All classroom
teachers should be prepared to meet the following standards and performance
indicators.
| I. TECHNOLOGY
OPERATIONS AND CONCEPTS Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: |
____
LIS/CUI 120 Certificate as verification of Standard I/ North Carolina
Basic Technology Competencies _____ Met Standard I/NC Basic Technology Competencies through demonstration (see attached evaluation sheet) _____ Unsatisfactory |
| A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students). | |
| B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. |
| II. PLANNING
AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES Teachers plan and design effective learning environments and experiences supported by technology. Teachers: |
In what ways, do artifacts #1, #2, and #6 meet these performance indicators (A-E)? | What performance indicators have not been addressed? |
| A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. | ||
| B. apply current research on teaching and learning with technology when planning learning environments and experiences. | ||
| C. identify and locate technology resources and evaluate them for accuracy and suitability. | ||
| D. plan for the management of technology resources within the context of learning activities. | ||
| E. plan strategies to manage student learning in a technology-enhanced environment. | ||
| III. TEACHING,
LEARNING, AND THE CURRICULUM Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: |
In what ways, does artifact #2 meet these performance indicators (A-D)? | What performance indicators have not been addressed? |
| A. facilitate technology-enhanced experiences that address content standards and student technology standards. | ||
| B. use technology to support learner-centered strategies that address the diverse needs of students. | ||
| C. apply technology to develop students' higher order skills and creativity. | ||
| D. manage student learning activities in a technology-enhanced environment. | ||
| IV. ASSESSMENT
AND EVALUATION Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: |
In what ways, do artifacts #2, #3, and #4 meet these performance indicators (A-C)? | What performance indicators have not been addressed? |
| A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. | ||
| B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. | ||
| C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. | ||
| V. PRODUCTIVITY
AND PROFESSIONAL PRACTICE Teachers use technology to enhance their productivity and professional practice. Teachers: |
In what ways, do artifacts #1, #3, #4, and #5 meet these performance indicators (A-D)? | What performance indicators have not been addressed? |
| A. use technology resources to engage in ongoing professional development and lifelong learning. | ||
| B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. | ||
| C. apply technology to increase productivity. | ||
| D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. | ||
| VI. SOCIAL,
ETHICAL, LEGAL, AND HUMAN ISSUES Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice. Teachers: |
In what ways, do artifacts #5 and #6 meet these performance indicators (A-E)? | What performance indicators have not been addressed? |
| A. model and teach legal and ethical practice related to technology use. | ||
| B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. | ||
| C. identify and use technology resources that affirm diversity. | ||
| D. promote safe and healthy use of technology resources. | ||
| E. facilitate equitable access to technology resources for all students. |
| 1. | Desktop Publishing--Create
a classroom newsletter including:
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| 2. | Spreadsheet--Create a spreadsheet with accompanying graph. | ||
| 3. | Database--Create a database which shows sorting and querying. | ||
| 4. | Internet--Locate and print 2 sites that would be good resources for teaching in your area. | ||
| 5. | E-mail--Print an example of e-mail you have received and to which you have replied. | ||
| 6. | PowerPoint--Create an electronic slideshow with a minimum of 3 slides. Include a background design and graphics. | ||
| 7. | Multimedia Authoring Program (i.e. HyperStudio)--Create a nonlinear presentation with a minimum of 4 cards. Include graphics, text, sound, and buttons OR create a website. | ||
| 8. | Choose 2 of the above and write a 3-5 page essay discussing how you would teach these skills to students and how you would integrate the technology into your English curriculum. Place these requirements in a separate section of your advanced technology portfolio labeled STANDARD I. |
to view this file as a printable .doc file: isteform.doc
technology portfolio page