#20 Open Post--The End!

I cannot believe I have almost completed the online technology course!  From my previous posts, especially at the beginning, my apprehension was very evident.  It is no secret that my personal learning curve has been gigantic!  My sense of accomplishment and personal satisfaction at this point is almost equal in size because I have had some success with something I have been fearful of in the past...technology!

This was my first experience with online learning.  For me personally, the format of the course has probably inhibited my learning when compared to receiving instruction in the traditional face-to-face setting.  I am such a visual learner!  However, I felt like the course was structured and laid out very well.  The posted assignments took us clearly through the material.  I thought the pacing was appropriate as far as the space between assignments and tests. 

One of my goals was to become more aware of current technology and software available to enhance my job as a reading teacher.  I definitely appreciated the chapter in the Roblyer text on integrating technology into the reading/language arts curriculum!  I also relied heavily upon the Atomic Learning website for tutorials in completing the three tech. assignments.

As far as suggestions, I can really only think of two things.  My first thought is regarding the applicability of the database assignment for teachers in general.  I definitely struggled on that assignment although I finally completed it--even well!  While I am happy to know how to create a database and mail merge, I am not sure that I will ever have the chance to use that knowledge in my current position.  Perhaps an assignment utilizing some current software that pertains to our teaching field would have been more helpful...almost like a hands-on demo.  My other suggestion would be some tweaking to the group project on AT.  I think devoting the entire third face-to-face meeting to group work time would have been very helpful to my group.  It is so hard as working adults with lives and families to schedule time to meet with three other busy individuals!  Perhaps setting more due dates for that project along the way would have been better. 

Overall, I have enjoyed my experience!  Along about week 8, I didn't know if I would make it to this point!  Looking back now, it seems that the semester went by very quickly.  I must really be getting old!  Although I am graduating in 2 weeks, I think the MTT program has a lot to offer students.  The enthusiasm and pride in that department is very evident...not only on the part of the students but the instructors as well! 

#19 Open Post--Self-Reflection

At the beginning of this course, I set five technology goals for myself:

1.  Increase my proficiency with iStation, an on-line reading assessment/curriculum program that Frisco ISD recently implemented.
2.  To become more familiar with Excel--functions, sorting, etc.

3.  To learn how to create graphs of my students' fluency rates.

4.  To match technology to the curriculum that I teach--What am I teaching now in the area of reading that I could teach better with technology?

5.  To complete the on-line technology course in which I am currently enrolled. Although this is a short term goal, my learning curve is so great that I will definitely consider completion a major accomplishment!

So, how have I done with these five goals?  I believe I have made progress on four of the five.  The only one I have not really done any work on is number three--creating graphs of my students' fluency rates.  I feel very comfortable with iStation at this point...I have even conducted some staff development on my campus over the program.  I scored a 17/20 on the spreadsheet I created for this class.  In addition, I have some concrete ideas for blending technology with the curriculum that I teach.

While these three are important, goal number five is the most significant to me.  Although I have not yet completed the course, I am beginning to see the "light at the end of the tunnel!"  I keep reminding myself of the Little Engine that could, "I think I can, I think I can, etc."  Prior to this course, I had very real barriers in my mind to technology because of my personal experience.  Technology and I have a "love/hate" relationship!  While I recognize the need for technology for efficiency, etc., I typically have very bad luck when it comes to operating a computer!  I want to use the computer, but I am skeptical as well.  Knowing that I have almost completed a masters level technology course has done great things for my self-esteem regarding technology.  Because of some of my successes, I feel much more confident.  That is not to say that there have not been bumps in the road this semester during the class.  I do think though that pressing through these "bumps" without much instruction has helped me tremendously!  If I do have trouble, I at least now know of some resources (i.e. Atomic Learning) to turn to for help. 

Although I haven't done any work on graphing my students' fluency scores, I feel far my confident in my abilities to go and seek out how to create these graphs myself.  It reminds me of the assignment to create a database with a mail merge document for my technology class.  I did not receive any credit for the first assignment submission because I had not met the rubric criteria--nothing was done correctly!  In fact, when I started the assignment the first time, I had to google which program to use to even begin creating a database!  See, my learning curve has been huge!  My second attempt, after some instruction, went much more smoothly...in fact, I got all 20 points for the assignment the second time!  Because of this small success, I will be more eager to figure out how to graph my students' fluency scores. 

