Pbodie's Weblog

ISTE Teacher Standard 5, Student Standard 6, Summary

pbodie — Sun, 16 Nov 2008 18:27:03 +0000

A true professional teacher shares knowledge with colleagues. The concept of life-long learning implies that while one person is the learner, someone else must be the teacher. As a veteran educator, I have a responsibility to encourage and assist younger teachers, and in turn, I need their vitality and their expertise in newer technological methods of presentation. In other words, not only must teachers value the proven standards of teaching, but they must also be receptive to newer techniques proven to enhance learning. To that end, I participated in a workshop last week given by our school Technology Resource Teacher on podcasting. There were only five teachers present. In order to live up to Standard 5, we five must now share our knowledge of podcasting to other teachers who may have reservations about their ability to learn about these advanced methods of teaching and communication. In addition, I intend to pursue with our principal the notion of using professional development time to brainstorm lessons using podcasting, flipcharts, and software programs with teachers of like subjects. Our school is equipped with two computer labs. Centers manned by knowledgeable colleagues could be set up in these labs so that teachers rotate among the centers preparing lessons on various subjects. Each teacher would then save the prepared lessons on a flash drive to be used in the classroom. For example, math teachers would have ways to enhance the math curriculum with flipcharts, social studies teachers would create lessons using podcasts, and self-contained classroom teachers would brainstorm ways to enhance all subjects. This vertical teaming with technology will create a community of students and teachers who can better transfer their knowledge from subject to subject and from one grade level to the next. In some schools, it may be more beneficial for grade levels to meet and brainstorm ways to use technology in the different subjects.

Many teachers, unfamiliar with new technology, are intimidated by the notion of these techniques, or sadly, are stuck in their comfortable routines of teaching. It becomes an administrative decision, then, to insist that teachers attend workshops and planning sessions and then demonstrate their knowledge by creating relevant lesson plans.

Because of the enormous amount of material teachers must cover, scheduling lengthy common planning time is the greatest hindrance to developing relevant lesson plans using a variety of technologies. Again, it behooves district and school administrators to create opportunities in which educators must participate and in which they find value for their students.

Student Standard 6: This standard directs students to utilize their knowledge of technology in a mature and natural fashion. They must think of ways to incorporate this knowledge and find solutions to problems encountered along the way. Seamlessly transferring that knowledge to other areas of school or their lives is the ultimate goal. Providing the hardware and teaching relevant techniques is the responsibility of school districts, schools, and parents. An area of weakness of many schools is not providing information to parents unable to provide technology at home. In fact, many schools are not aware of the vast technological resources available to needy students. I intend to present a challenge to our outstanding PTA to compile a list of these resources so that every student at Clemson Elementary might have a chance to have an equal technological foundation.

End of Course Perspective: By definition, as a Baby Boomer, I will always be a “digital immigrant.” That thought gave me several anxious moments before and during this seven-week course. However, with patient instructions and relevant assignments using the learned skills, I feel I have traveled oceans to get to where I am now. Though I used technology in the classroom, my comfort level was basic. Planning lessons using a variety of technology is now my standard procedure.

Technology standards are not suggestions for teachers and students. They are directives, and ignoring them is not an option. From this course, I have more confidence to meet those standards in a relevant and substantial way, I have gained a new excitement for searching out and purchasing up-to-date technological materials to enhance my lessons, and I have a renewed sense of responsibility to share my knowledge with my colleagues. In the end, my students deserve to have an enthusiastic teacher that understands and utilizes current tools and strategies.

ISTE Standard 4

pbodie — Sat, 08 Nov 2008 15:24:23 +0000

New avenues of human interaction demand establishing rules of conduct. One should never assume that others have the same set of beliefs and standards of public behavior. Even those of us who typically model and teach appropriate behavior to children need to be reminded that material typed and/or sent on a computer is potentially forever in the public arena. With this dilemma in mind, ISTE Standard 4 speaks to the safe, legal, and appropriate use of technology. One eye-opening experience I had involved searching for the words spoken by John Wilkes Booth when he leapt to the stage following assassinating President Lincoln. During a class change, I quickly Googled my search without placing my Promethean Board on “no show.” As is typical, Wikipedia came up as the first resource. Thinking that even that questionable source would give me these historic words, I clicked on it as students entered my room. Much to my horror, a very vulgar answer appeared on my computer and thus on that larger-than-life screen. Never before have I pressed the delete key any faster, and the students seemed none the wiser. However, I learned an extremely important lesson that day about privately accessing information before showing the results to my students. As a part of that lesson, I have been diligent in explaining to students that certain sites, like Wikipedia, though not blocked by the school, may be inappropriate and unreliable. Also, teachers must be diligent in modeling appropriate email names, correct usage of cell phones, legal downloading of materials, and proper writing techniques in correspondence, among others.

