| Miscellaneous Samples 330B Portfolio - The links are not active. |
|
General Knowledge and Skills G1: Each candidate demonstrates knowledge of current basic computer hardware and software terminology. Reflection: I have a good knowledge of basic computer terminology, as I have worked on computers for many years, both professionally and privately. I am familiar with all the different types of hardware (CPU, monitor, printer, speakers, scanners, modems, keyboard, mouse, etc…). I have developed a good understanding of how computers and the internet work, learning the functions and limitations of RAM and memory, and how to download, upload, and save files to diskette or CD. I have also set up an AverMedia AVerKey iMicro PC-TV converter to display a desktop monitor application on a classroom television monitor. Artifacts: AverKey iMicro converter Projection: When I have my own classroom, I’m sure I will face new challenges with regard to setting up a different computer system than the one I am familiar with. But I hope that my experiences with a few different classroom computers will be of some benefit. I also hope to use a MAC/PC-TV converter in my own classroom to share lessons from one computer with the entire class. G2: Each candidate demonstrates competency in the operation and care of computer related hardware (e.g. cleaning input devices, avoiding proximity to magnets, proper startup and shut down sequences, scanning for viruses, and formatting storage media). G3: Each candidate implements basic troubleshooting techniques for computer systems and related peripheral devices (e.g. checking the connections, isolating the problem components, distinguishing between software and hardware problems) before accessing the appropriate avenue of technical support. Reflection I used to teach my adult handicapped students how to clean the ball on the underside of the mouse. They loved to do this. There was a can that sprayed air (I’m sure there’s a technical term for it) that was utilized to get the dust out of the mouse ball and the keyboard buttons. They’d always try to sneak in a spray at their nearest neighbor too. One thing that was most difficult for my developmentally disabled students to remember—proper shut-down sequence. Many couldn’t remember the order of shut-down, but they did know that if they pushed the little button on the hard drive…. Viola, the whole computer shut off. Mission accomplished. Kids in school seem to be a bit more patient with shutting down computers (or they let the teacher do it) and valuable computer programs don’t get messed up or lost in the process. Like children, each computer has its own temperament. The more computers you have in a class, the more “personalities” you have to deal with. In my Computer at Southside, I knew the disposition of each computer. Many of these computers were given to us as seconds from McClatchy and had problems before they landed on our doorstep. Many times, if something went wrong, I’d know if it was a problem with hardware or software. Usually if there was something wrong with a software program if there’s a problem with installation of a program. If the program is up and running and keeps messing up or freezing, it’s usually a hardware problem. Many times, we’d had the experience of turning everything on, expecting the computer to boot up, but nothing happened, absolutely dark. We finally got wise to this, as our friendly John, another student in a different program, always unplugged a different computer each time he wanted to use the vacuum cleaner! Old habits are hard to break. Projection I still need to learn more about troubleshooting, as I only know the basics. However, from going to the Computer Lab at the University library, I have had several hardware and Internet problems show up. The students who work in the lab are all technology and engineering students who are pretty knowledgeable and immensely helpful. They’ve showed me lots of things about troubleshooting. And if all else fails, alternate, control, delete always works! G3: Each candidate implements basic troubleshooting techniques for computer systems and related peripheral devices (e.g. checking the connections, isolating the problem components, distinguishing between software and hardware problems) before accessing the appropriate avenue of technical support. Reflection: I have to troubleshoot my computer at home on a regular basis. I have the knowledge on how to check connections, distinguish between most software and hardware problems, and how to look up troubleshooting flowcharts in off the shelf self-help books. Artifacts Projection: I will need to purchase troubleshooting guides for the type of computer found in schools. Additional knowledge on computer lab setups may be helpful. This will require less use of technical support personnel. G4: Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology in teaching and learning. Reflection This current semester has enabled me to make lesson plans via the Internet. Not only have I been able to get good ideas from educational websites, I’ve also had the opportunity to develop intricate lesson plans and theme units. Joining TaskStream was one of the best things I’ve done. It’s got a very helpful lesson plan layout, reasoning for each section you do, and back-up material as well as sample lesson plans and rubrics. When I was teaching at