Standard+5

__Productivity and Professional Practice __.

**Teachers use technology to enhance their productivity and professional practice. **

===My artifacts demonstrating this standard (What?)===
 * Performance Indicators: Teachers **
 * 1) use technology resources to engage in on-going professional development and lifelong learning.
 * 2) continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
 * 3) apply technology to increase productivity.
 * 4) use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning


 * Module 1 -** //[|What I See.doc]//

**Module 1** - Reflection

It took just moments to comprehend the "Range of Use" chart. It took even less time for me to realize that my teaching is located in the lower left hand corner of the chart! Although I have strived to teach my students that learning Spanish is an invaluable tool for their futures, I am seriously lacking in my strategies. Incorporating higher order thinking skills, while utilizing real world scenarios in the constructivist frame of mind, is a fascinating concept. While it seems a daunting endeavor in the beginning, I truly believe that all things are made easier with practice. It may take hours upon hours to design the first lesson, but the following ones will be made easier once the framework is set.

By nature, this example deserves a place in the "real world" quadrant because it applies to our lives and careers as practicing educators. The authenticity is of the highest level without question. The essence of the assignment is to "analyze," "evaluate," "synthesize," and make recommendations, and thus, places it in the quadrant of the higher order thinking skills. On the constructivism end of the spectrum, this example rates very high as well. I, the learner, am being presented with material that my teacher "guide" has provided. I am readng and studying the material with active interest as it relates to my current position while my instructor is asking questions to prod me into higher-level thinking. In addition, I am able to participate in a collaborative group that provides feedback to my responses. I would have to say that while a "D" may not be a very good grade to earn on a report card, it should be the goal quadrant on the "Range of Use" chart.

After spending quite some time considering options on improving the rigor and relevance of this assignment, I simply cannot produce any suggestions!

**Module 2** - Reflection

What a tremendous tool! I had been introduced to wikis during a common inservice in the fall but had little understanding of them when the instruction was over. After watching the video and seeing how other teachers/classes are using them, I am in awe! I am hooked! Before I was done watching the video on the basics of the wikis my brain was instantly engaged in how I could use them in my classroom!

In my Spanish II classes we recently did research, and then we wrote and performed skits. If we had incorporated the use of wikis, we would have completed the assignment more quickly utilizing more input from more people, and would have had much better research information overall! I really enjoyed the //__ The 1,000 Tales __// wiki. It is a simple, yet ingenious idea. We could use that so easily in my classes! We could study Spanish literature and Hispanic authors, and then follow the same guidelines by writing our own stories in Spanish.

I could utilize wikis in our next unit. I have a group of particularly talented sophomores. For our next chapter I have decided that instead of blindly following on to the next chapter, I am going to allow them to choose the topic of study. They will choose the topic, the vocabulary, the grammar points, and the projects to accompany this unit. How much easier will this be to accomplish if we use wikis? Tremendously easier! I am becoming more and more excited about wikis as I consider this idea!

​ Update: My class chose to study animals for their next unit. As part of this unit, we determined "projects" or "inquiries" that we wanted to investigate more that they had wanted to learn about but had never been able to in other classes. Two of the projects that they wanted to study there are related to animals: The ethical treatment of animals and bullfighting. The following links are ones that we actually used in class to research these topics.

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**Module 2** - Collaboration Reflections using Google Docs - specifically the Google Form.

After investigating Google Docs it seems as if I have spent a great deal of my teaching career recreating the wheel! I love to organize things into checklists and rubrics. My husband constantly makes fun of me for having “another organizational tool!” I have adopted Google Docs as //__my__// site.

The potential for creating documents is mind boggling. Not only does it help you create colorful, professional looking documents, it has templates and examples to choose from. For me this was not really an assignment because I had way too much fun doing it!

I was impressed at the simplicity of it as well. The navigation and site in general was easy to understand. The most difficult about Google Docs is remembering to use it and beating the habit of having to create all of those documents myself!


 * Module 3** - Reflection on use of Problem Based Learning

Project based learning is an authentic tool to motivate students to learn. I do not feel that I use project-based learning enough in my classroom. Recently though, we incorporated it into a Spanish II class. We researched Spanish foods, created a menu utilizing Euros and pesos, and then wrote, rehearsed, and videotaped a restaurant skit. Some of the students told me that they learned more from this chapter than they have all year! From my observations I would have to agree. The students asked more questions than normal, worked longer and more intensely, and seemed to enjoy the tasks that were put to them.

