Blog Phase III Signature Assignment

ETC 447 Blog Phase III: Comprehensive Reflection (Signature Assignment)

Part I

            My philosophy of education truly has not changed. My mind was made up before and I believe it was completely true and honest about the way I felt. Again, standards must be addressed in student-friendly language because the students must know and understand what is expected of them. In order for them to succeed then need the expectations to be clear. Also, the teacher must be skilled, knowledgeable, and well trained in order to provide each unique, individual student the best and most appropriate forms of instruction for optimal learning. And lastly, for my philosophy, classroom management must be on point and organized to maintain a safe and friendly learning environment. Classroom rules and procedures are extremely important for a successful classroom.

            Before this course I had very little knowledge and experience working with technology in the classroom. However, my thoughts towards technology integration have not changed. As long as the technology isn’t a distraction and it supports the curricular goals of all students, I believe it to be highly beneficial for both the students and teacher. Throughout this semester of my practicum fieldwork I made sure that my cooperating teacher would be comfortable with me assisting the use of technology with her students. I learned about many highly functioning apps that kept the students engaged and essentially learning; one of my favorite was Classkick. In this app the students do their work through the use of either tablets or a chromebook and at the same time the teacher is able to see where each student is at in their work along with being able to make real live comments to the students. My cooperating teacher allowed me to work with the students through this app which was new and exciting for me. I will definitely take this app to my future classroom.

Part II

Standard 1: Facilitate and Inspire Student Learning and Creativity.

Rationale: I approached this standard by addressing a lesson plan I created because it captures student interests and keeps them engaged throughout the instruction and independent work.

            I was able to promote and support a certain lesson plan I created for my peers as well as my cooperating teacher that I was observing during the semester. It was in regards to writing an expressive essay and brainstorming for that essay using mindmeister.com. This site is able to have the students create mind maps that helps their organizational skills, is engaging, and also provides an artifact for assessment. Through this site students indulge in activities in which they might not find appealing, which makes them expand on their creative thinking skills. Another technology resource I found to be highly useful is google docs. It is something I see in many elementary classrooms. Through this app students are able to reflect on their learning and grow from it. They are able to share with their peers as well as get feedback from their teachers. It definitely is a great resource. And for the fourth item, the app called Classkick is extremely useful for both the teacher and students. Students are able to work on an assignment and in real time the teacher can see exactly what they are doing, grade them and make comments along the way. The teacher could even go as far as to tell the student to come over to discuss something without interrupting the class. It’s amazing.

Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

Rationale: I approached this standard by addressing a lesson plan I collaboratively created which introduces basic computer skills and the use of a paint program because basic computer skills today is very important to master.

            I was able to create a lesson plan that introduced the program Paint to first graders. I believe it is important for students to learn the fundamentals of a computer and what better way then teaching them by using Paint. The students were given the opportunity to dive into their creative and imaginative thinking and create a picture based on a book they read along with the teacher. They learned how to navigate the program using a mouse. Throughout the lesson they were able to reflect back on their art work and share with their peers and receive feedback. This lesson addresses the content to all types of learners, those who are auditory, visual, kinesthetic, etc. Students were shown what is expected and also were monitored and assisted if needed. Through this program, the student’s creation became an artifact for summative assessment as well as any other program out there. If an item is saved or printed it can definitely become an artifact for assessment.

Standard 3: Model Digital-Age Work and Learning

Rationale: I approached this standard by addressing my enthusiasm towards integrating technology in the classroom because I believe it is important for the teacher to be trained in technology in order to provide appropriate learning outcomes.

            I believe I am able to dive into new technology and work it out myself. For an example: in the classroom that I have been observing the teacher was using a new app in which she did not know how to remove students from that may have created one too many accounts. I spent less than 2 minutes exploring the app and found the solution rather quickly. It is a matter of knowing how to navigate technology. Through this course my peers and I have been able to work together and provide resources for the classroom that will benefit us in the future; all at the same time using the wonderful technology itself. I have gained many new resources that I know for a fact I will use in my future classrooms. Through our blogs it was awesome to see what was provided to me by my peers along with receiving feedback from them on my own shared resources. Our presentations modeled how to use the technology shared and the best ways to assess it as well. This information has become quite useful.

