Uses technology resources to engage in ongoing professional development and lifelong learning.

PAVE courses have gone a long way towards convincing me that technological advances will eventually completely revolutionize our concept of education - in and out of school. Only a few short years ago, teachers would have to make long range plans to attend conferences, often at considerable distance and personal expense, in order to gain insight into the "latest" research-based best pedagogical practices. Now we need only tap into the Internet or visit district Web pages in order to view upcoming courses and sign up for them. Electronic registration is quick and efficient - and provides e-mail reminders of upcoming events. The "Technology Age" is here and we need to stay abreast of rapid innovations in order to keep up with our students.

I have been intrigued by Web site design since venturing into Cyberspace in the mid-1990s. Through PAVE, I have had the opportunity to play with numerous applications I may never have attempted on my own. Virtually any assignment over the past 80 weeks could reflect my commitment to and continued growth in teaching; however, my initial "mission statement" and representative samples of the final course should suffice in showing how I plan to engage in ongoing personal and professional development as a lifelong learner.

Artifacts: Mission Statement | Future Work Force | Project Funding |Building Learning Communities

Continually evaluates and reflects on professional practice to make informed decisions regarding the use of technology in support of student learning.

There is hardly any part of a teacher's work day that does not somehow call into play some form of technological wizardry. Classroom video and PowerPoint presentations, grading and progress reporting, communication from colleagues and administration via e-mail, curriculum planning and management - the list could fill the page. Many of us have toyed with simple monthly classroom newsletters to keep parents in the loop on what expectations lay in store for their children. Some computer applications require considerable set up, others tap into existing programs ready at a few clicks of a button. Teachers have to decide how lessons will be presented, what methods will best provide instructional support for student learning and eventual mastery, and how to assess progress for individual students and classes as a whole. Some decision-making is instantaneous resulting from an "huh-huh" experience or teachable moment; other decisions take planning and coordination of resources.

Even as an Inclusion teacher, somewhat divorced from "gotta do" grading and lesson planning, I get involved in student success issues. Unfortunately, these are generally "student lack-of-success" issues, and I need to try to discover a hook to plug the student into successful learning practices. More and more, I find myself drawing upon Internet resources as viable sources of concept review and reinforcement. Collaboration once was restricted to hallway exchanges and teacher lounge banter. With advances in technology, we can now communicate in real-time with subject-matter experts and virtual-peers on a near global basis. As I learn these new tricks, I realize that students will soon be performing them as natural daily occurrences. As educators, we need to ensure they learn appropriate use and understand demands of emerging literacies and new technological advances.

Artifacts: Emerging Technologies | Classroom Newsletter | PowerPoint Presentations | Peer Collaboration | MicroSoft Tools for Diverse Needs | Learning Styles & Multiple Intelligences | Virtual School Visitation | Different Things Differently

Applies technology to increase productivity.

I would like to take credit for a new initiative being promoted by NISD Technology personnel, but I am can not. I am thrilled, however, to be part of the promotional aspect of a program intended to spark more student interest in reading and writing. Left to a swing key portable typewriter, I probably would opt for a pencil; but given a laptop computer and few minutes time, I eventually wax poetic or delve into creative fantasy. I feel that students most likely think the same way when confronted with a piece of blank paper and told to draft an essay.

Pencil and paper are fast becoming tools for cave art. The average student today is already more adept at text messaging and video archiving than I can hope to be. Meanwhile, language arts teachers expect work samples following the old standard 5-step writing process. Computers allow for instantaneous cut and paste rather than laborious erase and rewrite techniques. Our students live in a fast lane, drive through window, remote control, text messaging society. We need to become in tune with the new beat and adopt rhythms students want to dance to. Collaborative projects and rubric assessments at least partially developed by student input would appeal to most students and probably promote better cooperation from those who struggle and increased productivity by all. Technology almost always requires multi sensory and multiple intelligence input. It makes sense to advocate for more use of computers in order to unleash student creativity and better quality products.

Artifacts: Project-Based Lessons | Rubric Evaluation | Project Grants | Talking Books

Uses technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

E-mail has become commonplace as a means of rapid communication which can include media attachments and multiple addressees - free. It seems the only barrier to open communication and collaborative action is the individual him- or herself. More and more parents are providing email addresses and cell phone numbers making contact possible any time any where. Campus and classroom Web pages link school stakeholders to virtually any information they need for promoting enhanced learning opportunities for all students and increased levels of data retrieval for both parents and teachers.

Although I have no classroom of my own, I am asked by colleagues occasionally to assist them in doing classroom newsletters. I think it would be both interesting and fun to set one up so that if transmitted electronically it could include animation and narration as attention getters. The danger there is always inclusion of too much glitz and glamour and not enough informational value. Teacher Web pages off campus Web sites are still incomplete nearly three years after hints were made to create one for each teacher. This is a golden opportunity missed for those who have blank pages, since more and more parents are beginning to view these things. Class notes and links to helpful information could easily be included. The neat thing about technology, though, is that trial and error can be accomplished quickly and worthwhile meaningful products can be developed remarkably fast.

NISD has incorporated numerous means for getting the word out to home and community as well as to faculty and staff personnel. Meanwhile, aspiring technologists participate in things like PAVE and dream up ways to broaden their collaborative efforts and increase information gathering and sharing.

Artifacts: Reflection on One's Mission | Classroom Newsletter | Draft Map of WebPage | Teacher WebPage | Mission Statement