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Martel's Ed Tech Matrix
Website: Mr. Martizzle
presents: Kindergarten in Room 1o8
http://www.pomfret.ctschool.net/Classrooms/Martel.B/indexroom1o8.htm
What it is:
This is the main page of the website I have been developing for my
kindergarten class. It contains
several links to our curriculum, but more importantly to this context it
contains links to nearly a dozen flash games I have programmed that learners can
use independently. The flash games
include content for children to explore letters, numeracy, polygons, sorting,
and fine motor skills.
What it demonstrates:
With respects to bridging Constructivist theory to practice, this
artifact demonstrates my ability to create minimally guided instruction for
learners to explore.
How
it benefits students at the PK-14 level:
Though these games are designed primarily for kindergarteners, many of my
colleagues, some teaching students as high as 8th grade, use these
games to teach lessons and reinforce or offer skills practice to their students.
The beauty of having these games on the internet is that colleagues from
other schools and parents tell me that they are using the games as well.
This
appendix demonstrates my understanding of the key elements of the standards:
NETS-T
I.A, I.B, II.A, III.A, III.B, III.C, III.D;
CTTC
II.B, III.E, IV.A, IV.B;
CCCT
II.6, III.6, IV.5;
EDU 624: Equitable
Access Grant
Equitable
Access Grant.pdf
What it is:
This is a paper I wrote learning how to apply for a
grant in EDU 624.
What
it demonstrates:
This paper demonstrates my ability to write a grant
proposal and my awareness of emerging technologies that empower learners in
education.
How
it benefits students at the PK-14 level:
The particular piece of technology in this grant,
an AAC called the Talara – 32, is adaptable enough to be used by students from
3 to 1oo. It’s four banks even
allow it to be set up for multiple users.
This appendix demonstrates my understanding of the
key elements of the standards:
NETS-T
I.A, I.B, III.B, VIB;
CTTC
I.E, IV.C;
EDU
696: The Effects of a Pair of Upper and Lower Case Flash Games on Academic
Achievement among Kindergarteners and Preschoolers in Letter Recognition and
Alphabetical Order.
Research
Paper pdf
What
it is:
This artifact is a paper that examines research I conducted on two flash
games I developed and implemented in my classroom.
In addition it contains links to the games, pre and post-test data, and
parent survey data.
What
it demonstrates:
This artifact demonstrates my ability to develop engaging educational
technology academically relevant to my students, which will help them succeed
independently. This paper also
demonstrates my understanding of scientific research’s relationship in
supporting my educational decisions.
How
it benefits student PK-14:
These games are designed primarily for kindergarteners and preschoolers,
however some first grade teachers have used these games to reinforce and offer
skills practice to their students. Having
access to these games on the internet extends the umbrella of the students they
will benefit to homes and schools with internet connections.
This
appendix demonstrates my understanding of the key elements of the standards:
NETS-T
I.A, II.A, II.B, II.C, II.D, II.E, III.D, IV.A, IV.B, IV.C;
CTTC
I.A, I.C, I.E, II.C, II.D, III.E, IV.B;
CCCT
I.1, I 4, II.6, III.4, III.5, IV.7, V.3, V.4, VI.1, VI.2;
EDU
624: The Appropriate Use Policy
Appropriate Use
Policy pdf
What
it is:
This paper is an evaluation of my school’s Appropriate Use Policy.
What
it demonstrates:
This paper demonstrates my understanding of organizational issues related
to the application of technology in education and my awareness of network
capabilities and electronic communications.
How it benefits students at the PK-14 level:
Understanding the Appropriate Use Policy is key to modeling and teaching
how to use technology in education. Any
student or teacher I interact with in reference to technology stands to benefit
from my appropriate use of technology. It
is also important to know how to protect our students’ privacy over the web.
This appendix demonstrates my understanding of the key elements of the
standards:
CTTC
I.B, I.D;
Website: ActionScript.org Forums
http://www.actionscript.org/forums/index.php3
What it is:
This is the website that I belong to under the username “bigmartizzle”.
It is a searchable forum that has proven very helpful in solving many of
the problems I have encountered teaching myself Actionscript 2.o.
What
it demonstrates:
This demonstrates my ability to problem solve issues using technology.
How
it benefits students at the PK-14 level:
The
help this forum has provided me has benefited the students in pre-k through 4th
grade that have played my online games, some of which wouldn’t have been
playable had it not been for help from the forum.
This
appendix demonstrates my understanding of the key elements of the standards:
NETS-T
V.E;
CTTC
I.C, IV.D;
CCCT
V.4;
EDU 511 final paper: What
would Vygotsky think of my Daily Writing Program.