Standard 4: Promote and Model Digital Citizenship and Responsibility

Rationale: I approached this standard by addressing my two presentations and my personal take on technology safety in the classroom because all students deserve to learn in a safe and positive environment.

By presenting my two lessons to the classroom I not only provided the information about how to use the technology, but I also provided the information about how it is safe and the procedures you must take when using it as an instructional tool or student-learning tool. I have learned the importance of providing instruction that addresses the needs of diverse learners. Some students can be given little instruction and are able to fly right into an activity with no help whereas there are students who need steps written out for them or one-on-one modeling. It is important, especially with technology, to create strategies in which all students are able to reach their goals, such as peer research, small groups, partners, etc. Through this course I have learned just how important internet/technology safety is. It is nothing to tread lightly on. Procedures must be set in place and practiced for the safety of everyone in the classroom. The internet is large and full of inappropriate material for students. Yes, there are many restrictions embedded into school systems however, there are hackers out in this world and we must take it very seriously for the safety of the students. When students know how to use the technology appropriately and that there are consequences for misuse I believe the classroom environment also becomes a much safer place.

Micro Lesson #2 Introduction to the Paint Program Survey

Here is a link to my survey for Lesson #2 which was on an introduction to the Paint program targeted for first grade students. Thank you!


https://docs.google.com/a/nau.edu/forms/d/e/1FAIpQLSfqq5trEP1bCtCua-d6kAhkuq3WpE6_gmzuQLihIxZi6JwpCA/viewform

Micro Lesson #2 Phase 2 Reflection

Lesson 2 Phase 2 Reflection

 

 

1. Instructional Decisions/Teaching:

 

I believe everything went the way I anticipated it to go. The learners watched the video (if in a real world first grade classroom, they listened to the teacher read the book) and decided what about the story they liked most. I don't believe anything went wrong at all. The objectives were aligned and maintained well because students were able to listen, speak, read along at some points, and create a visual art using the Paint program appropriately. The only modifications made during the presentation were that the audience working separately whereas in a first grade classroom they are encouraged to work together by discussing the book and their individual pictures.

 

2. Mechanics:

 

The technologies used in this lesson are chromebooks/computers and the Paint program. The teacher used these technologies to demonstrate how to use them. The students used these technologies to create an artifact for assessment. I believe this lesson was within the correct time frame because students were able to access the program and create their artifact for assessment.

 

3. Assessment of Learning:

 

Above is an artifact I received from one of my learners. This learner used the scene from when the pigs were on the school bus. They were able to show they can use different colors. Great job! This learner was able to be successful in achieving the standards and objectives because she showed she could use the mouse (finger) to control the program and demonstrated her knowledge of the toolbar and color boxes. 

 

I believe Robb and I were successful in teaching this lesson because we received appropriate artifacts of student learning.

 

What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities?

 

Procedures are extremely important to have in place for students to be successful and that there is no lost instructional time. All lessons need procedures depending on the materials being used. When it comes to technology safety is the most important to teach all students about. Monitoring is another important factor when teaching because the teacher should want to make sure all students are staying on task. As for the program used in this lesson I believe it can be used for future lessons when the teacher wants to reach the arts standards. Along with art standards other subject areas are reached as well. This is the introductory lesson to the Paint program.



