Becoming more familiar with the National Educational Technology Standards has probably been the most relevant piece of technology information I have learned in our EDTC 6433 class. The ISTE NETS for teachers (NETS-T) and students (NETS-S) provide a defined framework through which I can effectively address the necessary technology standards for myself and my students. Consideration of these standards as well as developing goals for both my students and myself is becoming an integral part of my curriculum planning.
One of our first tasks in EDTC 6433 was to complete a survey evaluating technology integration as it is currently practiced in our classrooms. Through this survey I was able to recognize that I was fairly strong in the NETS-T #4, Promote and Model Digital Citizenship and Responsibility. Specifically, I am confident that I can address the diverse needs of my kindergarten students by “using learner-centered strategies providing equitable access to appropriate digital tools and resources” (ISTE NETS Survey for Students and Teachers, 2011). Students routinely access a variety of digital tools on a rotating basis to engage in and accomplish tasks such as calendar time, MimioSprout™ Early Reading Individualized Instruction, LWSD technology use student survey, and guided technology exploration with their buddy class.
The technology integration survey also indicated to me that I could do more to strengthen my skills in NETS-T #2, Develop and Design Digital-Age Learning Experiences and Assessments. My technology goal was related to NETS-T #2-a,” …promote student motivation, learning and creativity through relevant learning experiences using digital tools and other technology” (ISTE NETS Survey for Students and Teachers, 2011). I decided that I would like to design more authentic learning experiences that provide motivation for students as they use technology to create and present evidence of their learning. I would also like for them to be responsible for and take ownership of the management of their projects. These goals align with NETS-T #2 (referenced above) and NETS-S #1, “My students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology”. I wanted students to be able to log on to their student accounts with little or no assistance as well as create, save, and later retrieve word documents that show some creativity and familiarity with sight words using font size, style, and/or color variations. In the Artifacts section below I have included links to a written description as well as a PowerPoint presentation that outlines how I integrated this technology in my classroom.
As I continue to critically examine technology integration in my classroom, I feel better equipped to identify areas where I can improve my practice and more effectively provide students with technology experiences that will enhance their learning. I am also more aware of ways that I can use technology to further develop methods of communication to students, families, colleagues and the community at large. Along these lines, I am thinking that my next venture into improving technology integration in my classroom will involve providing a variety of communication forums to students and parents such as Haiku discussion pages and a comprehensive class webpage. I also plan to expand students’ exposure to and use of technology tools that allow them to present their learning in a variety of ways, such as PowerPoint, as well as tools that enhance my own instructional presentations such as Glogster and the use of Voicethread. So much technology and so little time!
Finally, as a result of this class I am better equipped to search for and evaluate curriculum that supports the technology NETS. One such find is a technology curriculum by Kali Delamagente (2011) that provides a comprehensive scope and sequence for kindergarten technology as well as links each learning experience to one or more relevant NETS. Another useful resource is Jacqui Murray’s article and lesson for kindergartners titled “How to Teach Digital Citizenship in Kindergarten” (2012). This blog entry contains a lesson and links that support NETS-t number 4: “Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.” (ISTE, 2012) Effectively crafting and evaluating technology curriculum is a particularly useful skills for educators as it perpetually enhances learning, teaching, and collaboration within the educational community.
Delamagente, Kali. “Kindergarten Technology: 32 Lessons Every Kindergartner Can Accomplish.” Scribd. Structured Learning, 2011. Web. 10 Feb. 2013. <http://www.scribd.com/doc/16535675/Kindergarten-Technology-32-Lessons-Every-Kindergartner-Can-Accomplish>.
ISTE NETS Survey for Students and Teachers. (2011, September 22). In Haiku Class Overview and Documents. Retrieved January 7, 2013, from https://lms.lwsd.org/rsnyder/edtc6433/cms_file/show/6949138.docx?t=1357161828
The International Society for Technology in Education . (2012). NETS. In ISTE. Retrieved August 12, 2013, from https://www.iste.org/standards
Murray, J. (2012, October 4). How to teach digital citizenship in kindergarten. In Ask a teacher anything. Retrieved June 30, 2013, from http://askatechteacher.wordpress.com/2012/10/04/how-to-teach-digital-citizenship-in-kindergarten/