#18 Open Post--Redefining Music Literacy

Up until this point, I have not given much thought to the impact of technology on the arts, especially music and art instruction.  While some feel that technology does not have a place in such traditional "humanistic endeavors", I disagree.  I believe that the introduction of technology broadens these areas by giving more people opportunities to be a part of music and/or art.  I agree that "technology can be seductive" and that people need to appreciate unique human abilities, but I also think that the introduction of technology in these areas creates more opportunity.  What about the student who does not possess a great deal of artistic ability but who can create an amazing design by manipulating digitized images?  What about the student who cannot physically play an instrument but has an excellent ear for editing and mixing pre-recorded music? In addition, knowledge about new technologies in the arts (i.e. sound, animation, graphics, etc.) helps all students become better consumers of electronic art or music.  Today's popular music relies heavily on technology for both production and live performance.

Because of the emergence, proliferation, and dominance of computerized technologies, I see the business of teaching music and art facing redefinition.  The Music Educators National Conference stated, "The K-12 music curriculum that was established by the 1930's has evolved only gradually since that time...The curricula that were acceptable in the past will be inadequate to prepare students for the 21st century" (Roblyer, 2005, p.371).  I personally was involved with a typical secondary school music program at Apollo Junior High and Berkner High School in Richardson, Texas in the late eighties and early nineties.  I think it would be interesting to go back and see if or how the infusion of technology has impacted the programs.  I would venture to say that sheet music is now more organized than the messy library that we were accustomed to because of music management software.  I would also bet that current students don't submit cassette tapes of themselves playing for chair tryouts any longer or take paper/pencil tests on notation or musical structure.  Computer technology would be an incredible asset to even the traditional music program.

I loved the idea in the Roblyer textbook for a general music class to create a website at the end of the school year as a culminating activity.  I think this would be a great way to help integrate all students.  Students who are naturally gifted in music have a part as well as students who are drawn to music technology.  Within each group, students are assigned areas of the site according to individual strengths and literacies--using web page authoring tools, graphics, text, sound, operating a sequencer or video camera, etc.  This is also an excellent suggestion for teaching music history.  If students are given the freedom to incorporate pop music into their project, I see participation in a general music class being very appealing to many students, not just the ones who can play an instrument or read sheet music. 

#17 Open Post--Texas STaR Chart (Part 2)

In my previous blog, I discussed the online STaR Chart that specials teachers and pull-out program teachers on my campus were asked to complete last week.  The STaR chart is a requirement that all Texas teachers are to complete annually.  This year, however, was the first year I was asked to complete the chart.  (When the email came through, I had no idea what the STaR chart was!)

The technology facilitator had all specials teachers come down to a lab on our campus and complete the chart together.  I of course did not say anything during the process, but I found it very interesting that the facilitator was either telling us what score to mark or "leading" us to choose between two numbers.  I know that my scores were inflated because a person with my level of tech. knowledge should not be submitting a chart with predominately 3's and 4's as scores.  A score of 3=Advanced Tech while a score of 4=Target Tech.  There is no advanced tech in me, and I am surely not "on target!"  After completing the chart, I decided to hunt for some more information regarding the Texas STaR Chart.  My predictions were confirmed!  The results of the chart are used by districts to apply for grants, to determine funding priorities, and to determine where to allocate funds.  The results are also used by districts to fulfill requirements for NCLB, Title II, Part D that all teachers should be technology literate and integrate technology into content areas across the curriculum.  Is NCLB really working or have districts just found a way to provide lipservice? 

We got a report from our tech facilitator this week saying that our campus received 100% on the STaR Chart.  Well of course we did since teachers were told what answer to select!  The experience made me wonder if other districts complete their charts in the same manner?  The scores are obviously not valid if teachers are not permitted to express their true opinions of their own skills or their thoughts of professional development offerings for technology or current equipment that is available.  Our tech facilitator was standing behind all of us as we rated the leadership, administration and instructional support on our campus.  Who is going to mark his/her true opinion with the tech facilitator watching?  I know my campus doesn't have the latest and greatest in equipment, but the report shows that we do.  I don't feel like I am well-trained and receive an abundance of technology professional development, but the report says I am/do.  How can the results ever be valid when funding is tied to the results? 

