Master's Degree in Educational Technology
preparation in educational computing and technology literacy prepares
candidates to integrate teaching methodologies with knowledge about use
of technology to support teaching and learning.
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.
will effectively plan, deliver, and assess concepts and skills relevant
to educational computing and technology literacy across the curriculum.
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.
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
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
design and practice methods and strategies for teaching problem-solving
principles and skills using technology resources.
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.
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
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
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.
design and implement integrated technology classroom activities that involve
teaming or small group collaboration.
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.
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
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.
compare national K12 computer or other technology standards with benchmarks
set by local school districts and critique each.
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
Society for Technology in Education. Both resources were used in
the development of the School Improvement Plan.
identify professional organizations and groups that support the field
of educational computing and technology.
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.
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.
Evaluation Sheet for Ecology Project
for Evolution Webquest
Hardware and Software Selection, Installation, and Maintenance.
will demonstrate knowledge of selection, installation, management, and
maintenance of the infrastructure in a classroom setting.
develop plans to configure computer or other technology systems and related
peripherals in laboratory, classroom cluster, and other appropriate instructional
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.
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
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.
research, evaluate, and develop recommendations for purchasing technology
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
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
identify strategies for troubleshooting and maintaining various hardware
and software configurations.
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.
identify and describe network software packages used to operate a computer
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.
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.