Pre-Competency Verification Assessment Reflecting the ISTE NETS-T and Performance Indicators
1.Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Reflection: In my classroom, I have the 1:1 netbooks for my students. My co-teacher and I have been using the netbooks for the past three years while my district is determining whether or not to fully implement the 1:1 program district wide. The netbooks have a stylus pen and the screen can be flipped down over the keyboard to become a touchscreen. The students use the netbooks to take assessments, quizzes, and polls. They also use them to learn from websites like Quizlet and to research using the internet. I am also able to share assignments through Google Docs where they can use their netbooks to complete the assignments and share them back with me.
In addition, I was also able to obtain an iPad to use in the classroom. I had to write a proposal to show how I was going to implement iPads into my classroom. The students use the iPads at various stations my co-teacher and I set up, and they also use the various apps on the iPad. I use an app called Stick Pick where you can enter your class roster and select the student's ability level based on Bloom's Taxonomy. The app randomly selects students and will prompt you with questions based on the level you selected. The app allows you to record if the student gave the correct or incorrect answer.
Strengths/Weaknesses: One of the best features of the netbooks is the ability control the students' netbooks from my computer. Through my computer, I can turn on certain applications, shut off and turn on the computers, and my favorite, the ability to "silence" the netbooks. The "silence" feature prevents the students from using their netbooks when you want them to stop working on them. It is great having the netbooks because we only have one computer lab for 5 other classrooms in our building. The netbooks help to facilitate more engaging and motivating learning and allows us to provide a wide range of collaborative projects. Unfortunately, there are many problems with the netbooks. Sometimes the students are unable to log on to them. Some are unable to connect to my computer which prevents me from sending them documents and assessments. Finally, when the students aren't using their netbooks, they become a huge distraction for many students.
Students are drawn to using items like an iPad. With so many different apps, there are different ways to learn from it everyday. Right now the biggest drawback is only having two (my co-teacher has one too) iPads for 23 students. Don't get me wrong, I am not complaining about having iPads for my students to use, I am struggling with ways to use them more effectively. They are not used on a consistent basis, and I do not know how to make sure that students have equal access to the two iPads.
2.Design and Develop Digital Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. 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
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. 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
Reflection: Star Reader is part of Accelerated Reader where the students take an online assessment that determines their ZPD which is their reading level range. Students use this reading range to help them select books that are on their level. The students read the book they have chosen and then take a comprehension test after they are done reading it. Based on their results, they will receive points. Each student has a point goal to meet by the end of each quarter. The test will be taken 3 times throughout the year to see if they have increased their ZPD. The goal by the end of the year is for everyone to increase their ZPD by at least one grade level. For the Aleks math program, the students take an online assessment at the beginning of the year. Based on their answers, the Aleks program determines what topics they know and don't know. It creates individualized instruction and assessments for each student that is aligned with the Common Core State Standards. Finally, we use a program called AimsWeb for reading and math. The students are benchmarked during the fall, winter, and spring. Based on the results, teachers are able to determine which students need more instruction. These students are progress monitored and tested every week to two weeks.
Strengths/Weaknesses: Overall the Star Reader and Aleks assessments are pretty accurate. Unfortunately, the AimsWeb assessments seem to be wrong more often then they are right. Usually when I analyze the results from the AimsWeb testing I am shocked to see some of the names who fall into the below average or well below average categories and need to be progress monitored. What all three of these programs lack is the role the teacher plays. Too often we rely on data from tests and programs like the ones mentioned here, and forgot the human element in all of this. Any good teacher can tell you which students need extra instruction without the need to look at the data from all of these programs. It is unfortunate that the teachers voice has been replaced with a set of numbers that determines what students are at risk and below grade level. In the past, the public would trust and take the advice of the teacher. Now, there is a distrust for teachers, and the public wants data to back up what the teacher already knew.
3.Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
Reflection: I don't know how I would teach if I didn't have Senteo Clickers and especially SmartBoards. When the bulb goes out in my projector, I am left without a SmartBoard. This changes how I run my classroom. The SmartBoard is used right away in the morning when the students mark attendance and lunch count. It is used throughout the day to show videos, take assessments using the clickers, and display the online components of the curriculum programs we have. When using the SmartBoard, I try to remember what I learned in my SmartBoard training when they explained that the SmartBoard is for the students and not the teachers. That a truly effective use of the SmartBoard is when students are using it and not the teacher. I use the Senteo clickers mainly for assessments, but I also use them during lectures that have questions built in that students answer using their clickers. This way I am able to determine if I can move ahead with my lecture, or if I need to re-teach and concepts. The clickers provide instant analysis when true/false and multiple choice questions are used. I can immediately look at the results to determine what students understood the lessons throughout the week, and what students still need the extra instruction.
