In order to meet the requirements of the technology portfolio, you could do a project that would incorporate several skills and would thus meet the requirements of more than one technology competency.  For instance, when you are asked to write a unit lesson plan, you could write one in which you demonstrate your knowledge and understanding of the various methods of integrating technology into the classroom.  A good way to integrate technology in the classroom is to utilize a problem-based/project/activities/inquiry approach with collaborative learning.  You could choose the problem or project for your students so that the work involved in the project is connected to the curriculum course of study for your subject and grade area.  (12.1a, 12.5, and 12.7)

The unit plan could include most, if not all, of the following:

1.  Print out the N.C. computer competency skills for your grade/subject area and list the skills that are addressed in this lesson plan.  (10.1 and 10.4)

2.  Develop and make accessible to your students a list of resources that they can use for this project.  Resources should include print materials, software, video tapes, and/or web addresses (URLs).  (10.6)

3.  Address student management issues, such as how to organize group activities and the physical setting.  Show how you would organize classroom physical layout, such as placement of desks, tables, materials, and computers, if available in classroom.  (12.4)

4.  Address equal access to technology.  Are computers and other technology (digital camera, scanner, etc.) located in the classroom, lab, and or media center?  When can students use the technology?  Do all students have equal access?  If problems arise in equal access, what would you recommend to remedy the problem?  (14.2)

5.  Discuss fair use and copyright issues.  During the activities of this project, are you and your students breaking copyright laws?  Why or why not?  (14.1)

During the project, you could include most or all of the following activities:

1.  Create and use a PowerPoint presentation to give an introductory overview of the project.  (11.2)

2.  Create and distribute a list of ethical rules for using technology, especially the Internet, to your students.  Review these rules before they begin working on the Internet.  (14.3)

3.  Have students work in small groups or individually to find information on the Internet, software, videotape, and/or print materials.  Students take notes, analyze their information, and organize most pertinent information.  (11.4)

4.  Have students utilize telecommunications.  For instance, have students use email to contact experts in the field for additional information, or have students use chat rooms to discuss the project with another class of students.  (11.1)

5.  Have students participate in videoconferencing.  For instance, students could contact experts or other students working on this project with them by using CuSeeMe videoconferencing.  (12.6)

6.  Have students use a scanner and/or a digital camera to capture pictures related to their project so they can incorporate them into their final product.  (11.3)

7.  Have students use word processing to type the results of their findings and/or use PowerPoint or HyperStudio to present their information.  Students should incorporate pictures and graphics into their final reports or presentations.  (12.1b)

8.  Create a web page for the project.  Explain the project, have links to Internet sites students used during the project, and show results of students' work.  (12.3)
 
 

Note:  Numbers in parentheses correspond to the technology competencies that are met for a particular activity within the project.  Completing this project by doing all these activities will meet 14 out of the 24 technology competencies required for the technology portfolio.