Ability to model and facilitate innovative digital-age work and learning experiences through the effective use of current and emerging tools to ensure success in a global and digital world whereby the teacher and learner locate, analyze, evaluate, manage, and report information as well as communicate and collaborate online fluently using a variety of technology-based media formats.
Facilitate and inspire student learning and creativity by providing a variety of learning environments that foster collaboration and innovative thinking to solve real world issues and authentic problems using digital tools and resources.
Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning.
Written Narrative The two lessons I taught where in Math and Social Studies. Both of these lesson plans incorporated technology throughout. For the social studies lesson, I taught was on Martin Luther King Jr. This month we focused on influential African Americans and in this lesson students learned how to separate key details from Martin Luther King Jr.’s life. Our reading curriculum, Collaborative Classroom, focuses on many different reding comprehension strategies. I modeled how to find key details in an informational text, by reading the non-fiction book Martin’s Big Words by Doreen Rappaport. Students accessed their prior knowledge on text features. For my students formative assessment, they completed a key events/timeline sort. This activity allowed students to use what they read to sort events in chronological order as well as if they were true or not. For their students’ summative assessment, they worked with a partner and researched Martin Luther King Jr. using their I-Pad. The students have the Epic app as well as the MyOn app to access books on Martin Luther King Jr. Using Chatterpix kids, students imported a 30 second speech from Martin Luther King Jr.’s viewpoint and then upload to Google Classroom for their classmates and parents could see. The objective of the lesson was Students will work with a partner to use the Epic! App to research Dr. Martin Luther King Jr. They will then use Chatterpix to create a 30 sec. video about Dr. Martin Luther King Jr. and his vision for the future. This objective was met, as all students were able to successfully complete the assignment. The second lesson I taught was on 2-digit addition with regrouping. Before we get started on the days lesson, we always start with a number talk. Since we are diving into place value with addition and subtraction, my question was 6 + 7. When conducting a number talk, you want everything to be mental. Students do not have paper or pencil, only their minds at work. After students think about the first question, I then send them back to their desks so we can continue. Students were then given the problem ‘Katie collects 36 rocks. Her brother collects 27 rocks. How many rocks do they collect in all?’ Due to COVID, students have their own set of place value blocks. The students with work with person beside them to solve the problem with no guidance from me. After students have their strategy, we watch enVision’s Visual Learning Bridge video. This is the part of the lesson where the problem is explained in detail. Once we are finished, my students and myself complete the guided practice, which is 3-5 problems. Once finished, students complete independence practice on their own. During their independent work, I pull students who I observed struggling during guided practice. For the student’s summative assessment, they used an educational app called Number Pieces. This app allows students to work with digital place value blocks and gives them visual representations of regrouping. The objective of the lesson was Students will use an educational app “Number Pieces” to use place value blocks. They will complete two-digit addition problems that involve regrouping. This objective was met, and students are still applying what they learned in current lessons. Both lessons worked well, as students used technology. With both lessons, I allowed the students to access prior knowledge before I began the actual lesson. I have noticed that when students use technology, they are more engaged and motivated to learn.