Strengths/Weaknesses: The SmartBoards are a great way to keep the students engaged in the lesson. The more they come up to use it the better. As stated before, sometimes the SmartBoard is used as a glorified chalkboard. In order for the SmartBoard to be an effective technology tool, the students are the ones who need to be up at the SmartBoard and using it. The Senteo clickers are great because the students like the instant results that the program generates. When I grade an assessment by hand, it seems many students aren't that interested when I give them their test back the next day. They like to see their grades immediately after taking the assessment. The results also let me know which questions students did well on, and which questions students struggled with. This helps me identify which topics I need to re-teach, and I am able to do that almost immediately.
4.Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Artifacts:Google Docs Reflection: Google Docs is replacing Microsoft Word in my school district. Microsoft Word has already been removed from the students' computers and after this year it will be removed from the teachers' computers as well. My technology director strongly suggested that I should use Google Docs since I have the 1:1 netbooks in my classroom. It definitely was a learning experience for myself and my students. While using Google Docs some of my more computer savvy students were able to find inappropriate sites and background themes that were supposed to be blocked. I took this as a learning opportunity to explain to my students that they need to recognize themselves what sites and themes are inappropriate for school. We discussed that we monitor computer behavior the best we can, but can't always monitor everything 100 percent of the time. It is their responsibility to be aware of what is appropriate and what isn't appropriate for school. We also talked about how computers record everything, and just because you hit the delete button doesn't mean it is gone for good.
Strengths/Weaknesses: As a result of last years experience with the computers, I discuss with my students their responsibilities when using the 1:1 netbooks. I do not like the fact that students have access to inappropriate background themes they can display on their computer, but that comes with having the netbooks. This presents a great opportunity to the students to show me they can be responsible, display self-control, and show me if they are mature enough to use the netbooks. These are all valuable lessons that they will have to learn as they continue on through school and through life.
5.Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating
the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community
Artifacts:2013 ETech ConferenceGoogle Docs Training Reflection: I had the opportunity this past year to attend the eTech Conference in Columbus. This conference gave me a glimpse of current technology, and what technology to expect in the near future. This was a very exciting time for me because I was able to attend various sessions where presenters talked about technology and the possible impact it can have. I was also able to visit with vendors (this is where I met Kelly Chaff) about technology for the classroom and how it might be useful in a school setting. As stated earlier, my district is changing from Microsoft Word to Google Docs. Before attending the training session I was skeptical and apprehensive about the change. I had heard of Google Docs, but had no experience using it. After the training, I was excited to start using Google Docs. The more I use Google Docs, the more I realize how beneficial it can be in a classroom setting. When people tell me they still use Word I feel like a Google Doc sales rep because I start telling them all the benefits of using Google Docs over Microsoft Word. My wife just happens to be someone who uses Microsoft Word and she tells me that I need to go work for Google. Maybe someday.
Strengths/Weaknesses:Overall I was glad to have attended the conference. I learned about different types of technology and how it can be applied in the classroom. The biggest drawback was that some of the sessions were to full to attend, or two sessions I wanted to attend were at similar times. I was able to learn about blended learning, the flipped classroom, BYOT, and Google Docs. While most of the sessions were a great learning experience, I did feel mislead by some of the descriptions about the sessions. I wanted to leave a couple of the sessions because they did not apply to a classroom setting. I could have spent my time in another session learning about something applicable to my classroom. In regards to Google Docs Training, one day of training was way to short to learn about all the features of Google Docs. I wish there was at least a follow-up training session where we could ask questions since we have been using it for awhile. For example, I read something about Google Forms and it sounds like something I could use in the classroom, but I am not sure how it works yet. My hope is that there will be more training, not just for Google Docs, but for all of the technology we have and will be getting. This is the way of the future, and teachers need to be trained on how to use the technology correctly so it can benefit the students. ISTE - T
1.Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face
and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Artifacts:
1:1 Netbooks
iPad Integration
Reflection: In my classroom, I have the 1:1 netbooks for my students. My co-teacher and I have been using the netbooks for the past three years while my district is determining whether or not to fully implement the 1:1 program district wide. The netbooks have a stylus pen and the screen can be flipped down over the keyboard to become a touchscreen. The students use the netbooks to take assessments, quizzes, and polls. They also use them to learn from websites like Quizlet and to research using the internet. I am also able to share assignments through Google Docs where they can use their netbooks to complete the assignments and share them back with me.
