Standard+2

=Planning and Designing Learning Environments and Experiences. = Teachers plan and design effective learning environments and experiences supported by technology.

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 * 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.

My artifacts demonstrating this standard (What?)
**Module 1 - Goal for Course** **My goals** I have two goals to strive towards upon completion of this class. I plan to use technology everyday in my classroom to better prepare my students for a challenging world so that when they are ready to enter the workforce they are able to “hit the ground running.”

First, I hope that by using technology now my students will be better prepared to navigate their way through the new technologies that will certainly surface in their careers and lives. Secondly, their experiences with the technologies that I expose them to will give them more opportunities to speak Spanish fluently and understand the various Hispanic cultures that exist. By using the internet they will be able to use sites such as Skype, LiveMocha, and ePals to communicate with native Spanish speakers from around the world.

**Module 2****- Activity involving collaboration tool**. ​ I have developed a tool involving collaboration. Please follow the link to take the survey. [|Standard 2] http://spreadsheets.google.com/ccc?key=0AjUAmBCIEBC9dDh5Z2pqMDFXZlVINFF5MWNweHVfLXc&hl=en

 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.
 * Module 2** - Reflection on collaboration tool

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 2** - Summary of discussion on blocking and filtering software.

I found the topic of filtering necessary yet disturbing. The research points out that although we have to protect our students exposure to inappropriate materials on the Internet, we also must deal with being prohibited from sites that we could use to teach our students. Teachers should be able to request that certain websites be released from blocking for educational purposes. I appreciated reading about the teacher who had a good rapport with her tech advisor and was able to have websites unblocked the same day she requested it. While we know that teachers will use the Internet responsibly (at least those who want to keep their jobs), we are just as certain that particular students will try to push the limits. These students need to be held accountable for their actions. Students know the rules and when they violate them, they should have to deal with the consequences. Somewhere along the way we will find the right mixture of blocking and filtering to benefit us all.

**Module 4** - Evaluation of Website Heaven knows that I am one of the most gullible people on earth, but even this site did not fool me! Because of my background in dairying, I read quite a lot about PETA. To be involved in dairying and to be successful, one has to truly love animals. However, I have read and encountered some really diverse individuals when it comes to the ethical treatment of animals. So, with these previous experiences, I think that it is terribly easy to be fooled by information presented on the web. How many people make a living from setting up such scams, we will never know, but what we do know is that people make a living by setting up such scams!

I investigated two advertisements recently. One was for a facial cream that was supposed to remove wrinkles, etc. It was just too hard to believe. The company was real, but their scientific evidence was unverified. They were making their remarks by quoting “customers.” I decided to research another facial cream (sorry, they are the ones that pop up on my screen the most). This one was about the same price, but it came with scientific evidence that I was able to trail. The second investigation actually made me mad. I read an advertisement about a parenting magazine. Since I do subscribe to some parenting magazines, I was really interested in this one. It was presented rather well. However, there was no real contact information. I was not able to cross reference any of their resources either. Needless to say, it was a scam!

Other than teaching my students how to use a checklist to evaluate a web site, I would have to urge them to use their “gut instincts.” “If it is too good to be true….” I think that relating experiences with them describing how people fall for scams and lose money is worthy of our time as educators as well. Lastly, I would encourage discussion and communication. If you read something unbelievable, talk to other people. We can all gain knowledge through open lines of communication !

<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Module 4** - Evaluation of Website Guidelines for Students ​I really like the University of Maryland's / University Libraries Checklist for Evaluating Websites. Please check it out by following the link. In addition, I have included my own Website Evaluation document. [] __**Web Site Evaluation**__ <span style="font-family: 'Cambria','serif'; font-size: 12px;">When conducting research on the Internet, it is essential that you consider the sources that you are going to use and cite. By using the following checklist you should be able to decipher the validity of the site and thus the information you want to utilize. The checklist is easy to remember for future use. When in doubt of where to begin with anything, I always recommend beginning with these questions: who, what, when, where, and why. The same goes here. Some of your answers will require a simple “yes” or “no.” Others will ask for more detailed responses. While conducting your research using a web site, ask yourself these questions. **<span style="font-family: 'Cambria','serif';">1. ****__<span style="font-family: 'Cambria','serif';">WHO? __** <span style="font-family: 'Cambria','serif'; font-size: 12px;">NO YES