Another item that bears consideration is knowledge of the diverse technological needs of all learners. Fortunately, at Clemson Elementary, we have several centers in the building equipped with student computers. When I assign projects requiring a technology component, part of class time is allocated to students using school computers. In addition, my students are encouraged to email me their projects from home to allow them to work on the item at school. One of my ESOL students with weak English language skills emails his projects to me, I look them over for content, and then forward them to the ESOL teacher who then has a relevant piece of work to help him correct.

In teaching and modeling appropriate technology etiquette and practices, I have a deeper understanding of the capabilities of this expanding area of human interaction and recognize irony in the notion that the more global we become, the more conscious of each other we need to be.

ISTE Standard #3

pbodie — Mon, 03 Nov 2008 02:11:06 +0000

Vast numbers of immigrants came to this country during the early 1900s. Most of them spoke no English. Some of them never learned more than conversational English, used it only when needed, and spoke their native tongue most of the time. Others developed a fluency in the foreign language and paved the way for themselves to become extremely successful in their new land. Standard #3 is the definitive statement to digital immigrants, like myself, to immerse ourselves in the language of technology, not just conversationally, but with a natural fluency. With this fluency comes an automatic inclusion of technology in communication methods and teaching presentations. Just a few examples of our district’s emphasis on this standard are insistance on teacher-created and maintained webpages, lessons presented on Promethean Boards, teacher/parent email, and computer-generated phone messages. Unlike a digital native, I have had to consciously think to not just include, but to begin with a technological approach. I find doing this is becoming more natural, and I find myself thinking about what I would do without my technological tools.

In addition, this standard emphasizes modeling the use of modern digital devices, and even though some digital tools are unaffordable to teachers, many new innovative tools can be purchased inexpensively. This requires us to keep abreast of new tools and devices by reading technology materials, attending technology workshops and classes, and even questioning specialists at appropriate supply stores. Two hindrances to advancing this cause are money and time. As stated, many new tools are expensive, and the time it takes to practice with devices or keep abreast of new tools and updates is limited, to say the least. One tool I need to become more knowledgeable of is Excel. I know that this tool offers many uses for documenting and evaluating student data.

In the end, high standards push conscientious people to upper limits. Just as immigrants came for a better life, digital immigrants will find only success by becoming fluent in the language and systems of technology.

Standard #2

pbodie — Sun, 26 Oct 2008 01:53:04 +0000

The second ISTE standard gets to the nuts and bolts of lesson planning. Gone are the days when teachers only use printed materials and textbooks. To design and develop digital learning experiences on a regular basis takes cutting edge thinking and skillful time management. The day I first saw someone demonstrate creating a Promethean flipchart was overwhelming. However, knowing that my colleagues were feeling the same apprehension, I suggested we take the teaching manuals and, within the confines of one of our classrooms, go through each basic step to creating a flipchart. That exercise turned out to be an extremely calming and effective way to learn about our new technological tool. Since that time, we constantly help each other, share prepared lessons, rescue missteps, and provide innovative strategies to better use our digital tools. One of my favorite lesson ideas is creating a digital museum for students to explore. A nonlinear powerpoint, my WW II museum works well as a center activity on one of my classroom computers. I am constantly pushing myself to find ways to incorporate the technology in the classroom and school. However, there are other areas I want to explore but find that time to practice and, still some fear, hinders me. My current goal is to learn to use music and special effects on presentations. Our school’s TRT is eager to teach these techniques, and I plan to utilize her expertise within this semester.

Standard #1

pbodie — Wed, 15 Oct 2008 23:45:26 +0000

Summary: Teachers use their knowledge of the subject matter and technology to help students’ learning and creativity. Teachers are required to promote and model creative thinking and inventiveness to solve real-world problems and to promote and model technological collaboration. Reflection: My personality and my philosophy of education embrace innovative strategies to achieve student understanding. However, as a true “digital immigrant,” I realize how slow I am in accomplishing what my younger colleagues seem to master quickly. It seems that there are dozens more applications and techniques than I know how to use. Lack of time and stamina are my enemies when it comes to accomplishing my goal of becoming extremely comfortable and competent with technology. Constantly asking questions and “playing” with the myriad computer and, particularly Promethean functions, are my methods of reaching the goal of becoming more technologically adept.