Chapter 12 Review Questions

1. What is educational technology literacy? Why is it important for educators?

In education, technology literacy is a term that is used to insinuate that teachers must be able to apply the technologies they know to enrich their teaching and enhance their student’s learning. These skills not only have to be applied, but must be updated continually. The U.S. Department of Education (1996) defines technology literacy as "computer skills and the ability to use computers and other technology to improve learning, productivity, and performance." (http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk7.htm)

It is important for educators because technology enriches education. With computers, students can learn at their own pace and practice as much as they need to. For students with disabilities, technology such as word processing and speech recognition can give them the tools they need to participate fully in challenging academic courses. Using technology, quality software and good teachers, students can also learn differently. (http://www.ed.gov/updates/PresEDPlan/part11.html)

2. What impact does NCLB have on educational technology standards?

The NCLB requires that by the time students finish the eighth grade they should be technology literate. This mandate has created a series of action steps for states, districts, and schools to use to evaluate their use of technology in improving student achievement. As of 2004-2005, forty-eight states had developed technology standards for students. Consequently, states have developed associated technology standards for teachers and have included these with in their certification and licensing requirements.

3. What is certification? What role does technology literacy play in certification and licensure?

Teacher licensure or certification refers to professional standards requiring educators to demonstrate specific skill and knowledge proficiencies in teacher. Certification standards are determined by each state’s Department of Education.

The state certification requirements typically include specific technology requirements that can be met through an undergraduate course in educational technology. For teachers with certification prior to the technology requirements, courses in educational technology are often recommended for certificate renewal.

4. What is the difference between state and national certification? How is technology literacy incorporated in each?

A state certification is a certificate where the requirements are set by the state. The requirements typically include specific technology requirements. The main resource granting the licenses and certification is the state Department of Education.

A national certification is granted by the National Board of Professional Teaching Standards, a nonprofit, nongovernmental agency governed by a 63-member board of directors, the majority of whom are classroom teachers. A national certification is awarded to teachers who can demonstrate that they have achieved high and rigorous standards in what they know and what they do. Even though there are no directly stated technology requirements for national certification, diversity of teaching methodology is a requirement. Teachers who obtain a National Board certification must use multiple methods and pathways in their approach to teaching. Educational technology literacy assists teachers in reaching the level of competence to be granted the prestigious national certification.

5. How and for what purpose did ISTE establish NETS? What standards are currently in place?

In 1998, the ISTE prepared and released a document called Technology Foundation Standards for Students from its new project called NETS. The ISTE establish the NETS (NETS-T and NETS-s) to create a series of national standards that could be used to facilitate the use of educational technology by students, teachers, and administrators. These standards as created by the NETS project are used to benchmark student achievement in specific technological areas proven to be critical for success in society and industry and to measure teacher technology preparedness.

The standards that are currently in place are the NETS-T (teachers), NETS-T (students), and NETS-A (Technology Standards for School Administrators).

6. How have states used NETS for furthering the advancement of educational technology?

States have utilized NETS in adopting standards and in strategic planning for technology. States have taken a variety of approaches to achieving technology requirements since NCLB requires technology literacy without specific mandates on how to achieve this our how to assess the level of success. Other states vary widely as to how NETS is incorporated, from designating additional certification requirements to identifying student technology competencies within the curriculum to inclusion of mandates within a strategic plan. Once a state adopts, adapts, or aligns with NETS, these technology standards become part of their “accomplished teacher” requirements or “accomplished practices”. The requirements dictate the expectation for educational professionals.

7. What is NCATE? How have NETS standards changed college programs through NCATE adoption?

NCATE is the National Council for Accreditation of Teacher Education. It is the official body for accrediting teacher preparation programs.

The guidelines set by NCATE require that colleges of education include courses or experiences in the use of technology for instruction, assessment, and professional productivity. In other words, the result of the adoption of the NETS standards within NCATE has been that teacher preparation programs must now include courses and/or experiences to develop an understanding of the use of technology for the subjects those taking the program plan to teach, the impact of technological changes on schools, and the use of computer and other technologies in instruction, assessment, and professional, productivity.

8. What options do pre-service teachers have to achieve technology standards? How do they differ from options offered to in-service teachers?

Some college programs have added an educational technology course in the first two years of pre-service teacher education programs and others require alternative technology-focused coursework. The required courses provide information about and practice in integrating technology into unit and lesson plans.