Participation in this technology course, if nothing else, has opened my eyes to areas of deficit in me personally with regards to technology as well as the needs on my campus.  One of the reasons I was so frustrated after this experience is because the purpose of the chart was completely defeated.  I will get off my soapbox now!  It comes down to the fact that our campus and district wants to look good, but it is at the expense of what teachers want or need to become better at what they teach.

#16 Open Post--Texas STaR Chart (Part 1)

This past week, I had my first experience with the Texas STaR Chart.  (Because of the amount of content for this blog, I am going to post two blogs on the same topic.  This first blog will highlight the purpose of the chart and give some background information.  The second blog will be more reflective in nature and highlight my experience and thoughts of the chart.)

STaR stands for School Technology and Readiness.  It is an online tool that is used to help teachers in self-assessing their efforts to integrate technology across the curriculum.  It was designed to align with the Texas Long Range Plan for Technology, 2006-2020.  Statewide reports, compiled from the teachers STaR charts, are useful in fulfilling requirements for NCLB, Title II, Part D that all teachers should be technology literate and integrate technology into content areas across the curriculum. 

The chart focuses on four areas of the long range plan:
1.  Teaching and Learning
2.  Educator Preparation and Development
3.  Leadership, Administration and Instructional Support
4.  Infrastructure for Technology

Each key area is divided into six focus areas.  Within each focus area, indicators are provided for assessing teachers' levels of progress.  A score of 1=Early Tech, 2=Developing Tech, 3=Advanced Tech, and 4=Target Tech.  Of course, the goal is for all teachers to reach the Target Tech level.  The data from the first two areas feeds automatically into the electronic version of the Texas Campus STaR Chart.  (I will try to attach my campus' scores to this document.  The latest posted report is from 2008-2009.)

The teacher STaR chart has been voluntary since its introduction in the 2004 school year.  Beginning with the 06-07 school year, all Texas teachers are required to complete the chart annually.  This was the first year, however, that specials teachers and pull-out program teachers on my campus were required to complete the chart.  My reaction and reflection of that experience will be posted in a subsequent blog!

#15 Open Post--Where did Social Studies go Wrong?

This is a giant question that has led to the "History Wars" and other debates regarding the content and focus of social studies.  I believe that the deemphasis of social studies began when social studies themes and topics were excluded from statewide assessments.  Because teachers tend to focus primarily on tested material, social studies is often placed on the back burner.  From my own teaching experience as a third grade teacher, social studies was only put into the plans every other six weeks and was only taught then if enough time was left in the day. 

I know that there are many challenges with teaching social studies.  One is the vast amount of material to cover.  Another challenge to social studies instruction is the availability of information on the Internet.  This brings me to my opinion again on media literacy.  I think we need media literacy now more than ever!  With the abundance of information available on the Internet, students are able to find information on any topic that either supports or contradicts what is being taught during social studies lessons in the classroom.  I agree with the Roblyer text that teachers can use contradictory information found on the Internet as tools to teach students how to become critical consumers of information--a hallmark of being media literate.  Students need to be taught how to monitor and become more analytical of the information they receive.

This type of teaching will not likely find its way into more directed approaches of teaching social studies content however.  I do believe that studying social studies in this way would help to make the content more meaningful to students because it makes use of the information they are surrounded by.  It would perhaps be a more dynamic way of learning key concepts.  In my opinion, it would also support the discussion of more civic and ethical issues.  I feel like the struggle to give proper emphasis to all social studies topics in education could be one cause of the huge problem regarding the lack of morality and the rapid decline of personal judgment in our country today.

#14 Open Post--More on Print Literacy and Media Literacy

Many educators believe that with the growth of media and information technology, media literacy is just as important as--or even more important than--print literacy.  The Roblyer text refers to print literacy as learning to read and write.  In my opinion, a person cannot be media literate without being print literate.  I feel that print literacy should still be the primary literacy instruction for developing readers, but I also agree that much more emphasis should be placed on media literacy once a child acquires the ability to decode and comprehend text. 

