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== __This is my electronic portfolio for Dr. Linda Mccaulay's summer 2010 ISTC 501 course for integrating technology in the classroom. By scrolling down, you can see the projects I did along with the objectives and state standards they fulfilled. The projects reflect understanding on how technology can be integrated to improve classroom instruction. Following the projects, objectives, and state standards, I wrote a final summary regarding the my performance in the class and how I plan on using my newly acquired knowledge__. ==

Digital Bookmarking Glogster Online Quiz Wiki Page with Vocaroo sound Prezi page || ISTE-NETS*T IAB, IIBC; MTTS 5, 7;INTASC #3,4 || Wiki Page Glogster Prezi Page Online Quiz || ISTE-NETS*T II ABDE, III ABCD, IV ABC; MTTS 5,7;INTASC #1,3,4,5,6; MSDE-VSC. || Wiki Page w/ Vocaroom sound || ISTE-NETS*T IIAB; MTTS 1, 2, 3, 4, 5, 6, 7; INTASC#1; MSDE-VSC. || Wiki Page || ISTE-NETS*T VABCD; MTTS 2, 3, 5, 7; INTASC #9,10 || Wiki Page || ISTE-NETS*T VABCD; MTTS 1, 2, 3, 4, 5, 6, 7; INTASC#9; MSDE-VSC. || Glogster Digital Story Prezi Page || ISTE-NETS*T VIABCDE; MTTS 2,5; INTASC #2,9; MSDE-VSC. || Digital Bookmarking Glogster Online Quiz Wiki Page with Vocaroo sound Prezi page || ISTE-NETS*T IAB,IIAB,IIIABCD,IVABC, VABCD, VIABCDE; MTTS 1,2,3,4,5,6,7; INTASC#8 ||
 * **Course Objectives/Outcomes** || **Project** || **Standard** ||
 * # learn how to use a variety of technology and media resources || Digital Movie
 * # gain experience in planning to integrate technology into the classroom curriculum || Digital Movie
 * # develop an educational technology portfolio that supports specific academic content. || Digital Bookmarking || ISTE-NETS*T IIC; MTTS 1,2, 3, 4, 5, 6, 7; INTASC#1,2,7;MSDE-VSC. ||
 * # design a multimedia project to present curriculum information. || Digital Story
 * # participate in meaningful communication within and outside of an electronic learning community. || Digital Bookmarking
 * # prepare to use technology independently throughout their education and their careers**.** || Digital Bookmarking
 * # connect their classroom experiences with situations and experiences in the outside world. || Wiki page
 * # demonstrate mastery of the ISTE-NETS*T), MTTS, Maryland State Department of Education-Voluntary State Curriculum (VSC) and INTASC Standards. || Digital Movie

Digital Movie Using Windows Movie Maker: The Metamorphosis, based on Franz Kafka's "The Metamorphosis"

media type="file" key="Metamorphosis movie email.WMV" width="300" height="300"

http://delicious.com/pattymcclean
I created a digital bookmarking site that allows all members of www.delicious.com to see the bookmarks I have considered important. These book marks tend to focus on tools my students can use in and for an English classroom.

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This Glogster site is the product of one of my classmate's practical teaching experience. We were instructed to make a poster advertising the evolution of an animal of our choice. My partner and I chose the platypus, if it were a special-needs coffee fiend.

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I created this quiz as an exit ticket for my students during my practical teaching experience.

Prezi: An RPR case study: Movie Making Programs in the Classroom\ http://prezi.com/3xetfnqfvwo1/copy-of-rpr-case-study-using-movie-making-programs-in-the-classroom/

This site was made to advertise/explain how technologies could be put to practical use in the classroom. My partner and I decided to research movie making programs and their strengths, weaknesses, and practical application.

= Wiki Page with Vocaroo soundbite: = = http://istc501summer2010macaulay.wikispaces.com/Chapter+7+Using+UDL+to+Accurately+Assess+Student+Progress =

This Wiki page was made as a verbal and print summary of the 7th UDL chapter.

Wiki Page: Research on Cyberbullying http://istc501summer2010macaulay.wikispaces.com/Cyberbullying

This Wiki site was made to explain cyberbullying and how it can be brought to students' attention in all different grade levels, so as to avoid it.

Self-Assessmen t When I started this course, I felt fairly comfortable with technology. But it did not take me long to figure out that I didn't know very much at all, besides email and Facebook. I definitely did not know how technology could be implemented to improve classroom instruction. It seemed like a daunting task to not only learn all of the web tools I could use in the classroom, but to even become aware of what I had at my disposal. I am so pleased that I have been able to learn about the technology that is going to make my classroom a more efficient, tech-savvy classroom. I think by using the tools I have learned this semester, like Wiki pages, Glogster, CitationMachine, Biguniverse, podcasts, Vocaroo, Googledocs, Prezi, Wordle, etc., my classroom will become more engaging for my technology-interested students. These tools will also help in my differentiation instruction. I can present materials in so many different ways for different types of learner. I think this class has been instrumental in my technological education. That is mostly because I did not realize that I needed a technological education! But this class has opened my eyes to the fact that I do have so many resources at my fingertips and they don't all require a lot of additional resources or money. I can give my students the tools they need by being creative and finding free resources online and on my computer. I am so happy that this class has taught me how to do that. I believe I deserve an A in this course because I have met the goals and objectives, but I will take this information and use it for practical application in the classroom. That shows that I have truly learned the material.

Practical Teaching Experience Reflection

My strategy in teaching was to get the students interested in the subject. I was enthusiastic, which I could tell helped a lot since I saw people smiling and looking engaged. The activities I chose were engaging ones as well. Everyone is familiar with children's books, so even though the students were coming from different disciplines, they all came into the lesson on the same footing because of the material I used (which none of them were familiar with) and the activities I chose (which all of them were comfortable with). I cannot say which strategies I used were not successful because I think the lesson went really well. The students got out of the lesson what I wanted them to get out of it. I could tell they gained understanding because of their collective success on the summative assessment.

From this lesson, I know that I will be using technology as a tool in my classroom. I found that the students really engage with the material and especially with each other when I paired them in groups and asked them to research a topic. That instruction really got the conversation flowing and ideas bouncing off of each other. I could tell they were getting excited about their assignment because I heard lots of excited laughter. I was walking around the room and talking with the students, so I knew they were on task. ===I also know that I will be using differentiated instruction in my classroom. I was using a short story for my main material, which could have been very dry for the students. I thought it would be more interesting for them if I presented in a different way. Using the hook of children's books was a great idea because it was a topic that everyone could relate to. I think I had the students more engaged with that approach then if I just gave them the original material on which to read and reflect.===

The students were most definitely focused on the learner and not the technology because I walked around the room and saw them using the technology correctly: as a tool. I could also see that they were not focused on it because of their final assessment. Every student's assessment showed that they had used the technology like I asked and pulled from it the result that I had been expecting. The technology was seamless, mostly because it was necessary. The students would not have able to complete the task I had assigned them in the time frame that I gave them without the technology. So the lesson would not have been able to be completed without it. The technology allowed the student to research their information quickly in a short time period. I also explained to the students what we would have done with the technology if we had been afforded enough time (making our own picture books) and they seemed to recognize and appreciate the merit of the idea. The technology did not seem particularly beneficial to one single student, as all the students worked well in their groups and used the technology how it was intended.