III.A: Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.

• Look Out, Michael Jordan Lesson Plan
  This lesson includes a variety of technology-enhanced experiences to help student develop a greater understanding of the differences in gravitational pull of the planets along with methods of teaching or reinforcing technology skills. It is correlated to the Virginia SOL in both the content area and the computer/technology SOL. Students gathered information from video and Internet resources and learned how to use the spreadsheet in the context of collecting and analyzing data. It is important to provide a real reason for learning the technology skills. The students enjoyed measuring how high they could jump and it worked well to have students working in small groups to collect and enter data. This lesson addresses NETS*S Standards 3, 5, and 6
• Heat vs. Temperature Lesson Plan
  In this lesson the concepts of heat and temperature are developed using a variety of activities, strategies, and technology. Students watch a video and use an online simulation of the movement of molecules to reinforce the concepts. They are actively involved throughout the lesson with the use of hands-on activities. Technology is used to present content (video), for simulation (Internet), and to collect (science probes) and analyze data (graphing calculator). Lesson was correlated to the Virginia SOL in both content and technology. It addresses NETS*S Standard 3, 5, and 6

III.B: Teachers use technology to support learner-centered strategies that address the diverse needs of students.

• Supply and Demand Lesson Plan
  I always try to include a variety of learner-centered strategies while teaching content material. In the lesson Cabbage Patch Dolls, Beanie Babies, and White Power Rangers video, Internet resources, hands-on activities, collaboration, and simulation are used to teach elementary students about supply and demand. The use of technology was included in order to present concepts in an interactive manner and to provide the opportunity for students to conduct simulations to apply concepts. This was a fun lesson. The auction at the beginning set the stage for the lesson and students gained a good understanding of supply and demand.
• On the Brink of War Lesson Plan
  I believe that learners must be actively engaged and technology is one way to engage students. Students are urged to take control of their learning. In this lesson we used the video to provide a background context for the lesson. Students gained an understanding of the climate of the world prior to the Cuban Missile Crisis to help them understand the events. Students chose to work individually or in groups to research the events of a day during the crisis and then present the information to the class in a HyperStudio presentation. Collaboration is an important part of my classes, so students frequently worked in groups.

III.C.: Teachers apply technology to develop students’ higher order skills and creativity.

• Is Our Water at Risk? Article
  Each year my science students participated in a telecommunications project through the National Geographic KidsNet. My 6th graders investigated stream quality in the Is Our Water At Risk project. During the 8 week project, we researched the various threats to stream health, identified factors that affected the health of the Shenandoah River, designed a collection method and then collected water samples from the river and tested them for turbidity, pH, and the presence of coliform bacteria. We mapped the flow of water from our area to the Chesapeake Bay. Throughout the project we communicated with classes from the United States, Tokyo, and Belgium, exchanged our findings, and tried to predict the quality of the streams in their areas. Once threats were identified, students collaborated to suggest solutions to the problem. This newspaper article describes the project. Higher order thinking skills are an important part of this project, as students design collection methods, analyze data and offer creative solutions to a real world problem. Students chose the method that they used to promote their solutions, some chose oral and/or visual presentations (posters) while others used PowerPoint presentations.
• On the Brink of War Lesson Plan
  I believe that learners must be actively engaged and technology is one way to engage students. Students are urged to take control of their learning. In this lesson we used the video to provide a background context for the lesson. Students gained an understanding of the climate of the world prior to the Cuban Missile Crisis to help them understand the events. Students chose to work individually or in groups to research the events of a day during the crisis and then present the information to the class in a HyperStudio presentation. In the presentation, students presented a newspaper account of the events along with an editorial, which required that they analyze the events and why they occurred.

III.D.: Teachers manage student learning activities in a technology-enhanced environment.

• On the Brink of War Lesson Plan
  I believe that learners must be actively engaged and technology is one way to engage students. Students are urged to take control of their learning. In this lesson we used the video to provide a background context for the lesson. Students gained an understanding of the climate of the world prior to the Cuban Missile Crisis to help them understand the events. Students chose to work individually or in groups to research the events of a day during the crisis and then present the information to the class in a HyperStudio presentation. Collaboration is an important part of my classes, so students frequently worked in groups. The makeup of the groups varied according to the tasks. There were times when I selected the groups, other times when the groups were selected randomly, and occasionally the students selected their own groups. In this particular instance, skill level with HyperStudio was a factor in selecting grouping.
• Heat vs. Temperature Lesson Plan
  In this lesson the concepts of heat and temperature are developed using a variety of activities, strategies, and technology. We began as a whole group as we watched a video and used an online simulation of the movement of molecules to reinforce the concepts and then moved into small groups to collect and analyze data. Students were actively involved throughout the lesson with the use of hands-on activities. It was important to have the technology set-up ahead of time so students could move easily through the variety of activities.

   

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