 



Micro Lesson #2 Phase 1 Reflection

Lesson 2 Phase 1 Reflection

 

Assessing Prior Knowledge and Planning Instruction:

Prior to this lesson there isn't much the student needs to know about the content. However, they need to know procedures on gathering a chromebook or getting onto a computer and how to listen to directions from the teacher. The students just need to dig into their creative side to come up with an artistic drawing. Prior knowledge does not need to be assessed. Most of the content stems from listening and speaking. These content areas must be taught and addressed in the early ages which is why this lesson is developed for first graders. The objectives align with the standards well because the students must draw a picture based on a specific action in a children's book that is read to them. They pass the standards of reading, listening, speaking, and the visual arts. I believe this lesson should be taught at the beginning of the year because it teaches them how to use a program that could be potentially used further on in the year.

 

Designing Instruction:

 

The teacher must demonstrate how to open the program, search the toolbar, color box, and drawing area in order for the students to be successful in the learning outcomes. As the students begin their work the teacher should monitor all students by walking throughout the classroom so that they are able to help and assist students when needed. The instructional methods I chose for this lesson are best for student learning because it addresses the many learning styles students have. (Visual, auditory, kinesthetic, etc.) The teacher will lead class discussions throughout the reading of the children's book. The teacher will ask intriguing questions to stimulate higher order thinking and help students think of a creative drawing.

 

Planning Assessment:

 

The assessments in this lesson align with the standards and objectives because the students are instructed to use the mouse/or finger on touch chromebook to navigate the Paint program and develop a picture based on the children's book read to them. Other than the picture as an artifact of learning, the teacher monitors the students throughout the use of the program. The teacher is able to determine whether the students are using the technology appropriately and are successfully creating a picture in the program. The students must develop their own unique picture based on what they remember from the book, which demonstrates their engagement in higher order thinking. Individual student needs are met when they have successfully created a picture and shown the teacher they can navigate the technology.

 

How does your lesson meet each of the ISTE NETs Standards?

 

Standard 1 is met by the students because the teacher promotes and supports students thoughts and opinions about the book as well as their own pictures.

 

Standard 2 is met by the teacher because the teacher is able to help and assist students when needed and individual artifacts are given to the teacher to review.

 

Standard 3 is met by the teacher because students and the teacher work together to navigate the Paint program which builds their skills with this technology. (computers, chromebooks, etc.)

 

Standard 4 is met by the teacher because he/she has set up safe procedures on how to use the technology appropriately. The teacher also models the appropriate behavior. This lesson also provides many different styles of learning to be successful which meets the diverse needs of the students.

 

 



Micro Lesson #1 Phase 2 Reflection

Lesson 1 Phase 2 Reflection

 

 

1. Instructional Decisions/Teaching:

 

I believe my lesson went the way I had expected and wanted it to go. It was easy to get everyone logged in to the web page and set up to create their brainstorming mind map. The objectives and standards were aligned well because the students were able to develop facts and details for their final essay which is an AZ standard. The only modification I can think of is if there aren't enough chromebooks for all students then I would suggest breaking up the writing process into stations.

 

2. Mechanics:

 

The technologies used within this lesson are chromebooks, access to indmeister.com, and a printer. Students used the chromebooks to sign on to the webpage mindmeister.com to begin their first phase of their expressive writing piece in which they created a brainstorming mind map. Once the mind map was finished they would print it and use the printed artifact to begin writing their paper. Again, they would use the chromebooks to type up their final drafts. The lesson was within the correct time frame because all students were able to create an essay that included an introductory paragraph, a body, and a conclusion paragraph.

 

3. Assessment of Learning:

 

https://plus.google.com/107715174250930819967/posts/WSA3UGu9NX6

 

Above is the link to the one student who provided me with their mind map. Thank you Mark! I believe this student was able to a achieve the objective of my lesson because he created the brainstorming mind map which provided facts about himself, the first phase of the writing process. I believe I was highly successful in teaching this lesson because I provided the needed information for student success. Students were able to locate the webpage and with my demonstration they were able to navigate the web page to the correct mind map and begin working.

