Part I: Technology Application Standards

§126.2. Technology Applications, Kindergarten-Grade 2.

(a) Introduction.

(1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.

(b) Knowledge and skills.

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files; and
(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) follow acceptable use policies when using computers; and
(B) model respect of intellectual property by not illegally copying software or another individual's electronic work.

(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:

(A) apply keyword searches to acquire information; and
(B) select appropriate strategies to navigate and access information for research and resource sharing.

(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A) acquire information including text, audio, video, and graphics; and
(B) use on-line help.

(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:

(A) determine the success of strategies used to acquire electronic information; and
(B) determine the usefulness and appropriateness of digital information.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) use software programs with audio, video, and graphics to enhance learning experiences; and
(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.

(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:

(A) use communication tools to participate in group projects; and
(B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.

(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:

(A) use software features, such as on-line help, to evaluate work progress; and
(B) use software features, such as slide show previews, to evaluate final product.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and
(B) publish information in a variety of media including, but not limited to, stored files or video.

(12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:

(A) select representative products to be collected and stored in an electronic evaluation tool; and
(B) evaluate the product for relevance to the assignment or task.

The most important tek to me was solving problems and communication. You’re going to use these two throughout your life. Accomplishing these tools through technology is really cool. It’s going to be a fun experience and it will hold any child’s attention. Once you learn how to solve problems math will become easier to our youth, and I think that will fill the gap we are experiencing in education right now. Some students haven’t even been introduced to problem solving and they are high school students, and this tek is supposed to be covered in kindergarten through second grade. We are cheating our students tremendously. Communication skills are another big goal that needs to be mastered by third grade. Several students are also lacking this skill when they reach high school. It’s sad because these are our future leaders. All my students will master these two by the end of their kindergarten year. I will allow my students to use the white board, iPads, iPods, and blogs. I will let them experience problems so they can be introduced to problem solving. The communication is going to take place on our classroom blog. I can’t wait to put all my lessons together.

PartII: Assessing Meaningful Learning With Technology & Inspiration/Kidspiration

 

The three assessments tools introduced this week were the technology based rubrics, the clicker assessment tools and Inspiration/Kidspiration software. All of these resources could be very useful in the classroom. The website, http://school.discovery.com/schrockguide/assess.html, gives educators informative and help information. Base Rubrics are a given. They were dull to me, but a very useful tools to many. Clicker Assessment tool was my favorite. It is attention getting, fun, and a learning tool. This tool is any teachers’ dreams come true, because students are learning and having fun at the same time. I briefly glanced at Inspiration/Kidspiration Software. From the looks of it, it held a lot of information. I have watched several rubrics being made. I wish I would’ve had this experience earlier, I could’ve helped my mentor teacher tremendously. As I go through my career I will keep these tools on my fingertips.

I thought I knew everything there was to know about technology. Of course I was wrong! Since I have been in this class I have became knowledgeable about several things. I have learned to blog, social bookmark, wiki, and post cast. I am web 2.0 ready! I have also experience that every one learns at a different pace. When the teacher is knowledgeable about something doesn’t mean the student is going to catch on easily. As a future elementary teacher I must keep this in the back of my mind. I’m leaving this class with more knowledge than I began with, and that makes me happy as a student because neither my time nor money was wasted. I think the instructor did a great job explaining what she expected. I will recommend this class to any early childhood educator. The lesson I learned through this course, no matter how old you are there is always room for learning.

Visualizing with Technology

Visualization is the key to success for children of today's society. This generation live through technology. Everything imaginable is done electronically through cell phones, iPads, iPods, Kindles, and many more. There is an app for anything you need at the click of a button. Since gaming play a signaficant  role in kids life today. It would be an advantage to incorporate some of this technology in the classroom. I believe it would motivate and keep their attention to be able to read from Kindles instead of regular text books. We often read things and don't get a clear understanding. Visual experiments and projects have always proven a great way to explain how theories work. As a student in history class reading our history book was boring but watching films gave more insight on our country's history.  School is so much more advanced today. We have access to so much more through technology. Visualizing instead of reading tend to stay with memory longer. Kids love gadgets. They enjoy hands on and figuring out how things work. Visual technology would definitely be an advantage for teachers.

Designing with Technologies

WoW! I would give anything to be in grade school again. I remember having a big tablet with big lines and big fat pencils. I would get so mad because I couldn't draw and all my drawings consisted of stick people. Technology has really risen to the next level of creativity. Designing with technology can be used in a classroom or home, and it also stimulates many students minds.Computer aided designs is the process of drafting. The Lego software is a great example. You can build anything you want, there is no limit with legos. The students who enjoys puzzles and drawing things can't go wrong with the legos. Musical sketch Pad is amazing to me, making your own music ia a dream come true. These tools can and will have a huge impact on students learning abilities. I was worried about children due to the new star test. With these tools alone I beleive our children can master the the test. I can't wait to have my own classroom, all these tools will be implied.

PODCASTING

Good question! What did I learn about podcasting? Really,I should ask myself what I didn't learn. Podcasting is available to the public. Podcasting is a personal on demand cast. The public is to listen to your cast all day everyday. This is an awesome tool for high school and above. If your student miss your class for any reason with podcast they are able to download your lecture and move forward. Most students will have this tool available to them, because most teenagers have mp3 players, ipods, cell phones and an ipads. I really think this is a handy tool.

Podcasting is similar to web 2.o in several ways. They both involved online communication. They can both be used in a classroom setting. Of course they both involve technology. Podcasting involve lectures, so its talking and recording takes place in this tool. Web 2.0 is more of an agenda. These tools are great, but we must remember student/teacher interaction is very important. I strongly beleive that's why behavior problems exist. Technology doesn't give the students a chance to know thier teacher.

I have an ipod touch and the only thing I use it for is music. Over the last couple of weeks I have learn many applications to download and use for my classroom. I plan to teach K-2, and I plan to use my ipod for nap time to play their music. Also for circle when we getting our mini workouts on. Podcasting is my favorite tool, so I will use it first thing in the morning to give my instructions. I can't wait to become Ms. Dillard!

WEB 2.0

Im a paraprofessional, I see first hand the struggle with paper work. For example attendance, lunch menus, and grades. I think to myself everyday there has to be a easier way. Reading about Web 2.0 informed me about several applications that can change many educators life. The applications can control attendance daily, keep grades accurate, and keep track of lunch menus dailyfor each child. All these application is no cost.

Web 2.0 has made it easy for teachers far as paper work. Many benefit from the program such as, parents, cafeteria workers, students, and teachers. We all like free, and most of the apps are free. Having a blog for your class is so cool to me as an future educator, and especially as a student. Wow! Technologyis making the world worry free.

WEB 2.0

I'm a paraprofessional  I see first hand the struggle with paperwork. For example: attendance, lunch menus, and grades. I think to myself everyday there has to be a easier way. Reading about web 2.0 informed me about several applications that can change many educators life. The application can control attendance daily, keep grades accurate, and keep track of lunch menus daily for each child. All these application is no cost.

Web 2.0 has made it easy for teachers far as paperwork. Many benefit from the program such as: parents, cafeteria workers, students, and teachers. We all like free, and most of the application are free. Having Blog for your class is so cool to me as an future educator, and especially as a student. Wow! technology is making the world worry free.