Pre-service options differ to those offered to in-service in such a way that for in-service teachers, educational technology standards and requirements are often included directly or indirectly into annual professional evaluations. For those teachers who need to ensure they are prepared to demonstrate required skills, teachers can either return to a college or university to take credit courses in educational technology or other targeted technology skills, or they can participate in district workshops to achieve the same competency. In-service educators are given the option, by the school district, to attend training opportunities or workshops free of charge.

9. How do corporations provide training resources for teachers? Give examples.

Some corporations provide online training by offering professional development courses and workshops. For example, Apple offers professional development on their website. Anneberg Media’s Leraner.org offers free video-based online professional development training for K-12 teachers. ADOBE offers self=paced courses, instruction-led courses, certification, professional development workshops, books, events and seminars, etc. Inspiration Software offers Quick Tours of software products, Microsoft offers tutorials, lesson plans for k-12 educators, and how-to articles. WevCT provides just-in-time on line training and workshops to be offered on-site.

10. What unique technology training is required for non-instructional educators? Why are they different?

Some examples of technology training for non-instructional educators include Library Journal and School Library Journal feature in each issue articles devoted to technology literacy in the context of media centers. Google has introduced a librarian newsletter. To achieve and maintain educational technology literacy, administrators participate in university or college credit courses and targeted leadership workshops. The American Association of School Administrators offers numerous publications as well as comprehensive program of workshops through its Center for System leadership and through professional development conferences.

What Do You Think? Classroom Technologies

After considering the various types of digital technologies presented in this chapter (Chapter 4), what three pieces of equipment do you think you would most want for you future or current classroom? Explain why you selected these three and how you would use them for teaching and learning.

1. LCD Projector. One type of digital equipment that I would love to have in my classroom would be an LCD Projector. Our school does not own one and in the past had to borrow one from other schools when conducting workshops, meetings, or plays. I would use the LCD Projector for several reasons. In one example in which I would use a LCD in my classroom would be when I conduct a lesson that requires students to see how I am using a particular application or tools on the computer. I currently have my computer hooked up to a TV monitor that is suspended from the ceiling in the corner of the room, however the image is small and the students in the back of the lab have difficulty seeing what is being presented. Most often, the students in the back will turn around to view what I am doing by looking directly at my computer. With an LCD projector, the work or lesson I am presenting on the computer would be displayed on the front classroom wall for all students to see, as the image will be larger. Another usage for the LCD Projector is to display backgrounds, credits, or other effects during school plays on the back wall of the stage. This past spring, I directed the school play Grease where I needed a projector to display the credits, the casts, and staff who participated in the play (just like the beginning of a movie). This was done in a PowerPoint presentation created by a student in my class. Other usages would be for meetings; whether that would be for teachers and faculty meetings or for parents meetings.

2. Laser Printer(s). The computer lab currently has two used donated printers that are laser jets. Despite the fact that they holding their own, the print cartridges to these printers do not last very long and replacing them is getting to be costly for the school. Therefore, I am limited to the amount of work the students can print out, and most often (especially the little ones) they become disappointed when he/she cannot print out their picture, drawing, paper, etc. With a laser printer, more documents and higher volume can accommodate with less expense to replacing cartridges. Furthermore, a laser printer would print out the documents at a faster pace and the students would not have to wait as long at the printer for their printouts. In addition, I would use the laser to print out my quarterly newsletter in color, homework assignments, or programs for school concerts, plays, and/or assemblies that organized by other faculty members.

3. Digital Camera. The school has a camera where a floppy is inserted and the image is stored on the floppy after the picture is taken. The floppy is then removed from the camera and inserted into the floppy drive of a computer to copy the image. This technology is becoming outdated. Furthermore, the faculty members mainly use this camera and the students are not allowed to use it. A digital camera in my classroom would be incorporated as part of my computer curriculum. The students will learn how to use the camera, how to install the camera software on their computer so it recognize the camera device, and how to down load the picture(s) onto their personal space of their assigned computer. Furthermore, I would teach the students how to take the picture and inserted to a Word Document, PowerPoint presentation, or in Front Page as they are creating their web site

Chapter 8 Review Questions

1. What online resources are available to assist educators in researching areas of interest? Describe each.

a. Online publications: are educational journals that include current and archived articles of interest to educators. These electronic articles can be saved or printed for use. Some online publications offer a service that will automatically send email regarding upcoming highlights or news. The emails can be sent on a weekly or monthly basis and may include special offers.

