Duaa Saleh's E-Portfolio

ISTE National Educational Technology Standards (NETS) &
Performance Indicators for Teachers

I. TECHNOLOGY OPERATIONS AND CONCEPTS
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).

"Navigating By Landmarks" is a technology-rich lesson plan where students are asked to use technology to provide directions to locations.

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

"Podcasting, created by myself along with Fihmiya Hamdan and Victor Williams of Wayne State University, is a PowerPoint presentation that introduces the emerging technology as an educational tool and illustrates examples of how podcasting may be implemented in the classroom.

I researched the uses for podcasting and examples of podcasting put to use sections of the presentation.  I worked with my group on the advantages and disadvantages section, references, and resources.   I also put together the "look" of the presentation including putting the information on slides, adding graphics and animations, and added in the index.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

"World of Frogs" is a technology-rich lesson plan where students virtually explore frog anatomy in an interactive manner.  This supports the various types of learning styles such as special needs learners (audio, visual, ESL, etc.) as well as a variety of other learners.  The lesson is suitable for a diverse group of students.

B. apply current research on teaching and learning with technology when planning learning environments and experiences.

"Podcasting, Chat, & Videoconferencing: Integration In Education," created by myself along with Nicholas Hay and Daniel Wagner of Wayne State University, is a PowerPoint presentation illustrating how these three emerging technologies may be used together for individual lessons in core academic areas such as Science, Math, English, and Social Studies.

I worked on the research for podcasting and the high school integration section of the presentation and my partners worked on chat and videoconferencing and the middle school and elementary levels of integration.  As a group, we worked on the enhancements of learning, the references, and finalized the look of the presentation.

C. identify and locate technology resources and evaluate them for accuracy and suitability.

"Where In The World Is Carmen Sandiego" is a document where I have summarized and evaluated the software according to items such as its ease of use, effectiveness, strengths/weaknesses, and potential.

"Website Evaluation" is a document where I used a website evaluation instrument to evaluate a website based on its accuracy and sufficiency of content, how up to date it is, student level it's intended for, clarity, user-friendliness, and design.

D. plan for the management of technology resources within the context of learning activities.

"Webquest," created by myself along with Fihmiya Hamdan of Wayne State University, is a technology-rich lesson where the Internet and its resources are intended to help students gain knowledge and information about living things.  The students are asked to create presentations of the information they were asked to collect through the webquest using various forms of technology.

My partner and I worked together on all elements of this project to ensure the creation of the best possible webquest according to both of our ideas and experience.

E. plan strategies to manage student learning in a technology-enhanced environment.

"Weather & The Water Cycle" is a technology-rich lesson plan where students learn about the water cycle and then put together technology-rich weather reports using various forms of multimedia and other technology sources.

III. TEACHING, LEARNING, AND THE CURRICULUM
Teachers implement curriculum plans that include methods and strategies for applying technology to
maximize student learning. Teachers:

A. facilitate technology-enhanced experiences that address content standards and student technology standards.

"Naming Ionic Compounds" is a PowerPoint presentation I created as part of an overall unit plan to introduce students to the objective of naming ionic compounds through an instructional presentation.

B. use technology to support learner-centered strategies that address the diverse needs of students.

"Punnett Squares eLesson" is a PowerPoint presentation I created to instruct students on how to utilize Punnett squares to determine inherited traits.  The eLesson begins with all the background knowledge students need in order to achieve the objective of creating and completing Punnett squares and ends off with assessment questions to determine how effective the eLesson was for the student and whether the student needs to review the concepts more.

C. apply technology to develop students’ higher order skills and creativity.

"Junior Chemist" is a PowerPoint game I created as an educational game and instructional assessment piece to determine how much information/knowledge my students have retained since the beginning of the year.  It focuses on all introductory Chemistry concepts beginning with Scientific Notation through Nomenclature.

D. manage student learning activities in a technology-enhanced environment.

Please click on this "Elements, Compounds, & Mixtures" Curriculum Web link to view it online.

