Module+1

>
 * ==Module 1 Reflection==
 * How has your knowledge of technology standards changed after this module?**

After being in Special Education for ten years now, I see the Standards and Performance Indicators as being the goals and objectives that are used for designing students individual education plans (IEPs). I believe as an educator that the five facets of the standards were all in the back of my head, but hadn’t been articulated as well as the book. Teaching and learning are both exciting. Incorporating technology into the classroom combines both aspects for teachers.

I have personally experienced our district endeavoring to 1) facilitate and inspire students, 2) design and develop digital-age learning and assessments, 3) model, 4) promote citizenship and responsibility, as well as 5) growth and leadership. Though I don’t believe all teachers embrace these changes. The rubrics helped to delineate the different levels that I see my coworkers and myself functioning for each of these standards. To a large extent, because of slow acquisition of equipment and lack of time for prep., many teachers get stuck in the developing stage. Though the desire is to reach the transformative level, this rarely occurs. Technology itself changes at such a swift pace that education always seems one step behind. Additionally, because our technology department is segregated from the rest of the faculty (hired by an outside resource), many teachers would not venture to attain technology standards in addition to their content standards. Techies are not teachers, and few teachers are techies.

As far as standards go, each discipline has been guided by them for several years now. We are all familiar with them. Each teacher seems to be driven by them to a different extent. Technology standards are the same. In fact, they may encounter more resistance simply because it adds an additional facet of complexity to an already difficult job. We are already overwhelmed with striving to teach all of our content standards. I feel only a small portion of these technology standards can be incorporated successfully at this time, especially since teachers must be moderately proficient before teaching the students. Many of the students (not mine, but general ed.) tend to be more savvy than the teachers. That part is actually intimidating. Though I enjoy learning from the students, I also prefer to be the competent one. With technology and its rapid advancements, this is always a struggle.

Therefore, I am following my passion to acquire this modern knowledge with this master's. I want to be one of the teacher's that everyone else turns to for solving their technology problems. I would enjoy incorporating the latest technoloy into my classroom teaching. Right now, I barely know what's new because I haven't used much of what's currently available. This is true for many of my colleagues as well. I'd like to model and mentor facinating technology capabilities not only for students in my classroom, but also for my building and district. >
 * Reflect on your own use of technology standards in your classroom and personal use.**

Prior to reading, I hadn’t separated software programs from the hardware. In class, I encourage students who don’t take notes legibly or struggle with fine motor skill to use Microsoft Word for word processing. PowerPoint presentations are popular and simplistic enough for my students to design and implement. One section of my math curriculum allows teaching Excel and the graphing capabilities of Microsoft Word. Though I find it challenging because just as much time has to be spent teaching the students step by step how to use the programs as completing the actual assignment. I have special software that assists students with reading things aloud to them. Regrettably, the design of the computer only allows one student to benefit from the software at a time. The introduction of LCD projectors has helped with classroom presentations. But, our LCD projectors can only be hooked up to our laptops and not the pcs in my room. Hence, valuable software on the pc that isn’t on the laptop is inaccessable.

I have recently participated in Smart Board training. We at the high school are behind the rest of our district for infusing technology into the classroom. I’ve been told that the available Smart Board from the C-F Middle School will be placed in my room soon. Though I am excited, I fear I won’t have ample time to devote to designing lessons incorporating the technology.

A few years ago as part of my first master’s degree, I designed an online semester class for English. Hence, Dream Weaver and Frontpage programs were basically a self-taught endeavor of mine. I have been able to incorporate sections of it into my teaching units since then. Unfortunately, this year the technology department disabled my links when we were given new webpages. I’ve been told I need to redesign and upload everything. I desire to do this, but time and energy are limited. Learning and efficiently utilizing new technology seems to be an uphill battle. Thankfully I am energized by the challenge, (not all of my students are.) I intend to continue enhancing my technology skills so I can share them with others.