THING ONE: The Basics: Michigan K-12 Checklist

THING ONE: The Basics
Name: Katherine Sailor-Wilder

Date completed: 8/23/19
Part I “Technology Readiness” and Targets for Improvement
Assess Yourself!
● Review the Michigan K-12 Checklist, or an alternative more appropriate to your
setting
● Based on your review of the checklist(s), identify/describe in the chart below 5

skill areas that you feel are most important to target for improvement for your
students’ success and your own. Identify the skills that you feel need your own
personal improvement with an X in the right-hand column.
Student Tech Readiness Skills My Students Need I need to improve

to Learn this too
(place an X)
1 K-2: Students can copy and paste words
2 3-5: Students can fix errors when typing in word

processing programs
3 6-8: Students can setup cells to perform simple x

calculations
4 9-12: Students can track changes and use

commenting features for peer editing
5 9-12: Students can use advanced formatting

skills to align to established citation styles
Part II Basics: Technology Skills
1. Screenshots
Which tool will you will use for taking a screenshot?
Shift + command + 3 or Shift + command + 4 or Shift + command + 5
2. Take a screenshot of your favorite website and place in this document.

3. “Basic Shortcuts”
My computer: I will be using a _____________ (ex: Mac, PC, Chromebook, Surface Pro,
etc.) for the majority of the work for this course.
MacBook Air
Post a screenshot of your favorite keyboard shortcut, and briefly describe its use:
Shift + command + g
This command opens a search bar so you can search a document or website. It
will highlight the words you enter on the document, so they are easier to see.
Part III: Implementation

1. ISTE Teacher Standards
A. As you review these ISTE-T standards provide an example of at least one thing you
do in your teaching. See the sample provided below and then share your own example:
Sample
Standard: 2. Design and develop digital age learning experiences and assessments
Performance indicator addressed: I selected “a”.

Standard 2.a. “Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.”
My Lesson Example: I teach a math unit on geometric shapes. I have students use the digital
camera to take pictures of different features or items around our school. I recently started having
them edit the images to create a collage for different types of angles to post in the room.
Future Lesson:
Standard 2.c.: Customize and personalize the activity to meet diverse learning styles and working
strategies and abilities.
There are only two cameras available but our school is going to let students bring their own mobile
devices. I’d like to customize the geometry lesson so they can bring pictures of geometric figures
they take outside school and find a way to share the images to add to our lesson, like on an online
bulletin board.
Briefly describe an activity or lesson that meets one of the five ISTE-T standards you
teach in the table below:
ISTE Standard addressed by my activity or lesson

Standard 6: educators facilitate learning with technology to support achievement of the
ISTE Standards for Students.
Performance indicator(s) addressed:

Standard 6b: manage the use of technology and student learning strategies in digital
platforms, virtual environments, hands-on makerspaces or in the field.
My lesson description:
During education 355 I co-taught ELA lessons to 3rd/4th grade students in an online
classroom. I would create interactive powerpoints and then share those powerpoints with
the students. Students would have 2 slides to practice the skill (such as identifying
rhyming words) and then 2 slides of “test style” where we would keep track of
correct/incorrect responses.
Future Lesson: (target and describe an additional performance indicator from that standard
for a future lesson)
Standard 6a: foster a culture where students take ownership of their learning goals and
outcomes in both independent and group settings.
If I were to teach this lesson in the future, I would take the time to create a slide where
students and identify the ELA skills they struggle the most with, and in return we could
create 2 groups where each co-teacher works on the skills directed towards those
students. In this setting, students would be working on their individual goals in a group
environment. I would also ask students to keep track of their progress (I would do so as
well).
B. How I would rate myself based on the ISTE-Teacher Standards at this point using a
5-point Rubric:
Performance ____ Beginning Developing Proficient Transformativ