"Elements, Compounds, & Mixtures" is a curriculum web I created that introduces the concepts behind each of the three items to help students understand their similarities and differences.  After the instructional section, students are given activities to complete to help with their understanding of the subject matter, which will prepare them for the assessment portion of the curriculum web.

IV.  ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Teachers:

A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.

"Roller Coaster Science" is a technology-rich lesson I created where a plethora of technology sources are used to illustrate the various links between Physics and roller coasters.  It is intended for use after instruction on the various concepts so that students can use technology to apply their knowledge to real world contexts using technology.

B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

"Roller Coaster Science" is a technology-rich lesson I created where a plethora of technology sources are used to illustrate the various links between Physics and roller coasters.  It is intended for use after instruction on the various concepts so that students can use technology to apply their knowledge to real world contexts using technology.

C. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

"Classroom Observation" is a reflection I wrote after observing the integration of technology in another classroom.  It includes my physical observations along with my personal thoughts on why I felt the lesson was so successful.

V.  PRODUCTIVITY AND PROFESSIONAL PRACTICE
Teachers use technology to enhance their productivity and professional practice. Teachers:

A. use technology resources to engage in ongoing professional development and lifelong learning.

"Creating Personal Webspaces:  Blogs" is an analysis of the importance of using blogs as an educational resource.  This document demonstrates how and what type of information I gathered prior to designing an instructional design document that would be used in a professional development where teachers would learn how to create blogs and use them as classroom tools.

B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

"Personal Reflection" is my personal reflective piece on my teaching career thus far.  It highlights the goals I have set for myself, what I hope to accomplish, and how technology fits into my teaching career.

C. apply technology to increase productivity.

"Technology Use" is a zip folder containing a group of artifacts demonstrating my ability to use technology for various educational applications such as classroom newsletters, seating charts, attendance records, worksheets, etc.  It illustrates the variety of uses available through technology to increase teacher productivity.

D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

"Learning How to Create A Blog" is an instructional design document I created that is geared towards instructing teachers on how to create blogs for instructional use and transitioning them into blog use as an educational tool.  This artifact can be used as a professional development practice.

VI.  SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice. Teachers:

A. model and teach legal and ethical practice related to technology use.

"Webquest," created by myself along with Fihmiya Hamdan of Wayne State University, is a technology-rich lesson where the Internet and its resources are intended to help students gain knowledge and information about living things.  The students are asked to create presentations of the information they were asked to collect through the webquest using various forms of technology.  In addition, references and resources are cited throughout the webquest to illustrate ethical practice when it comes to technology.

My partner and I worked together on all elements of this project to ensure the creation of the best possible webquest according to both of our ideas and experience.

B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

"World of Frogs" is a technology-rich lesson plan where students virtually explore frog anatomy in an interactive manner.  This supports the various types of learning styles such as special needs learners (audio, visual, ESL, etc.) as well as a variety of other learners.  The lesson is suitable for a diverse group of students.

C. identify and use technology resources that affirm diversity.

"Proposal for Technology Enhancement" is a proposal I wrote that demonstrates my ability to recognize how various types of technology can be used to meet the needs of diverse learners.  The proposal is centralized on five specific pieces of hardware and focuses on their uses and benefits in the classroom.

D. promote safe and healthy use of technology resources.

"Roller Coaster Science" is a technology-rich lesson I created where a plethora of technology sources are used to illustrate the various links between Physics and roller coasters.  It is intended for use after instruction on the various concepts so that students can use technology to apply their knowledge to real world contexts using technology.  The students are guided on how to use each resouce of technology and for what purposes to promote safe, healthy, and efficient use of these resources.

E. facilitate equitable access to technology resources for all students.

"Roller Coaster Science" is a technology-rich lesson I created where a plethora of technology sources are used to illustrate the various links between Physics and roller coasters.  It is intended for use after instruction on the various concepts so that students can use technology to apply their knowledge to real world contexts using technology.  This lesson was designed with the opportunity that all students will have access to a variety of technology resources and all students will use each of these technology pieces.