Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the standards.

            a.  Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and

                 creativity

            b.  Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and

                 become active participants in setting their own educational goals, managing their own learning, and assessing their own

                 progress

            c.  Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities

                 using digital tools and resources

            d.  Provide students with multiple and varied formative and summative assessments aligned with content and technology

                 standards, and use resulting data to inform learning and teaching

​

​

​

My Personal Definition of the Standard:

This standard highlights the importance of teachers creating technology-rich lessons for their students, using up-to-date digital tools and resources. These lessons should be individualized so that all students' needs and abilities are met. Assessments should also be individualized and come in different forms. In my math classes, I am developing ways to implement a wider variety assessments so that students can demonstrate their learning in multiple and meaningful ways, involving technology when appropriate. Several artifacts that I created for this cohort exhibit the development of these assessments, and my use of technology-rich lessons and activities.

​

​

​

Artifacts that Align and How They Address the Criteria of the Standard:

Planning and Producing Instructional Media

The artifact for this course involves a learning experience that is done all through watching a video that was created by me (the teacher) and uploaded to YouTube. Students are able to access the video at any time to refer back to it and learn at their own pace. If their golf shots are not going where they should go, students can refer back to the video to assess themselves on their technique. They are assessing their own progress throughout this process. Individual needs and learning styles are accounted for throughout the video, as I presented the information by actually doing the movements, displaying the information in words on the screen, and describing the information orally. Therefore, students have the chance to both see and hear the information, and they are also able to recreate the movements on their own at the same time that I do them on the video.

​

Selecting and Integrating Instructional Technology

The unit that was used in the artifact for this course has been modified from ideas my group found to create a global project. Within the project, students will use many different digital tools to collaborate and create their final presentation. Each tool has a purpose, and they are also given the freedom to choose tools that will best suit their needs.

​

Leading Change Through Instructional Technology

The artifact for this course allowed my group to discuss the process of changing from a traditionally taught classroom with one teacher to a co-teaching experience. We chose this topic as it is relevant in our current teaching situations. Technology would be used during the professional development and actual co-teaching stages, and the learners in this sense would be the teachers. This type of technology use would then support and improve student learning and creativity.

​

Using Digital and Social Media in Education

The artifact for this course took an idea that is usually done on paper and turned it into a digital experience. Students use Google Forms (accessible through their computers or phones) to answer a series of questions in a story format in order to review for a unit test. Due to the way that these adventures are set up, they will all answer the same questions and end up at the same endpoint, but the way they go through it may be different. As students progress through each of the activities, they are given immediate feedback as to whether or not their answer was correct. For example, systems of equations can be solved in different ways, two of them being substitution or elimination. One problem could be solved either way, but it may be better to use one over the other. Students are asked to choose which way to solve it, then are given feedback as to whether was the most appropriate choice. Students are then asked to solve the problem, and are given feedback on what they may have done incorrectly if they chose the wrong answer. They can then go back and fix their mistake. This helps students to assess their own learning and progress, and they are able to make their own decisions while going through these activities at their own pace.

​

Developing and Designing Online Learning

The unit I chose for the artifact in this course is typically taught in a traditional manner. Designing this unit with online components now allows for a blended learning experience where students are able to learn through flipped teaching, online discussions, and other online activities as well as have face-to-face interactions during class time. During the unit, multiple assessments will be given. Some of the formative assessments include the Recap video reflections, in-class discussions and observations, online discussions through Google Classroom, graphic organizers, Desmos online activities, and formal quizzes. Students will also complete a final summative assessment project.