Proficiency e
1 2 3 4 5
Rubric Not Beginning Awareness, feel Active Flexible

Description familiar awareness somewhat Awareness, Awareness,
with , have an experienced & Experienced the
idea of knowledgeable and proficient integration of
what I user and multiple
need to integrator, Very tools/resourc
work on knowledgeable es at a high
level of
functionality
Your score/reflection:
I would say I am 2 (beginning) as I have learned that implementing technology into
classroom use can be very beneficial, however I haven’t had much of a chance to really
dive into these skills.
2. Best Practice Connections
Select from one of the lesson/teaching examples you provided in the ISTE-T section, or
another from your teaching. Identify and give an example of three of the nine research-
based “best practice” teaching and learning strategies (identified in the Framework for
Instructional Planning) and a technology resource you use (or might use) in the chart
below. You may find it helpful to refer to the techbestpractice site.
Best Practice Technology Technology Brief description of what I do

Category resource or Categories
tool(s) used
Example: Setting Google docs Word At the beginning of each new year (7th
Objectives & (or printed processing grade) I do a quick review of math
Providing Feedback handout from applications problem solving steps from 6th grade. I
docs template) help them identify some learning
objectives. We check progress at the
end of the month with feedback and
discussion.
1: Cooperative PowerPoint or Multimedia Students are placed in groups and

Learning Google Slides Creation assigned a specific learning skill.
Students work together in small groups
to create a slide show that will be used
to help teach this skill to their peers.
2: Cues, Questions, Quizlet Instructional Students will use Quizlet to create

& Advance Interactives flashcard sets for each vocabulary unit,
Organizers and then use the interactive games
within the app to practice matching
words to their definition.
3: Assigning Google Forms Data Collection Students will use Google Forms to
Homework & & Analysis Tools answer questions at the
Practice beginning/middle/end of each unit. The
data collected will supply the teacher
with information regarding what skills
have been learned/need more
practice/or need additional instruction.
3. Models of Technology Integration
Review your examples in the Question #2 above (Best Practice Connections). Explore
the SAMR and TPACK models and identify a strategy you use in a lesson or activity that
fits one or more of these models and list it in the table provided below.
Example(s) SAMR level (Redefinition, TPACK Knowledge Level

Modification, Augmentation, (Technological, Pedagogical,
Substitution) Content)
Students will use Google Technological Pedagogical

Forms to answer questions at Knowledge (TPK)
the beginning/middle/end of
each unit. The data collected
will supply the teacher with
information regarding what
skills have been learned/need
more practice/or need
additional instruction.
Students are placed in groups Modification

and assigned a specific
learning skill. Students work
together in small groups to
create a slide show that will be
used to help teach this skill to
their peers.
Final Reflection
Based on the resources in Basics, and your own experience, reflect on how thoughtful
integration of best practice and technology can improve your instructional practice. Give
some details.
REMEMBER: Post your document to your portfolio or provide a link in your portfolio to it.
Note: If you are taking the 21things4teachers for graduate, SCECH, or other
Professional Development credit there will be additional Capstone requirements
and extended assignments your instructor will tell you about.

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THING ONE: The Basics

Name: Katherine Sailor-Wilder

Part I “Technology Readiness” and Targets for Improvement

● Based on your review of the checklist(s), identify/describe in the chart below 5

Student Tech Readiness Skills My Students Need I need to improve

1 K-2: Students can copy and paste words

2 3-5: Students can fix errors when typing in word

3 6-8: Students can setup cells to perform simple x

4 9-12: Students can track changes and use

5 9-12: Students can use advanced formatting

Part II Basics: Technology Skills

2. Take a screenshot of your favorite website and place in this document.

Part III: Implementation

Performance indicator addressed: I selected “a”.

ISTE Standard addressed by my activity or lesson

Performance indicator(s) addressed:

Performance ____ Beginning Developing Proficient Transformativ

Rubric Not Beginning Awareness, feel Active Flexible

2. Best Practice Connections

Best Practice Technology Technology Brief description of what I do

1: Cooperative PowerPoint or Multimedia Students are placed in groups and

2: Cues, Questions, Quizlet Instructional Students will use Quizlet to create

3. Models of Technology Integration

Example(s) SAMR level (Redefinition, TPACK Knowledge Level

Students will use Google Technological Pedagogical

Students are placed in groups Modification

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