b. Online Professional Organizations: now have web sites that range from modest to robust. The sites provide calendars of events, current and archived publications, online stores, and current news about issues critical to that organization. Some include conferences, chats, and live audio or video broadcasts. In addition, these organization web sites can offer a central repository of relevant and useful resources related to the organizational focus as well as links to other pertinent web sites.

c. Blogs: or weblogs are virtual online spaces that support the posting of personal commentary on the Web. Blogs, an interactive writing tool, provide a one-way communication, where bloggers post their ideas and others respond to these ideas either in comments or in other blogs with link back to the original posting. Bloggers can add links in their own commentaries to connect to other web resources or “backtrack; to other blogs.

d. Government Sites: specifically the U.S. Department of Education (www.ed.gov) includes information about current education news, national standards, programs, grants, research, links to other federal agencies, and a wide variety of publications and reports available by mail or download. This web site also provides the most useful and comprehensive education links including ERIC (Educational Resources Information Center), which is the world’s largest database of education information.

e. Portals: contain teachers’ guides to the Internet, lesson plans, Net events, audio and video clips, web hosting opportunities, clip art libraries, educational games, information about schools and colleges, and a variety of instructional resources accessible by grade level and content area.

f. Links: can provide some of the best online resources from one site to another. Web sites often link to other sites consistent with the content of their own site. Some sites are a collection of links created for the sole purpose of providing connections to those seeking information on a given topic.

g. Class Management Tools: on the Web include downloadable or online tools that assist a teacher in the tasks required for their classroom. Examples include software that creates online or paper tests where it will even grade the online tests. Other Internet-based management tools include formal and informal diagnostic tests to assess learning preferences, tools that generate class rolls with seating charts, and electronic grade-books.

h. Academic Tools: are Internet tools that support instruction that can be used on line or can be downloaded to your computer. Some of the most popular academic tools include worksheet generators of many types that help you make interesting student activity sheets. Examples are content-specific crossword puzzles, word searches, cryptograms, math exercises, and multimedia flash card. Another resource is lesson plan sites that offer subject-specific plans, plans submitted by colleagues across the nation, and plans tied to national or state standards. Other academic tools include online dictionaries, thesauri, grammar and spelling tools, world atlas tools, and translations references.

2. What is a PDF file? What advantage does it offer over files in HTML format?

A PDF file is a file that has been saved in Adobe Acrobat format. Acrobat is a conversion software package that lets the user save a publication exactly as it looked on the printed page including custom layouts, photos, and other graphics. The advantage it has over HTML format is that it maintains the formatting and detail that is lost when presented in HTML.

3. What is a weblog? How might it be used for teaching and learning?

Weblogs or blogs are virtual online spaces that support the posting of personal commentary on the Web. As an interactive writing tool, it provides one-way communication where bloggers post their ideas and others respond to these ideas either in comments or in other blogs with link back to the original posting. It can be used for teaching and learning as it (edblogs) been successfully used to give students an opportunity to publicly post daily journal entries; to comment on peer postings; to collaborate on group project even if participants are world apart; to research what other bloggers have said on a topic; and to connect to resources they have found. It has also provided a unique forum of the expression of ideas and for the thoughtful consideration of other viewpoints. This tool can empower students to write and communicate and teachers to facilitate that expression.

4. How are government educational sites of value in terms of resources? How do they differ from commercial and organizational sites?

The U.S. Department of Education and most state departments of education have very comprehensive web sites with abundant resources for educators. As stated in question 1, they include information about current education news, national standards, programs, grants, research, links to other federal agencies, and a wide variety of publications and reports available by mail or download. The state department of education offers similar services but the emphasis in on education issue within a given state.

5. What types of classroom management and academic tools are available via the Internet? Briefly explain how each tool might help you in your classroom.

Examples of classroom management tools include software that creates online or paper tests where it will even grade the online tests. Other Internet-based management tools include formal and informal diagnostic tests to assess learning preferences, tools that generate class rolls with seating charts, and electronic grade-books. Examples of academic tools include worksheet generators of many types that help you make interesting student activity sheets. Others include content-specific crossword puzzles, word searches, cryptograms, math exercises, and multimedia flash card. There are lesson plan sites that offer subject-specific plans, plans submitted by colleagues across the nation, and plans tied to national or state standards. Other academic tools include online dictionaries, thesauri, grammar and spelling tools, world atlas tools, and translations references.

