Justification

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Proficiency A: 
Design, develop, and implement student learning activities that integrate information technology for a variety of student grouping strategies and diverse student populations.

Designs lessons in which technology's unique capabilities are used to facilitate learning in ways which would not be possible without technology. 
Technology lit a fire that would not be present through normal text-based lessons. The use of the overhead TV with PC hookup took the lid off of routine classroom instruction. It allowed me to present to the entire class interactive and current PowerPoint presentations (i.e., Explore the Northeast) with photos and artwork taken directly from the Internet and other graphic programs. It also allowed me to use videos. I used the Internet scavenger hunt search activities (i.e., Midwest Scavenger Hunt Worksheet)--which focused on the web site World Almanac for Kids' Facts about the States--to help students become intimately involved in learning about U.S. regions and hone their technology skills. I often needed to create region-specific maps and did so quickly by using clip art on the Internet and PowerPoint. And, lastly, technology fostered further learning in ways I didn't think would be so significant. For instance, when students were finished with their assigned computer lesson, they typically went directly to the "USA Fun and Games" links in Mr. Robertson's Surfin' USA web site that led to Internet sites with fun, content-rich U.S. activities. 

Creates learning experiences in which the use of technology is seamless. 
Because U.S. regions are typically taught in fifth grade at Vandenberg, not fourth, there was no grade-level text or teacher manual available for use. I created all of the lessons, initially from the standpoint that I had to integrate technology into content. But, I found that's not always true; sometimes technology is the catalyst for a great lesson.  Lessons varied from having a heavy technology base, as in the scavenger hunts or the email requests for tourism information, to having no technology at all, as in the end of unit team "Jeopardy" game or the student-created collage of the United States. I found there is a time and place for content or  technology; knowing the difference is what makes the use of technology appear seamless.

Uses technology in a variety of instructional roles.
Not only did I use technology in various way with students, but I also used technology to develop the unit. I communicated regularly with Mr. Robertson via email and voice mail. Because he is a classroom teacher, it was difficult to talk to him during the day; email and voice mail became my lifesaver. Email was imperative in establishing Mr. Robertson's Surfin' USA web site through www.teach-nology.com and the www.gaggle.net student email accounts. I also used email to communicate with my sponsoring teacher at Wayne State University, Dr. Pettapiece. To help guide the students in their safe use of the Internet, I asked Gary LaPointe, the District Director of Technology, to provide a primer on Internet safety to the class.

Uses the enhanced capabilities of technology in assessing student learning and to encourage student self-assessment.
I used a Microsoft Word "form" for the U.S. pre-test. I designed the form so it would load when the students selected Go to USA Worksheet from Mr. Robertson's Surfin' USA web site; however, the District network policy does not allow downloading of documents from web sites (which I found out later). So, I had each student open his or her pre-test from the school's shared network drive. Once in the document, the students responded to questions by selecting options from a drop-down menu in the form. The lesson was twofold. It prompted students to consider what they already knew about U.S. regions. It also provided me with insight into their knowledge level about U.S. regions and technology. For additional assessment, I developed a student assignment checklist in Microsoft Excel, which I kept updated and posted each week in the classroom. Students could monitor what assignments they had done or those that needed completion. They also kept a copy of the checklist in a U.S. Regions folder I provided to them at the start of the unit. At the end of the entire unit, students were given certificates, which I created in PowerPoint, for their terrific efforts.

Continuously tries new approaches suggested by research or observation to discover the most effective means of using technology to engage students and meet curriculum goals.
I am constantly on the lookout for new uses of technology. I had each student take the Scholastic Classport Safe Surf Quiz, an interactive tool that provided each student with a certificate after they successfully completed the quiz. This activity supported our District's Acceptable Use Policy for students. I also used www.gaggle.net for student email. This site was suggested by several other instructors as a safe, secure site for students to send and receive mail. I created unique email addresses for each student. Also, because I did not always like the limitations of the www.teach-nology.com web site template for Mr. Robertson's Surfin' USA web site, I would use HTML coding to improve the look and functionality of the web site. At the conclusion of the unit, I contacted a school in Hawaii to set up ePALs through the Scholastic Classport, so the students could continue to improve their email skills. Lastly, I constructed the lessons to support the State of Michigan Seventh Standard for Entry Level Teachers as well as the Michigan Content Standards for Social Studies and Technology.

Creatively varies types of application software and student grouping strategies to maximize achievement of specific instructional goals.
While I presented to the entire the PowerPoint presentation that began each regional lesson, I also had asked for an "assistant" (student) to advance the electronic slides. The presentation was interactive and interspersed with questions specifically designed for student question, response, and intrigue. The students teamed together to do the Internet scavenger hunts and worksheets (i.e., Midwest Worksheet). They helped each other regularly in the computer lab on things as diverse as how to find the "delete" key, to what is the population of Florida as found on the World Almanac for Kids' Facts about the States. They developed their email skills in www.gaggle.net by sending and receiving messages to each other, me, and Mr. Robertson, and culminated the experience by sending a formal message to either the superintendent of schools, Vandenberg's principal, or the Board of Education president.

Students could also work individually on this unit after class time. They were regularly given homework (worksheets based on the PowerPoint presentation or as found on a particular web site) to reinforce the region information or their email capabilities. Mr. Robertson allowed them to use the class computer and I encouraged them to use their home computers (if available).