arguing over seats. For the four classes with more than 22 students, Mrs. Jones pairs a boy and a girl, assigning the boy to operate the computer and the girl to take notes. Mrs. Jones starts the class by sharing a model of a final product, a PowerPoint presentation. Without guidance, she encourages the students to freely copy any graphics and text from the Internet to brighten up their slides. She explains that they will have one day in the computer lab to complete the assignment and that, if they do not finish in class, they must complete the work at home within two days. She directs them to use the atlas software and to search the web for sites about the country assigned to them. At the completion of class, she gives them time to save their work to the class folder on the local area network and reminds them not to access other folders.During the first class period with students, a few students become distracted with the computer in the first row where Mrs. Jones had been working on her gradebook program at the end of her planning period. They begin reciting aloud the classmates' scores that are still visible on the monitor. She closes the program and puts the students back on task. Several students sitting by the windows complain that they cannot read their monitors due to glare…. Click here for complete Case Study back Questions for Standard III: Questions for Standard III Questions for students to answer 1. Underline or highlight all questionable practices that you noted in the case study. 2. Of those legal and ethical issues (one of which must deal with copyright), identify three different issues that arise from this case study and explain what laws, policies and/or procedures are most applicable to each issue. 3. Of those health and safety considerations raised in the case study, identify three. Suggest at least one potential way of addressing these types of issues, including classroom management techniques that may facilitate a safe and orderly environment. 4. Of those security and/or privacy issues raised in the case study, pick three. For each instance, describe the policies and procedures that may help ensure security and privacy. 5. The case study highlights several advantages and disadvantages of widespread use of, and reliance upon, technology in the classroom. Address the following:• Identify one advantage and describe how it impacts technology use in educational settings. Support your answer with examples based upon your prior knowledge and experience.• Identify one disadvantage and describe how it impacts technology use in educational settings. Support your answer with examples based upon your prior knowledge and experience. back Standard IV: Standard IV Assessment for Administration and Instruction Candidate will use technology to analyze problems and develop data-driven solutions for instructional and school improvement. Slide22: Analysis of Class Individual Performance Standard IV data My students did not meet the three objectives of the school. My class achieved below the required minimum average score on each of the three objectives. For the first objective, prisms, pyramids, and cylinders, My class achieved an average score of 5.6 out of 10. For the second objective; intersecting, perpendicular, and parallel lines, my class achieved as average score of 5.5 out 10. Finally, for the third objective; circles, my class achieved an average score of 4.9 out 10. In order for my students to have mastered these objectives, they needed to achieve 7 out of 10. These average scores…… Slide23: Instructional Decisions: Instructional Decisions The additional data shows me that a little more than half the class has an IEP or LEP. From this, I can gather that different instructional strategies need to be implemented in order for the students to achieve higher score on the objectives. This information would help me in making decisions on instructional strategies because I am able to see how each student scored on the MSA. The MSA scores how me how well the students did in math and reading. From these scores, I am also able to adjust my instruction to meet their specific needs in each area. I am also able to see if I need to translate posters, worksheets, or any other teaching materials in order to reach the LEP students. This data allows me to integrate technology, hands-on activities, and workstations in order to fully educate and meet the needs of the students will IEPs. This additional data could be more specific though and tell which area in each objective the students needed more instruction on. In this case, I would be able to fully manipulate my lessons to accommodate each individual student in my class. Standard V: Standard V Integrating Technology into the Curriculum and Instruction Candidate will develop an integrated lesson plan for a chosen subject and incorporate use of technology by using at least one Internet website. The candidate must also include an evaluation of the Internet website used in the lesson. These are core parts of a language arts lesson for Kindergarten. The students will be informed about M and S in a regular classroom setting. As an assessment, the students will have to complete an electronic worksheet in Kidspirations by adding M and S to words and pictures.: These are core parts of a language arts lesson for Kindergarten. The students will be informed about M and S in a regular classroom setting. As an assessment, the students will have to complete an electronic worksheet in Kidspirations by adding M and S to words and pictures. Sample lesson: Sample lesson Slide28: After developing this integrated lesson plan, I understand how to effectively incorporate technology into the curriculum to benefit the students. I feel that this is a great way to go beyond the paper and pencil activities and create a lesson that is truly motivating and engaging. Not only was I able to develop a lesson that integrates the Internet, but I was also able to evaluate several websites to determine