1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
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Evidence 1) This is a Problem-Based Learning prompt that I created. For this activity, students are meant to be put into groups that are either for or against deep sea oil drilling and are then assigned articles, which all ends in a group debate/discussion about the pros and cons of the risky action. This entire activity stimulates student creativity and innovative thinking, promotes student collaboration via online tools, and engages students in exploring real-world issues.
Evidence 2) For my service-learning project (task 4), I encouraged Ms. Joyce's students to create Twitter accounts dedicated to reflecting and responding to reading assignments. This platform allows for students to collaborate (reply/@ one another, retweet) and clarify each other's conceptual understanding of the topic. In addition, Twitter also allows for Ms. Joyce to interact with her students in a virtual environment and not just the classroom. Evidence 3) For my service-learning project, I also created an EDPuzzle video based on a video that I found on YouTube about boarding schools for Native American children. Due to the nature of the platform, it allows me to ask questions about the content, which can reveal and clarify student understanding of the issue. By the end of the video, students should be able to reply to me about their newly learned information, fostering engagement within a virtual environment. |
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the standards.
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Evidence 1) I created an EDPuzzle video using the instructional mini-lesson video I created about Mesopotamia. EDPuzzle allowed me to add questions and comments about the content, which helps to promote student learning and participation. By including questions and comments, the video itself can serve as a formative assessment and allows me as an educator to track students' answers.
Evidence 2) I used Plickers to create a quiz for the students in Ms. Joyce's class to take. It integrates newer technology into an old lecture, creating a fun and interesting atmosphere. This was the quiz: Evidence 3) I used Inspiration to create a concept map detailing what I will be teaching in history throughout the seventh grade year. Concept maps are helpful in showing students exactly what areas will be covered and which topics are related to one another. By using a creation software, I made it easier for the concept map to be legible and addressed the needs of visual learners. This was the concept map:
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3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
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Evidence 1) I created an instructional video about Mesopotamia using Windows Movie Maker. By creating an educational video, I was able to effectively relay relevant information to students using a digital-age resource. I uploaded it to YouTube, allowing for further collaboration with educators that may watch it.
Evidence 2) In order to evaluate and analyze Crash Course's video about Mesopotamia, I created my own screencast video using Screencast-O-Matic. In it, I describe the benefits of watching Crash Course and how it compares with the 4Es, a checklist that you can compare any resource to. Again, I uploaded the video to YouTube in order to stimulate further collaboration with educators. Evidence 3) I created a list of my favorite tweets about education, by educators and for educators. This list allows me to continue to research about resources that I may find useful later on. I can send the link to teachers that I meet and share my own ideas as well. |
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
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Evidence 1) I created a Piktochart infographic about cyber bullying. It defines cyber bullying and gives steps for how to respond to the malicious actions. The infographic meets this standard because it promotes digital ettiquette and proper use of social technology.
Evidence 2) I created another Piktochart poster, this one being about the rules of my classroom pertaining to technology usage. This poster details my expectations for in-class technology use. It meets Standard 4 by promoting responsible use of technology.
Evidence 3) I created Creative Commons licenses for both my ePortfolio and teacher website, using this website. I will encourage my students to create copyright licenses for their creations as well, while encouraging them to look for the licensing on the resources that they find online. This meets the standard by advocating for safe and legal usage on online property.
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5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
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Evidence 1) I created a Twitter page dedicated to my career as an educator. This page allows me to participate in a global learning community, by way of certain hashtags that educators use. Personal Learning Networks such as Twitter are professionally beneficial for teachers because of the collaborative aspect.
Evidence 2) I worked alongside an 11th grade American History teacher for a service learning project. I came up with six different ways to integrate technology into her normal curriculum. This allowed me to participate in local learning communities as well as exhibit leadershop by way of technology incorporation. Evidence 3) I created a mock website for my future classroom. Instead of relying on letters and paper newsletters, online classroom websites allow for teachers to use current digital tools in an effective way, leading for better student involvement. In my website, I have separate tabs for a range of things - from a page "About Me" to a page about my service learning project working with Ms. Joyce, a history teacher. |