Free Essay

Unwrapping the Technology

In: Computers and Technology

Submitted By susana123
Words 2033
Pages 9
Susana Komoda
EDU - 225
August 25, 2012
Unwrapping the Technology Standards

Comparison of Similarities

NETS for Teachers | CTAP California Preliminary Proficiency Profile | Teachers have knowledge, skills, and worksystems that represent a working professional in a technological society (NETS-T, 2008). | Teachers are familiar with a variety of computer-based collaborative tools, demonstrates knowledge of current basic computer terminology, knows how to care for a computer, and know basic trouble shooting techniques. (CTAP, 2000). | Teachers understand local and global community situations and responsibilities in an changing technological environment and show legal and ethical behavior in their practices (NETS-T,2008). | Teachers demonstrate knowledge and understanding of the legal, ethical, and appropriate use of technology for privacy and safety(CTAP, 2000). | Teachers use their knowledge of curriculum teaching and learning, and technology to enhance student learning, creativity, and innovation in both real and virtual environments (NETS-T,2008). | Chooses software based on its effectiveness, alignment with content standards, and value to student learning (CTAP, 2000). | Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school by demonstrating effective uses of technology(NETS-T,2008). | Teachers examine a variety of new educational media and selects based on criteria to help the students learn (CTAP, 2000). The teacher uses research on new technology to design student lessons. | Teachers design, develop, and evaluate learning experiences and assessment incorporating the newest tools and resources to develop the knowledge, skills, and attitudes identified in the NETS·S (NETS-T,2008). | The teacher knows her students learning styles and uses appropriate technological media to improve learning (CTAP, 2000). |

NETS-S Grades PK-2

The National Educational Technology Standards for Students, better known as NETS-S, has specified requirements and content standards for each grade level in order to ensure all students are getting the technological education that they need. In this essay, I will discuss the requirements and content standards for the grades PK-2 and highlight the technologies that are widely available to teachers in K-12 education. Secondly, I will highlight the requirements that I believe are right on target and which requirements will be most difficult to support. Next, I will evaluate how technology can be used in an everyday classroom in order to enhance teaching and learning. Lastly, I will highlight any skills that I believe are missing from the PK-2 requirements specified by NETS-S. According to the NETS-S children should be able to do the following 10 activities before entering the third grade. Number one is students should be able to communicate their ideas and stories by using digital tools and media-rich resources (NETS-S, 2007). Second, students should be able to research an environmental issue using digital tools and come up with a possible solution (NETS-S, 2007). Third, students should know how to engage in learning with people in different locations using email (NETS-S, 2007). Fourth, students should be able to work in a group and produce a digital presentation together (NETS-S, 2007). Fifth, students should be able to find and evaluate information on a past or present historical person or event (NETS-S, 2007). Sixth, students should have the skills to use simulations and graphic organizers to decipher patterns of growth or change (NETS-S, 2007). Seventh, students should know how to be safe and cooperative in their use of technology (NETS-S, 2007). Eighth, students should independently use technology tools for a variety of everyday tasks and problems they encounter (NETS-S, 2007). Ninth, students should use accurate terminology when discussing technology (NETS-S, 2007). Lastly, students should be able to easily navigate through electronic books, simulation software, and websites (NETS-S, 2007). I am shocked at the standards that students are suppose to know before entering the second grade but I have no doubt they can do it. The technologies that are widely available for teachers to use in the classroom make it possible to help children learn these standards. For example, digital devices as simple as a digital camera can be used in meaningful ways (Ching, Wang, Mei-li & Kedem, 2006). In the article "Meaningful Technology Integration in Early Learning Environments,” it said children in kindergarten and first grade were able to make digital photo journals that were meaningful and interesting (Young Children, 2008). I think that standards numbers one, two, four, five, seven, nine and ten would be easy to implement into a classroom environment. However, I think that numbers three, six, and eight could pose some major difficulties for educators to integrate into their everyday curriculum. How to incorporate technology into a PK-2 classroom can come in many forms. In an article called "K-2 Tech tips" it says that simple things like establishing routines around computers can help technology be part of the curriculum. Also having a computer in the classroom even if they are not sure how to fully use it is as useful as filling a classroom with books even though children cannot yet read (Lovely, 2001). After looking at and evaluating the NETS-S PK-2 I do not believe that there are any skills missing from the standards. I actually think it is a huge goal to expect eight year olds to know how to navigate through all the activities in the NETS-S PK-2 standards and requirements.

