3.0 Professional Preparation
Professional preparation in educational computing and technology literacy prepares candidates to integrate teaching methodologies with knowledge about use of technology to support teaching and learning.
To me this standard reflects the need for educators to examine teaching methodologies as they relate to technological integration in the classroom.
3.1 Teaching Methodology
Candidates will effectively plan, deliver, and assess concepts and skills relevant to educational computing and technology literacy across the curriculum.
3.1.1 design and practice methods and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.
Having taught numerous computer classes over the years has provided me with the opportunity to see a diverse group of learners in many types of classrooms. These learners often require multiple methodologies in order to meet course goals and objectives. The two most common approaches to teacher methodology that I have had to analyze with individual students are the learner-centered independent study approach and the highly structured and guided developmental approach. I have found that most individual learners in computer based classes require both of these approaches, but often to very different degrees.
3.1.2 design and practice methods and strategies for teaching concepts and skills for applying productivity tools.
I often do go over email usage and ways to apply text and other effects such as graphics from productivity tools into other applications such as desktop publishing software. The strategies I use to teach these concepts and skills is the same constructivist approach previously described. However with these, emphasis is often placed on the end result of the product these tools can provide over creative process and self-exploration.
3.1.3 design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.
I have incorporated web development concepts and discussions in every class I teach. I stress the importance of information sharing, research and resources utilization, specifically during the creative process.
3.1.4 design and practice methods and strategies for teaching problem-solving principles and skills using technology resources.
I often tell my students that the computer is a tool. As we investigate technology and the creative process I emphasis that they as students must develop a plan for problem solving and the computer is a tool to help facilitate the process. However, it is extremely important that the student be familiar enough with the resources at hand to be able to utilize them in the most efficient way possible.
3.1.5 observe in a K-12 setting where K-12 computer technology concepts and skills are being taught.
Coming from a post-secondary education background, I have yet to have the opportunity to observe K - 12 computer technology environments. However, in the school I will be teaching this fall I will present to the heads of my new department ideas I have for a program that would involve high schools and other members of the community who would like cooperate in educational technology planning and implementation.
3.1.6 practice methods and strategies for teaching technology concepts and skills in a lab and classroom setting.
When I first began teaching at my previous institution many other faculty members were very skeptical of my constructivist approach in the teaching of technology concepts, specifically my assigned projects. I had several major projects during the course of the quarter in which I let the students pick the content. As long as it was tasteful, appropriate for their portfolio, applied to the lessons we had learned and met goals and objectives set forth in the class, it was acceptable. This approach was highly successful and students continue to win major competitions from these courses. My classroom structure is simple; 1) lecture and demonstration, 2) hands-on, individual tutoring of lessons and, 3) open lab time with instructor availability for questions and tutoring. Group critique, including technology review, always follows completed assignments.
3.1.7 identify and support implementation and revision of computer or other technology literacy curriculum to reflect ongoing changes in technology.
At the school I previously taught regular feedback from all computer-based teachers, such as myself, was required for the purposes of graphic design-industry standard identification and budgeting for the following year. Implementation and revision was constantly needed. New software and hardware would be bought on instructor and director discretion; it would be learned by the instructor and implemented into the classroom shortly after. I was involved in this process approximately 20 times.
3.1.8 design and implement integrated technology classroom activities that involve teaming or small group collaboration.
Although I feel they are extremely important and have used groupings and teams on many occasions, I have had mixed results with them. I have found that surveys and interviews of students are very important to identify key players such as leaders and laggards for equal grouping in the classroom. Also, I have noticed that groups on the average require more supervision and diplomatic skills on the part of the facilitator than individual student assignments.
3.1.9 identify activities and resources to support regular professional growth related to technology.
My program of study has exposed me to an incredible amount of activities and resources to support professional growth related to technology. Although I have implemented many of them, I am looking forward with anticipation towards the next couple of years when I will have time to set down, catalog, explore and begin to utilize them to the fullest possible extent.
3.1.10 describe student guidance resources, career awareness resources, and student support activities related to computing and technology.
What allowed me to stand out at my previous school was my sincere concern over not only student's educational development, but their professional development as well. This provided me with the opportunity to implement career resources in all my classes and to develop a course where career resources related to computing and technology was the focus. My program of study allowed me to develop great materials and activities for these courses.
3.1.11 compare national K-12 computer or other technology standards with benchmarks set by local school districts and critique each.
Although I have not had the opportunity to compare K-12 standards, I have had the opportunity to review and critique post-secondary Texas State educational technology standards. Also, I was on an advisory committee and assisted with the Art Institute of Houston achieving their SAACS (Southern Association for the Accreditation of Colleges and Schools) certification. This in itself was a fantastic learning experience as it relates to educational change. I am looking forward to investigating Utah's post-secondary educational technology standards this fall.
3.1.12 identify professional organizations and groups that support the field of educational computing and technology.
I am a member of the groups below and look forward to getting involved in local organizations as soon as I get settled in southern Utah.