In addition, I was also able to obtain an iPad to use in the classroom. I had to write a proposal to show how I was going to implement iPads into my classroom. The students use the iPads at various stations my co-teacher and I set up, and they also use the various apps on the iPad. I use an app called Stick Pick where you can enter your class roster and select the student's ability level based on Bloom's Taxonomy. The app randomly selects students and will prompt you with questions based on the level you selected. The app allows you to record if the student gave the correct or incorrect answer.
Strengths/Weaknesses: One of the best features of the netbooks is the ability control the students' netbooks from my computer. Through my computer, I can turn on certain applications, shut off and turn on the computers, and my favorite, the ability to "silence" the netbooks. The "silence" feature prevents the students from using their netbooks when you want them to stop working on them. It is great having the netbooks because we only have one computer lab for 5 other classrooms in our building. The netbooks help to facilitate more engaging and motivating learning and allows us to provide a wide range of collaborative projects. Unfortunately, there are many problems with the netbooks. Sometimes the students are unable to log on to them. Some are unable to connect to my computer which prevents me from sending them documents and assessments. Finally, when the students aren't using their netbooks, they become a huge distraction for many students.
Students are drawn to using items like an iPad. With so many different apps, there are different ways to learn from it everyday. Right now the biggest drawback is only having two (my co-teacher has one too) iPads for 23 students. Don't get me wrong, I am not complaining about having iPads for my students to use, I am struggling with ways to use them more effectively. They are not used on a consistent basis, and I do not know how to make sure that students have equal access to the two iPads.
2.Design and Develop Digital Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. 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
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. 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
Artifacts:
Star Reader/Accelerated Reader
Aleks Math
AimsWeb
Reflection: Star Reader is part of Accelerated Reader where the students take an online assessment that determines their ZPD which is their reading level range. Students use this reading range to help them select books that are on their level. The students read the book they have chosen and then take a comprehension test after they are done reading it. Based on their results, they will receive points. Each student has a point goal to meet by the end of each quarter. The test will be taken 3 times throughout the year to see if they have increased their ZPD. The goal by the end of the year is for everyone to increase their ZPD by at least one grade level. For the Aleks math program, the students take an online assessment at the beginning of the year. Based on their answers, the Aleks program determines what topics they know and don't know. It creates individualized instruction and assessments for each student that is aligned with the Common Core State Standards. Finally, we use a program called AimsWeb for reading and math. The students are benchmarked during the fall, winter, and spring. Based on the results, teachers are able to determine which students need more instruction. These students are progress monitored and tested every week to two weeks.
Strengths/Weaknesses: Overall the Star Reader and Aleks assessments are pretty accurate. Unfortunately, the AimsWeb assessments seem to be wrong more often then they are right. Usually when I analyze the results from the AimsWeb testing I am shocked to see some of the names who fall into the below average or well below average categories and need to be progress monitored. What all three of these programs lack is the role the teacher plays. Too often we rely on data from tests and programs like the ones mentioned here, and forgot the human element in all of this. Any good teacher can tell you which students need extra instruction without the need to look at the data from all of these programs. It is unfortunate that the teachers voice has been replaced with a set of numbers that determines what students are at risk and below grade level. In the past, the public would trust and take the advice of the teacher. Now, there is a distrust for teachers, and the public wants data to back up what the teacher already knew.
3.Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
Artifacts:Smartboard
Senteo Clickers
Reflection: I don't know how I would teach if I didn't have Senteo Clickers and especially SmartBoards. When the bulb goes out in my projector, I am left without a SmartBoard. This changes how I run my classroom. The SmartBoard is used right away in the morning when the students mark attendance and lunch count. It is used throughout the day to show videos, take assessments using the clickers, and display the online components of the curriculum programs we have. When using the SmartBoard, I try to remember what I learned in my SmartBoard training when they explained that the SmartBoard is for the students and not the teachers. That a truly effective use of the SmartBoard is when students are using it and not the teacher. I use the Senteo clickers mainly for assessments, but I also use them during lectures that have questions built in that students answer using their clickers. This way I am able to determine if I can move ahead with my lecture, or if I need to re-teach and concepts. The clickers provide instant analysis when true/false and multiple choice questions are used. I can immediately look at the results to determine what students understood the lessons throughout the week, and what students still need the extra instruction.
