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April 25, 2014

Technology Statement for the HIgH at Hand In Hand
For the purpose of this statement, technology refers to digital devices such as computers, cell
phones, i-devices, web usage and digital imaging. Integration of technology in our classroom
means that technology is a tool used to help us learn and discover what we need to know to
become contributing citizens in our society. Technology should be a tool that supports the
current Montessori methods and curriculum to prepare our students to become 21
st
century
learners.
It could be argued that we should not use technology in the Montessori environment because
children get enough of it outside of school. Parents may wish to limit screen time or be careful
about how extensively technology becomes a part of their childs life (Richtel, 2010). I am a
strong proponent of careful and limited use of technology at home and at school. Technology
needs to be introduced age appropriately. As children grow into adolescence, appropriate use of
technical tools is necessary, as they are already becoming 21
st
century learners (NEA, 2011).
The International Society of Technology in Education (ISTE) standards evaluate educators
technology use with students (ISTE, 2012). Many of the ISTE standards are evident in the HIgH.
The following is a list of technology tools that support our learning in HIgH:
The HIgHs virtual environment, Haiku, is where teachers work with students, students
work with each other, parents read to keep updated, and all can communicate with each
other in a secured digital environment.
The HIgH engages in real-life problems using Excel graphs to make a difference or tell a
story. For example, students graphed data regarding lunch menus and were asked to do a
similar project to aid the cook in choosing favorite kinds of salsa favorites. Other students
worked on a project to get an accurate view of customer wait time for the student run
business.
We use the internet for research, monitored by security measures. Students research the
internet for old and new solutions to world problems that arise in our study of history or
geography. Eventually, I plan to will implement Diigo, a bookmarking tool that stores
and categorizes our favorite websites. Diigo will go far to improve the quality of student
research and create a more secure site on which to search - and students will be building
it themselves!
Student creativity is supported with technology tools that are used to demonstrate mastery
of a topic that they are studying, such as the 1960s in history or the order of operations
in math. PowerPoint, Animoto, StoryBird and other digital applications are encouraged
where it might engage a student through their particular learning style.
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April 25, 2014
The HIgH community uses digital age tools in our use of Cloud-based technology
documents, such as DropBox and Google Docs.
We continue to work on our own classroom website for our parents and public audience.
Students are taught how to cite all sources of information and visuals for papers and
presentations.
We, in the HIgH, are continually honing the balance between appropriate social media
and our social and learning skills. Computers and cellphones, and the constant stream of
stimuli they offer, pose a profound new challenge to focusing and learning (Richtel,
2010). Therefore, educators and parents must continually balance how much social media
is being used in a healthy way.
As we integrate technology into the Montessori classroom, meeting ISTE standards (ISTE, 2012)
concerning digital citizenship and integrity works both as a model and a guide to quality
integration.
HIgH teachers also personally demonstrate ISTE standards (ISTE, 2012) as we view using
technology tools in the classroom as an important aspect of our own ongoing learning
experience. Teachers will need to continue to learn with the students as technology continues to
change. My formal MSTEM education at St. Catherines University demonstrates my
commitment to learn about technology as a tool to support working with Montessori adolescents.
Since participating in the MSTEM program at St. Catherines University, I have built my first
webpage to be used in the HIgH and I have learned about free applications that are useful for
education and support creativity and collaboration in education. In this program, I see firsthand
that technology is truly part of our culture and that if properly implemented can be a valuable
support to Montessori education.
It is my goal to integrate technology in a way that supports and augments Montessori theory,
methods and culture.
Specific digital tools we have and use in the HIgH today include:
2 desktop computers are used for:
o Research
o Record keeping
o Keyboarding practice
o Writing papers
o Presentations
o Demonstrating mastery
o Real-life problem solving
o Maintaining our virtual environment on Haiku
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April 25, 2014
Digital overhead is used for:
o Lesson presentations
o Student presentations
Privately owned i-devices, laptops, tablets and cameras are used for:
o Research
o Visually recording student work
o Writing papers
o Student recording lessons and presentations.
Technology is used to assist special needs as recommended by Hand In Hand
professionals within our Handled with Care program.
Technologies that we will not use in the HIgH today include:
Applications that are for gaming only
Poor quality applications being advertised as educational (subjective to teachers in the
HIgH)
Educational applications that do not support our Montessori theory and methods
Applications that are not useful
We will not allow free reign on the internet
Cost prohibitive technology










TEXTS CITED:

NEA, (2011). Preparing 21
st
Century Students for a Global Society, An Educators Guide to the
4 Cs. p5. Retrieved from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf
ISTE, (2012). ISTE Standards. International Society of Technology in Education. Retrieved from
http://www.iste.org/standards/standards-for-teachers
Richtel, M., (Nov. 10, 2010). Growing Up Digital, Wired for Distraction. The New York Times. p
A1. Retrieved from
http://www.nytimes.com/2010/11/21/technology/21brain.html?src=me&ref=general&_r=2&