Monday, April 27, 2015

MD Teacher Technology Standards Blog

The following are how I would implement the Maryland Teacher Technology Standards in my future classroom.

SEVEN STANDARDS AND OUTCOMES

EXAMPLES

I. Information Access, Evaluation,
   Processing and Application

Access, evaluate, process and apply information efficiently and effectively.


1.        Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology. – Use planning time to research various technology tools and categorize them based on relevancy for ELLs/struggling learners, on grade level students and GT/above grade level students.
2.        Organize, categorize and store information for efficient retrieval. – Keep a folder with “Teacher Resources” on an online system such as Dropbox for easy access from multiple computers. Determine whether the information is best suited for ELL students, GT students or on grade level students and put them in the corresponding folder.

II. Communication


A.       Use technology effectively and appropriately to interact electronically.





B.   Use technology to communicate information
      in a variety of formats.
                        


1.        Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or experts in the field. – Create a classroom website which lists all assignments and share it with parents. Include resources that would be beneficial to parents. Participate in chemistry or scientific webinars with presentations by leading experts from my field. Use platforms such as “Google Hangouts” or “Blue Jeans” to collaborate with colleagues about field trips, scheduling and planning. Create and share Google documents with colleagues for brainstorming lesson plan ideas and collaborating on joint projects (such as science fair and co-teaching).

1.     Select appropriate technologies for a particular communication goal. – Send emails to parents about classroom activities and events. Use electronic newsletters and videos to disseminate relevant information.
2.        Use productivity tools to publish information. – Use VoiceThread to give lectures for the flipped classroom, Microsoft Publisher to produce newsletters informing parents about the happenings of my classroom.
3.        Use multiple digital sources to communicate information online. –Use sources such as website, VoiceThread, YouTube video, blog and vlog to communicate information online.

III. Legal, Social and Ethical Issues

     
Demonstrate an understanding of the legal, social and ethical issues related to technology use.       

1.        Identify ethical and legal issues using technology. – Use the web to search for applicable legal doctrines and regulations regarding the use of technology in and out of the classroom.
2.        Analyze issues related to the uses of technology in educational settings.  – After each assignment in which students use technology as part of a lesson, assess how well the lesson went in regards to technology use. Determine how to improve the use of technology for next time.
3.        Establish classroom policies and procedures that ensure compliance with copyright law, Fair Use guidelines, security, privacy and student online protection. – Train and require students to document the source of all of their work that they find online or in other sources. Post technology policies on the wall in a prominent place where students can see them. Ensure that students know the rules of the Internet such as not sharing passwords and not posting anything that they would not want their grandmother or religious leader to see because the Internet is forever.
4.        Use classroom procedures to manage an equitable, safe and healthy environment for students. – Establish classroom rules that uphold equality for all students and promote

IV. Assessment for Administration and Instruction

Use technology to analyze problems and
develop data-driven solutions for instructional and school improvement.

1.        Research and analyze data related to student and school performance. – Use the school system’s grade database to determine what percentage of students are performing at or above standards. Work with the data clerk to investigate the numbers for the whole school in comparison with class data.
2.        Apply findings and solutions to establish instructional and school improvement goals. – Use technology for the betterment of the school. Use tools like Kahoot to increase student engagement.
3.        Use appropriate technology to share results and solutions with others, such as parents and the larger community. – Utilize online applications such as Twitter and other social media to remain in contact with parents and the community.
V. Integrating Technology into the Curriculum 
    and Instruction

   Design, implement and assess learning
   experiences that incorporate use of technology
   in a curriculum-related instructional activity to
   support understanding, inquiry, problem solving,
   communication and/or collaboration.



1.        Assess students’ learning/ instructional needs to identify the appropriate technology for instruction. – Give students an online pre-assessment to determine which technology would work best for them.
2.        Evaluate technology materials and media to determine their most appropriate instructional use. – Test out each new technological advancement to assess how it would best fit in the classroom.
3.        Select and apply research-based practices for integrating technology into instruction. – Allow students to take ownership of their learning and complete independent research tasks using Internet Inquiry and WebQuests.
4.        Use appropriate instructional strategies for integrating technology into instruction. -
5.        Select and use appropriate technology to support content-specific student learning outcomes. –Students will use iPads, laptops, etc. to access online content in support of their learning goals.
6.        Develop an appropriate assessment for measuring student outcomes through the use of technology. –Student performance will be measured against a rubric which outlines their requirements for their Internet tasks (Inquiry and WebQuest)
7.        Manage a technology-enhanced environment to maximize student learning. –Implement several different modes of technology to support student learning, such as videos and tailored online searches. In each one, the student is the driver of the learning and the teacher is the facilitator.
VI. Assistive Technology

Understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.


1.    Identify and analyze assistive technology resources that accommodate individual student learning needs. – Collaborate with other professionals in the building such as the Speech Language Pathologist and the Special Education teachers to determine what assistive technology resources they are using with their students. Subscribe to magazines such as “Education World,” which provide the latest in assistive technology and research which technologies are best.
2.     Apply assistive technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities. – After determining which assistive technology tools are best for my students, find the financial resources to purchase and implement them in the classroom. Quarterly, assess how well the assistive technology is working for the students.
VII. Professional Growth

Develop professional practices that support continual learning and professional growth in technology.


1.        Create a professional development plan that includes resources to support the use of technology in life-long learning – At the beginning of each school year, research relevant training opportunities, register for them and add them to my calendar. Attend conferences that support new innovations in technology in and out of the classroom to remain relevant.
2.        Use resources of professional organizations and groups that support the integration of technology into instruction. – Join professional organizations such as the International Society of Technology in Education (ISTE) and the American Association of Chemistry Teachers (AACT) and subscribe to their newsletters in order to stay abreast of new and useful changes to technology in the classroom.
3.        Continually evaluate and reflect on professional practices and emerging technologies to support student learning. – Quarterly, after submitting report card grades, do a personal assessment to gauge how well technology is working in the classroom and determine areas for improvement.
4.        Identify local, state and national standards and use them to improve teaching and learning. –Collaborate with other STEM teachers and identify new ways to incorporate standards in the classroom.

Accepted by the Maryland State Board of Education, March 22, 2002