Shannan Muskopf
Master's Degree in Educational Technology



3.0 Professional preparation in educational computing and technology literacy prepares candidates to integrate teaching methodologies with knowledge about use of technology to support teaching and learning.

Reflection: This standard covers actual methods of teaching and designing instruction. In order to achieve this compentency, I have analyzed instructional design systems and learned the process involved in creating and implementing effective instruction. Though courses at the University of Missouri have involved and in depth study of the design process, I also depend on my teaching experiences to develop lesson plans and instruction that will be effective. My philosophy of learning also influences my instructional methods, and instruction designed for both students and staff often falls into a constructivist paradigm of learning.


3.1 Teaching Methodology.

Candidates will effectively plan, deliver, and assess concepts and skills relevant to educational computing and technology literacy across the curriculum.

3.1.1 design and practice methods and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.

Students in my classroom often have a limited knowledge base on computer useage and troubleshooting. Though many teachers will jokingly proclaim that "students know more than they do", I've really found this to be statement to be inaccurate. Though it may certainly be the case that some technologically savvy students are in my class, most of my students have needed instruction on basic computer use and operation. Simple tasks, such as entering URL's into a browser, and surfing the web (point and click style) or peforming tasks such as saving and printing documents are not inherent skills. Though I do not specifically teach keyboarding and computers, I often begin class with a short tutorial on computer operation and use. Students are given a simple assignment that uses the world wide web and computers where they tackle some of these basic tasks. As the course progresses, the difficulty of the navigation and technology applications become more difficult.

3.1.2 design and practice methods and strategies for teaching concepts and skills for applying productivity tools.

As a member of the school's technology committee, my duties include acting as a liaison between the districts technology director and the staff in my department. I routinely speak to staff members one-on-one to help them use word processing applications, gradebook programs, and web browsers. Though I do not officially lead staff development programs, my duties are more informal, when a teacher does not know how to add an image to a Word document, she'll come to me first. When she doesn't know how to open an attachment in an email, I am the person who gets called. Most of these problems can be solved in a matter of minutes, and because the science department is isolated in one wing, staff members find it more convinient to ask me questions than trying to locate the very busy technology director.

3.1.3 design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.

Students in my class are routinely asked to search for information related to projects, labs and research papers. I have designed internet based lessons who's main purpose it to teach students how to navigate the world wide web and how to locate information and resources. Many of these lessons have a scientific focus, with a hidden agenda of teaching students the right and wrong ways to search for information. I use the same techniques (without the assignment) to help staff members improve their searching skills.

3.1.4 design and practice methods and strategies for teaching problem-solving principles and skills using technology resources.

Problem-solving is a major component of my science curriculum. Many of the laboratories and projects my students complete are designed with the goal of students solving a problem, either as individuals or on a team. Technology resources are a valuable supplement to this goal, as students are given more freedom to explore topics on the world wide web and draw conclusions based on research and data gathering. Students use word processing programs, spreadsheet programs and presentation programs (Powerpoint) to organize and evaluate data and present their findings. Six computers in the biology lab are available for students to work on lab reports while also completing the hands-on portion of the project.

3.1.5 observe in a K12 setting where K12 computer technology concepts and skills are being taught.

As part of my school's improvement plan, I performed a peer evaluation on a keyboarding class. In addition to this formal evaluation, I have also observed the librarian present the freshmen tours of the media center and computer labs.

3.1.6 practice methods and strategies for teaching technology concepts and skills in a lab and classroom setting.

I have participated in the development and execution of staff development workshops on technology resources. As a member of my school's technology committee, I work closely with the technology director in determining what workshops would be appropriate and valuable to the staff. Within my own classroom, I review the school's Acceptable Use Policy with incoming freshman and speak to them about technology resources and their appropriate uses in the school setting.

3.1.7 identify and support implementation and revision of computer or other technology literacy curriculum to reflect ongoing changes in technology.

The School Improvement plan at Granite City High School includes a section on technology. I have worked with the School Improvement team to establish reasonable goals related to the Improvement plan and to help align the school's science curriculum to Illinois State Learning Standards.

3.1.8 design and implement integrated technology classroom activities that involve teaming or small group collaboration.

Group learning and collaboration is an important component of my biology curriculum. Many of the hands-on laboratory experiments require students to collect and compare data. Data from groups is then compared to data collected by the entire class. As a team, the students much analayze the data and draw conclusions. Projects and lab reports are often collaborative efforts where students share duties of creating the final project: lab reports, powerpoint presentations, or web pages.

3.1.9 identify activities and resources to support regular professional growth related to technology.

I have several educational technology sites bookmarked, such as eschool news and contribute to forums and discussions related to educational technology. I have found forums to be a valuable resource for receiving advice and tips on new technology and educational research. I also belong to an educational technology discussion group and subscribe to the listserv at H-Edtech Discussion Group

3.1.10 describe student guidance resources, career awareness resources, and student support activities related to computing and technology.

I maintain the school website which also contains a resource page for students. I include links and resources for students on this page. I have been working with the school counselors to develop a resource page specifically for the counseling department and plan to have this page up and running in Fall of 2002.

3.1.11 compare national K12 computer or other technology standards with benchmarks set by local school districts and critique each.

