Personal Statement Barbie Montgomery In order to access the full potential of any tool, the user must be informed.

This is true whether it is a kitchen tool, yard tool, or classroom tool. With the seemingly constant development of new technologies, ones foundational knowledge of the components and basic applications is that much more critical. As an elementary school teacher with ten years of experience, I truly understand the impact technology has on classroom learning because I have witnessed many of the more recent changes in the last decade. From the interactive whiteboard, introduced in 1999, to the iClicker which made its debut in 2005, teachers are instructing and assessing students more frequently with some help from technology (Wilson, 2010). My desire to be able to effectively integrate technology in my classroom led to my enrollment at NIU in the fall of 2012. When this journey began, I was, at best, reluctant. My lack of knowledge about technology, beyond the very basic functions, produced some anxiety but also a feeling of excitement about the learning process. Having such a variety of technological tools in my district makes me want to be better informed about their uses and my role in preparing my students for the future. Gordner (2008) pointed out that effective integration of technology is the result of many factors, but the most important factor is the teachers' competence and ability to shape instructional technology activities to meet students' needs. Teachers know their content and pedagogy, but when it comes to technology, teachers often learn along with students. More and more students are being exposed to the world of technology at

home, and their natural, fearless nature serves them well when the new devices enter their classrooms. The use of technology within a classroom requires more than a basic knowledge of the device. Being able to troubleshoot when things go wrong is necessary in order to keep the organization of the lessons in place. Sheingold (1990) said integrating technology in the classroom is not about teaching students to operate computers, but integrating technology is about helping teachers to use technology as a tool for learning. This statement is more powerful now, twentythree years later, because our students are coming to us with the foundational knowledge of computers, iPads, and eReaders and we are left trying to bridge the gap between their usefulness outside the classroom and the educational opportunities they hold. Technology integration is not about the availability of technology, but more about the teachers' effective use of technology that makes a difference in reforming the classroom (Gorder, 2008). After one semester in this program, my confidence grew, my anxiety lessened, and my use of technology in the classroom began transforming. As the program continued, I learned more about how these wonderful devices work and now know what WAN, LAN and ISP stand for, how the Internet is different from an internet, and how the different learning theories tie into the use of technology with the overall learning process. Several of the artifacts included in my portfolio are items that I can use with my students in the classroom (or can be created using the programs I was introduced to during the cohort). My graphic design poster is a visual reminder of

the procedures students must follow in order to print from their laptops. The Google presentation I created serves as a teaching tool or review for the proper way to add and subtract fractions. With an increase in the amount of research students do using a computer, the Google form I developed can be used throughout the school year to help students evaluate the reliability of sources found on the Internet. The design plan, Technology Tinkerers, made the roll out and implementation of technology in a classroom seem more real as we considered the modules we would teach to help students meet specific standards. Additionally, the website I created is being used by all seven members of my teaching team as a way to communicate with parents- something I did not use before being introduced to weebly and jimdo during the program. Some of the other artifacts I have included in my portfolio provided me with experience or background about the technology field. Developing the network plan and technology plan helped me understand the many components IT specialists must consider in order for technology to be rolled out efficiently in a school district. The hours I logged this summer during my internship with the tech department opened my eyes to the tasks they complete each summer so that our classrooms are ready for teaching and learning. The remaining artifacts: the literature review, the case study, and the evaluation plan contributed to my understanding of current issues in the field, the ethical issues teachers face, and the importance of developing a way to evaluate programs being used in our schools.

Currently, education is undergoing a shift toward more complete integration of technology within the classroom. The tools being used, expectations being imposed, and the modes of delivering instruction being used are vastly different than what was experienced by students even ten years ago. These shifts have changed the field from one where design of instruction was mainly delivered, to a field seeking to create learning environments in which learners can explore and are provided with opportunities for practical application in order to arrive at meaningful understanding are present (AECT, 1997). As I educate students today, my focus is less about memorizing steps or facts, though that is a necessary component of some subjects; instead, I want my students to experience the learning process. In his book concerning theory of instruction, Jerome Bruner states, To instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge... Knowing is a process not a product (Bruner, 72). Having the experiences makes the learning process individual and unique for the students, and I believe that is what makes the information stick as they journey through school. As a student in the IT program, I can relate to the quote by Jerome Bruner. Along with my classmates, I participated in the process of professional development, analytical thinking, instructional design, media/technology development, management and implementation, and evaluation as related to the IT field, which led to an establishment of knowledge. As I stated earlier, my fears and self -doubt

faded as I completed the classes in this program, and I believe that is because of the way my knowledge was gained.

Vision/Statement of Purpose: I value collaboration with my peers, use of technology in instruction, and making a difference in the lives of my students. I am in my ninth year as a fifth grade teacher, and I dont have a desire to change the course of my career at this point. I do, however, hope to grow in the area of collaboration with fellow teachers through the use of technology. I would also like to continue to integrate technology in my classroom, whether as part of my instruction or the activities I plan for my students.

Goals: By the end of this school year, I will use Google Docs on at least three occasions to collaborate with my peers. By the end of this school year, I will develop three lessons that incorporate technology as my main tool of delivering instruction. By the end of this school year, I will develop at least three activities for my students that integrate the use of technology. Within the next 3 years, I will seek involvement with the districts technology committee in order to provide input on future technology decisions. In the next 3-5 years, I will take an active role in the districts annual technology institute day, Techno Blast, by leading a session for my colleagues.

Sources: AECT. (1977). The definition of educational technology. Washington DC: AECT. Commission on instructional technology. (1970). To improve learning: A report to the president and congress of the United States. Washington, DC: U.S. Government Printing Office. Bruner, J. (1996). The Culture of Education, Cambridge, MA: Harvard University Press. Gorder, Lynette Molstad (2008). A study of Teacher Perceptions of Instructional Technology Integration in the Classroom. The Delta Pi Epsilon Journal, L (2). Retrieved from mollymckee.wiki.westga.edu/. Sheingold, K. (1990). Restructuring for learning with technology. The potential for synergy. In K. Sheingold & M. Tacher (Eds.), Restructuring for learning with technology (pp. 9-27). New York: Center for Technology in Education. Wilson, Charles (2010, Sept. 15). The Learning Machines. The New York Times. Retrieved from www.nytimes.com/interactive/2010/09/.../classroomtechnology.html