 

4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

 

I have found that it is important to have procedures set in place when implementing technology in the classroom. For this particular lesson it is important for students to know the procedures of getting their chromebook and how to open a web page and type it in to the search engine. I believe this certain web page provides many different graphic organizers that are helpful and beneficial for organization and student learning. I would definitely use this for all writing lessons/activities in the future.

Jigsaw Technology Resource Reflection

Jigsaw Technology Resource Reflection

I will remind you all that the technology resource I presented just several short weeks ago was on SMART boards. If you wish, you may take a gander at it again below, my second posting.

1.     I believe SMART boards could be used in all areas of the classroom. They could be used for small group instruction, whole group instruction, and one-on-one instruction. SMART boards can be used to present multimedia lessons and presentations including audio and video. They can showcase student projects and presentations as well.

2.     SMART boards have the ability to take away one-on-one interaction as well. When a teacher instructs the students to work collaboratively or asks them to share their information with a partner, then smart boards would be useless, inappropriate. Another way for SMART boards to be seen as inappropriate in the classroom is when the teacher isn’t trained properly and using the technology incorrectly. Even if it is using the program wrong, it can cause a distraction for the students as well as the teacher.

3.     I believe it is important for a teacher to be trained on how to use their SMART board and how to navigate through it. Teachers should feel confident in the technology they are provided because in the end it truly is beneficial for student achievement. Students are curious, excited, and optimistic about new and all technology.

4.     I now know technology is and will forever be a part of our world, especially in the classroom. It is beneficial for student achievement and it provides many opportunities for all types of learners to succeed. However, technology can be scary for many. Why? Because the world isn’t full of sunshine and rainbows and not every person in the world is good. Bottom line is that bad people out there can gain access to technology that students and teachers are using and most times without them even knowing. Safety is the number one factor to take into consideration when providing technology to students. Procedures and rules are a must when they are being used within a school.

Micro Lesson #2 Using a Paint Program

Here is the lesson Robb and I presented to you guys! Enjoy!

First Grade                Technology Integration/Language Arts/Fine Arts                      1 Hour

Standard:
Reading: 1.RL.1
               1.RL.2
               1.RL.7
Speaking & Listening: 1.SL.1
                                     1.SL.2
                                     1.SL.5
Fine Arts: Visual Arts: VA.CR.2.1a
                                      VA.CR.2.1b

Objective: Students will be able to open Microsoft paint, search for the toolbar, color box, and drawing area. Students will be able to identify each icon of the toolbox. Students will be able to draw a picture based on a specific action is a children’s book.

Materials:

·       Book, The Day Jimmy’s Boa Ate the Wash, by Trinka Hakes Noble

·       White Board & Markers

·       Computers

·       Microsoft Paint Program; or similar

·       Printer

Annotation: The "Learning with Jimmy and His Boa" lesson could be used with students in Pre-K through third grades. This lesson is designed for First Grade level students. The students will begin with a hands-on technology introduction activity of a Paint picture example on the Internet. This Paint web site includes a picture, a story, and a higher order thinking question.  After reading and discussing the book, The Day Jimmy's Boa Ate the Wash, students will develop a picture about the book using Microsoft paint or similar program. This is a cross curricular lesson integrating technology, art, and language arts skills.

Instruction:

Because of limited resources, this lesson will be taught before students break up into their math groups. Once the students have been taught how to use Microsoft paint, the teacher will decide which group goes first while the other groups are at different math centers.

1.     The teacher will explain to the students that they will be reading a special book and draw a picture on a computer. Explain to them what the book is about, a giant snake and a little boy name Jimmy. Explain to them that after they read the book they will be able to draw a picture about the part of the book they liked best.

2.     The teacher will read the book, The Day Jimmy's Boa Ate the Wash, by Trinka Hakes Noble to the students. Teacher will use oral reading strategies, such as picture walk, to introduce the book to students.  Teacher will discuss story and ask questions while reading to students. At least two higher order thinking questions: 1. Do you like snakes and learning about them? Why? What do you know about snakes? 2. If you had a pet snake, what would you do with it? What would you name it?