This then leads to more questions--at what point does this print literacy acquisition happen and when can I begin teaching media literacy?  I do not think you can pinpoint an exact time that a person becomes a "good" reader.  Becoming a good reader takes practice--the more you read, the better you read, the more you read, the better you write, the more you write, the better you read...  The cycle continues.  There are observable skills that a child displays while reading that indicate he or she has a comfortable grasp of reading.  When that is present, I believe the process of teaching media literacy can begin.  Becoming media literate requires practice just like print literacy.  Why not teach the two literacies simultaneously and not exclusive of one another? 

The traditional definition of literacy, when print was the supreme media format, was the ability to decode, understand and communicate in print. But the world has evolved, and print is no longer the dominant media format—that role has been usurped by the electronic media. To be literate today, people must be able to:


decode, understand, evaluate and write through, and with, all forms of media

read, evaluate and create text, images and sounds, or any combination of these elements.

In other words literate individuals must possess media literacy as well as print literacy, numeral literacy and technological literacy.  I do not think the question should be if and when to replace print literacy with media literacy.  As I stated earlier, print literacy is a prerequisite to achieving the other types of literacies. 

#13 Open Post--Technology in English and Language Arts Instruction

As an Accelerated Reading Instruction teacher, I particularly enjoyed this week's readings for the technology class I am taking.  The focus of the reading was technology in English and language arts instruction.  One of the main points of the chapter was the need for teachers to expand their definition of literacy.  Teachers need to shift their conception of literacy from the traditional definitions to new literacies that will help students use and benefit from the information and communication technologies (ICT) that are continuously emerging.  Because of these new literacies, there is a need for new instructional practices.  The International Reading Association (IRA) published a position statement in 2001 that clearly states what literacy teachers need to know about integrating technology into the curriculum.  According to the IRA, students have the right to:

• Teachers who are skilled in the effective use of technology for teaching and learning,
• A literacy curriculum that integrates the new literacies of technology into instructional programs,
• Instruction that develops the critical literacies essential to effective information use,
• Assessment practices in literacy that include reading and writing with technology tools,
• Opportunities to learn safe and responsible use of information and communication technologies, and
• Equal access to technology.

As a recently certified Master Reading Teacher, I am failing miserably in these areas!  I am wondering why more emphasis is not placed on technology during teacher preparation or school/university programs?  This position statement by the IRA is now almost eight years old.  I received my MRT two years ago, and the integration of technology was not a component of the certification.  I am expanding my own professional growth by taking courses, but what about the teachers that are not?  For this reason, another contributing factor is teachers not receiving continued and systematic technology professional development.  As a result, the burden falls on teachers to take responsibility to learn how to integrate ICT effectively into the curriculum. 

The good news is that the most creative and prolific array of strategies and applications for enhancing teaching with technology is found in English and language arts!  I am amazed by the vast array of technology that is available to support English and language arts instruction.  As a teacher who works primarily with struggling students, motivation to read is an ongoing challenge.  The websites and teaching ideas that were presented in the chapter are motivating me to implement more technology into my teaching.  Hopefully my enthusiasm and motivation will "rub-off" onto my students as we explore the new literacies of English and language arts.

#12 Technology Across the Senses

Howard Gardner's Theory of Multiple Intelligences is the only learning-developmental theory that attempts to define the role of intelligence in learning.  Gardner believes that there are at least eight different and relatively independent types of intelligence: linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. 

The two multiple intelligences that I feel best describe how I learn are visual-spatial and interpersonal.  A visual-spatial learner perceives the world visually and notices and remembers visual details.  I am extremely observant and have been repeatedly told that I notice the tiniest of all details.  For me, the details are just as important as the big picture!  If I see something just once, I can oftentimes successfully recreate it, and I always appreciate looking at something visual while being taught--handout, powerpoint, diagram, etc. An interpersonal learner is one who notices moods and changes in others.  He or she can identify motives in others' behaviors and relate well with other people.  I usually prefer to work in a group rather than alone as long as I feel my group members are equally contributing!  I found it interesting that Roblyer stated this learning intelligence is typically possessed by psychologists, therapists, and salespersons!  I was a consultant with Southern Living at Home for almost three years and did fairly well selling home interior products.  I have entertained the idea of getting my real-estate license at some point in the future because I would enjoy working with people in that capacity.

