Designs developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

For over three years I was a member of the Local Curriculum Middle School Mathematics Task Force. We created TEKS based lesson plans for K-5 grade aligned with Northside ISD curriculum standards for those grade levels. Local Curriculum classes in middle school are designed to meet IEP goals and objectives for students assessed with specific learning disabilities three or more grade levels behind their age appropriate peers in math and/or language arts. Based upon Bernice McCarthy's 4-MAT lesson plan wheels providing a variety of activities engaging both left- and right-brain learning styles, LC math lesson plans incorporated hands-on activities with reflective processing.

Additionally, as a Special Education teacher, I maintain a case load of approximately 20 students each year for whom I am directly responsible for developing Individualized Education Plan (IEP) and/or Behavioral Intervention Plan (BIP) goals and objectives. As often as I can, and whenever practical, I encourage regular education teachers with whom I work and collaborate daily to employ technology-based learning experiences. Two have worked with me in using my WebQuest for their Math TIPPA (Technology Integration Project Planning and Assessment) project, and recently one convinced me to include additional concepts that have further enhanced the overall engagement levels involved in this complex and challenging activity.

Artifacts: Lesson Planning | M&M WebQuest |Student Performance: Driven & Motivated | M&M WebQuest Video (of first run through with students identified as having Learning Disabilities; video by student CIT helper)

Student M&M WebQuest Products: Calculator Use |Data Check I II | Quiz Responses I II |PowerPoint | Reflective Summary

Applies current research on teaching and learning with technology when planning learning environments and experiences.

The left-brained, one-size fits all, cookie-cutter, textbook-oriented classroom is finally giving way to differentiation and use of technology. Only a dozen years ago, the computer was more or less an elaborate paperweight that got in the way of teacher notes and lesson plans. Now it considered more and more to be a useful tool for storing data, creating lesson plans and assessments, and maintaining grade book files. Additionally, computers provide immediate access to virtually all information 24/7, while providing creative resources for multimedia classroom presentations heretofore unimaginable. Initial teacher setup time may seem somewhat problematic at times, but data storage capabilities built into current technology allow for user-friendly modifications and adaptations with a few keystrokes whereas cut-and-paste practices of the past may have consumed entire weekends for a given lesson or presentation. Whether using Internet for student research or lesson plan augmentation, this invaluable tool has become a virtual mainstay for education at all levels.

Along with use of any new tool comes an entire network of new vocabulary and methodology. Classroom technology has introduced what Dr. David Thornburg terms new literacies and with them applications thought "far-fetched" only a few years ago. Whenever practical, I attempt to persuade teachers I work with as an Inclusion teacher to employ computer applications. Additionally, in weekly discussions with PAVE cohort members, I have come to realize how closely related curricula has become for students transitioning from elementary into middle school and for those in middle school moving on to high school. Technology involves more than computers. It may involve basic application calculators to scientific and statistical graphing calculators. Classroom television/monitors with VHS connections may suffice until United Streaming Internet video programs become more common-practice and more readily available for public access (currently user identification and passwords are required). Whatever the level of technological sophistication, however, it is apparent that current and future education will depend upon ever more complex computer applications being integrated into the classroom. My personal favorite application for student learning enhancement is the WebQuest . I have developed one for middle-school math students in order to reinforce their understanding of fractions, ratios, decimals, and percents. Last year, I had to "borrow" selected students from several classes to take the challenge. This year, two teachers have adopted it as their TIPPA project.

Artifacts: Managing Technology | NETS | M&M WebQuest

Identifies and locates technology resources and evaluates them for accuracy and suitability.

One of the more interesting projects students of the PAVE program engage in is the development of a personal Web page. In the process of developing mine, I have come to realize how easy information can be published for global access. The important lesson derived from this realization is that just because something is available in "print," it is not necessarily gospel. The source of information needs to be determined as well as its intended audience and purpose. Even if a given resource is legitimate in terms of subject matter, the level or degree of difficulty may be inappropriate for a teacher's target student population. In math, for example, detailed algebraic applications may completely befuddle the 6th grade student intent on mastering basic addition or subtraction of unlike fractions. Similarly, Web pages exist in which apparently logical explanations, albeit tongue in cheek, prove mathematically that 1 = 0 or 28 divided by 7 is 13. Although such mis-manipulation of math facts may be amusing to the informed, learners can easily become confused.

