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.

 

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

 

Evidence 1A & 1B: Inquiry Project

• The Inquiry Project created by Nick Malone, Myles Garrett, and myself explores the debate addressing when Americans have the right to privacy.

• Students collaborate to research this real-world example in their assigned perspective and formulate their own personal opinions.

• Students' success in solving this authentic dilemma is driven by their own curiosity and innovation.

Evidence 1C: Service Learning Project Student Reflection​

• After completing the simulation in our groups service learning project, students will write a short reflection essay about what they learned from the activity as well as challenges or things they overcame to make their group succeed.

• The reflection is assigned individually but created on a Google Docs page where student can collaborate and share ideas about what they gained from the experience.

• Using this tool, students will be able to clarify and process their new understanding of the concept as well as possibly ideas about the challenges of working as a team and personal strengths and weaknesses.

Evidence 1A & 1B: Data Collection and Analysis Task - Religions of the World and Bloomington

• In this data collection task, students use Inspiration database technology to create graphs and analyze the breakdown of religions worldwide and in their local community. ​

• They are encouraged to think critically about the data and graphs they create in oder to come up with potential hypotheses of why the ratios are the way they are.  

• By introducing the lesson in a way that connects directly to lives of students, they become more interested in the material because it is authentic and feels relevant and meaningful to themselves.

​

-------------------------------------------------------------------------------------------------------------------------------------------------

2. Design and develop digital age learning experiences and assessments 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•S.

 

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

​

Evidence 2A: Mini-Informational Video over Plessy v. Ferguson

• I created a mini informational video for students to be introduced to the topics, relevance, and importance of the Supreme Court Case of Plessy v. Ferguson.

• The video included historical video clips and pictures as well as text slides and political cartoons. 

• By designing a lesson that connects the themes within Plessy v. Ferguson in relation to issues like the fight for same-sex marriage, it makes the lesson more relevant and tangible to the students and promotes their engagement to the topic.

Evidence 2C: Service Learning Project Google Docs Resource Research Page

• In my group's service learning project we present the students with a scenario that the President is going to cut one independent agency in the Executive Branch. They must research their department and this guided research notes page is provided to them.

• There are video clips, articles from mainstream media sources as well as articles from Newsela, a site that hosts articles over relevant topics at a level that new English learners can comprehend.

• Students in each group have the ability to differentiate their research according to their own abilities and diverse learning styles, choosing types of sources that they learn best from.

Evidence 2A & 2B: Adobe Spark Slam Poetry​

• Adobe Spark allows students to create professional-looking presentations with audio over top of each slide.

•  The assignment lets students chose a civil rights group they are most interested in and create a slam poem in response to some of the history and issues associated with them.

• Students are able to use digital technology to pursue individual curiosities and interests, as well as adapt the tool to their personal needs and ideas in their own creative ways.

-------------------------------------------------------------------------------------------------------------------------------------------------

 

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.

 

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

​

Evidence 3D: Plickers Questions

• Feedback of student performance provided by the app's technology provides the instructor with an accurate evaluation of student understanding.

• It supports student success by showing the instructor exactly which areas need to be readdressed or are understood by the students.

• I am able to model effective use of the compiled student data provided within the app to support student growth and learning.

Evidence 3C: S'mores Classroom Newsletter​

• S'mores interactive newsletter creator allows teachers to communicate information to both parents and students through a modern digital age format.

• Within the newsletter there are a variety of technologies utilized such as links to online Google Calendars, Youtube videos, and my teacher twitter page.

• Through all of these digital formats, I am able to relay important information both in and outside of the classroom effectively and efficiently.

Evidence 3A & 3C: Google Calendar​

• The Google Calendar on my teacher website is another way for me to communicate important upcoming due dates, tests, and special occasions to both students and parents in a digital format.

• Its easily accessible format in addition to other formats, gives students and parents another way to see important information.

• By using the Google Calendar in accordance with a variety of other digital age media, I introduce an array of new technologies to my class, giving them skills to adapt to new technologies and situations.

​

-------------------------------------------------------------------------------------------------------------------------------------------------

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.

 

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information

d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

 

Evidence 4C: Digital Citizenship Presentation

• This presentation about online privacy and security introduces the both the benefits and dangers of their online presence. 

• Students are exposed to the ethical and safety measures that should be taken to protect their information from online threats.

• Through my presentation, I advocate with tips and checklists to keep their personal information safe as well as talk about responsible ways to interact with others online.

Evidence 4C: Twitter @educminerm​

• My teacher twitter page is a way for me to promote student work, stay up to date on the latest learning technologies, connect with students and faculty, and model digital etiquette for my students.

• Through my social interactions online, my students will be able to see responsible, respectful ways to communicate with others online.

• Similarly, I can use my Twitter as an example to promote the same digital etiquette on other social media sites for my students to ensure their understanding of its importance. 

Evidence 4A: Creative Commons Licensing 

• A Creative Commons License is a way for students and teachers to protect their digital property from unethical uses against the wishes of the owner.

• By providing a creative commons license on both my e-portfolio and teacher website, I model and advocate for ethical uses and creation of digital media.

• Students are able to see the importance of citing their own works as well as respecting the copyrights of other intellectual property and use it accordingly.

-------------------------------------------------------------------------------------------------------------------------------------------------

 

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.

 

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

​

Evidence 

Evidence 5B: Service Learning Project

• Our service learning project was made in collaboration with Nick Malone, Myles, Garrett, and myself. We had to work collaboratively and share decision making throughout the entire process.

• In difference aspects of the process, each one of exhibited leadership skills and helped each the others grow their technology skills, trouble-shooting and sharing knowledge when we would run into problems.

• We incorporated a variety of technology like Google Docs, Prezi, and Piktochart, into our project in order to gain experience working and adapting to new programs and allowing students to do the same.

Evidence 5A: Storify

• Storify software facilitates professional development by giving access to local and global teaching communities.

• Educators are able to track and share the latest creative applications of technology and lesson plans to most benefit their classroom.​

Evidence 5B: Hour of Code

• The Hour of Code is a program that tries to get every student to learn and gain exposure to computer coding at an early age.

• As an educator, using this tool I can exhibit the importance of learning how to use and incorporate technology in the classroom.

• The Hour of Code allows students and faculty to develop their own technology skills as well as help develop the skills of others.