Goal Four Frame

<body background="_themes/ricepapr/ricebk.jpg" bgcolor="#FFFFFF" text="#000000" link="#666633" vlink="#333366" alink="#990000"><font face="Times New Roman, Times"> <p align="center"><i>This page uses frames, but your browser doesn't support them.  Therefore the information has been arranged for your viewing in a generic format.  Sorry for any inconvenience.</i></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p align="center"><img src="_derived/Goal4Frame.htm_cmp_ricepapr010_bnr.gif" width="600" height="60" border="0" alt="Goal Four"> </p> <font size="3"><b><i>To serve as a resource for my fellow colleagues in the aforementioned educational areas.</i><br> <br> </b></font> </font><table border="0" cellpadding="0" cellspacing="0" width="100%"> <tr><td valign="baseline" width="42"><img src="_themes/ricepapr/aricebu1.gif" width="15" height="15" hspace="13"></td><td valign="top" width="100%"><font face="Times New Roman, Times">Provide colleagues with opportunities to integrate educational technology into their classrooms;</font></td></tr> <tr><td valign="baseline" width="42"><img src="_themes/ricepapr/aricebu1.gif" width="15" height="15" hspace="13"></td><td valign="top" width="100%"><font face="Times New Roman, Times">Arrange instructional support for students at-risk in core curriculum areas through the application of interdisciplinary projects; and,</font></td></tr> <tr><td valign="baseline" width="42"><img src="_themes/ricepapr/aricebu1.gif" width="15" height="15" hspace="13"></td><td valign="top" width="100%"><font face="Times New Roman, Times">Share experiences in educational technology during in-service or faculty meetings.</font></td></tr> </table><font face="Times New Roman, Times"> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">The culminating activity of preparing the Master of Instruction Portfolio as well as the rehabilitative nature of the reflective process has truly presented me with quite a valuable, yet difficult experience due to the intensive aspect of my past and present education and professional careers.  I cannot help but wonder about those teachers who continue to deliver instruction without maintaining some sort of professional development.  When I think about my Master of Instruction experience and reflect upon the contributions of professors and colleagues, I am overwhelmed with the evolution of my teaching practices as well as honored that each course has, undoubtedly, provided such impact on my students.  Whether focusing within my chosen field(s) of study or addressing overall concerns in education, the need for teacher professional development has become a cornerstone in my instructional growth as well as an integral part in the success of our youth.  It is for my fellow faculty members who have expressed difficulties in participating in a formal program of professional growth that I share my M.I. experiences and offer helpful nsuggestions. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">Whether one believes that the process of teaching emanates from within a person's soul or develops through the tutelage of proven methods, a successful educator must be willing to adapt, modify, apply, and invent at any given moment to ensure and facilitate the delivery of content to their recipient, the student.  As an educator who seeks constant improvement and innovative approaches for reaching every student, I continuously survey my students and assess our school's instructional programs for knowledge of my colleagues' endeavors.  Planning opportunities for cross curricular interactivity, I bombard the staff with ideas for implementing instructional technology, as well as visual art and technology education, into their daily routines.  While this process requires much effort and additional time, it establishes memorable experiences for all -- students create connections across the curriculum and educators are able to spend more time introducing <i>new</i> material rather than repeating and reviewing. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">Often armed with a list of ideas offering suggestions from Web Quests or software integration to emailing links to searching for useful and interactive resources, I utilize knowledge obtained from my Master of Instruction experiences <i>to serve as a resource for my fellow colleagues in each of my specified goal areas.</i>  Though not always politely thanked for my inquisitive recommendations, I have witnessed a genuine turn-around for many of our aging staff members as well as our <i>nine to five</i> (or might I say, 'eight to three-thirty') teachers.  The installation of both teacher and student computer workstations within each of the Dover Air Base Middle School classrooms has facilitated the need for teachers to possess a level of technical knowledge.   </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify"> I have discovered more recently that the mere suggestion of utilizing the capabilities of the Internet within pre-established lessons sparks interest in my colleagues' willingness to enroll in 'technology infused' workshops during scheduled in-services, just as I did some years ago.  Many affiliates, though, suggest fears of their students being 'smarter' or 'knowing more' than they do; these teachers do not wish to be placed in the position of being belittled by someone much younger than themselves.  These individuals often utilize the accessory programs or word processing applications (software that they feel comfortable using) to 'satisfy' the technology component in their everyday lesson. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">Sometimes puzzled or confused about this misgiving that using Microsoft Office to type a syllabus or create an attendance sheet is the epitome of the effective integration of educational technology in improving their instruction, these individuals eventually seek assistance or gradually develop an new awareness during my faculty meeting presentations.  In fact, one such teacher who previously requested my assistance in modifying an equation in an excel document recently asked if I would be available to teach him this mysterious concept ... he actually wanted to <i>learn</i>.  I was ecstatic, and immediately responded "How about tomorrow morning?"  I am proud to confirm that he now delivers his 'tried and true' lessons via MS PowerPoint presentations complete with hyperlinks to interactive websites ... all from a shared experience!  Few have ventured into delivering or authoring interactive lessons quite as elaborate or as intense as I, nevertheless, a great deal more staff members are willing to attempt simple feats when informed and exposed to the emergence of my instructional repertoire throughout my University of Delaware experience. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify"><i>Please visit the <font face="Wingdings"><a href="MIFramePage.htm">1</a></font> Master of Instruction Program section of this website to access all course work required in the educational technology specialization</i>. </p> </font></body>