As far as my teaching style, I would venture to say that a teacher likely incorporates his or her personal learning intelligences because they come naturally.  I definitely incorporate the visual-spatial component.  I do not utilize as much cooperative learning as I would like because I only teach a maximum of six students at a time.  Because I am a reading teacher, I tend to focus on the metacognitive aspect of reading which could fall into the intrapersonal intelligence category.  It is critical for readers to be able to ask themselves questions to assess their own understanding--Does it look right?  Does it sound right?  Does it make sense?  What is my background knowledge of this topic?  Did my thinking change?

The lesson plan I am creating for the technology course I am currently taking is over non-fiction text structure.
Description:
Expository text is not written in the same structure as narrative text. This often causes readers to experience difficulty in understanding nonfiction text. Students who are aware of and understand the structures of expository text are better able to determine essential information and comprehend informational text.

Essential Question:
How does understanding text structure impact comprehension?

Unit Questions:
What are the five types of expository text structure?

What are signal words associated with each text structure?

What graphic organizers can be used to visually represent each text structure?

Below is a table that includes each of the intelligences as defined by Howard Gardner.  Specific examples of activities that could be selected to meet the needs of students as they learn about text structure are included.

Assistive Technology

My eyes have been opened this week to assistive technology (AT) and the abundance of resources that are available to support educators and families of children with disabilities. The Individuals with Disabilities Education Act Amendments of 1997 defines assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." I have browsed through several online AT training tutorials, listened to a webinar about NIMAS and the NIMAC library, visited the Johns Hopkins University Center for Tech in Education (CTE), and found three more online sources that I thought provided helpful information. I am going to share the Johns Hopkins site with the special education teachers on my campus. I think it would be useful to them since the site can assist with developing IEP's. It also addresses the legal requirements behind NCLB and IDEA.

One of the additional resources I found is the North Central Regional Educational Laboratory. The website included a table of assistive technology equipment. The table is broken down into five categories: AT for vision, AT for communication, AT for access, AT for hearing, and AT for learning and studying. While the table is not prescriptive or inclusive, it does list a wide range of AT equipment available.

Another online website I located is AbleData. It is a project funded by the National Institute on Disability and Rehabiliation Research of the U.S. Department of Education. Their most significant resource is the AbleData database of assitive technology, which provides information on more than 36,000 assistive products! The site does not sell the products, but it does provide a detailed description of the product's functions and features, price information, and contact information for the manufacturer or distributor.

I also went back to Education World this week after visiting the site a couple of weeks ago for lesson planning assistance. I really like this website because it is teacher-friendly and includes information on a diverse range of topics. As far as assistive technology, this site contains articles and links to online resources as well.

Tech Skills Outcomes

Well, it is now October, and I am wrapping up week 6 of my technology course that I am currently enrolled in to complete my Masters degree. This posting is more reflective in nature--a great practice to see progress being made. I have commented before about how poor my technology skills are, but at this point, I wouldn't say that I am in last place in the technology race. I never thought I would ever be blogging!

My tech skills coming into the class were very basic. I knew how to operate in Word and email as well as create a Power Point with embedded video. I have acquired some skills since the beginning of the course. I know how to add text bubbles in Word to make corrections or suggestions to a document. I also learned this week, by trial and error, not to press the refresh button while taking a quiz in Blackboard! My husband and I just purchased Office 2007, and it has been fun playing around with the new features that were not available in Office 2003. The fact that I have even had a conversation about software with a classmate and my husband is a huge step for me!

The Atomic Learning website has been a valuable tool. I have utilized this website to help me create a Table of Contents in Word as well as a spreadsheet. I know I will be visiting the site in the next few days for help in creating a database. I have no idea where to even start with that assignment! Knowing that online tutorials are available is comforting in a distance learning course where you are responsible for your own learning.

I feel my level of comfort with technology changing a bit. While I don't incorporate technology into every daily lesson plan yet, I am much more aware of the fact that it is available and how it can help enhance my reading instruction. I am looking forward to incorporating a lesson I found on rubistar that will help my students summarize text features by creating a web in Inspiration.

