Educational Applications of Technology

Jenn
Spirit of the Sea
Energetic, Enthusiastic, Compassionate, Curious
Lover of adventure, education, and nature
Who believes in helping others
Who wants love, laughter, and a lifetime of learning
Who uses creativity, dedication, and determination

Who gives assistance, love, and support
Who says "life is what you make of it"
Sportsman

Resume

JENN SPORTSMAN

OBJECTIVE

Seek a secondary school teaching position with primary emphasis in the fields of science and mathematics.

STRENGTHS

§ Energetic, enthusiastic, compassionate, creative, and curious
§ Detail oriented, efficient, organized, able to meet deadlines under pressure
§ Self motivated, team player, positive attitude, dedicated, and reliable
§ Proficient in Microsoft Word, Excel, Access, and other Windows applications

EDUCATION

§ Allan Hancock College, Santa Maria, California – A.A., Liberal Arts
Graduated with Honors; Courses in Biological Sciences, Calculus, Chemistry, and Physics
§ UCSB, Santa Barbara, California – B.S., Aquatic Biology (Marine Biology)
Graduated with Highest Honors; Courses in Biological Sciences and Organic Chemistry
§ Chapman University College, Santa Maria Campus – In Progress: working toward Master of Arts in Teaching degree in addition to Single Subject Credentials

EDUCATIONAL EXPERIENCE

§ Personal experience with my sons and their friends throughout grades K-12 (and college)
§ Classroom Observations at Santa Maria High School (2007-2008)
§ Responsible for managing an office and training new employees at various job positions
§ PTA President, Isla Vista Elementary School (1998-1999 school year)
§ While attending UCSB, organized and led several study group sessions for biological sciences and organic chemistry courses
§ Experience as a research assistant and laboratory technician provided opportunities to work with professors and graduate students in the field of biology
§ While attending Allan Hancock College, organized and participated in study group and tutoring sessions for zoology, marine biology, calculus, and physics

ACHIEVEMENTS (CBEST/CSET)

§ Passed the CBEST Examination (August 11, 2007)
§ Passed the CSET Science Subtest I (July 19, 2008)
§ Passed the CSET Science Subtest II (May 17, 2008)
§ Passed the CSET Science Subtest III (January 12, 2008)
§ CSET Math Examinations (scheduled for Spring/Summer 2009)

AWARDS

§ Dean’s Honor Roll – University of California at Santa Barbara
§ Dean’s Honor Roll – Allan Hancock College

HOBBIES

§ Scuba Diving
§ Exploring Tide Pools
§ Marine Life
§ Hiking
§ Camping
§ Brain Puzzles

Standard A: Making Subject Matter Comprehensible to Students

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

Journal Reflection:

How can technology help make specific subject matter comprehensible to students?

Comprehension involves understanding. However, understanding is not an automatic process. True understanding of subject matter is not directly transmitted from a teacher to the students (Gallagher, 2007). Instead, the exact opposite is required. Each student needs to be able to construct their own understanding of the various concepts through experience (Gallagher, 2007). It is imperative, then, that educators have an in-depth knowledge of the subject matter, which needs to include all aspects of the academic content standards, as well as possessing the pedagogical skills necessary to facilitate student learning. The simple memorization of definitions, formulas, and graphs will not lead to understanding. Rather, teachers must employ strategies that allow students to “make sense of ideas and experiences, and connect them with other, related ideas and experiences that form their prior knowledge” (Gallagher, 2007, p. 14). This process is a form of personalizing concepts for students, which research has shown to have an incredibly beneficial impact on their educational experience (Metz, 2007).

A variety of technological tools are available to assist educators in making the subject matter comprehensible for students. Various websites provide teachers with information regarding the content standards, give ideas for teaching subject matter, and share lesson plans. In addition, various technological devices may be employed to afford students the opportunity for experiential learning. These include probes for accurate measurement, spreadsheets to record and analyze data, simulation activities, and numerous software programs.

Useful Websites:

http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
http://www.bioedonline.org/
http://www.flascience.org/sciedlinks.html

Standard B: Assessing Student Learning

TPE 2: Monitoring Student Learning During Learning

TPE 3: Interpretation and Use of Assessments

Journal Reflection:
How can technology help assess student learning?

Learning is a dynamic process. The current trend in educational philosophy focuses on the individual student as the constructor of knowledge with the teacher acting as a guide. In this process, educators must continually evaluate student understanding and make any adjustments deemed necessary. Thus, learning and assessment are not separate entities. In fact, there are many forms of assessment. These range from determining an individual’s prior knowledge to summative evaluations. Perhaps one of the greatest tools educators can implement is that of continuous assessment. Gallagher (2007) referred to this formative assessment as essential to effective teacher. This is a cyclical process, which involves continually assessing, analyzing, and adjusting in order to help develop understanding.

There are many ways in which technology can be utilized by educators in assessment. Teachers can create pre-assessments, worksheets, and tests using word processing tools. Several software programs, even those that accompany textbooks, offer activities and tests that teachers can use as formative assessments. The immediate feedback provided by these technological tools is beneficial to educators and students. Additionally, students can utilize technology create projects and papers, which teachers can use as summative assessments of student learning. There are also a variety of websites available for teachers that provide ideas for each of these assessments. Even rubric generators are valuable tools for the creation of guidelines and expectations for student work.

Useful Websites:

http://www.biologyinmotion.com
http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html
http://landmark-project.com/classweb/tools/rubric_builder.php3

Standard C: Engaging and Supporting Students in Learning

TPE 4: Making Content Accessible

TPE 5: Student Engagement

TPE 6: Developmentally Appropriate Teaching Practices (Grades 9-12)

TPE 7: Teaching English Learners

Journal Reflection:
How can technology help engage and support students in learning?

