Name: Alyse Townsend

Date completed: 8/16/2016

Part I Technology Readiness and Targets for Improvement
Assess Yourself!
Review the Michigan K-12 Checklist, or an alternative more appropriate to your setting
Based on your review of the checklist(s), identify/describe in the chart below 5 skill areas
that you feel are most important to target for improvement for your students success
and your own. Identify the skills that you feel need your own personal improvement with
an X in the right-hand column. Since I am not currently teaching classes, I will focus
more on what I need to improve on rather than my students, but still take into account
what my future students should know. Since I plan on teaching elementary or middle
school art, I will focus on tasks that would help aid the completion of a project.
Student Tech Readiness Skills My Students Need to Learn

Students can add and resize pictures on a computer document,

presentation, or website.

Students can embed and edit images within presentations or other

digital documents.

Students can use painting and drawing tools to create a document.

Students can add and resize pictures on a computer document,

presentation, or website.

Students can save, copy, and paste documents to use for visual
references.

I need to improve
this too
(place an X)

Part II Basics: Technology Skills

1. Screenshots
Which tool will you will use for taking a screenshot?
On my computer I press the FN key and then press the PRTSC key, which also doubles
as the END key.
2. Take a screenshot of your favorite website and place in this document.
Screenshot on next page.

3. Basic Shortcuts
My computer: I will be using a _____PC________ (ex: Mac, PC, Chromebook, Surface Pro,
etc.) for the majority of the work for this course.
Post a screenshot of your favorite keyboard shortcut, and briefly describe its use:
Part III: Implementation
1. ISTE Teacher Standards
A. As you review these ISTE-T standards provide an example of at least one thing you do in
your teaching. See the sample provided below and then share your own example:
Sample
Standard: 2. Design and develop digital age learning experiences and assessments
Performance indicator addressed: I selected a.
Standard 2.a. Design or adapt relevant learning experiences that incorporate digital tools and resources
to promote student learning and creativity.
My Lesson Example: I teach a math unit on geometric shapes. I have students use the digital camera to
take pictures of different features or items around our school. I recently started having them edit the
images to create a collage for different types of angles to post in the room.
Future Lesson:
Standard 2.c.: Customize and personalize the activity to meet diverse learning styles and working
strategies and abilities.
There are only two cameras available but our school is going to let students bring their own mobile
devices. Id like to customize the geometry lesson so they can bring pictures of geometric figures they
take outside school and find a way to share the images to add to our lesson, like on an online bulletin
board.

Briefly describe an activity or lesson that meets one of the five ISTE-T standards you teach in
the table below:
ISTE Standard addressed by my activity or lesson: Standard 1.Facilitae and inspire student

learning and creativity.

Performance indicator(s) addressed: I selected standard 1a promote, Support, and model

creative and innovative thinking and inventiveness.

My lesson description: As a required assignment for students in IB art, they must choose an artist

that inspires them and create a project in their art style, then explain why they chose this artist as
their inspiration. They research artists online and print out examples of their work for their IB
journal. Afterwards they create a project based on their artists art style, but with their own
personal flair mixed in.
Future Lesson: (target and describe an additional performance indicator from that standard for a
future lesson)
Standard: Standard 1c Promote student reflection using collaborative tools to reveal and

clarify students conceptual understanding and thinking, planning, and creative process.
As a new part of this assignment I would like to set up an online page using moodle, or
something to that affect, to communicate with their peers and share the process they used in
creating their project. I would also add a place to reflect and share on why they chose their
specific artist.

B. How I would rate myself based on the ISTE-Teacher Standards at this point using a 5-point
Rubric:
Performance
Proficiency

Rubric
Description

____

Beginning

Developing

Proficient

Transformative

Not
familiar
with

Beginning
awareness,
have an idea
of what I
need to work
on

Awareness, feel
somewhat
experienced &
knowledgeable

Active
Awareness,
Experienced and
proficient user
and integrator,
Very
knowledgeable

Flexible
Awareness, the
integration of
multiple
tools/resources at
a high level of
functionality

Your score/reflection: 4
2. Best Practice Connections

Select from one of the lesson/teaching examples you provided in the ISTE-T section, or another
from your teaching. Identify and give an example of three of the nine research-based best
practice teaching and learning strategies (identified in the Framework for Instructional Planning)
and a technology resource you use (or might use) in the chart below. You may find it helpful to
refer to the techbestpractice site.
Best Practice
Category

Technology
resource or
tool(s) used

Technology
Categories

Brief description of what I do

Example: Setting
Objectives &
Providing
Feedback

Google docs (or

printed handout
from docs
template)

Word
processing
applications

At the beginning of each new year (7 grade) I

do a quick review of math problem solving
steps from 6 grade. I help them identify some
learning objectives. We check progress at the
end of the month with feedback and
discussion.

1 Reinforcing
effort and
providing
recognition

Phone cameras

Smartphones or
Tablets

After doing a drawing exercise, I will have

students look at their peers and then using
their smartphone or tablet have them take a
picture of something from a peers work and
then show and tell the class why they chose
this detail as artistically successful.

2 Nonlinguistic
representations

Microsoft Paint
or GIMP

Image creation
and
manipulation
programs

Art is all about linguistic representation and

technology can be used to create nonlinguistic
representations. Students could have an
assignment where they must present a theme
using GIMP or MS Paint then present it to their
peers and get their interpretations. They could
even scan or take a picture of their artwork and
then enhance it through one of these
programs.

3 Identifying
similarities and
differences

Google Docs or
Microsoft Word
printouts

Word
processing
applications

Art involves taking a simple idea and making it

your own, thus you can find many similarities
and differences between works of art. After
each project I will give students and hand out
and do an exercise where they must compare
and contrast another peers assignment
interpretation from their own.

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3. Models of Technology Integration

Review your examples in the Question #2 above (Best Practice Connections). Explore the
SAMR and TPACK models and identify a strategy you use in a lesson or activity that fits one or
more of these models and list it in the table provided below.
Example(s)

Nonlinguistic
representation

SAMR level (Redefinition,

TPACK Knowledge Level (Technological,

Modification, Augmentation,
Substitution)

Pedagogical, Content)

In the assignment I presented for

nonlinguistic representation I am using
technology as a substitution and

This assignment does integrate a lesson

concept with the use of technology. Students
are given a concept to represented non-

Reinforcing
effort and
providing
recognition

augmentation, using image

manipulation and creation programs
instead of traditional paper and paint,
pencils, etc. This would allow students
to create and easily share their pieces
for peer review.

linguistically, for example their favorite

season. Then they can use MS Paint or
GIMP to create an image or combination of
images to represent their favorite season.
Then they can share it with the class using a
Moodle page for peer comments and
critiques.

In this assignment I am also using

technology as a substitution and
augmentation. Using their smartphones
the students can easily isolate a detail
they find artistically successful and, not
only show their peers, but post it for
more peer critique.

This exercise in my opinion does not

currently fit the TPACK model completely.
This does integrate technology and peer
responses, but is not based on a specific
concept. Since this exercise is so opinion
based it will require so modification before it
fits the TPACK model.

Final Reflection
Based on the exercises completed above and my own past experiences, technology is
extremely useful in improving practice. Art, however, is difficult to apply technology to while still
maintaining the hands on, messy aspect of art projects. So far a lot of my exercises and
assignments just use technology as a substitute or augmentation in switching media or allowing
online sharing and peer response. Prime examples of this are my Best Practice Connection
examples given that mostly just include online peer responses and using digital media instead
of traditional media. I will need to redesign some exercises and assignments if I am to better
incorporate technology in the modification of assignments.