Ed. Tech. Journal Post 3: The Prevalence of Online Cheating

Because I am a reading teacher and pull 8 small groups each day, I do not utilize technology as much as a regular classroom teacher. For this post, I am commenting on an article I read in OJDLA regarding the prevalence of online cheating--"The New (and Old) News about Cheating for Distance Educators." The topic of online cheating has recently received a lot of attention at professional conferences because there has been a dramatic increase in online distance learning participation. In addition, Congress reauthorized the Higher Education Act with an inserted provision about distance education. Cheating for distance educators represents a "formidable challenge" to ensure the identity of test takers and integrity of exam results since students are physically removed from the classroom.

I am amazed that cheating has become an industry and a lucrative business! The article quoted an ABC news story stating that "an estimated 2/3 of all high school students admit to 'serious' academic cheating." Likewise, the Wall Street Journal reported a business graduate paying $3,000 for a sit-in test taker! In addition, cheating companies gross an estimated 10 million annually. Braindump was a new term for me--active businesses that provide online study "services."

New terminology has even been created to described the act of cheating or the people who participate. Words such as "invigilator" and "organized cheating." Some jargon terms that are used are proxy, impersonator, and "gunmen and hired hands."

Traditional methods of cheating are still used although they have become much more perfected than what I remember being done when I was in junior high or high school. I read about students turning a soda bottle wrapper into a cheat sheet. Technology advances have been discovered as a means for cheating as well--mobile phones, ipods, braindumps, ebay (tests being auctioned for sale!), organized cheating, wireless ear pieces, and cheat sites to name a few.

I know I am naiive about things like this, but I was floored by some of the statistics and information. I am hearing the words of my dad echo in my mind as I type this, "What is this world coming to?"

Ed. Tech. 2: New Computerized Assessments for FriscoISD

In September, Frisco ISD implemented the use of iStation at the elementary level to offer assistance to teachers with the reading assessment process. iStation was the district's response to too much instructional time being taken away by the assessment/data collection process that formally happens three times each year. While gathering data is crucial and should be used to drive instruction, traditional reading assessments done by K-2 teachers especially are very time consuming. Before iStation, kindergarten teachers were required to administer the PAPI, Concepts about Print, Hearing and Recording Sounds, and a DRA on every student! No doubt a very stressful task for these teachers especially with students that have short attention spans and little experience with school and testing for that matter!

I would classify iStation as an Integrated Learning System (ILS). iStation offers a variety of instructional techniques designed around the five major components of reading instruction--phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each student logs into a computer and lessons are downloaded. The program keeps records on what the students do during time spent on the system. Teachers are given progress reports on individual students as well as class summaries. For individual students, the program tracks the lessons and assessments that have been completed, questions missed on each lesson by numbers and percentages, time spent on each lesson and test, and pretest and post-test data. After completing assessments, which are downloaded at the beginning of every month, the iStation software assigns each student to a tier based on his/her performance. These tiers are useful to teachers as they group students into guided reading groups.

As the literacy facilitator on our campus, I had the opportunity to take each class of students through iStation for the beginning of the year assessments. I would have to say that a major advantage to using an ILS like iStation is the time-saving ability. On average, each class was through the assessment portion within 20 minutes! Teachers would never be able to complete a PAPI, CAP, HRSW, and DRA in 20 minutes on every student! Sometimes the DRA alone for one student can take 20 minutes! From my observation as well as the classroom teachers', the program seemed to accurately identify students' ability levels. Our district is planning to share iStation beginning of the year results with parents on Conference Day.

Ed. Tech. 1: My Children in a World of Technology

It is amazing to watch my four and seven year-old children and see how technology is a natural part of their lives. They approach new sources of technology without hesitation. My four year-old can, without assistance, turn on the computer, go to the pbskids.org website, and navigate the site without giving it a second thought. My seven year-old can use a digital camera, send a text message on her dad's cell phone, and operate our home entertainment system with ease. The most amazing thing is that they learn how to do these things on their own! They are so accustomed to seeing and using various forms of technology that it has become just a way of life. When I was a child the word "digital" meant nothing. No computers, no cell phones, no DVD or even a VCR for that matter. There were no scanners at the grocery store or Wal-Mart and no wireless anything. "New technology" to my children doesn't really mean "new" to them, it just means something different that they will quickly learn to understand and use. As adults we see new technology as a replacement for something we have always done a different way. Children have no basis for change, so they naturally accept new technology as the basis for their method of operating. It is interesting to think about how my children will be learning in the years to come, both in and out of the classroom!