3.     The teacher will write instructions up on the board while demonstrating how to get set up in the program Microsoft paint.

1.     Open Microsoft Paint

2.     Locate the Toolbar

3.     Locate the Color box

4.     Once the students are all settled into their centers, the teacher will monitor and assist when needed at the computer center. Students will have some exploration time with the drawing program. Once the teacher has determined they have had enough time to explore, less than 5 minutes, he/she will instruct students to draw a picture about their favorite part of the book, The Day Jimmy’s Boa Ate the Wash. When each student completes their picture they must print two copies, one for themselves and one for the teacher.

5.     After all groups of students have drawn their pictures and printed, the teacher will prompt them to discuss and explain their pictures to their peers. Ask students what they liked about the story and if they were going to draw another picture, what would they draw?  Explain to students that most computers have drawing programs and maybe they could draw another picture at home or school.

Assessment:
The students will be assessed through observation while using the mouse to control the computer and using the drawing program

·       Satisfactory: The student is able to control the computer and use the mouse to view the paint program, explore, and create an art piece.

·       Unsatisfactory: The student is not able to control the computer or use the mouse when viewing, exploring, and creating with the paint program.

The student's product will be assessed for answers to the questions.

·       Satisfactory: Student is able to write or dictate answers that make sense to the presented questions in reference to the story.

·       Unsatisfactory: Student is not able to write or dictate answers that make sense to the presented questions.

The students will be assessed by the development of a picture using the drawing program with or without the assistance of the teacher.

·       Satisfactory: The student is able to develop a picture through the use of the drawing program with or without the assistance of the teacher.

·       Unsatisfactory: The student is not able to develop a picture through the use of the drawing program with or without the assistance of the teacher.

 

Micro Lesson #1 Creative Writing Lesson Survey

Here is the survey for my 30 minute lesson plan for brainstorming a creative writing piece. Please let me know if you are not able to complete and submit. I will work on fixing it as soon as I can. Thank You! Hope the following link works. It is the only artifact that was shared to me, thank you! https://plus.google.com/107715174250930819967/posts/WSA3UGu9NX6

SMART Exchange Technology Integration Survey

Here is the survey for my integration of technology presentation. Please let me know if you are not able to complete and submit it. I will work to fix as soon as I can. Thank you!

Micro Lesson #1 Phase 1 Reflection

Lesson 1 Phase 1 Reflection

Assessing Prior Knowledge and Planning Instruction

I chose to present a lesson for the third grade level because it is the grade I will be student teaching in. It is also the grade I hope to teach in the future. The students in the classroom I am observing were currently working on expressive writing so I thought developing a lesson that aligns with my time spent in the classroom would be appropriate for my own learning as well. The students had prior knowledge of essay structure. They knew that the first paragraph is an introductory of their topic, that there is a body of writing that is descriptive of the topic, and that there is a conclusion in which wraps up the writing.

           The student’s prior knowledge will be assessed by reviewing the definition of expressive writing through a whole class discussion. The students brainstorming mind map will also be used for assessment that will show the teacher the student understands their own writing process. Rough drafts and final drafts will be used as summative assessments. As the brainstorming artifacts are completed, planning should be very easy from there. The teacher will know whether a student can move on to revising and drafting their finals.
           The standards that are addressed for this grade level (3.W.2) are appropriate because the students at this age have already been taught not only how to read and write but have also be taught the writing process. This lesson strengthens their ability to properly write an essay. The objectives for this lesson align perfectly with the standards I have chosen. The standard is for a student to write informative/explanatory texts which is exactly what the students will do during this lesson. This lesson is meant to be taught at the beginning of the school year because the topic is about the student, their interests, and specific things about them. It’s ideal for this to be instructed at the beginning because the teacher along with all the students should get to know one another. I’ve really enjoyed this implementation of technology and am excited to use it.