 * Do you know who is the source? ||  ||   ||
 * Is there additional information concerning the author or organization hosting the site? ||  ||   ||
 * Are you able to contact them without using the Internet (by mail or phone)? ||  ||   ||

**<span style="font-family: 'Cambria','serif';">2. ****__<span style="font-family: 'Cambria','serif';">WHAT? __** <span style="font-family: 'Cambria','serif'; font-size: 12px;">NO YES


 * What information is being presented? ||  ||   ||
 * Are there alternative viewpoints offered with resources? ||  ||   ||
 * Is there scientific evidence proposed that can be substantiated or just emotional jargon? ||  ||   ||


 * 3. ****__ WHEN? __**
 * When was the information placed on the Internet? ||  ||   ||
 * Are you accessing the most current information available on the topic? ||  ||   ||
 * When was the site last updated? ||  ||   ||


 * 4. ****__ Where? __**
 * Where is the web address taking you? ||  ||   ||
 * Can you deconstruct the website and find reliable sources? ||  ||   ||
 * Does the website contain credible organizations? ||  ||   ||


 * 5. ****__ Why? __**
 * Why have you accessed this site originally? Does the site provide information to answer your questions? ||  ||   ||
 * Can you verify the information presented? ||  ||   ||

At any time you may access more evaluation tools on the Internet. The “take home” lesson is that you should not believe everything that you read on the Internet!

<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> <span style="font-family: 'Comic Sans MS',cursive;">The best place to view the resources for the implementation of my Integration Plan is to visit the bibiography and see the works cited.
 * Module 4 ** <span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 108%;"> - Example of resources needed to implement Integration Plan with explanation of the strategy used to find them.

<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Module 4** - Creating a bibliography with EasyBib.com ​<span style="font-family: 'Comic Sans MS',cursive;"> I created and EasyBib account to create bibliographies for my own professional development classes but also for the units of study I teach. This powerful tool is so exciting that I showed it to my students as soon as I learned about it!

<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Module 4** - Summary of interview with Librarian.

<span style="font-family: 'Comic Sans MS',cursive;">The only digital resources available to the students and faculty at Northern Potter are the resources on POWER Library. Because of budget cuts, these have been severely curtailed this year. The resources that are left can be accessed at school using the POWER Library icon on library computers, some laptops and some of the teachers have had it installed on their computers. To access this from home,students and staff must use the Public Library.

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

//My goal for the course of trying to use technology frequently in my classroom to familiarize my students with the tools that are available to them and preparing them for the global economy, 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, Google Docs, represents the goal of// // designing developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. // //This document represents this indicator because it is an inventory designed to help me understand where the needs, proficiency, talents, and understanding of my students are when it comes to technology so that I can better prepare lessons and teach to increase their familiarization and ablities.//

//My summary of the discussion on blocking and filtering software represents the goal of the plan for the management of technology resources within the context of learning activities. // //This reflection represents this indicator because it shows that we need ongoing discussion about how to manage access to sites, lessons, and development of policy o how to deal with blocked sites as it concerns web site filtering.//

//My Evaluation of the Website, Dog Island, r////epresents the goal identify and locate technology resources and evaluate them for accuracy and suitability. // //his reflection represents this indicator because it brought to my attention the idea that students read and believe everything that they see on the internet and that it can somtimes be difficult to identify fake websites but how we can use a checklist and some common sense to evaluate them.

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 it will give my students a source to refer to when they have doubts of the validity of a webite they want to use as source.//

//My example of resources for my Integration Plan r////epresents the goal identify and locate technology resources ////. // //This reflection represents this indicator because after learning more in depth about how to identify fake websites I now have an awareness that I used before I listed the sources as part of my integration plan.//

//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 because it will help me to design lessons utilizing the technology that is available to our students and become an advocate of funding in our school district to enhance our program and thus the available resources our students can use.// ===Write your reflection on how you think these artifacts demonstrate how you have met this standard=== I believe that these artifacts demonstrate how I have met this standard because they show that I am now more aware of the benefits and difficulties of accessing and designing lessons with regard to meeting the needs of diverse learners, utilizing current and valid web sources, and teach respect for this powerful tool, technology. ===My Future Learning Goals related to this standard (Now What?)=== ===My future goals are to make my students aware that not everything they read on the internet is true, teach them how evaluate a web site, let them know that they have responsibilities when it comes to using technology.===