Standard+2

= Planning and Designing Learning Environments and Experiences. =

Teachers plan and design effective learning environments and experiences supported by technology.

===My artifacts demonstrating this standard (What?)===
 * Performance Indicators: Teachers:**
 * 1) design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
 * 2) apply current research on teaching and learning with technology when planning learning environments and experiences.
 * 3) identify and locate technology resources and evaluate them for accuracy and suitability.
 * 4) plan for the management of technology resources within the context of learning activities.
 * 5) plan strategies to manage student learning in a technology-enhanced environment.

Angela's Course Goal
 * Module 1 - Goal for Course

Module 2** - Activity involving collaboration tool. Voicethread Activity - I used this to share photos of our recent family vacation. I can see many uses for this in the classroom. I like the idea of using it for lab reports.

[|Disney World 2010 Family Trip Voicethread]

[|Taking IT Global for Educators] TIGed is a community of globally-minded educators interested in empowering their students to think and act as world citizens, a collection of resources that facilitate the inclusion of global perspectives in the classroom, and a virtual classroom that allows students to use collaborative technology in order to connect with people from around the world and learn about global issues. The web site had many informative articles on every topic I could think of. I would like to see a presentation on the use of this collaboration. Many of the tools on the web site were only open to members and it had a fee to become a member. The fee was only $30.00 for an individual teacher, but I don't want to pay for a membership without knowing more about the site. The parent site Taking IT Global is a powerful tool for collaborating with people around the world and I don't think it had a fee.
 * Module 2** - Reflection on collaboration tool

** Module 2 ** - Summary of discussion on blocking and filtering software. [|Blockin, Filtering, and Lockdowns Oh My!] In order to get on the internet at school our students and their parents must sign an acceptable use of the internet form. If they intentionally get on inappropriate sites they lose access. We have a new filtering system at the school that is very frustrating. It blocks everything! I have talked to our Superintendent about it and he explained that the way the filter works it blocks sites by description. So for example, all sites with video in the description are blocked!! He can release sites individually if he needs to. He is open to releasing sites if their use can be justified and if all sites are listed in your lesson plans. I have a problem with this since most of the time I need to work at school. How can I find the sites that I need if they are blocked. The students also get very frustrated when they are working on research projects because it is difficult to find open sites. We even found that most NASA sites were blocked when we did research in Astronomy. I think most of the time the filters only keep the teachers off of sites and the students know how to get around them if the want to. At some point you need to trust that people will do the right thing. Of course some sites should be blocked, but teachers and students need to be better educated on internet safety.

[|Ban Dihydrogen Monoxide]
 * Module 4** - Evaluation of Website
 * This website could easily be used by students doing research. It appears to be legitimate information at first glance. After looking at the 5 W's of cyberspace it is obvious that this is a fake website. There is no author or contact information. The article relys on loaded language and broad unsubstantiated statements. The problems caused by this chemical are all written in a way to invoke emotion in the reader. Many of the links do not work and the information is not recent. The students at Austin are getting better about questioning the validity of information on the web. They know that wikipedia is not always the best site to use, but they can use it as a beginning. Our librarian does a lesson on the velcro crop of California (another fake article) that the students remember and often talk about. ||

[|Website Evaluation Checklist - Grades 7-12]
 * Module 4** - Evaluation of Website Guidelines for Students

My integration plan is going to be adding a technology component to my Advanced Biology Fetal Pig Dissection. I began by looking for resources available on-line. I googled fetal pig and came up with 314,000 results, some of which had to do with dissections. I then googled fetal pig and dissection and I narrowed it down to 49,800. By placing "fetal pig dissection" in quotes I narrowed it to 20,000 results. From here I was able to search for videos, images, diagrams, and worksheets.
 * Module 4** - Example of resources needed to implement Integration Plan with explanation of the strategy used to find them.

I was surprised at how far our library has come in the past few years. Ms. Denniston has worked very hard to update the library and purchase new materials for the students and teachers to use.
 * Module 4** - Creating a bibliography with EasyBib.com
 * Module 4** - Summary of interview with Librarian.

===My Reflection on meeting this standard (So What?)===

//My goal for the course,, represents// // design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. //

//My activity involving a the collaboration tool, XYZ, represents the goal of// // design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. // //This document represents this indicator because.....//

//My summary of the discussion on blocking and filtering software represents the goal of plan for the management of technology resources within the context of learning activities. // //This reflection represents this indicator because.....//

//My Evaluation of the Website, XYZ, r////epresents the goal identify and locate technology resources and evaluate them for accuracy and suitability. // //his reflection represents this indicator because.....

My// Evaluation of Website Guidelines for Students //r////epresents the goal// plan for the management of technology resources within the context of learning activities. // T ////his reflection represents this indicator because.....//

//My example of resources for my Integration Plan r////epresents the goal identify and locate technology resources ////. // //This reflection represents this indicator because.....//

//My interview with the librarian to discuss what types of digital resources are available to you and your students represnts several goals in this section becuase....//

===Write your reflection on how you think these artifacts demonstrate how you have met this standard=== ===My Future Learning Goals related to this standard (Now What?)=== //Write your future learning goals related to this standard// none SavePreviewText Editor