ISTE NETS-T5.c. Engage in Professional Growth and Leadership by evaluating and reflecting on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
As part of my goal setting I had mentioned gaining access to the online resource, Learning and Leading with
I will continue to take classes and be involved in professional development opportunities throughout my teaching career. By doing this I hope to continue to grow my awareness and improve my implementation of effective uses of technologies in the classroom. By maintaining an “in action” reflection journal I expect to monitor my exploration and growth in finding and implementing effective uses of technologies. My hope is that this will be an ongoing process as I come across new technologies that I am interested in and develop idea on effective implementation in the primary classroom. I will modify my action plan by adding a professional development portfolio. Cennamo, Ross, & Ertmer point out that “it provides a place for you to collect and reflect on artifacts that document your professional growth over time” (Cennamo, Ross, & Ertmer, 2009, p. 13.). Artifacts can include my reflective journal, lesson plans, adjustments or refinements to the lesson plan, rubrics or checklists for assessment of the students’ progress, and considerations to incorporate
In the courses I have completed so far, I have come across a variety of uses of
ISTE NETS-T.3.c. Model Digital-Age Work and Learning by communicating relevant information and ideas effectively to students and parents using a variety of digital-age media and formats.
I have spent time learning the software that I am using for my webpage and introduced my grade level
I have added links to our math series suggestions for homework reinforcements. Recently, I have come in contact with a program called First in Math. I plan to look it over and determine if this would also work well as a resource for my students and parents. I also have added our Houghtlin and Mifflin online reading books for my guided reading groups. Here I update regularly a collection of books at the instructional level of my students guided reading levels based on reading assessments. This is especially impactful since these books can easily be translated into Spanish for my ELL students. The Consortium for School Networking suggests that “reading and listening to books simultaneously improves comprehension for some students and increases time for learning in transit or simply enjoying a book” (Consortium for School Networking, 2006, p. 13.). I continue to add resources that I feel the parents and students can use and benefit from. I have recently added a link to our district online library resources for primary students.
I have learned that this is an ongoing process and requires diligence and dedication to make it happen. Communication between the classroom, students, and families is a vital component of a student’s success in pursuing their education. I plan to do what I can to provide access to multiple resources through my webpage and make myself available for communication at any time.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009).
The Consortium for School Networking. (2006, August). Hot technologies for education: What’s happening now and later? Middle Ground, 9(4), 12–15.