In order to engage students and support them in their learning, educators must understand how students learn and employ effective instructional strategies. This requires recognizing the findings of cognitive neuroscience as they apply to education. According to Zull (2002), learning begins with concrete experience (within the sensory cortex as a form of experiential learning), requires reflection (which occurs in the temporal integrative cortex), then moves to the creation of abstract concepts and/or hypotheses (that are formed in the frontal integrative cortex), and the active testing of these ideas (involving the motor cortex).

The multitude of technological tools available allow for several instructional strategies to be employed. Integrating technology with effective teaching techniques helps on several levels. In fact, research has revealed that student learning can actually be enhanced with the appropriate use of technological tools (Turkmen, 2006). For instance, several of the activities included in the software utilize audio and visual techniques, which help assist with engaging student interest, while at the same time helping English Language Learners and students with special needs. In addition, the wealth of information available on the internet and various simulation activities allow students the opportunity to address relevant real-world issues, while providing educators with situations to encourage higher order thinking skills.

Useful Websites:

http://www.bioedonline.org/resources/
http://www.download.com/windows/
http://faculty.uca.edu/~jmurray/links.htm

Standard D: Planning Instruction and Designing Learning Experiences for Students

TPE 8: Learning About Students

TPE 9: Instructional Planning

Journal Reflection:

How can technology help educators plan instruction and design learning experiences for students?

In order to plan instruction and design effective learning experiences, educators must understand developmental factors. Personally, since I will be teaching students in secondary school, this means understanding the adolescent phase of life, that transitional time from childhood to adulthood (Berger, 2005). This period of life is marked by several changes in biological development, cognitive thought processes, and psychosocial maturity. External biological changes are evident as adolescents experience the rapid growth and sexual transformation associated with puberty (Berger, 2005). Internal changes occur as well. Perhaps most significant to education during this phase of life, is brain development. As Sousa (2006) noted, the rational system matures slowly during this period; thus, students tend to be more emotional. These elements, as well as the individual student needs and learning preferences, must be taken into account in order to provide activities that can greatly enhance the learning process.

The wealth of information available on the internet today affords educators with resources to learn about and better understand their students. Teachers can access data regarding adolescent and cognitive development, various learning theories, and fundamental needs. In addition, educators can use certain tools to help determine individual learning preferences. The benefits of technology are many when it comes to learning about students and planning effective instruction.

Useful Websites:

http://www.childdevelopmentinfo.com/development/teens_stages.shtml
http://www.learning-theories.com/
http://www.learning-styles-online.com/inventory/login.asp

http://www.biologyinmotion.com/index.html
http://www.eduref.org/Virtual/Lessons/Guide.shtml http://www.itma.vt.edu/modules/spring03/instrdes/lesson6.htm

Standard E: Creating and Maintaining Effective Environments for Student Learning

TPE 10: Instructional Time

TPE 11: Social Environment

Journal Reflection:

How can technology help educators create and maintain an effective environment for student learning?

The creation and maintenance of effective learning environments is not an easy task. For some teachers, this comes by trial-and-error. For some others, this comes through research and intentional practices. It is often said that actively engaging students in the learning process leads to fewer behavioral problems. But there are so many other factors to consider. For instance, Sousa (2006) recommends that educators understand such concepts as the primacy-recency effect, the time needed for reflection and transfer, the positive effects of rehearsal, and the difference between increasing the complexity and increasing the difficulty of tasks. All of these ideas can greatly enhance the learning situation while effectively managing instructional time. In addition, the appropriate implementation of these concepts can facilitate a more positive environment overall for students. Computers and related technological devices can be utilized for instruction of key concepts; on-line sites can provide a “safe” environment for student reflection and collaboration; various tools (especially software programs and educational websites) provide means for active rehearsal; and, teachers can implement complex tasks that integrate technology. In addition, students can work in small groups to gather and analyze data, perform research, discuss hypotheses, test their ideas, and create presentations – all the while using the myriad of technological innovations available today. Additionally, the web contains huge amounts of information related to these (and other) topics of great concern to educators.

Useful Websites:

http://www.ascd.org/publications/books/103008/chapters/Managing_Instructional_Time.aspx
http://www.edutopia.org/project-learning
http://www.edutopia.org/social-emotional-learning
http://www.edutopia.org/tech-integration
http://www.pecentral.org/climate/index.html

Standard F: Developing as a Professional Educator

TPE 12: Professional, Legal, and Ethical Obligations

TPE 13: Professional Growth

Journal Reflection:

How can technology help you develop as a professional educator?

Developing as a professional educator is integral to becoming an effective teacher. Laws continually change, and the enormous amounts of information regarding professional, legal, and ethical obligations can seem overwhelming. Internet resources and collaborative sites can help educators stay informed about important issues. Districts, and even individual schools, can create information websites that address the variety of laws, policies, and regulations regarding these topics. In addition to these topics, professional development involves personal growth. This concept includes reflecting on instructional strategies and practices, collaborating with peers (even asking for constructive criticism), and modeling the notion of lifelong learning for students. The latter concept implies continued education and training – not only in a specialized field, but in pedagogical skills as well. Educators can use word processing programs to record their thoughts during reflection. In fact, teachers could even develop their own database in order to document the instructional strategies that work best (as well as those that do not work well at all) in specific situations. Collaborative sites can be utilized to share ideas and strategies. And educators can partake in continued education with online courses and individual research efforts.

Useful Websites:

http://www.copyrightlaws.com/

http://www.nochildleftbehind.gov/

http://sites.google.com/

http://www.nasonline.org/site/PageServer