Artifacts Connected to MTTS and ISTE Standards

Professional
Development
on edmodo
Driscoll (1994) states that "providing complex learning environments that incorporate authentic activity" is
essential in developing a meaningful learning experience for children of the Nintendo generation. By using Edmodo
to develop academic skills or gain content knowledge, is an efficient way to tend to children of the 21st century.
Prensky (2001) discussed that these digital natives brains are programmed differently than adults now (digital
immigrants). These changes mean that teachers should be spending time developing ways to program students'
minds in an interactive, parallel, simultaneous way. Children are raised on the computer and Nintendo generation, so
they have developed hypertext minds. Instead of blaming students on their lack of attention, we should be
considering their lack of interest (Prensky, 2001).
Therefore, this artifact was a Professional Development given for my school to present what Edmodo is and how it
can help improve student achievement and 21
st
Century Skills. Part of this digital conversion into the 21
st
century is
displaying and practicing cyber awareness for both colleagues and students. As a result, this artifact connects to
both MTTS Standards III, VII, and ISTE-T Standard 4. The most beneficial aspect of implanting Edmodo into
your classroom is the communication from home to school. Teachers and parents can both access and support
student learning through this authentic learning platform. ISTE-T Standards 2 and 5 both promote professional
growth in practicing effective uses of emerging digital tools to support learning for all.
MTTS Standard: III, VII
ISTE-T Standard: 2, 4, 5
Web 2.0
Century
Skills and
Tools
Whether it is a simply a voki, or a podcast to meet my auditory learners needs, these tools motivated students to
want to learn, therefore they will be more successful. The more successful they are, the more success the teachers
will feel. Growing up in an economy that has produced many technologically enhanced jobs, as teachers, we need to
make sure students are being taught how to use technology properly and effectively. By implementing digital videos
and podcasts, students will be more enthusiastic about poetry and other content areas. Especially students who
have difficulty reading determining the mood or tone of a poem; such as in these artifacts. However, if students
are hearing themselves read a poem, and can continue practicing through audacity, students can have more success
in identifying the mood and tone on their own. The more opportunities teachers can use technology, the fewer
struggles they will have to maintain student focus and control disruptive behavior.
Based on the standards of the ISTE-T standard 3 and 4, I addressed the diverse needs of all my students by
applying learner-centered strategies and resources to provide a level playing-field for all students to be successful,
using learner-centered strategies, and providing equitable access to appropriate digital tools and resources. I also
provide engagement for not only my students, but awareness to my colleagues about digital-age communication and
tools. This artifact also connects to MTTS Standard II. In order for each and every child to be successful, they
must be able to access the content that has been taught. No two children learn in the same way, as vast
differences exist among their learning styles. MTTS Standard V promotes assessing students learning and
instructional needs to identify technologies that best fit their needs. Facilitating a professional development on
these technologies to support student learning meets MTTS Standard VII.

MTTS Standards: I, II, III, V, VI
ISTE-T Standards: 1, 2 , 3

References
Baltimore County Public Schools. (2008). Blueprint for progress: Realizing the vision. Retrieved July 13, 2009, from
http://www.bcps.org/offices/super/pdf/Blueprint-for-Progress.pdf
Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.
Prensky, M. (2001a, September/October). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Prensky, M. (2001b, November/December). Digital natives, digital immigrants, part 2: Do they really think differently? On the Horizon, 9(6), 1-6.