Southside, I occasionally accessed several websites for my Reading/Writing and Newsletter classes. Artifacts Website Resources I’ve made use of Projection I am so impressed by all the websites that are out there just for educators. All different subjects, different grades. Stuff just for fun, and stuff for serious folks as well. We also recently had a presentation by Keifer and Terry on accessing a multitude of websites on the Net for Social Studies endeavors. I would like to eventually like to put together a roadmap of helpful websites available under each subject heading (Language Arts, Science, Math, Arts and Crafts, Social Studies and History, & stuff just for fun) for the lower grades. This would be helpful for my teaching cohorts as well. S2: Each candidate uses computers to communicate through printed media (e.g. newsletters incorporating graphics and charts, course descriptions, and student reports). Reflection: I have been Secretary for a Mr. and Mrs. Social Club for a year and produced the newsletter each month. In fact, my husband and I have held every office: President, Vice President, Secretary, Treasurer, and Membership. When we were treasurers, I let him do the bookkeeping. When we were secretaries, he let me produce the newsletter. I served as the Social Chairperson for our Village community of 118 homes and wrote a Welcoming Letter to be sent to all new homeowners. Currently, I am the Directory Chairperson. I compiled a Social Directory listing all homeowners by alpha, by street address, occupations, hobbies and interests. I have updated this directory once and as soon as I complete the credential program, I will update again. As a supervisor, I communicate with the employees, other supervisors, and management by memorandum and e-mail. Projection: I intend to continue using computers to communicate with my students, as I have with my employees and neighbors, when I begin teaching .S7: Each candidate demonstrates competence in the use of electronic research tools (e.g. access the Internet to search for and retrieve information). Rating 4 Reflection: I feel fairly confident about my abilities in using the Internet to search and retrieve information. I use the Internet extensively for my job when doing research. I also used the Internet to do research for a paper entitled Educational Websites. I tend to use Yahoo and Google to help me find websites. Artifacts: Educational Web Sites Projection: As I begin my teaching career, I don’t see myself ever being far from a computer as I create lessons for my students. I will be constantly searching for new and relevant material to add to my files. However, I will be careful to double check all the information I get off the internet as some of the information on the internet is not factual S8: Each candidate demonstrates the ability to assess the authenticity, reliability and bias of the data gathered. Reflection: I think it is important to be constantly vigilant about the authenticity, reliability and bias in gathering data. I think it is important to teach the students to be honest in their work and cite their sources. It is important for students to learn to test for reliability and bias when they gather information and not take everything at face value. As a teacher, I need to show by example that I test for authenticity, reliability, and bias every time I gather data. Projection: I subscribe to an educational list server and I received a recent e-mail that went to all list recipients warning about a virus and that you needed to take immediate action to delete it from your system. I didn’t assess the authenticity of the e-mail and I deleted the virus from my system. I later found out it was a hoax and that I had deleted a Microsoft java script function from my computer. The good part is that I can reload it. The bad part is that I didn’t check to see if the message was authentic before reacting. I learned a lot from this experience. S8: Each candidate demonstrates the ability to assess the authenticity, reliability and bias of the data gathered. Reflection: In these four areas I will continue to improve as I gain actual experience in a teaching environment. Websites such as TaskStream, and the District site for the San Juan Unified School District provide a great head start in the process of discovering and evaluating software and Internet data. Evaluating and applying the appropriate technology resources will be an on going process. Artifacts: http://www.cde.ca.gov/California Ed Standards Projection/Direction: Bringing the best resources of any type, be it textbook or technological, takes on going assessment and reflection. The process of bringing the best technology available into the classroom will never be completed. It’s an ongoing process. S12: Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly. Rating: 4 Reflection: As I gain more experience in determining my students learning styles, learning will become more effective each year through increased knowledge. Artifacts: http://www.creativelearningcentre.com/ http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le400.htm http://www.lburkhart.com/elem/ Artifacts\Notes on Adaptive Devices.doc Projection: I have worked with educational software in elementary classrooms. I have not had the privilege of selecting the software. As a classroom teacher, I have various resources from the above links.
|