What was the Earliest Application Software Available for Microcomputers?

The answer is...spreadsheets! A spreadsheet is software designed to store data (usually numeric) by row-column positions known as cells. Spreadsheets can also do calculations on the data. The word 'spreadsheet' can describe the program or the product that is created. "A spreadsheet helps users manage numbers in the same way that word processing helps manage words" (Roblyer, 129). Spreadsheets are often credited for beginning the microcomputer revolution.

Teachers use spreadsheets to keep budgets and gradebooks as well as to help teach math concepts. Spreadsheets save time by making calculations very quickly. They also organize displays of information in charts such as schedules and lists. In addition, spreadsheets help people visualize the impact of changes in numbers by posing "what if" questions. Finally, spreadsheets can help increase student motivation because they make working with numbers more graphic and fun.

Although the teaching role of spreadsheets primarily focuses on mathematics, they can also support teaching in science, social studies, and language arts. Students can use spreadsheets to create timelines, charts, and graphs. They can also help organize data from classroom experiments for example. Lastly, students can be taught to use spreadsheets to project their own grades. This helps students take more responsibility for school work and goal setting.

Summary of Databases

Databases are computer programs that allow users to store, organize, and manipulate information, including both text and numerical data. Database software can perform some calculations like a spreadsheet, but the primary purpose is information retrieval through keyword searches. The analogy used in Roblyer (1997) of comparing a database to a file cabinet made perfect sense to me!

The Roblyer text describes four benefits that databases offer to educators. First, databases reduce data redundancy. Because databases can be accessed from multiple locations, a school only needs to keep one actual copy of student information for example. In addition, databases save time when it comes to locating and/or updating information. Whenever a change needs to be made, it is done on one central computer rather than rummaging through various offices, file cabinets, and file folders. Likewise, databases can locate information that meets several criteria at once. Finally, databases help to reveal relationships among data. Research has shown that students need guidance though on asking relevant questions and analyzing the results provided by a database search. When incorporated properly, databases can be useful in teaching inquiry and problem-solving skills.

While teachers are not as dependent on databases for productivity, teachers can and do depend on databases to enhance instruction. Ways that teachers use databases to enhance instruction include: teaching research and study skills, teaching organization skills, understanding the power of information "pictures," posing and testing hypotheses, and searching for information during research.

Model Classroom Lessons

Although I teach reading to students in grades K-5, I chose lessons from TATN designed for grades 3-5. Students in grades 3-5 represent the largest number of students that I serve.

The first lesson I chose to review was designed for fourth grade students on the topic of characterization. The technology tools needed to integrate this lesson are computers with Kidspiration and Microsoft Word--both of which are available to me and students on my campus. I like that the lesson integrated the use of technology for an otherwise ordinary task--webbing character traits. I also like that the lesson provided ideas for extension and reteaching activities along with modifications for older students. In addition, a rubric is included which will aid teachers in the evaluation of students' work. Finally, I think the connection to writing that is included in the lesson is valuable. After students complete the character trait web, the teacher models for students how to take the information from the web and create an analysis of a character. A list of topics that should be included in the analysis are also provided.

The second lesson I selected incorporates the use of Power Point to help students summarize a literature circle novel. This lesson caught my attention because many of the fourth and fifth grade teachers on my campus run literature circles within their classrooms. The technology tools needed for this lesson are readily available to me and my students--a computer with Power Point and internet access. The duration of the lesson is five days, and a detailed procedure is provided for each day. While I like that the procedure is outlined, I think more specific instructions should be provided. For example, on day one, students are expected to create a title page of their slide show. The directions state, "Working together with a partner, have them open up a new slide show. Walk them through the process by using a slide show template. After the title is displayed on the first slide, let them explore adding pictures, different fonts, and colors." Those directions seem a bit vague to me considering that I wouldn't know how to add pictures. Similar directions are provided for day two's work on the author bio. "When they are finished adding information to the second slide, let them explore adding transitions between slides one and two." Without more specific directions, I would be exploring this right along with my students! I could likely find a student more proficient than myself on Power Point to help be the "expert" for the day. In my opinion, the content of the assignment seems too easy for a fifth grade level. The lesson plan only asks for four slides to be completed--title, author bio., characters and setting. I know I would need to extend or revise the lesson objectives to match the level of instruction my fifth grade students would need.

