College+of+Education+Technology+Standard

"Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important." - Bill Gates (C.E.T.S.c)

 [|Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.] [|Bill Gates]

Read more at [|http://www.brainyquote.com/quotes/topics/topic_technology.html#U1XTUIjO8RByC2M6.99]  [|Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.] [|Bill Ga]

 Read more at [|http://www.brainyquote.com/quotes/topics/topic_technology.html#U1XTUIjO8RByC2M6.] //College of Education Technology Standard //

In the twenty-first century, technology is an integral part of daily life; thus, in order to engage students in the curriculum as well as to aid in effectively relating instruction to their lives, teachers must integrate technology into every instructional lesson. Such integration should be cohesive as technology should add to instruction and allow for exploration, not replace instruction (C.E.T.S.c). By understanding different technological resources available, teachers can evaluate different types of technology to decide which type will bolster their lesson by reinforcing student learning and engagement. The College of Education Technology Standard states that teachers should integrate technology into all facets of professional practice, view technology not as an end, but as a tool for learning and communication for students and themselves, and use technology to aid in the adaptation of instruction to meet the needs of different types of learners. To integrate technology into professional practice, teachers should draw on the internet to build background knowledge on topics for students and to communicate with parents, co-workers, and administrators; examples include virtual tours, the construction of research from accredited sources by students for a research project, memos, and appropriately formatted e-mails (C.E.T.S.d). In Edgewood High School, a check-in system has been implemented across the building called SWIPE. At the beginning of the day, students must swipe their ID card into the system so that their presence is recorded or their absence is documented. The system allows teachers to identify if students are skipping their classes or if students are absent for the school day. If the student is skipping a class, the teacher documents the student’s activity in the SWIPE system and a text is sent to the student’s parent to inform the parent of their child’s activity. Beyond communication, technology should aid in instructional differentiation to meet the needs of all students. For example, to teach a lesson on dialogue the instructor can implement technology in various ways. First, the instructor could use an ELMO or a Smart Board to project 10 lines of dialogue on the screen in front of the class. As a class, the teacher could lead students through the development of changing plain dialogue into descriptive dialogue by writing notes on the board or by allowing students to write their ideas on the board. The instructor could then move to presenting a short video-clip of a relevant TV show for students that incorporated dialogue. Students would then transfer what they watched on the video-clip to a descriptive dialogue. Finally, students could work on computers with the novels that they had been writing over the course of several weeks to write a dialogue in one of their scenes, work on the proper formatting and punctuation of an existing dialogue in their novel, or insert indirect, descriptive details around their dialogue. In this example, technology is not necessary to teach the instructor’s lesson, but it aids in engaging students in the lesson and allows students to work at appropriately differentiated levels. In short, the college of education technology standard acknowledges the need to integrate technology into the teaching profession to encourage communication, active learning, and aid in differentiation.



Lesson that Integrated Technology







Artifact Description:

 What is this artifact? This artifact is a lesson that I taught on Shakespeare's Othello to the 10th grade Inclusion students at Edgewood High School. The lesson began with students working in their assigned groups to finish constructing their reduced scene from either Act II or Act III of the play. Students then performed their reduced scene for the class. As each group performed, the remaining students noted how each scene was portrayed and constructively graded the reduced scene. After all of the scenes from Act II and III had been performed by the students, the students watched how the scenes were portrayed in a film version of Othello. As the students watched each scene in the film they compared and contrasted it with their peers' reduced scene performances. To end the lesson, students answered two questions on an exit handout: How did the reduced scenes differ from the original Shakespearean scenes? Did the construction and performances of the reduced scenes aid in your comprehension of them and if so, how?

 How does this artifact demonstrate evidence of my mastery of the InTASC Standard? This artifact demonstrates my proficiency in the College of Education Technology Standard because I intentionally integrated multiple forms of technology into the lesson. The outline of the lesson and the objective were all presented to students utilizing a PowerPoint presentation. Additionally, by presenting the PowerPoint on a SmartBoard I was able to pull up a blank slide where I worked with the students to record a model example of a comparison between one of their reduced scenes and the same scene from the film Othello. Finally, technology was utilized in the inclusion of the film version of Othello using YouTube as the source.

 In what way did this artifact contribute to/relate to positive impact on student learning during my final internship? This artifact was a lesson I taught near the end of the first rotation in my final internship. The lesson demonstrates how my lessons encourage students to actively participate in their learning. Additionally, this lesson represents how I integrate technology into my lessons on a daily basis through the use of PowerPoints, ActivInspire, and relevant YouTube video clips. When students are allowed to participate in their learning and discover concepts for themselves they are more invested in the materials and are thus more likely to retain the information. Additionally, technology is a large part of students' lives; lessons that integrate technology on a consistent basis adhere to the students' traditional environments and help make the information relatable as well as understandable.

How does this artifact demonstrate the Planning-Teaching-Learning cycle? <span style="color: #ff4300; font-family: Georgia,serif;">This lesson demonstrate the "judging prior knowledge," "planning" and "teaching" components of the Planning-Teaching-Learning cycle because I developed active learning strategies and integrated relevant technology. The active learning strategies included both the students construction of reduced scenes and their constructive analysis of one-another's reduced scenes. The integration of relevant technology required me to find the exact scenes that matched with the scenes the students were enacting. Additionally, to create a relevant comparison I chunked the scenes prior to lesson so that the video could be paused after each scene and students could accurately compare the film's scene with the reduced scene.

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