Daily Writing
Program Paper pdf
What
it is:
This artifact is a paper I prepared for EDU 511 Learning and Teaching
Concepts and Models. It explains (up
to the point in time I was in EDU 511 in the fall of o8) the Daily Writing
Program (DWP) I have been developing since I began teaching kindergarten.
It assesses the DWP primarily through the eyes of Vygotsky, with a few
questions that might have been proposed by Piaget.
What it demonstrates:
This artifact demonstrates my ability to create and implement curriculum
that would be endorsed by one of the most prominent contributors to
Constructivist theory, Vygotsky.
How
it benefits students PK-14:
The nature of how the DWP works limits its functionality much passed
kindergarten. In a handful of
instances, special education teachers at my school have used pieces of the DWP
with first graders. On the other
hand, some of the more advanced pre-school children I have worked with have
begun the DWP in the last trimester of their school year before entering
kindergarten.
This
appendix demonstrates my understanding of the key elements of the standards:
NETS-T
II.A, III.B;
CCCT I.1, I.3, V.6;
EDU
545: Inclusion
Inclusion
Paper pdf
What
it is:
This paper is a reflection on my experiences with inclusion and
literature relevant to them.
What it demonstrates:
This paper demonstrates my understanding of how students differ in their
approach to learning.
How it benefits students at the PK-14 level:
Using strategies like the Essential Questions and flexible grouping
referenced in this document benefit all students learning.
This appendix demonstrates my understanding of the key elements of the
standards:
CCCT I.2, I.4;
EDU 582: Sensory Integration
Dysfunction
Sensory
Integration Dysfunction pdf
What
it is:
This is a paper describing what school is like for children with sensory
intergration dysfunction (SID). The
paper details educational modifications and accommodations that benefit children
with SID.
What
it demonstrates:
This paper demonstrates my ability to research the way a particular group
of children learn and then, be able to provide them with appropriate
modifications and accommodations.
How it benefits students at the PK-14 level:
Being able to identify, research, and implement educational modifications
and accommodations for students benefits all students.
In this specific case, children with SID directly benefit.
This
appendix demonstrates my understanding of the key elements of the standards:
CCCT I.2;
EDU 545: National Standards for Mathematics and My Kindergarten Curriculum
Curriculum
Paper pdf
What
it is:
This artifact is a reflection paper I prepared for EDU 545 Curriculum
Development and Evaluation comparing the geometry curriculum I taught in
kindergarten with the national standards of the National Council of Teachers of
Mathematics.
What
it demonstrates:
This artifact demonstrates my ability to compare my curriculum with the
national standards. It demonstrates
my awareness of curriculum gaps and the importance of developing a unifying
curriculum.
How
it benefits students PK-14:
This artifact has most obviously benefited the restructuring of the
kindergarten curriculum at our school. But
further than that, the skills I have honed and developed in working with the
national standards will benefit any students I have in the future at any level I
teach with my Pre-k-3 certification.
This appendix demonstrates my understanding of the key elements of the
standards:
CCCT I.3, I.4;
EDU 553: Software Review
Software
Review pdf
What
it is:
This document is a collection of reviews of educational software.
What it demonstrates:
This document demonstrates my ability to locate technological resources
and evaluate them.
How
it benefits students at the PK-14 level:
With so many software titles available to students and educators, it is
important that you know how to sift through them to find the most appropriate
software for your students’ needs.
This
appendix demonstrates my understanding of the key elements of the standards:
CTTC II.B, II.C;
EDU
545: Fairy Tales and Movie Stars
Authoring Cycle- Kindergarten
Authoring
Cycle PowerPoint
What
it is:
This artifact is a PowerPoint presentation I created for a curriculum
authoring cycle based on Fairy Tales and the Connecticut Kindergarten
Frameworks.
What
it demonstrates:
This artifact demonstrates my ability to create a successful curriculum
that adheres to the state curriculum standards as well as motivates learning.
How it benefits students PK-14:
This artifact is directly beneficial to kindergarten classes, but with
scaffolding of the lessons it could prove to be an effective unit for Pre-k
through third graders.
This appendix demonstrates my understanding of the key elements of the
standards:
NETS-T
III.C;
CTTC
II.A;
CCCT
II.1, II.2, II.3, II.5, III.4, III.5, III.6;
EDU 570: Capstone Portfolio
Website
http://www.oocities.org/martymomar/capstonePortfolio.html
What it is:
This website is a collection of narratives and artifacts that detail my
instructional strategies.