Management tools can help me in my classroom as it can assist in generating online tests. I have used an online tool for the Algebra classes I teach. This tool generates tests, homework, and other review sheets. It also will grade the tests and provides the student with his/her grade as well as what they did wrong in solving the problem. I would use other management tools for grading. At St. Catherine, we use an online grading system that helps the teachers calculate the student’s average and displays each student’s grades in an easy readable report card format.

I use many academic tools. I have found many web sites that provide online learning games and activities in which my students enjoy. The games make it fun for the students as well as they are learning at the same time. I also have used the Internet in searching for lesson plans as well as additional information on a particular subject. I encourage my older students to use the online dictionary and encyclopedia when writing a document.

6. How can a classroom web site improve, communications with students, parents, and community?

A classroom web site can help students who are primarily visual learners. A classroom web site can help support and enhance the communication between the student and the teacher. For teacher-to-student communication, the web site can contain daily, weekly, or unit assignments as well as thorough directions on how to complete them. For student-to-teacher communication, the web site can provide a teacher-student electronic chat for those how are shy in class to voice his or her questions or opinions. The student can also email the teacher. It also provides a more private environment for the student.

A classroom web site can improve communications with parents and community as it can build bridges between parents and the community. Parent and teachers share the common goal of helping students meet their personal potential. As many parents today work outside the home and are available after school hours, time-shifted interaction can help open lines of communication, which a classroom web page offers many opportunities for this line of communication. By posting classroom rules, schedules, and homework on a classroom web page, a teacher can directly communicate expectation to the parents of all students in a class. By adding communications tools such as email, chat, and conferencing, it creates a mean for private and public dialog to be established. Furthermore, the ability to inform parents in a timely manner about student progress is powerful Internet-based communications tools. Community involvement can mean partnerships that enhance your learning environment though community members’ participation as mentors or guest speakers or through community contributions to class projects.

7. What are web authoring tools? What types are available to educators?

Web authoring tools are tools that help a teacher to create a web site easy. There are tools that range to very easy to more challenging. There are authoring tools available that meet every teacher level of comfort and computer skills. Some specific types include Word Processors, Desktop Publishing Software, and Dedicated Web Development Software such as Microsoft Front Page, Macromedia Dreamweaver, and Adobe GoLive.

8. How are new web sites added to the Web? What resources do teachers have to do so?

There are a couple of ways to add a new site to the Web. One way is to move the collection of web site files to a web server. Many school and districts now provide space on their servers for teachers’ classroom web sites. The teacher then has to provide all the related files via CD or email to the webmaster for the school who will the upload them and integrate them in the appropriate location.

Another way is to upload the web site pages to a web hosting site in which a number of ISP provide for free or at a low cost. To upload the pages is usually done via FTP program. The service will take care of creating the web access for you. Links to instructions on how to upload the files are usually displayed on the service’s web development page.

9. What is an acceptable use policy? What impact does it have on the use of the Web in the classroom?

An acceptable use policy (AUP) identifies and enforces the acceptable use of a school’s network and Internet access. This policy articulates the ways in which the Internet can be used by students. Parents are then asked to confirm their understanding of the policy and the consequences for violating it through a signature acknowledgment. Teachers who use the Internet and who provide links to resource via their own class web sites should be familiar with AUP that governs their students’ use of the Internet.

10. Contrast the issue of privacy and filtering when using the Web in the classroom. What are the responsibilities of a teacher in each of these areas?

Privacy is when sharing students’ work or including images or names on a web site, no specific details about the child should be divulged. Before including any student’s work, image, or name a teacher should first have the parent or guardian’s permission. It is the responsibility of the teacher to ensure that his or her site is consistent with district and school guidelines.

Filtering is limiting access to web sites that are inappropriate for children. Schools today use filtering software that checks the content of a site before allowing it to be displayed on the screen. It is the teacher’s and school’s responsibility to limit the students’ access to unwanted web information and sites.

Technology to the Rescue

After reading the three articles and viewing the video, my definition of assistive technology not necessary changed, but expanded. Having been in the high-tech industry for over 18 years, I have experienced the constant advances and improvements in technology, both hardware and software. I knew that there are tools and software programs available for students with learning disabilities and/or physical handicaps. However, I was amazed how advance some of these technology tools have become. I was impressed by the ingenious design of these tools and programs, particularly the creativeness and the thought process it took for an individual or group of individuals to devise. I was most impress by the student, Lukas, whose motivation and drive was to play the horn. His dream was able to become a reality because of a simple technology device of the joystick that helped him press the keys on the instrument.

