ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers
I. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
A - promote, support, and model creative and innovative thinking and inventiveness.
Reflection
As students engage in their education, they achieve greater feelings of accomplishment when they develop a product. To foster a sense of innovative thinking in my students, I began a virtual science fair in my school. The students only compete against themselves, but work collectively to support the success of each other. The project involves scientific inquiry on a science topic of their choosing that develops into a digital product to educate their peers. The students progress through the steps that a researcher must follow to complete a task from the observation, research and acquisition of resources. This information is shared in the class Moodle environment to examine the peer review process. The process thus involves the posting of work, but also feedback to foster success on fellow student's projects. Ultimately, they perform the experiments, collect data, analyze data, and develop conclusions and connections to different applications relevant to their findings. The process culminates in a professional looking student PowerPoint poster that is displayed for others to see.(Science Fair Lesson - pdf) (Student Science Fair Poster 1 - jpg) (Student Science Fair Poster 2 - jpg)
Another area that enhances my students inventiveness is my adaptability in assessment methods. Students are encouraged throughout the course to pursue a means to represent understanding that falls outside the norm. An example of this would be the use of ComicLife to communicate or to produce a Public Service Announcement that educates others on the different actions they can take to help the environment. In our school, we are fortunate to have an FCC licensed radio station that can broadcast to our community furthering the educational value of the lessons. I recently worked with partners to return our station to the airwaves by installing our antennas that were damaged in a storm. Since the station has been back on the air, students interest has peaked and we are beginning to develop more psa's. (PSA Assessment Example - pdf)
B - engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Reflection
Students are encouraged in their project selections for the Virtual Science Fair to choose topics of importance to them and to make connections to local and global systems. (Virtual Science Fair - pdf) However, they are also engaged in laboratory investigations throughout the course that focus on specific components of authentic problems and are encouraged in group discussions to make the connections to the global issues. The use of Vernier Lab probes to collect data for analysis and evaluation enables students to examine impacts from environmental changes, photosynthesis, respiration, temperature, and pH. (Student Lab Example - pdf)
During one of my courses, students were able to use GPS drifters to track and plot the movements of floating objects in the Cobscook Bay to be used by researchers trying to ground truth their digital models of the currents. (ArcGIS Drifter Map - jpg) The data collected was pooled with other data collected over time and plotted into ArcGIS. This data was then to be used to assess the feasibility of using the area for hydroelectric and other alternative energy projects within the bay. Additionally, a group of students investigated the presence of phytoplankton within the Cobscook Bay region and attempted to gather data from the high concentration region in the Gulf of Maine all the way to Bermuda. The project progressed within the local region where their success was visible. The students traveled all the way to Bermuda collecting samples of plankton along the way. They were able to use an electron scanning microscope at Bowdoin College to image some of their plankton samples. (Light Microscope Image Phytoplankton - jpg) - (Scanning Electron Microscope Images of Phytoplankton - Biddulphia - jpg , Chaetoceros - jpg , Coscinodiscus - jpg )
C - promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
Reflection
In my studies for this master's program and in the eMINTS program, I was introduced to the software Inspiration. I have never been very successful with concept maps. However, it has come to be my understanding that my difficulty was based on the fact that I had always been the recipient of maps generated by others and therefore, the meanings of the thought process and information were not clear. In creating my concept map for this education technology program, I found them to be very useful means of reflection. (David Consalvi's Educational Technology Concept Map - jpg) To that end, I began to utilize these as another tool in my classroom. Students are given the opportunity to utilize tools such as Inspiration to develop concept maps to reflect understanding of the complex interactions between different components of the lessons. (Individual Student Concept Map of Cycles of Matter - gif) (Group Collaboration Concept Map of Cycles of Matter - gif)
Also, students use the class Moodle discussion boards to share and reflect on the topics and activities that are addressed in the classroom. (Graphics Design Moodle - png) This tool offers a second chance for students to interact with the material, understand their peers perspectives on the information, and think through the concepts. Frequently the discussions develop some useful questions that need to be answered in the next classroom meeting.
D - model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Reflection
My work on my Master's of Education in Educational Technology has increased my ability to work collaboratively in virtual environments. In several of the courses, it was necessary to work collectively on projects to increase the understanding of the group as a whole. The degree process began in the eMINTS courses that ran over a two year period. During that time we had a local cohort that met face-to-face and worked collectively to build understanding of how to incorporate technology and constructivist teaching practices into the classroom. This also included a distance learning opportunity through UMC's Blackboard environment. Over the remainder of my courses, I was able to experience other virtual learning opportunities such as Sakai.
In my role as Maine Laptop and Technology Initiative (MLTI) leader, eMINTS teacher, and technology coordinator, I have worked to produce environments where technology integration is coupled with a constructivist approach to teaching. Students and teacher are able to develop together to foster greater learning and interest in material. I utilize a Moodle environment for a secure discussion board that students can safely use to share and reflect on the lessons. I have implemented staff training that model mechanisms to incorporate different technologies such as Moodle, iChat, and websites (Shead website). The MLTI connection has allowed me to attend seminars on utilizing different technology strategies in the classroom and collaborate with other educators throughout Maine.
