Shannan Muskopf
Master's Degree in Educational Technology



1.0 Professional studies culminating in the educational computing and technology literacy endorsement prepare candidates to use computers and related technologies in educational settings. All candidates seeking initial certification or endorsements in teacher preparation programs should have opportunities to meet the educational technology foundations standards.

Reflection: Technology literacy is a term used to describe a basic knowledge of computers, which includes how to operate systems and various programs. I believe Standard 1 ecompasses all the knowledge I have acquired by having computers in my professional and personal life. Though courses at the University of Missouri have supplemented my knowledge and revealed gaps, the majority of these competencies I have acquired outside course work as a part of my personal and professional life. I believe I have acquired "technology literacy". Though most of skills have developed through trial and error, I am confident that past experience gives me insight into tackling new technology.

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1.1 Basic Computer/Technology Operations and Concepts.

Candidates will use computer systems-run software; to access, generate, and manipulate data; and to publish results. They will also evaluate performance of hardware and software components of computer systems and apply basic troubleshooting strategies as needed.

1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software package.

As a classroom teacher, I have had to install and operate a variety of software, including applications that are downloadable via websites and programs that must be installed from a disk. Because the school computers are networked, some programs are only accessible from the central server and must be installed by the technology director. Though it is necessary to be able to access these applications from the server and not individual computers. I've also had some experience with installing hardware related to peripheral devices, such as printers and digital cameras.

1.1.2 use terminology related to computers and technology appropriately in written and oral communications.

Being able to communicate effectively is an important component of educational technology. Both students and staff members often have a limited vocabulary when it comes to technology. One of the biggest complaints among staff members is that they don't understand the language of the computer and it's very hard to troubleshoot computers when they don't understand the words being used. Though I know technological terms like "universal resource locater" and "network printing", I also adjust my vocabulary to meet the needs of the audience.

1.1.3 describe and implement basic troubleshooting techniques for multimedia computer systems with related peripheral devices.

Due to many of the computers at the school being networked, many of the peripheral devices are shared among computers. I have extensive experience with troubleshooting minor computer problems, including computers that are networked.

1.1.4 use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software.

In my classroom, I have both a digital camera and a scanner, which are used for both the creation of my school-related websites and for student projects. I have also instructed students and other staff members in using these devices.

Fetal Pig Dissection - images recorded with Digital Camera

1.1.5 demonstrate knowledge of uses of computers and technology in business, industry, and society.

My extensive experience with the school computers and labs have given me a very broad knowledge base about computers. My personal experience with web design, which later developed into a professional experience as I was asked to create the school website has given me a solid understanding of the how technology can promote learning and information exchange between the school and the community.

1.2 Personal and Professional Use of Technology.

Candidates will apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources.

1.2.1 use productivity tools for word processing, database management, and spreadsheet applications.

I use spreadsheets, wordprocessing and databases in the daily planning and preparation of my classroom. Grades are kept on a gradebook program and spreadsheets are used by myself and my students to compile and organize data from experiments performed in class. I have also an interesting background with word processing because my home computer is a macintosh and my school computer is a windows based pc. In order to transfer documents from one to the other, I've learned (mostly by trial and error) what documents are best suited for both platforms, such a simple text (mac) and wordpad (windows) or rich text format, which works for both.

Sample Spreadsheet

1.2.2 apply productivity tools for creating multimedia presentations.

I have used powerpoint to present topics to my classroom, with the aid of a projector. Though this method of presentation is not yet practical in my school distict, which owns only one projector, the use of powerpoint has also allowed my students to be creative in their own school work. Some assignments require students to create a power point presentation.

Sample Power Point Presentation - Technology Uses (.ppt format, click to advance frame)

1.2.3 use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.

Accessing information is a major advantage of using technology to enhance my curriculum. When I started working at the high school, the internet was just starting out. I had a computer at home, with a 28.8 modem which I used to research science related sites, in the eight years I have been teaching, the number of resources available on the world wide web has grown exponentially. Sometimes, I cannot imagine how I got along without it. Before each unit in my class, I'm exploring websites, such as access excellence, and Ask Eric for supplemental matierals. I post quizzes on for my students to practice with. Now, I give parents my email address at the beginning of the year, and find that many parents are more comfortable with email inquiries than phone calls.

