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EDTC6035: Integrating Technology into the ELA, SS, and Informational Skills Curriculum Reflection

State the competency or standard that is appropriate for your degree and licensure area. This could be standards for 077 licensure or ISTE Advanced Standards for Technology Facilitators. When appropriate you may use standards from the Association for Educational Communication and Technology (AECT). Choose one or two standards that most representative of your artifact. The reflection should include discussion for each of the standards youve identified for the artifact. TF-II.A. Design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners TF-III.A. Facilitate technology-enhanced experiences that address content standards and student technology standards. Describe requirements for your artifact. What was assigned and how did you complete the project. Only 100 to 150 words are needed for this section. Include theoretical base for what you did in the project. Include references to textbook authors, readings, and online resources discussed in your course. EDTC6035-Integrating Technology into the English Language Arts, Social Studies, and Informational Skills Curriculum was taught during Fall of 2011 by Dr. Carol Brown. The course focused on the integration of the Computer Skills curriculum into the ELA, SS, and Informational Skills curricula. This integration could be accomplished through the use of basic programs, such as spreadsheet and database, or more complex programs, such as Web 2.0 tools. The final project for this course was to create a staff development project that was to conducted within ones school system. My staff development was on the integration of Google Docs into English Language Arts and Social Studies. I taught teachers how to create forms on Google Docs and how to embed them into their Haiku Learning Management System webpages for student use. Within this project, I created a think sheet for teachers to use during the workshop and a job aid for use after the workshop (Morrison & Lowther). Our text, Integrating Computer Technology into the Classroom: Skills for the 21st Century by G. Morrison and D. Lowther helped me focus in on the purposeful integration of computer skills into the regular classroom. The Google Doc staff development was proof that a teacher can enhance a normal lesson and create student engagement and excitement through the use of technology. This excitement carried over to my teachers during the staff development as I heard over and over again, Oh, I can use this with _____, and Man, I wish I had known about this last week when I was teaching ______. Explain how your artifact is a good example of the objective, competency, or standard. Defend your evidence as if you were a lawyer defending the validity of evidence submitted for the trial. Include references to theory in Instructional Design and Technology. TF-II.A (ISTE Standards) states that Educational technologists design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. I believe I met this standard in my staff development

Alicia Ray

EDTC6035: Integrating Technology into the ELA, SS, and Informational Skills Curriculum Reflection

project because the Google Doc workshop had teachers from third to fifth grade. The learners in my workshop were as diverse as the students they teach. I feel that the creation of the workshop itself was designed using developmentally appropriate learning opportunities for each teacher. This, in turn, helped teachers create developmentally appropriate lessons for their own students. Teachers were responsible for completing one lesson with a Google Doc and submitting that lesson to the principal for workshop credit. The follow-up proved that the Google Docs supported the diverse needs of learners from third to fifth grade. Because TF-III.A (ISTE Standards) states that Educational technologists facilitate technology-enhanced experiences that address content standards and student technology standards, I made a point to show how Google Documents can be used across the spectrum of curricula. It can address any content standard. I have yet to find a topic that Google Doc cannot help facilitate. It can even make a normal homework worksheet seem exciting because the answer in placed in a Google Doc for teacher evaluation. The concept of Google Doc also met objective 6 and 7 within standard III.A. The objectives of teaching concepts and skills that support use of distance learning systems (such as Haiku Learning Management system) and support use of Web-based and non Web-based authoring tools (such as Google Docs) were both met throughout the project. Students can submit Google Docs from home in fact, in a later instance, I created a Google Doc for use during a project on wars and two students were absent. Both of those students were able to complete the same research at home and complete the Google Doc according to that research. They did not miss a single day of social studies class, even though they were at home sick. Discuss how you might change the content, strategy, or design of the artifact. If you see no need for change, elaborate on the artifact is a good exemplar for the competency or standard. Upon reflection of my project for EDTC6035, there is not much that I would change in the content, strategy, or design of the staff development. I would have allowed for more time within the staff development, in order for teachers to create more documents for use in the classroom. I believe the job aid was an excellent gift for teachers who are overwhelmed by the steps, as it laid out each step one at a time. This was also helpful for those who forgot how to set up a Google Doc later in the school year. Discuss how the artifact is representative of future career goals and plans. My future goals and plans are to be an instructional technologist for elementary schools. Currently, my county and school are using Haiku Learning Management Systems, which is similar to blackboard for elementary and middle school students. The staff development project allowed me to become more familiar with this LMS for future reference. It also was a great experience to be able to lead a workshop for third through fifth grade and allow the teachers to receive renewal credits in technology. References Morrison, G., & Lowther, D. (2009). Integrating Computer Technology into the Classroom: Skills for the 21st Century + Myeducationlab (4th ed.). Boston, MA: Allyn & Bacon.

Alicia Ray