Strengths/Weaknesses: The SmartBoards are a great way to keep the students engaged in the lesson. The more they come up to use it the better. As stated before, sometimes the SmartBoard is used as a glorified chalkboard. In order for the SmartBoard to be an effective technology tool, the students are the ones who need to be up at the SmartBoard and using it. The Senteo clickers are great because the students like the instant results that the program generates. When I grade an assessment by hand, it seems many students aren't that interested when I give them their test back the next day. They like to see their grades immediately after taking the assessment. The results also let me know which questions students did well on, and which questions students struggled with. This helps me identify which topics I need to re-teach, and I am able to do that almost immediately.
4.Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Artifacts:Google Docs
Reflection: Google Docs is replacing Microsoft Word in my school district. Microsoft Word has already been removed from the students' computers and after this year it will be removed from the teachers' computers as well. My technology director strongly suggested that I should use Google Docs since I have the 1:1 netbooks in my classroom. It definitely was a learning experience for myself and my students. While using Google Docs some of my more computer savvy students were able to find inappropriate sites and background themes that were supposed to be blocked. I took this as a learning opportunity to explain to my students that they need to recognize themselves what sites and themes are inappropriate for school. We discussed that we monitor computer behavior the best we can, but can't always monitor everything 100 percent of the time. It is their responsibility to be aware of what is appropriate and what isn't appropriate for school. We also talked about how computers record everything, and just because you hit the delete button doesn't mean it is gone for good.
Strengths/Weaknesses: As a result of last years experience with the computers, I discuss with my students their responsibilities when using the 1:1 netbooks. I do not like the fact that students have access to inappropriate background themes they can display on their computer, but that comes with having the netbooks. This presents a great opportunity to the students to show me they can be responsible, display self-control, and show me if they are mature enough to use the netbooks. These are all valuable lessons that they will have to learn as they continue on through school and through life.
5.Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating
the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community
Artifacts:2013 ETech ConferenceGoogle Docs Training
Reflection: I had the opportunity this past year to attend the eTech Conference in Columbus. This conference gave me a glimpse of current technology, and what technology to expect in the near future. This was a very exciting time for me because I was able to attend various sessions where presenters talked about technology and the possible impact it can have. I was also able to visit with vendors (this is where I met Kelly Chaff) about technology for the classroom and how it might be useful in a school setting. As stated earlier, my district is changing from Microsoft Word to Google Docs. Before attending the training session I was skeptical and apprehensive about the change. I had heard of Google Docs, but had no experience using it. After the training, I was excited to start using Google Docs. The more I use Google Docs, the more I realize how beneficial it can be in a classroom setting. When people tell me they still use Word I feel like a Google Doc sales rep because I start telling them all the benefits of using Google Docs over Microsoft Word. My wife just happens to be someone who uses Microsoft Word and she tells me that I need to go work for Google. Maybe someday.
Strengths/Weaknesses: Overall I was glad to have attended the conference. I learned about different types of technology and how it can be applied in the classroom. The biggest drawback was that some of the sessions were to full to attend, or two sessions I wanted to attend were at similar times. I was able to learn about blended learning, the flipped classroom, BYOT, and Google Docs. While most of the sessions were a great learning experience, I did feel mislead by some of the descriptions about the sessions. I wanted to leave a couple of the sessions because they did not apply to a classroom setting. I could have spent my time in another session learning about something applicable to my classroom. In regards to Google Docs Training, one day of training was way to short to learn about all the features of Google Docs. I wish there was at least a follow-up training session where we could ask questions since we have been using it for awhile. For example, I read something about Google Forms and it sounds like something I could use in the classroom, but I am not sure how it works yet. My hope is that there will be more training, not just for Google Docs, but for all of the technology we have and will be getting. This is the way of the future, and teachers need to be trained on how to use the technology correctly so it can benefit the students.
ISTE - T