The third lesson I chose for review was 24 pages long and designed to help fifth grade students create a Power Point titled "All About Me." The lesson was designed for a fifth grade class but could easily be adapted for another grade level. The technology materials required include computers with Power Point and a digital camera if possible. The lesson is intended to be an introductory lesson for Power Point. The authors of the lesson included a Power Point tutorial along with step-by-step instructions for starting a Power Point presentation. Actual screen shots were included in the directions to help provide more clarity. The detailed instructions are one reason I chose to print the entire lesson! I think an "All About Me" Power Point would be great to have playing for "Back to School Night" or Open House. In addition, this type of activity serves as an opportunity for the student to explore his/her own interests and lets students get to know each other. Students could use their Power Point projects to make presentations to the class. Individual presentations would help students celebrate differences among people, get to know each other, and learn public speaking skills.

The Most Commonly Used Software in Education

Word Processing...the most commonly used software in education. It is an applications software activity that uses the computer for typing and preparing documents. Word processing offers many advantages to both students and teachers. One benefit is that it saves time. Teachers can be more efficient because word processing allows them to modify materials rather than recreating them. Likewise, word processing enhances a document's appearance. Materials created within word processing software look more polished and professional than handwritten work. In addition, word processing allows materials to be shared easily among people--teachers and students alike.

Although word processing has had a great impact on education, research on the benefits of using word processing in education has been conflicting. One issue is the age at which students should begin word processing. The debate lies between the development of handwriting abilities and written expression skills. Another discussion is about whether or not to teach keyboarding skills. Finally, what impact does word processing have on assessment? Roblyer (1997) reviewed some research that found students' word processing compositions usually received lower grades than handwritten compositions.

Some current word processing integration strategies include: aids in learning the writing process, allows for a group product approach, differentiates student instruction in language, writing, and reading, and encourages writing in any content area.

Overview of NETS, MTT, and TEKS

NETS:
ISTE published the National Educational Technology Standards (NETS) for students, teachers, and administrators in 1998, 2000, and 2001. The standards, now used in every U.S. state, are credited with significantly influencing expectations for students and creating targets of excellence relating to technology. The NETS standards for students include:
creativity and innovation
communication and elaboration
research information and fluency
critical thinking, problem solving, and decision making
digital citizenship
technology operations and concepts

MTT:
The purpose of the Master Technology Teacher (MTT) certification test is to ensure that each educator certified as a MTT can serve as a mentor in the field of technology instruction to other teachers.

TEKS:
The Texas Essential Knowledge and Skills (TEKS) are a curriculum framework for Texas public schools. They identify what Texas students should know and be able to do at every grade level and in every course in the required curriculum as they move through public school in Texas. One of the elementary standards for technology is that each student must master a wider range of technological skills. This is done through the technology applications curriculum that is outlined for grades K-2 and grades 3-5. These curricula both contain four strands--foundations, information acquisition, work in solving problems, and communication.

5 Technology Goals

1. Increase my proficiency with iStation, an on-line reading assessment/curriculum program that Frisco ISD recently implemented
2. To become more familiar with Excel--functions, sorting, etc.
3. To learn how to create graphs of my students' fluency rates
4. To match technology to the curriculum that I teach--What am I teaching now in the area of reading that I could teach better with technology?
5. To complete the on-line technology course in which I am currently enrolled. Although this is a short term goal, my learning curve is so great that I will definitely consider completion a major accomplishment!

Reflection of Atomic Learning Self-Assessment

With a score of 24/100, there is definitely room for growth and learning! Admitting my score is awful, but I am not surprised. My scores involving text were my highest while my scores involving sounds and video were the lowest. My score with images was higher than numbers, but that is not saying much!
Although I love my position as an Accelerated Reading Instruction teacher, I feel like becoming a specialized, pull-out teacher has diverted my focus away from technology. I almost feel "handicapped" when it comes to technology because my skills are weak in so many areas--hardware and software. I cannot blame my position entirely because I do make choices regarding some of the professional development that I attend. I attended a summer staff development on integrating technology and reading. I left with some great websites that support reading instruction, but I still have a very long way to go!