Resources found on the Internet, therefore, need to be scrutinized in advance of student access to ensure content, instructional applicability, ease of access and utilization, as well as purpose, technical aspect, and supporting material are appropriate and worthwhile. One particularly well organized and useful resource for interactive games and learning manipulatives for students who need reinforcement in math applications is the National Library of Virtual Manipulatives maintained by the Utah State University. It has interactive math resources ranging from Pre-school through 12th grade.

Artifacts: Math Manipulatives | Web Site Hotlist

Plans for the management of technology resources within the context of learning activities.

Today's students need to be engaged in learning through processes unheard of until recently. Whereas most teachers still recall all too well the sit-and-get lectures of yesteryear, most students need a variety of multi-sensory input to keep them interested in whatever curriculum area they find themselves during the school day. Howard Gardner identified over half dozen separate intelligences. Art Costa and Bena Kallick speak to about 16 Habits of Mind. Carl Gustav Jung postulated that humans have distinctive learning styles. Harvey Silver, Richard Strong, and Matthew Perini combine these ideas integrating learning styles and multiple intelligences for effective, practical, and equitable instructional practices. And David Thornburg talks about Campfires in Cyberspace and is a staunch proponent and promoter for use of technology in education. All adhere to the idea that for students to experience meaningful learning opportunities, instructional practices need to meet their individualized and diverse learning styles within the framework of current and future interest areas.

Northside ISD has taken great strides over the past decade to introduce and promote technology as a viable educational tool. Meanwhile, society has adopted technological advances on every front. Once costly and time-demanding field trips can be made with minimal planning and experienced hour to hour and from year to year via Internet projects, WebQuests, and virtual research. Student reports can be made to include narration and video support. Instructional presentations can be fast-forwarded, paused, or backed up for review. The possibilities made practical by advances in technology expand almost daily. Along with the glitz and glamour, however, it is important that teachers learn to trouble shoot common problems associated with software, hardware, and Internet resources.

Artifacts: Lesson Planning | Technology Integration | Student Centered Projects | Classroom Practices | District Technology Plan

Plans strategies to manage student learning in a technology-enhanced environment.

Northside has a Technology Integration Project Planning and Assessment (TIPPA) requirement for classroom teachers to involve their students in curriculum based computer applications. Although, as an Inclusion teacher, I am not responsible for initiating a TIPPA project for classrooms I frequent, I involve myself in those developed by the classroom teachers. Last year I noticed that the autumn semester TIPPA projects for Math was primarily a fantasy shopping spree for half dozen items. Students were expected to find prices and sales information in holiday newspaper articles and compile their wish list of items. Teachers provided handouts with Excel spreadsheet formula information that students followed in scripted fashion to derive sales prices and money saved information. If time permitted, students would then select "pie" from a list of "charts" in the Excel program and then follow directions to label it in accordance with their data.

Knowing that 6th grade students struggle with fractions, ratios, decimal equivalents, and percentages, I designed a WebQuest incorporating all of these along with additional data to determine degrees of central tendency. This project is ideal for either spring of fall applications. Students can work singly or in pairs, depending upon ability. The project uses Excel, desktop calculator, Word, PowerPoint, and directed Internet search routines. Overall, my rather prejudiced opinion is that the WebQuest design is superior in all aspects to the routine spreadsheet only applications currently employed. I have "field tested" the WebQuest four times and find that it can be done in a 90-minute block, but should be stretched to two blocks if follow-up classroom presentations are expected with student generated PowerPoint and Word reflective summaries. Since students are actively engaged rather than simply following step-by-step procedures, they tend to remain on task and interested.

Artifacts: Student Portfolio | An Effective Anticipatory Set | Balanced Instruction | Learning Styles & Multiple Intelligences | M&M WebQuest