Standard 1

Integration of Technology in the Classroom Standards
Standard 1
1.1	Demonstrates introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers). When classroom computers were first deployed to Pat Neff Middle School during the winter of 1995 - 1996, I was rather timid about tapping the keyboard sure I would mess something up. As our computers were set up and tied to Northside ISD resources we were tasked with undertaking over 60 yours of staff development in software applications over the next three years. At first that seemed a rather ambitious workload, but as time went one I satisfied the requirement twice over - and then some. No longer bound to basics by timidity, I actively pursued greater familiarity with technology now at our fingertips. As part of the degree requirements for a Master of Arts in Administration, I took a microcomputer course. That course introduced me to WebQuests and basic Internet projects as well as computers as a viable communications tool. No longer content with having access to a computer at work, I took the plunge into home personal computer use. Now on my third upgrade and having this past summer changed to Broadband access to the Web, I feel quite comfortable around computers and no longer shy away from new applications. I often think how "dangerous" I would be now had I had the resources available as a child that today's student takes for granted. Artifacts: Formatting Images For a Lesson Plan \| NETS & Web Pages \|Self-Evaluation
1.2	Demonstrates continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Ever seeking continual familiarity and awareness of software available to us at work, I took the introductory staff development sessions for new Windows XP applications. When PAVE became available in spring 2005, I signed up. Not exactly what I had envisioned, PAVE has been heavily dosed with theory and forward view expectations that can only be imagined in discreet chunks. Although I had hoped to get into more troubleshooting application type instruction and learn more about how software functions and why hardware occasionally turns computers into confusers, PAVE has been very helpful in introducing me to technology I would not otherwise have sought out yet. Sometimes I felt I was not adequately prepared to take on an assignment, but once into it often became over indulgent. Personal Webpage development has taken on a life of its own. My rather tame three-page initial concept has grown into a small technologic galaxy somewhere in cyberspace. The guitar club I started up over a year ago has its own page attached to my teacher pages. Personal interest areas take up another page. Job change from Content Mastery to Inclusion resulted in a couple of other pages being added; and this year a focus on 6th Grade Math and an interest in simplistic in-your-face magic has spawned yet another page. In recent weeks, NISD Technologists have pursued the concept of "Talking Books" to help spark student interests in reading and writing. A story I wrote a dozen years ago and polished a few times since in long hand, using Storybook Weaver, and rewriting in WORD, has been adopted as the first promotional work in this innovative spin on language arts applications ["Talking Books" ]. My WebQuest, written to reinforce student learning in relating ratios, fractions, decimals, and percents has expanded to include degrees of central tendency - a direct result of collegial collaboration. Artifacts: Web Site Hotlist \| Student View of Technology
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Integration of Technology in the Classroom Standards

Standard 1

1.1

Demonstrates introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers).

When classroom computers were first deployed to Pat Neff Middle School during the winter of 1995 - 1996, I was rather timid about tapping the keyboard sure I would mess something up. As our computers were set up and tied to Northside ISD resources we were tasked with undertaking over 60 yours of staff development in software applications over the next three years. At first that seemed a rather ambitious workload, but as time went one I satisfied the requirement twice over - and then some. No longer bound to basics by timidity, I actively pursued greater familiarity with technology now at our fingertips.

As part of the degree requirements for a Master of Arts in Administration, I took a microcomputer course. That course introduced me to WebQuests and basic Internet projects as well as computers as a viable communications tool. No longer content with having access to a computer at work, I took the plunge into home personal computer use. Now on my third upgrade and having this past summer changed to Broadband access to the Web, I feel quite comfortable around computers and no longer shy away from new applications. I often think how "dangerous" I would be now had I had the resources available as a child that today's student takes for granted.

Artifacts: Formatting Images For a Lesson Plan | NETS & Web Pages |Self-Evaluation

1.2

Demonstrates continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Ever seeking continual familiarity and awareness of software available to us at work, I took the introductory staff development sessions for new Windows XP applications. When PAVE became available in spring 2005, I signed up. Not exactly what I had envisioned, PAVE has been heavily dosed with theory and forward view expectations that can only be imagined in discreet chunks. Although I had hoped to get into more troubleshooting application type instruction and learn more about how software functions and why hardware occasionally turns computers into confusers, PAVE has been very helpful in introducing me to technology I would not otherwise have sought out yet. Sometimes I felt I was not adequately prepared to take on an assignment, but once into it often became over indulgent.

Personal Webpage development has taken on a life of its own. My rather tame three-page initial concept has grown into a small technologic galaxy somewhere in cyberspace. The guitar club I started up over a year ago has its own page attached to my teacher pages. Personal interest areas take up another page. Job change from Content Mastery to Inclusion resulted in a couple of other pages being added; and this year a focus on 6th Grade Math and an interest in simplistic in-your-face magic has spawned yet another page. In recent weeks, NISD Technologists have pursued the concept of "Talking Books" to help spark student interests in reading and writing. A story I wrote a dozen years ago and polished a few times since in long hand, using Storybook Weaver, and rewriting in WORD, has been adopted as the first promotional work in this innovative spin on language arts applications ["Talking Books" ]. My WebQuest, written to reinforce student learning in relating ratios, fractions, decimals, and percents has expanded to include degrees of central tendency - a direct result of collegial collaboration.

Artifacts: Web Site Hotlist | Student View of Technology

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