NETS

=National Educational Technology Standards (NETS) for teachers=


 * The course objectives for EDT-511 were based on technology standards taken from the International Society for Technology in Education (ISTE). Each objective is listed below, along with information about class activities and/or projects that dealt with the objective.

1. Demonstrate a sound understanding of the nature and operation of technology systems.** Prior to this class, I had a reasonable base of knowledge about a variety of programs that I use at work. These included Word, Excel, PowerPoint, Access, Outlook (email) and a few other systems specific to my company. This class introduced me to a wide scope of web-based programs as well as multi-media (audio and video) programs and how they can be incorporated into the classroom. In addition to using the typical hardware such as the keyboard and mouse, we used headsets and microphones to record audio files. We also used portable jump drives to store our assignments, and we had access to a scanner if we needed to scan pictures or documents to use in our assignments. As we learned to use new programs, there were a number of opportunities to solve routine hardware and software problems. For instance, while working on the webquest project and the Weebly website, I worked through several formatting issues associated with setting up the webpages to have an eye-catching display. In this day and age where technology is all around and most kids have the high-tech video games and Ipods and text-messaging cell phones etc, if you don't incorporate technology into the classroom, you'll surely lose their interest. This class offered many examples of web-based projects that could pique the students' interest and creativity, such as using webquests to design hands-on projects or collaborative projects where they could interact with students from faraway lands. The podcast and the digital video are two more examples that could really promote creativity. These are activities that can supplement the normal class lectures and help to keep things interesting and fun. We had eight assignments that each dealt with a different tool or program, and we discussed several more during class lectures. We looked at and tried out several types of software and learned how to evaluate it to judge whether it would be appropriate for classroom use. We used Excel for data analysis and learned how webquests could be used for long-term projects such as environmental studies. There are many simulation programs available now that can accurately demonstrate how experiments are set up and how they work. Many school districts have very limited funding and therefore cannot afford to buy alot of laboratory equipment or other material needed for hands-on experiments. Virtual experiments can help fill the void left behind by some educational funding cuts. There was no lack of exercises that could stimulate creativity. The podcasts and digital video are a couple projects that could really allow the students to be as creative as they want to be. And any project that allows or requires group interaction with hands-on projects, such as the webquests, are operating in the regime of higher order thinking skills. In these projects, the students have to work together to solve one or more problems and to develop a usable end result. We learned how technology is often used in collaborative efforts through blogs and webquests. And there are any number of group-based projects or activities that could be set up using the podcasts or digital videos. Students could work together to collect information and write stories for an online newspaper or audio radio show or even a video broadcast. There are so many fun and interesting uses for technology in the classroom that in some ways it almost seems like you're "tricking" the students into learning the subject matter. You're asking them to "play" with these programs and have fun and be creative, and the benefit is that while playing they are also learning !! How cool is that ??!! We had to find and evaluate a software and a virtual tour and determine if they would be appropriate for classroom use. In addition to those exercises, we had to collect information, clipart, pictures, movie clips and resource links for use in our concept maps, webquests and digital videos. Our Excel assignment gave us exposure to one type of computer program that facilitates data processing and reporting. We used Excel formulas to calculate averages, and used two different types of charts to display results. For my podcast, I created a car accident scene and challenged the students to determine how fast the at-fault driver was going and whether he should be given a ticket for speeding. In order to solve this problem they needed to use the information provided by the accident victims as well as the data from the accident scene to solve time-speed-distance problems. This is just one example of how technology can be used to solve real-world problems. My major field of study is Physics, and I had no problem coming up with ideas for incorporating Physics into many of the assignments. My concept map dealt with Newton's laws, my webquest was about projectile motion and catapults and my digital video looked at how Physics principles can explain how we fly. The teacher website we created with Weebly is an example of using technology tools to manage and communicate information. Class lecture schedules, exam schedules, assignment due dates and contact information can all be arranged and displayed in one convenient website, available for view at any time by both students and parents. We had to select and evaluate a software and a virtual tour and determine whether they would be appropriate for classroom use. It is certainly not hard to find educational software and virtual tours, but in order to be appropriate for classroom use they have to be affordable (or free !), relevant to the subject matter and easy enough to use that it doesn't take too much class time to teach the students how to use it. Also, some softwares are interactive and require user inputs, where others are just a series of pages to read. Interactive websites or tours are typically more stimulating and therefore more appropriate for classroom use. We didn't create any blogs, but we were introduced to blogs as an effective way to collaborate and interact with others. Blogs can be used to provide additional educational information to students about a particular subject, like the woman who created a blog about her research on volcanoes. Blogs can also be used to interact with others by setting up the blog to solicit feedback from participants. Having greater access to information via technology also means there is greater possibility to use information improperly. For instance, when using copyrighted material, such as music clips, you have to restrict the length of the clip to be no more than 10% of the total song length or 30 seconds, whichever is shorter. Otherwise you will not be using the information legally. Pictures, videos and text can be used too, but sources should be referenced properly. Just like in the old days when students wrote term papers by gathering information from library books, if the information you are using is not your original idea, then you need to give credit to the source by using appropriate references. I really didn't know what to expect from this class, and I was a bit worried that I would get lost because I am not terribly computer-savvy beyond the programs I use at work. But I was pleasantly surprised that I was able to quickly learn all the new programs and applications that we were introduced to in this class, and was amazed at how easy it can be to incorporate technology into the classroom. Technology is advancing so quickly that I know this class won't be the end of my introduction to new programs, but I certainly have a new appreciation of the many ways that computer technology can be used to make learning and teaching more interesting and efficient. Using electronic media is a very viable way to introduce diversity in schools, particularly those schools that are located in areas that lack cultural or racial diversity. By using blogs or webquests, students can interact with other students from a variety of regions or cultures, and by doing so they can learn what it is like to live and learn in areas that are drastically different than their hometown. When we looked at a few different social-networking sites, we learned about some safety issues related to technology. Certainly everyone has heard about internet predators, and parents and teachers should take appropriate steps to inform their children/students of the risks associated with social interaction on the internet. Some sites offer fairly rigorous security protection for users, and other have none. Teachers need to be aware of the security options for any user-login internet sites or programs they use in the classroom.
 * 2. Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services.**
 * 3. Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning.**
 * 4. Use content-specific tools (e.g., software, simulation, environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.**
 * 5. Use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, and creativity.**
 * 6. Collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works using productivity tools.**
 * 7. Use technology to locate, evaluate, and collect information from a variety of sources.**
 * 8. Use technology tools to process data and report results.**
 * 9. Use technology in the development of strategies for solving problems in the real world.**
 * 10. Observe and experience the use of technology in their major field of study.**
 * 11. Use technology tools and resources for managing and communicating information (e.g., finances, schedules, addresses, purchases, correspondence).**
 * 12. Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks.**
 * 13. Use a variety of media and formats, including telecommunications, to collaborate, publish, and interact with peers, experts, and other audiences.**
 * 14. Demonstrate an understanding of the legal, ethical, cultural, and societal issues related to technology.**
 * 15. Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.**
 * 16. Discuss diversity issues related to electronic media.**
 * 17. Discuss the health and safety issues related to technology use.**