Designing Instruction

            I am using the instructional methods I have described in my lesson because during the writing process one must brainstorm what they want to write about before they should start writing a paper. Mind maps are used to be organized and thorough with your thoughts. I believe that is the best way to start a writing piece. Students are engaged throughout my lesson because they have the opportunity to talk about anything they want, but it must be about themselves. In general, students love to talk about themselves.

Planning Assessment

            This assessment aligns with the standards and objectives addressed because the students are to create topic which is about themselves and be able to convey their ideas and information clearly in a final draft essay piece. In the students final draft of their paper they must have an introductory paragraph, a body, and a conclusion paragraph in which they will put together themselves. The students mind map that was created on mindmeister.com will show the students level of engagement in higher order thinking because it won’t be just full sentences, but words that can trigger a basic idea in which they can eventually write into sentences.

How does your lesson meet each of the ISTE NETs Standards?

            Standard 1 is met by the students creating their own mind map and essay.

            Standard 2 is met by the teacher providing computers and a printer for all students.

Standard 3 is met by instructing the students on how to use the web mindmeister.com and instructing them to print their work as an assessment when completed.

            Standard 4 is met by the teacher providing the log in information for all students and monitoring their work while using the computers. The teacher will be available at all times to assist when students need help.

Micro Lesson #1 Creative Writing Lesson

Hi everyone,

Hope you enjoyed my tiny version of my lesson. I have pasted my lesson plan here for you to use in the future if you please to do so. Again, the web page is mindmeister.com. Fun and easy!

Thank you!

Creative writing lesson plan/Technology Integration                 Audrey Blancato

Third Grade         English Language Arts                                                                                                 One Week

Standard:
3.W.2     Write informative/explanatory texts to examine topic and convey ideas and information clearly.
               a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

ISTE Standards for Teachers:

1.      Facilitate and Inspire Student Learning and Creativity

2.      Design and Develop Digital Age Learning Experiences and Assessments

3.      Model Digital Age Work and Learning

4.      Engage in Professional Growth and Leadership

Objective:

Students will be able to brainstorm ideas in preparation of writing a complete expressive essay with an introduction, body, and conclusion.

Materials:

·        Pencil

·        Paper

·        Chromebook

·        Rough Draft Worksheet

·        Printed Artifact (after Chromebook use)

Instruction:

1.      Review the definition of personal expressive writing (writing that allows you to express your own thoughts and feelings through a letter, journal, essay, etc.) with students. Tell students that they will be preparing to write their own expressive essay on the topic: About Me. Lead a discussion about the elements that make up an expressive essay.

Introduction: Begin your essay by stating the main idea. In an expressive essay, the main idea will be a personal experience, belief, or feeling that is meaningful to you. One way to hook your reader is to express your main idea with a short personal account of an important event in your life.

Body: The body of your essay supports your main idea by using examples. Be sure to describe your examples clearly so that your reader will understand your position, or point of view.

Conclusion: The conclusion of your essay should summarize your main idea. Restate your feelings and beliefs to make sure your main idea is understood.

2.      Pass out Chromebooks and instruct students to type in www.mindmeister.com and then sit in their seats silently until the entire class is at the website. Pass out each student’s individual username and passwords and prompt them to login. Using your own computer hooked to the smart board, show the steps on getting started using the brainstorming mind map. Model filling in the first bubble as your introductory paragraph. Ask students if there are any questions or confusion. Set up your previously made mind map so students can reference its model. Monitor and help students when needed.

3.      If students have not finished their mind map by the end of the writing block, students will need to save their work for later. They will also need to share it to their google docs so the teacher may access it at any time.

4.      Once students have finished their brainstorming mind maps they must convert their ideas onto paper in the form of paragraphs. Worksheets will be handed out for students to write their rough drafts on. Once their rough drafts are completed, revision begins. The teacher will monitor and help students when needed.

5.      Once the rough drafts have been revised, students must go back onto their Chromebook and type out their final draft which then they will share to their google accounts.