Graphic Artists Guild Foundation
Association for Educational Communications and Technology
Society for Technical Communication
3.1.13 design a set of evaluation strategies and methods that will assess the effectiveness of instructional units that integrate computers/technology.
My program of study has provided me with the opportunity to develop pre and post-assessments for instructional units in computer bases courses. I have since seen the actual effectiveness of these assessments that have included written surveys, interviews and observations.
Artifacts for Standard 3.1
Personal Vision Statement
The link above is to my personal vision statement that provides not only my vision of successful technology integration in the classroom, but also gives insight into my currently methodologies in relation to classroom management and utilization of resources.
Technology Integration Plan
The integration plan above is for an activity that provides guidance resources, career awareness resources, and student support activities related to computing and technology that are directly related to the students chosen academic and professional goals.It further demonstrates my ability to plan, implement and support educational technologies in the classroom. The Technology Integration Plan also demonstrates the integration of technology in the classroom based on current Texas State post-secondary educational technology standards.
The link above is to an activity I integrated into the classroom that involves small group collaboration and problem-solving principles and skills utilizing technology resources.
Student Technology Utilization Zoomerang Project
The above survey allowed me to assess the effectiveness of computers/technology in relation to classrooms that I was teaching in.
Art Institute of Houston Technical Support Web Site
During my internship as I was able to develop a web site that outlined acceptable use of the school's technological resources.
I feel that my resume is an excellent artifact to demonstrate my ability to comprehend and creatively use technologies for diverse course delivery.
3.2 Hardware and Software Selection, Installation, and Maintenance
Candidates will demonstrate knowledge of selection, installation, management, and maintenance of the infrastructure in a classroom setting.
At the previous institution I taught and before the current technology support center was in place it was up to the individual instructor to teach troubleshooting, installation and maintenance of the computers in the classroom. Currently, it is the technical support's duties to perform these functions. I was fortunate during my program of study during my internship to have had an opportunity to continue these duties and learn more than ever.
3.2.1 develop plans to configure computer or other technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
I have been told that at my new school I will be teaching this fall that I will be running my own server for the purposes of email, student drop boxes and other related instructional purposes. In a new school full of new technologies, where I must organize all my courses and technology, it should prove to be a very challenging and rewarding experience.
3.2.2 identify and describe strategies to support development of school and laboratory policies, procedures, and practices related to use of computers or other technology.
It was very fulfilling during my internship to be able to compile the Technology Use Guide for the web site I developed for the school. Student response was fantastic and utilization and appropriate use has increased dramatically. I am looking forward to researching and possibly implementing the same type of thing at my new school.
3.2.3 research, evaluate, and develop recommendations for purchasing instructional software to support and enhance the school curriculum.
Being a graphic design educator means keeping up on the latest in software. Although there are several sets of software programs that make up the generally accepted professional standard, there is always something new coming out to be reviewed and evaluated.
3.2.4 research, evaluate, and develop recommendations for purchasing technology systems.
At my previous school the technology department now handles all technology purchasing. However, at my new school there is no technology department and I am one of three full-time instructors in my department. I am certain that I will be having a lot bigger say in the purchasing of technology systems.
3.2.5 design and recommend procedures for the organization, management, and security of hardware and software.
Individual instructors having anything to do with management of any kind was frowned upon at my previous school as it "stepped on the toes" of others within the very corporate environment. However, I am certain these skills will be expected of me in my new position and I look forward to it.
3.2.6 identify strategies for troubleshooting and maintaining various hardware and software configurations.
For me teaching software configurations has always been part of teaching computer-based classes. However, hardware configurations generally remained locked and were only allowed to be manipulated by authorized personnel. I am certain that this is also a situation that will change at me new institution.
3.2.7 identify and describe network software packages used to operate a computer network system.
Since I was told that I must set up my own network server this fall I have been researching network software packages and systems. I like the idea of Cold Fusion in that it supports numerous high level graphics and interface possibilities. However, because I am familiar with Windows, there is a strong likelihood that I will go with Windows NT. The learning curve will be much lower and compatibility with existing resources may be less of an issue.
3.2.8 configure a computer system and one or more software packages.
Teaching one software package in any graphics class would be doing a disservice to the students. In some ways many applications depend on each other for effective end products. For example, while designing a brochure PhotoShop is used for photos, Illustrator is used for logos and QuarkXpress is used for typesetting, pasting it all up and printing or file transfer. It is very important for students to become aware of advantages of individual software packages, however, it is most important that they become aware of the similarities. In this way they begin to become more computer and software literate.
Artifacts for Standard 3.2
Internship Learning Plan
The internship plan provides insights into my daily duties during my internship, including trouble shooting and software/hardware installation and computer diagnostics.
Art Institute of Houston Technical Support Web Site
During my internship as a technical support specialist I was able to perform various technical support duties school wide. The web site will provide insight into resource availability and the broad scope of responsibility.
I feel that my resume is a good artifact to demonstrate my ability to use various computer platforms and software and ability to support these resources in the classroom.