TFIII

1. Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students). 2. Use and apply major research findings and trends related to the use of technology in education to support integration throughout the curriculum. 3. Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students). 4. Use methods and strategies for teaching concepts and skills that support integration of problem solving/ decision-making tools (refer to NETS for Students). 5. Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print media, and graphics. 6. Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment. 7. Use methods for teaching concepts and skills that support use of web-based and non web-based authoring tools in a school environment. //NETS Standard 5: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:// //a.// // advocate and practice safe, legal, and responsible use of information and technology. b. ////  exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. ////  demonstrate personal responsibility for lifelong learning. d.  exhibit leadership for digital citizenship. // //NETS Standard 1: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:// //a.// // apply existing knowledge to generate new ideas, products, or processes. b. ////  create original works as a means of personal or group expression. c. ////  use models and simulations to explore complex systems and issues. d.  identify trends and forecast possibilities. //
 * Technology Facilitation Standard III. (TF-III) **
 * Teaching, Learning, and the Curriculum. ** Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Educational technology facilitators:
 * TF-III.A. Facilitate technology-enhanced experiences that address content standards and student technology standards. Candidates: **

//NETS Standard 6: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:// //a.// // understand and use technology systems. b. ////  select and use applications effectively and productively. c. ////  troubleshoot systems and applications. d.  transfer current knowledge to learning of new technologies. //

1.  Use methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology. //Multiple strategies have been used throughout the year to assist my students with varying needs.//
 * TF-III.B. Use technology to support learner-centered strategies that address the diverse needs of students. Candidates: **
 * //Posted notes on internet for download//
 * //Promethean Board for interactive learning as well as visual learning//
 * //Audacity to help record lectures in class//
 * //Used an enhanced hearing device/microphone used for my deaf student.//
 * //Video and text based tutorials to help learners who need reinforcement//
 * //Increased resolution on computer screen for my three visual impaired students//
 * //Synchroneyes software - This software allows the instructor to broad cast exactly what I am doing on my computer to the students computers.//

1.  Use methods and facilitate strategies for teaching problem solving principles and skills using technology resources. //NETS Standard 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and makeinformed decisions using appropriate digital tools and resources. Students:// //a.// // identify and define authentic problems and significant questions for investigation. b. ////  plan and manage activities to develop a solution or complete a project. c. ////  collect and analyze data to identify solutions and/or make informed decisions. d.  use multiple processes and diverse perspectives to explore alternative solutions. //
 * TF-III.C. Apply technology to demonstrate students' higher order skills and creativity. Candidates: **

1.  Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings. //NETS Standard 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:// //a.// // interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. ////  communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. ////  develop cultural understanding and global awareness by engaging with learners of other cultures. d.  contribute to project teams to produce original works or solve problems. // 1. Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards. 2. Use major research findings and trends related to the use of technology in education to support integration throughout the curriculum. //NETS Standard 5: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:// //a.// // advocate and practice safe, legal, and responsible use of information and technology. b. ////  exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. ////  demonstrate personal responsibility for lifelong learning. d.  exhibit leadership for digital citizenship. //  __Technology Timline Project__ http://www.show.zoho.com/guestView.sas?sd=KEG05pI68670x6700ll&sc=zG087c877020x6700kzl http://show.zoho.com/guestView.sas?sd=zEG05pI68670x6700ll&sc=C7708IGazx6G0x670c1 http://www.dipity.com/user/taylorbrooks/timeline/history_of_the_soccer_ball/list
 * TF-III.D. Manage student learning activities in a technology-enhanced environment. Candidates: **
 * TF-III.E. Use current research and district/region/state/national content and technology standards to build lessons and units of instruction. Candidates: **
 * Student Samples**

__Civil War Review Lesson Project__ http://www.dipity.com/jeffmsm/Civil_War_Timeline__

Reflection: I focused a lot of the lessons for Standard III around the instruction of my own students. I am instructing a course called Foundations of Technology that focuses around the twenty national Standards for Technological Literacy set forth by the International Technology Education Association (ITEA). The lessons here are pieces of the first three units of the course. The initial assignment was to create presentation on a technology of their choosing a research its history. Most students chose to use PowerPoint, built some actually chose to create presentations in Zoho Show as well as Dipity. I feel the students enjoyed the new presentation tools and discovered there are other applications out there that can be used and be just as effective as PowerPoint. Next year I may add a video presentation option to tap into a deeper creative side to my students. The next Unit focused on Design and problem solving. The students worked on an assignment called “Whale of a Tale.” This lesson was designed to help the students learn the seven steps in the Technological Design Model. There were presented a scenario about a whale that had washed up on a beach, and now the town was faced with a decision of how to remove the whale. This activity led into our actual design unit in which the students learned how to use a CAD program that would allow the students to create a three-dimensional bottle. The students had to work through seven tutorials in Pro Desktop the CAD program. The tutorials had the students demonstrate different features of the program that they would need in order to create their bottles. As the facilitator I would model the tutorial for the students and then have them work independently to complete the tutorials. I used a variety of strategies to show the students how to use the program. I modeled from my computer as the students watched from their seats. I also used Synchroneyes, a program that allows the instructor to broadcast what he/she is doing on their computer to the student’s computer. I created and used pre-made text based tutorials so the students had reference material. I also broke the tutorials into steps for those students who needed that style of instruction. Even with all this varied instruction there were still some students who had difficulty completing the assignments. One reason was there was not enough repetition to master the skills needed within the program. I am going to create video tutorials as well for next year as this will also be another way for the students to shown what is expected.