Formative Assessment:

The teacher will monitor and observe the students as they work on their own brainstorming mind map. They will be able to show that their brainstorming starts with a main idea and leads into supporting details which will be other bubbles.

Artifact Development:

The teacher will be able to access each student’s work through their google accounts. The teacher will see where each student is through their brainstorming development.

Summative Assessment:

By the end of this unit, students will have turned in a completed final draft of their “About Me” essays in google. The teacher will be able to grade the essays using a 5 point rubric.

Conclusion:

Through this lesson plan students will be able to develop an expressive essay by brainstorming ideas about themselves. They will be able to develop an introductory paragraph, three body paragraphs, and a conclusion paragraph. They will be able to develop a graphic organizer using the schools Chromebooks and type out their essay and sharing it with their google accounts. For some students brainstorming is hard. This website allows the student to be creative with their font, colors, and add emoticons if they want. It allows them to explore their creative side about themselves. Along the way they learn about sentence structure and ways to use linking words.

 

Jigsaw Presentation

Hello All, Below is the presentation of Safe, Ethical, and Legal Use of Technology that Stephanie, Abigail and I presented. I have also attached the Edpuzzle video of our scenarios. Thank you for watching!

Integrating Technology in the Classroom

Thee Ole' Philosophy

1. Describe your philosophy of education
Too often, we assume that students understand the language of the standards when we reference them. Whether they are afraid to admit they don't get it or only have a cursory understanding, students have a right to know the basis by which they are being judged and we can't take it for granted that they actually know. As teachers, it is our responsibility to share these standards with students and take the time to make sure they have a mastery level comprehension of them. After all, if a learner doesn't know what they are trying to achieve, they are shooting in the dark. We must make our classrooms intentional, allowing kids to succeed based on clear expectations. I love taking a standard and rephrasing it in kid friendly language.

Teachers must be very skills, very knowledgeable, and exquisitely well-trained, because neither the teacher nor the surgeon can say: “Everybody sit still until figure out what in the heck we’re going to do next.” (Madeline Hunter) I believe that throughout this cohort as well as this course, the Madeline Hunter format for forming lesson plans has been embedded into my memory. I can design a lesson plan in my sleep even. This course has taught me that my own pedagogical knowledge is very important and plays a significant role in student-learning outcomes.

Lastly, classroom management is a key component to positive student-learning outcomes. It helps create a productive learning environment and provides students with structure and achievable goals. When a teacher has great classroom management skills then it allows for various activities to occur during the day, with a minimum of wasted time and confusion. The students know what is expected of them and how to carry out daily procedures. I believe a teacher should make their classroom management plan simple and understandable: post no less than three rules and no more than six rules.

2. Describe your experiences using technology
Well, the only time I have been in the classroom is for my practicum hours so I haven't first hand led a lesson with technology. However, in my personal life I find technology to be very useful for myself and my children. I am not intimidated by it and am actually extremely excited to learn about the many ways to integrate technology in the classroom for the students. I also can easily find my way around a computer with steps provided which I've seen are there.

3. Describe what "technology integration" means to you -- provide specific examples!
To me, technology integration is the use of technology resources such as computers, mobile devices, networks, and the internet. I believe that successful technology integration is achieved when the use of technology supports the curricular goals, and helps the students effectively reach their goals. One example of technology integration can be web-based projects, explorations, and research. Using a certain safe site that provides a virtual field trip is great to capture the students interest and attention.

4. Describe how you think you will use technology in your future classroom
I believe technology is great for student learning outcomes. In our world today, everyone is surrounded by technology and intrigued by it. I know I will use google docs for journal purposes because I've seen during my observations that they truly work and also provide an assessment artifact for the teacher. Another way I will integrate technology is by providing virtual math (and other subjects) manipulatives on the smart board during centers where each group will have the opportunity to interact with the smart board, and beforehand procedures will be established.