1.2.4 use computers to support problem solving, data collection, information management, communications, presentations, and decision making.

As part of my coursework at the University of Missouri, I have had to conduct research and surveys to determine the needs of staff and students with regards to technology. Following that, my service on the school's technology committee has allowed me to give my input on how technology can be used within the school system and how resources can be shared. The Technology Committee is also responsible for suggesting workshops that would be a benefit to the staff members. Computer-aided surveys has been a great advantage for compiling information and attitudes of the staff members.

Science Department Technology Survey

1.2.5 demonstrate awareness of resources for adaptive assistive devices for student with special needs.

The school where I work has resources available for students with special needs. In my own classroom I have had to make adjustments for students who have had disabilities ranging from sight impairment to schizophrenia. The library is equipped with a keyboard designed for students with vision problems and two computer desks that are wheelchair accessible.

1.2.6 demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.

I was allowed input in creating my school's acceptable use policy. A major issue that developed this year with regards to students and the internet was students bypassing the school's filter and downloading objectionably material. The technology committee voiced their concerns that the administration did not follow the school's AUP by removing the students access from the network. The reasons stated for not doing this was because the students were in a drafting class that required them to have access to the network to do assignment. In limiting access, the students would have failed the class. This is only one of the ethical issues that have come up in the past two years at the high school I work at, and as a member of the technology committee, it is my job to suggest improvements to the school's technology plan and acceptable use policy.

1.2.7 identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.

Much of my coursework at the University of Missouri has focused on identifying learning philosophies and how technology can shift the the roles of teacher and learner. I have discussed in depth the difference between constructivist learning and direct instruction. Technology can be a vehicle for preparing students for life after high school, they can now become responsible for their own learning and use technology to become an active participant in their learning process rather than a passive listener. Technology also serves the educator in provided a wealth of resources related to their subjects and to teaching in general. I am constantly adding to my web site new sites related to education that can improve instruction and learning.

1.2.8 observe demonstrations or uses of broadcast instruction, audio/video conferencing, and other distant learning applications.

1.3 Application of Technology in Instruction.

Candidates will apply computers and related technologies to support instruction in their grade level and subject areas. They must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations.

1.3.1 explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.

I am on the Technology Committe at my school, as a representative for the science department. Part of my duties include previewing software and filing requisition forms to obtain software and other components of technology. The Technology Committee also makes decisions about where technology will be placed in the building, like networked printers and computer labs. We make recommendations for replacing outdated computers, and improving the overall management of the school's network and resources.

Software Evaluation

1.3.2 describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum.

As part of my coursework in Educational Technology, I completed many assignments that described instructional principles, as well as many self reflection essays that describe my personal philosophy and vision on the use of technology in schools. I learned to assess the needs and of all learners in an educatonal environment as it related to technology and resources. In addition have have assessed my own learning styles and instructional paradigms in how they relate to the use of technology in schools.

Needs Assessment
Self Assessment

1.3.3 design, deliver, and assess student learning activities that integrate computers and other technology for a variety of student grouping strategies and for diverse student populations.

I have developed several lesson plans and web quests that integrate technology into my science curriculum. Plans to integrate technology have included steps to ensure that students of varying backgrounds are considered during the instruction. Web quests often involve team presentations which involve group work and communicaton.

Technology Integration Plan (Evolution)
Technology Integration Plan (Bioethics)
Evolution Webquest
Donate Blood Webquest
Insect Webquest
Epidemics Webquest
Australia's Animals Webquest
Ecology Project

1.3.4 design student learning activities that foster equitable, ethical, and legal use of technology by students.

Before using technology in my classroom, students are required to sign the school's "Acceptable Use Policy". In addition, my students are required to sign a contract with me regarding classroom rules, which include rules regarding the legal use of technology.

Classroom Rules
Sample Power Point Presentation - Technology Uses (.ppt format, click to advance frame)

1.3.5 practice responsible, ethical and legal use of technology, information, and software resources.

I have always practiced responsible, ethical, and legal use of technology and resources at home and at school. Internet filters do not always protect students from viewing objectionable material, and as part of my classroom policy, students are only allowed to use the computer for school related activities. Software on the computers is always licensed and never shared among individuals unless it is freeware or shareware.