I see true relevance in doing project-based learning. It allows teachers to see students demonstrate their knowledge in more ways than with just a pencil and a test. Teachers take on the role of observer, guide or mentor instead of the being the only source on knowledge in the room. Whereas teachers are supposed to be experts in their fields of knowledge, we are well aware that there are so many more ideas and more up to date information than we can possible keep up with. In project-based learning we are giving students the opportunities to have access to more recent data, express their individual ideas, and perform to their potential.

Students are given opportunities to expand their knowledge on the projects and become more self-directed. It is easier to teach and promote critical thinking skills when students do more talking and creating than the teacher does. From my experiences, students are truly not interested in a large percentage of the work that they are doing in their classes. When teachers create innovative, project-based lessons, the greatly improved interest and motivation is evident! Need it be mentioned that when interest and motivation are increased so it learning and retention!

With my strong beliefs of the benefits of project-based learning, I have already started incorporating it into my curriculum. Obviously, I would like to increase the usage. I have spent some time considering how to use more projects in my classes and feel that a good start is simply go to the students. They have some experiences with projects, and they can provide me with immediate feedback. If no ideas are evident, then I reserve the right to design one of my own accord. There could be potential downsides to doing project-based learning. I do believe that all of the pitfalls can be eliminated with careful planning and communication, however. One of the first battles to be fought may be with parents and administrators. People want to see “the test” and feel that only true learning and assessment can be done in this fashion. They may also feel that projects may not be evaluated as fairly as pencil and paper tests and that biasness can infiltrate the grading procedure. Another potential downfall could be the preparation of the project. If the project is not well prepared well, then the whole project is doomed.

Ultimately, the benefits outweigh the negatives simply because with project-based learning there are more opportunities to engage in authentic learning which students connect with relevancy in their lives.

**Module 4** - Reflection on Social Bookmarking. Give link to bookmarking site created.

As the perfect example for this category, I found myself working on this portfolio away from my computer at school where I had been working diligently to complete the assignments. Because I had learned about social bookmarking my life was made tremendously easier! It did not matter that I could not access my computer because I could still access my bookmarks on the Internet! I can now name social bookmarking as one of the most invaluable tools that I have ever learned! I cannot wait to share this with my family, colleagues, and students !

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**Module 7** - Discussion on being a part of an online community.  I am truly in awe at the amount of information, tools, and technology that exist! I simply cannot detail all that I learned during this course because just the thought is overwhelming! I am truly grateful for the opportunities to practice and investigate all of the technology, digital tools, and research. The exposure to these things will have not only a great and positive influence upon my own personal life, and I cannot fathom the inspiration it will have upon my students.

There are so many things that I want to do with my students now that I really need to reign in my enthusiasm! I would love to do a lesson a day until the end of the year! My plans are to use ePals, Diigo, Wikis, Ning, Moodle, WolframAlpha, EasyBib, etc. I simply cannot name everything! I feel confident that the true extent of the content of this course will not hit me for awhile! The resources are enormous and mostly //__free__//! ===My Reflection on meeting this standard (So What?)===

//What I See doc. represents the goal of continually evaluating and reflecting on professional practice to make informed decisions regarding technology in support of student learning. This document represents this indicator because it shows that I have the capability to look at a lesson critically to evaluate its value and use in preparing lessons.//

//Reflection on Problem Based Learning represents the goal of continually evaluate and reflect on professional practice to make informed decisions regarding technology in support of student learning. This document represents this indicator because it show the tremendous value in understanding that not all students perform the same on paper and pencil tests. Project based learning addresses all of the modes in which a student can learn and show what they have mastered.//

Discussion on being a part of an online community represents use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning because it shows that learning does not just take place between the student and teacher. Learning takes place and has a higher rate of success when everyone is involved. === My Future Learning Goals related to this standard (Now What?) === //My future goals related to this standard are to master one new technology at a time and to utilize technology to enhance the communication and learning between teachers, students, and parents.//