References

1. Carter Ching, C., Wang, X., Mei-Li, S., & Kedem, Y. (2006). Digital Photography and Journals in a Kindergarten--First-Grade Classroom: Toward Meaningful Technology Integration in Early Childhood Education. Early Education & Development, 17(3), 347-371.

2. Lovely, G. (2001). K-2 Tech Tips. Instructor, 111(3), 68.

3. CTAP California Preliminary Proficiency Profile (2000) located at http://www.fcoe.k12.ca.us/techprof/preliminary_profiles1.htm

4. Meaningful Technology Integration in Early Learning Environments. (2008). YC: Young Children, 63(5), 48-50.

5. "NETS for Students 2007 profiles" from the International Society for Technology in Education (ISTE)— located at http://www.iste.org/standards/nets-for-students/nets-for-students-2007-profiles.aspx

6. "NETS for Teachers" from the International Society for Technology in Education (ISTE)- located at http://www.iste.org/standards/nets-for-teachers.aspx(2008)

Rubric Scores for Module 1 - Unwrapping the Technology Standards10 Points Possible (Blank scores will be counted as 0) Score | Criteria | Achievement Level | | | Unsatisfactory | Less than Satisfactory | Satisfactory | Good | Excellent |

4.00 max | Part One: Graphic Organizer
Unwrapping the Technology Standards | 0 points
Graphic organizer is not present. | 2.60 points
Graphic organizer is present but inadequately compares NETS for Teachers with a set of academic standards; it possibly has one or two items but does not sufficiently discuss the similarities and differences between the two documents. | 3.00 points
Graphic organizer adequately portrays comparison between NETS for Teachers and a set of academic standards. | 3.40 points
Graphic organizer clearly portrays comparisons between NETS for Teachers and a set of academic standards; demonstrates multiple examples and depth of thought. | 4.00 points
Graphic organizer clearly and consistently portrays comparison between NETS for Teachers and a set of academic standards; demonstrates command of comprehensive analysis of the similarities and differences between the NETS for Teachers and a set of academic standards. |

4.00 max | Part Two: 500-750 word essay
Through the lens of the NETS-S, discuss the requirements of a specific grade level or content area. | 0 points
Essay discusses one or two technologies that may be available to teachers in the K-12 environment and exhibits minimal references the NETS for Students. No evaluation of indicators are attempted. | 2.60 points
Essay discusses several technologies that may be widely available to teachers in the K-12 environment and references the NETS for Students; evaluation of several indicators is attempted. | 3.00 points
Essay adequately discusses the NETS for Students and several technologies that may be widely available to teachers in the K-12 environment, and references the NETS for Students; an evaluation of several indicators is present. | 3.40 points
Essay clearly discusses the NETS- S and several technologies in a specific grade level through the lens of the NETS-S. An evaluation and alignment of several indicators are present. | 4.00 points
Essay expertly and convincingly discusses the NETS -S and many optional technologies in a specific grade level through the lens of the NETS-S, fully incorporating evaluation and alignment of the NETS-S indicators. |

0.60 max | Thesis Development and Purpose | 0 points
Paper lacks any discernible overall purpose or organizing claim. | 0.39 points
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | 0.45 points
Thesis and/or main claim are apparent and appropriate to purpose. | 0.51 points
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | 0.60 points
Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. |

0.60 max | Paragraph Development and Transitions | 0 points
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | 0.39 points
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | 0.45 points
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | 0.51 points
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | 0.60 points
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |

0.50 max | Mechanics of Writing
(includes spelling, punctuation, grammar, language use) | 0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are evident. | 0.32 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | 0.38 points
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 0.42 points
Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. | 0.50 points
Writer is clearly in command of standard, written, academic English. |

0.10 max | Paper Format | 0 points
GCU Template is not used appropriately, or documentation format is rarely followed correctly. | 0.06 points
GCU template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | 0.08 points
GCU template is used. Formatting is correct, although some minor errors may be present. | 0.08 points
GCU template is fully used. There are virtually no errors in formatting style. | 0.10 points
All format elements are correct. |

0.20 max | Research Citations | 0 points
No reference page is included. No citations are used. | 0.13 points
Reference page is present. Citations are inconsistently used. | 0.15 points
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present | 0.17 points
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. | 0.20 points
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |

Grade: 9.95/10

Excellent work! There are many different standards out there, and even though we may find that they should be standardized (no pun intended ;) from state to state they may differ greatly. This is one of the many challenges you will have to deal with going into a school in the future.

Please see comments above. You did a great job pulling this information together. I can’t wait to see more work from you

Howard

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