What it demonstrates:
The Capstone Portfolio demonstrates my ability to apply knowledge to
instruction.
How it benefits students at the PK-14 level:
The Capstone Portfolio focuses on my current position as a kindergarten
teacher, but the many of the instructional strategies presented in the document
will benefit the third graders I will most likely be teaching next year.
This appendix demonstrates my understanding of the key elements of the
standards:
CCCT II.3, VI.2;
Excel chart: Upper Case Letter
Assessment
Upper
Case Letter Assessment Excel Chart
What
it is:
This is an Excel chart that tracks how many uppercase letters students
can identify at baseline and three intervals.
It also calculates the percentage of the increase from the previous
interval.
What it demonstrates:
This chart demonstrates my ability to use technology to increase
productivity.
How it benefits students at the PK-14 level:
This chart, along with the handful of others I built based on it, has
helped me to see trends in learning between individual students and the class.
Knowing the percentage of increase helps to guide instructional
groupings. These charts are
specific to kindergarten and pre-school.
This appendix demonstrates my understanding of the key elements of the
standards:
NETS-T
IV.A, IV.B, V.C;
CTTC
II.C, II.D;
EDU 624: Internet Safety
Brochure
Internet
Safety Brochure pdf
What
it is:
This is a brochure to help parents keep their children safe on the
internet. Having publicized games I
built that are available on the internet it was necessary that I provided
parents with a way to ensure the safety of their children.
What it demonstrates:
This brochure demonstrates my ability to serve as a leader in the school
community by educating parents about internet safety protocols.
How it benefits students at the PK-14 level:
Any student that goes on the internet should be protected from harm.
Being that many students use the internet at home, their parents should
be informed about how to continue the protection that the school community
establishes.
This appendix demonstrates my understanding of the key elements of the
standards:
NETS-T
V.D;
CTTC
IV.B, VI.C;
CCCT V.5;
Flash Interactive Media: Mailbox
Media Magic
Click.swf
What it is:
This is a flash based “website” I developed to teach students about
the laws concerning downloadable media. The premise is that they sign up for
free media but they are “really” signing up for a lawsuit.
None of the information they enter is collected, stored, or sent
anywhere.
What it demonstrates:
This demonstrates my ability to teach legal and ethical practice related
to technology usage.
How it benefits students at the PK-14 level:
Downloading
media is growing ever more popular as the mp3 technology becomes better and more
easily available. Media piracy is
directly relevant to many students from middle school through college.
This
appendix demonstrates my understanding of the key elements of the standards:
NETS-T VI.A;
EDU 553 Collaborative Project: Explore
India
: Life and Culture,
Classical Music of Northern and
Southern India
India Culture Quest
website
What
it is:
This artifact is my portion of a Culture Quest unit to
India
.
What it demonstrates:
This artifact demonstrates my ability to collaborate with peers to create
curriculum. I believe this piece is
especially valuable because it demonstrates my ability to work with others
outside of my comfort zone (This unit was designed for grades 6-8 while I am
certified and experienced only to grade 3).
How it benefits students PK-14:
This artifact benefits all students that can hear music from PK-14 with
minor modifications and expectations. As
students develop, their observations, insights, and musical creations should
become more complex.
This appendix demonstrates my understanding of the key elements of the
standards:
NETS-T VI.B, VI.C;
EDU 624: Computer Lab
Evaluation
Computer Lab
Evaluation pdf
What
it is:
This is an evaluation of the school’s computer lab using the OSHA
Computer Workstation eTool from the perspective of an 8th grader and
a kindergartener.
What
it demonstrates:
This demonstrates my ability to assess technology resources for their
safe and healthy use by students.
How
it benefits students at the PK-14 level:
Knowing
how to properly set-up a computer workstation benefits students and teachers of
all ages by reducing the risk of health problems such as carpal tunnel syndrome
This appendix demonstrates my
understanding of the key elements of the standards:
NETS-S VI.D;
Purchase Order: A
developmentally appropriate computer mouse.
Purchase
Order pdf
What
it is:
This
is the purchase order for a developmentally appropriate computer mouse for my
preschoolers and kindergarteners. I
submitted it to the director of Pupil Services who found a grant that would
cover it.
What
it demonstrates:
This demonstrates my ability to facilitate equitable access to technology
for all students.
How
it benefits students at the PK-14 level:
This mouse helped the children with small hands in my class that had
difficulty using the computers because of smaller hands and the jog-wheel
button.
This
appendix demonstrates my understanding of the key elements of the standards:
NETS-T III.A,VI.C;
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