Exhibits

Designs lessons in which technology's unique capabilities are used to facilitate learning in ways which would not be possible without technology. The We-the-Jury unit exploits the unique communications, research, and publishing strengths of technology. All three applications are demonstrated in my electronically distributed assignments and reference materials (e.g., Death Penalty Homework, Mock School Newspaper Rubric, Current Event Rubric). These materials are available via my high school server's partitioned "Handin" and "Handout" folders, as well as on my personal web site. Students submit their work using the "Handin" folder, or via my electronic mail address, contained in a hyperlink on every assignment. Class lessons are conducted with extensive use of the overhead monitor and classroom computers to model student assessments (e.g., using Word to create a Sample Reasonable Doubt Attribute Table as the concept is being discussed in class).

Creates learning experiences in which the use of technology is seamless. This unit is almost completely paperless, making the use of technology so commonplace that it appears seamless. Assignments are placed in electronic handout folders, and also submitted electronically. Electronic mail and hyperlinks are embedded in electronic handout materials. Students create their work on Word, Excel, and Publisher, and then exchange data between the applications (e.g., an Excel graph is inserted in a Publisher document). They hand in work (e.g., Reasonable Doubt Table, Current Events, Death Penalty Homework) via the "Handin" partition on the hard drive. Classroom lessons almost always include use of the classroom monitor to load a lesson plan (e.g., History of the Death Penalty), or a file from the "Handout" folder, or my personal web site. This modeling behavior reinforces the seamless use of technology, and provides ready connection to Internet sites by using the hyperlinks in my documents.

Creatively varies types of application software and student grouping strategies to maximize achievement of specific instructional goals. Students use 8-10 different software applications in the course of the We the Jury unit. Students work independently to research current events using Internet browsers and a variety of search engines, and to create a Word table for the Defining Reasonable Doubt lesson. They work in ever-changing small groups in the computer lab using Excel to create the Death Penalty Graph in the History of the Death Penalty lesson, and their Mock School Newspaper using Publisher and Adobe Photoshop. I take an active "walking around" role in the computer lab, finding student partners for those students needing special help on an application, assisting students in transferring files from school to home through AOL, Yahoo, or Groupwise (high school email system), and generally assisting students with the technology. Rather than answering questions directly, I ask the class for solutions, in order to reinforce the social constructivist philosophy of learning.

Uses technology to achieve higher level learning goals and addresses individual learning needs of students. Varies use of technology for different students to facilitate their individual learning. Designs and develops learning activities which clearly address the needs of diverse populations. The use of a wide range of technology in the We-the-Jury Unit enhances the ability to achieve higher level learning goals, such as evaluating the importance of serving as a juror, analyzing the American concept of the death penalty, evaluating the effectiveness of the court system, and defining reasonable doubt. The unit is designed for linguistic learners who prefer to learn by reading and writing, for visual learners who prefer to learn spatially (information is presented in several video documentaries as well as in software applications), for interpersonal learners who prefer to learn through discussion, for intrapersonal learners who prefer to learn via reflection (required in current event assignments), and to experiential learners (a jury selection simulation is performed early in the unit). Technology is used continuously throughout the unit to acquire, analyze, and synthesize information, as represented in the culminating Mock School Newspaper Rubric. Diversity of technology skills are accommodated through frequent teacher modeling, and computer lab work, where student groupings are mixed by the teacher, based on informal assessment of individual student needs.

Uses technology in variety of instructional roles: e.g., to provide visual examples, to facilitate communication, to manipulate or display data, etc. Class lessons are conducted with extensive use of the overhead monitor and classroom computers to provide visual information and to model use of the computer for communications, research, analysis, and publishing. The electronic mail link imbedded into all of the assignments is demonstrated in class, so students who are absent on the day assignments are due know how to submit their work on time. The use of the "Handin" and "Handout" folders is demonstrated so that students are familiar with moving files on the school network. I frequently log on to my personal web site in order to access a database being used in class (e.g., Michigan State University Death Penalty Information Center). I model student assessments several ways. I demonstrate how to create a table in Word while we discuss cases in class. I demonstrate how to create and modify an Excel chart in the computer lab (where I can take control of all student computers from my teacher's workstation) during the History of the Death Penalty lesson. I demonstrate how to insert files into and modify a Publisher document. And I also post samples of my work, such as the Sample Death Penalty Graph and the Sample Mock School Newspaper, in the "Handout" folder so that students can use them as models.

Consistently integrates state and/or national technology standards for students in developing instruction. The We the Jury Unit explicitly incorporates the National Education Technology Standards into the curriculum. Students use traditional and electronic means to organize, interpret, and present information in graphs and charts within a mock school newspaper created with MS Publisher. They also use a variety of electronic technologies to assist in accessing and managing the information, such as digital cameras, web sites, MS Excel graphs, and MS Word tables (NETS Grade 9-12 Performance Indicators 7, 8, 10)