When developing the Granite City High School School Improvement Plan, committe members were required to align the curriculum to the state standards regarding science and technology. Technology standards presented by the Illinois State Bureau of Education were compared to standards set by the International Society for Technology in Education. Both resources were used in the development of the School Improvement Plan.

3.1.12 identify professional organizations and groups that support the field of educational computing and technology.

Research and readings required for courses at the University of Missouri have directed me to many professional organizations that support educational technology, such as Educause , NAETS, and Techlearning. These sites provide information and resources for technology planning and contain articles on research in the field of educational technology.

3.1.13 design a set of evaluation strategies and methods that will assess the effectiveness of instructional units that integrate computers/technology.

I have designed classroom projects that utilize technology, such as Powerpoint presentations and web page construction and require students to research topics. Evaluation of these projects include rubrics, student self evaluation, and peer evaluations. Evaluations must consider all aspects of the process and not just the end product. Students can demonstrate learning in a variety of ways, and evaluation procedures must take into account the entire process and not just the end product.

Team Evaluation Sheet for Ecology Project
Rubric for Evolution Webquest

3.2 Hardware and Software Selection, Installation, and Maintenance.

Candidates will demonstrate knowledge of selection, installation, management, and maintenance of the infrastructure in a classroom setting.

3.2.1 develop plans to configure computer or other technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.

As a member of my school's technology committee, I have made recommendations regarding desk and computer arrangements in the various school computer labs. The arrangements for shared technology resources must consider accessibility and equitable use among those sharing the resources. Most recently, network printers were installed in the high school, it was the technology committee's job to determine the best location for the printers. I have also provided input on the arrangement of the six computers the science department received for the physics lab. The computers were placed at each lab station instead of in a row at the back of the class (as was suggested by the department head). Though rows in the back may have saved space, it would not have facilitated the use of the computers as part of the laboratory tools.

3.2.2 identify and describe strategies to support development of school and laboratory policies, procedures, and practices related to use of computers or other technology.

This year, the technology committee has begun revisions of the districts Acceptable Use Policy. As a member of the committee, I have spent a good deal of time reviewing the school's AUP and comparing it to other district AUP's. The AUP for the district was created three years ago, before the school even had a computer network and access to the internet. As the school evolves in its use of technology and issues become apparent, the policies and procedures the govern the use of technology in the school must be revised.

3.2.3 research, evaluate, and develop recommendations for purchasing instructional software to support and enhance the school curriculum.

It is my job to recommend and request software specifically for the science department. The district allots a finite amount of money for each departments' software needs, and it is important that money is not wasted on software that won't be used. I evaluate software and ask other teachers in the department if they think it is something they will use. While, I may be inclined to request software that I find useful, sharing resources means that the software must be appropriate for all the staff. When a teacher has a software request, I review the software and fill out the appropriate requisition forms. If we have already reached are limit for software purchase, I recommend using the Illinois Power Grant to purchase the application and assist teachers in writing the grant.

3.2.4 research, evaluate, and develop recommendations for purchasing technology systems.

I have analyzed my school's technology resources and determined what components are available and their location within the school district. I have discussed with peers the issues related to technology acquisition, including the "total cost of ownership" of a single computer and a network. I feel confident in my understanding that buying hardware and systems is not the only cost involved, there is upkeep to consider and the cost of training. I have written grants that are project based and incorporate technology to help offset the district's costs of installing and acquiring technology systems.

Budget Analysis
Rivers Project Grant

3.2.5 design and recommend procedures for the organization, management, and security of hardware and software.

The school uses a network login system for students to access and store information. The fall of 2001 was the first year the login system was used and problems were apparent early on. The technology directory became frazzled that students could not remember their passwords, though any teacher could have told him that a fourteen year old has the attention and memory span of about 2 minutes. As a result of the many fiascos of security, I have recommended to the technology directory to assign passwords (not have students make them) and give a list of those passwords to the students' home room teacher. He has agreed that this would work better, on any given day, dozens of students could be found lined up at his office to retrieve lost passwords, which obviously takes time away from his already busy schedule. In addition to the management of passwords, I have recommended other strategies for preventing student misuse of technology, such as accessing inappropriate sites and using school resources for personal business.

3.2.6 identify strategies for troubleshooting and maintaining various hardware and software configurations.

Troubleshooting is a daily process for me. Not only do I have a classroom computer that I maintain, I also have the science department computers and labs to deal with, an informal position within the district and one that has few benefits. Most of the troubleshooting I manage is in the lab, where computers are often not working or printers are not printing. I can identify minor problems and correct them. In the event that I cannot correct the problem, it is my job to contact and report the problem to the technology director.

3.2.7 identify and describe network software packages used to operate a computer network system.

I have experience with the Novell Network system and the school's filtering software. In addition, in my own home I have a network consisting of 2 macintoshes and a pc.

3.2.8 configure a computer system and one or more software packages.

I am capable of installing software, and attaching peripheral devices to computers. I also have experience in networking computers. My home system, which consists of both macs and PC's was particularly challenging due to compatibility issues. I feel confident that I can configure and set up new software and hardware for both platforms and on a network.