their appropriateness. In this lesson, I used technology as a tool to effectively reach my learning goals. I believe that the possibilities of technology integration are endless. Technology is a valuable tool that I plan to use throughout my years as a teacher, which is why it is so vital that I have developed this skill of effectively integrating it into instruction. Reflection Standard VI: Standard VI Assistive Technology Candidate will understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice. Standard VI: Standard VI I observed a little girl in a special education classroom during the class occupational therapy lesson. I was able to see how she learned so I could make recommendations of low-tech and high-tech devices that may help her perform better in class. I learned that all students need some kind of redirection but some need it more than others. Observation Sample …The teacher called on Grace, and she demonstrated the locking and unlocking of her fingers. The teacher told the class what to do and modeled it for them. Grace’s personal assistant was modeling the exercise also. Grace seemed to get off track while doing this, so the PA took Grace’s hands and started to move them… Recommendations Sample I would give her a red circle timer. I would explain to her that is counts down the amount of time she has left to work on an activity. I would explain that when all of the red is gone her time is up to complete the activity. A high-tech device I might incorporate into the lessons is the IntelliMathics 3. This computer program allows students to explore math and how it is integrated into everyday life... Slide31: Recommendations Since the strategies Grace’s teacher is using are so successful, I would not alter them in any way. However, I would add some modifications to her routine. First, I would give her a red circle timer. I would explain to her that is counts down the amount of time she has left to work on an activity. I would explain that when all of the red is gone her time is up to complete the activity. I am not sure if this will work or not because I do not know if she would be distracted by it. I picked the timer as a low-tech device because she always seems to be getting out of her seat and not getting her work done on time. With the timer, it would show her how much time she has to finish an activity, and hopefully would aid her in getting the work finished faster. In addition, the timer can be used to let Grace know when she can take a break from work. …. Implementation Plan To help Grace with her math skills, I would implement the Intelli-Mathics 3 into the classroom. Since Grace has a hard time with rote counting, quantity concepts, adding and subtracting, and comparing sets, this program will allow her to explore mathematics in an understandable way. In addition, this is a subdivision of IntelliTools, which contains many other programs for different academic areas….. This is a timer that has a red highlighted area with it. The amount of time left on the timer is indicated by the red space, which is helpful for children who are visual learners.: This is a timer that has a red highlighted area with it. The amount of time left on the timer is indicated by the red space, which is helpful for children who are visual learners. This program allows students to explore mathematics, but this program is a subdivision of the IntelliTools. This is a sample of an activity a teacher may create for a student. Slide33: Standard VI: Standard VI This is the PowerPoint that I presented to my peers to show what I observed and what I would do to change it. I found that it is easier to say what you will change and actually change it in the classroom. Standard VII: Standard VII Professional Growth Candidate will develop an individual Technology Professional Development Plan that supports continual learning and professional growth in technology. The plan will include an assessment of personal strengths and weaknesses, identification of a goal related to a technology standard, resources (electronic or non-electronic) to support the identified goal and evaluation criteria. Standard VII: Standard VII My knowledge about the types of assistive technology available for students is limited. My goal for this project will be to fully understand and implement the first indicator of MTTS VI. I will identify the different types of assistive technology available. Slide37: Final Reflection Thank you for taking the time to view my technology portfolio. I feel that each and every standard is extremely valuable and crucial to understanding how to effectively utilize technology. I have created a wide variety of lesson plans, activities, games, and presentations, which demonstrate my ability to integrate technology into the curriculum. Throughout each new experience, I have gained valuable skills and knowledge about the proper integration of technology. I am extremely confident in my ability to share this fabulous tool with my students in the most effective ways. I am skilled at integrating various software programs and websites into curriculum. I also possess the skill of evaluating technology resources and recognize the importance of doing so. I have a strong understanding of each of the seven standards and I have demonstrated this understanding in each of the artifacts that I have shared with you. I hope that this portfolio has allowed you to gain a deeper understanding of the technological skills that I possess and the knowledge that I plan to use in my teaching. A special thank you needs to go to the following Villa Julie College teacher candidates for contributing to this sample portfolio.: A special thank you needs to go to the following Villa Julie College teacher candidates for contributing to this sample portfolio. Lisa Clasing Colleen Clifford Heather Martin Jankiewicz Ashley Sinclair Katie Weber Bonnie Kuncl Adjunct Faculty Villa Julie College Stevenson, Maryland You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.