In addition, the articles and video made me realized how “normal” individuals can take for granted the every day technology tools designed to be used for a particular purpose, when in fact many of these tools with some tweaking or some simple redesigning to accommodate the individual’s handicap, can be used in other ways. The joystick was one example. Another example is the keyboard where over-sized keys replaced the normal keys and the sound of the letter was added when the key was pressed. It was enlightening to read how this mechanism helped those students who were frustrated with learning how to read using the traditional way.

I believe further advances in technology helping special needs individuals to lead even more of a “normal” life can and will continue. However, as the video mentioned, I believe more awareness as well as more planning using assistive technology needs to be incorporated in our schools. Providing workshops and educational seminars on these amazing trinkets, in the long run, can only benefit our teachers. The more our students have access and are able to use assistive technology tools, the more independent they can become. Nevertheless, there is always the question: How does a school fund and budget for these tools and workshops? With a little investigation and research, ideas including grants, fundraisers, or even private donations by corporations or individuals can be achieved.

What I know about Assistive Technology

When I think of the words “assistive technology” I think of those tools that can help an individual with special needs, whether that be a learning disability or a physical handicap, to learn. In one of my previous classes, I wrote research paper on dyslexia in which I mentioned some of the technology tools that can help these individuals. Some examples were a speech recognition system, a calculator, graphic organizers, any word processors that contains spell checker, or even a portable keyboard with a small display that allows one to perfect touch type. I would consider these examples as assistive technology. For instance, the speech recognition system can be an effective tool for an individual who is unable to use their hands for writing or typing, the calculator can help the individual who has a math disability, and the graphic organizer can be used as a visual aid to help the student organize his/her material into a visual format.

As a community college adjunct math instructor, I encountered a situation where a technology tool was used to better assist one of my students. The student was hearing impaired and he had a special device with headphones that he would wear. I would clip on a small microphone in which then transferred my voice into the headphones enabling the student to hear my lesson.

Blogs in my Future Classroom

Technology today has made it possible in helping our students to learn. The Internet, word and presentation applications, and communication tools such as Instant Messaging, email, bulletin board, and web logs (blogs) are just some examples that are used to enhance our capabilities of acquiring information from other resources or share our own ideas.

After reading and becoming familiar with the concept of blogs, several ideas came to mind on how I could use blogs to facilitate learning with my students. First, as a technology teacher, I would use it as a tool to demonstrate to my students how networking and Internet access can be used in a beneficial way. I would promote the tool to my students as a communication device that allows them to respond to issues, ideas, or share inputs in a non-confrontational forum. Secondly, I would use blogs as another means to provide homework assignments, provide contact information, and to demonstrate how the blog environment allows for chronologically organized posts. I would emphasize that becoming familiar with the organizational makeup of blogs, it will enhance their organization abilities that can be beneficial in other curriculum activities. Thirdly, blogs can enhance the language arts and writing skills. I would create assignments requiring my students to post entries frequently, such as weekly or bi-weekly. For example, an assignment may include starting a journal on a particular issue we are discussing in class. Another example, I would create an assignment, specifically with election year coming up, where each student picks a presidential candidate and start a blog campaign supporting that contender. As a math teacher, I would post math problems and recommend student to resolve the problems with the combined help of other students in the class using the blog concept. Lastly, I would encourage each student to provide positive feedback to other students’ entries.

Prior to opening up the blog environment to my students, rules and regulations would be strictly enforced. This includes discussing proper etiquette of online posting, what is considered as an appropriate and permissible subject matter, what are my expectations, and the consequences for inappropriate behavior. I would implement positive reinforcement for those who follow the proper standards I set. Negative comments, responses, or inputs by a student against another student’s work will not be accepted. With the use of blogs, I would teach my students how to have a discussion or debate on conflicting issues in an appropriate manner and without deflating one’s values.

For my teaching purposes, I would use blogs to help me grade and monitor my students’ progress. I would evaluate their postings on content, grammar, and spelling. It would further help me see how well my students time managed, follow protocol, and how well I was able to stimulate communication among my students.

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