II. Performances
The professional education program provides evidence that competencies and exit criteria for Instructional Technology Specialist certification candidates are assessed in coursework, field experiences, portfolios from previous employment and an internship. The program also provides evidence that the candidates demonstrate their knowledge of and competence in the delivery of instructional technology services that enhance administrative and teaching capabilities and improve student learning during a minimum of 75 hours of participation in sequential field experiences, practica, and an internship at diverse educational levels including:
II.A. Managing instructional technology services including:
This week in student teaching, I have been grappling with the difficult task of providing constant feedback to the students on the vocabulary development. After some thoughtful reflection on what would work best for students, Dave suggested that I come up with a more rapid-fire way to ensure that the students thoroughly understood the difficult yet attainable "Hamlet" vocabulary that we embedded in our unit on technology. I thought long and hard about a solution to the inevitable problem of providing quick, summative feedback and came up with this simple yet effective plan.
When students are learning new vocabulary in Olde English, they want to have a modern day understanding of the vocabulary terms for them to apply the meaning of the text to their vernacular. I created this NearPod activity for the students to learn more about the tricky vocabulary used in Shakespeare's "Hamlet" so that the students could better grasp the meaning and overall contextual understanding of the vocabulary terms in their own reading of the play and writing their thesis papers of the text. Nearpod allows for every student in the class to share out his or her work without the worry of being singled out. The teacher is in control of what the students see, so if a student shares out an incorrect answer, the students do not know whose response it was and thus allows a safe learning environment in which students can submit their work unfettered and unabashedly.
II.A. Managing instructional technology services including:
- creating an environment that fosters interest and growth in all aspects of technology,
- establishing and maintaining rapport with all staff and students,
This week in student teaching, I have been grappling with the difficult task of providing constant feedback to the students on the vocabulary development. After some thoughtful reflection on what would work best for students, Dave suggested that I come up with a more rapid-fire way to ensure that the students thoroughly understood the difficult yet attainable "Hamlet" vocabulary that we embedded in our unit on technology. I thought long and hard about a solution to the inevitable problem of providing quick, summative feedback and came up with this simple yet effective plan.
When students are learning new vocabulary in Olde English, they want to have a modern day understanding of the vocabulary terms for them to apply the meaning of the text to their vernacular. I created this NearPod activity for the students to learn more about the tricky vocabulary used in Shakespeare's "Hamlet" so that the students could better grasp the meaning and overall contextual understanding of the vocabulary terms in their own reading of the play and writing their thesis papers of the text. Nearpod allows for every student in the class to share out his or her work without the worry of being singled out. The teacher is in control of what the students see, so if a student shares out an incorrect answer, the students do not know whose response it was and thus allows a safe learning environment in which students can submit their work unfettered and unabashedly.
- communicating high learning expectations,
- creating a safe physical environment that is conducive to learning
- Artifact: Acceptable Use Policy GILT514 Exceeds
- The AUP I created fostered the interest of both the students as well as the teachers and administrators by allowing them access to technology and the internet to further their learning. It also provided a safeguard for all students so that their discovery protects them from outside dangers and breaches of privacy while surfing on the district's server. One of the most difficult aspects of being an instructional technology specialist is teaching the appropriate use of technology in the classroom and acceptable use of the internet and technology to promote student learning. Many students never receive explicit instruction regarding the acceptable use policy that their schools promote so as an instructional technology specialist, it becomes my job to navigate those murky waters for students, faculty, staff, parents, and anyone else in contact with the curriculum and student learning. In order for students to fully understand the method by which the school operates in the technological aspect of learning, there must be clear cut instruction provided to the students about how to determine if there is an appropriate level of technology and its consequent use for learning. These are skills are ones that the students will carry with them as they pursue post-secondary education and endeavors because they will constantly have to formulate their own ideas about what is and is not acceptable use in the realm of technology in not only the school entity of their lives but their professional lives as well.
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II.B. Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels that utilizes technology in problem solving based upon:
One of the most arguably important pieces of information for student learning comes in the physical development and creation of student-led projects in the classroom setting. When students are receiving direct instruction, they are not actively engaged in learning, but rather, passively receiving information and not altering it into something that they could presumably learn and understand for future use. Students must take what information they have received and analyze, conceptualize, and reinforce what they have learned in a manner that will allow them to recall the aforementioned information in a meaningful, personal way. Learning is only useful to students when it is meaningful to them in ways that makes connections to their individual lives. Since students are abreast of emerging technologies and the contemporary applications, they are most apt to apply those skills that they utilize in their own personal lives and to their own comfort levels. In these lesson plans for this standards, all of the Pennsylvania Common Core standards were addressed as well as the district standards per our 7th grade English level. The students were charged with the task of creating a PowerPoint presentation that served as the culminating project for the unit on happiness and success and how both entities could be achieved in this lifetime. Since the students created the presentations themselves, it was an enormous yet critical task to implement their own level of comfort with the technology into their presentations so that they were able to use the functions in an effective manner when it came time to present their projects. All of the students' individualized learning needs were addressed in a meaningful manner that paced the students for their own comfort level. As an instructional technology specialist, it is engrained in my job function to provide teachers with the support that students need in order to make learning meaningful and paced according to their own preferences.
- Pennsylvania Academic Standards,
- strengths and needs of learners at all levels of technological proficiency,
- established technology implementation plans
One of the most arguably important pieces of information for student learning comes in the physical development and creation of student-led projects in the classroom setting. When students are receiving direct instruction, they are not actively engaged in learning, but rather, passively receiving information and not altering it into something that they could presumably learn and understand for future use. Students must take what information they have received and analyze, conceptualize, and reinforce what they have learned in a manner that will allow them to recall the aforementioned information in a meaningful, personal way. Learning is only useful to students when it is meaningful to them in ways that makes connections to their individual lives. Since students are abreast of emerging technologies and the contemporary applications, they are most apt to apply those skills that they utilize in their own personal lives and to their own comfort levels. In these lesson plans for this standards, all of the Pennsylvania Common Core standards were addressed as well as the district standards per our 7th grade English level. The students were charged with the task of creating a PowerPoint presentation that served as the culminating project for the unit on happiness and success and how both entities could be achieved in this lifetime. Since the students created the presentations themselves, it was an enormous yet critical task to implement their own level of comfort with the technology into their presentations so that they were able to use the functions in an effective manner when it came time to present their projects. All of the students' individualized learning needs were addressed in a meaningful manner that paced the students for their own comfort level. As an instructional technology specialist, it is engrained in my job function to provide teachers with the support that students need in order to make learning meaningful and paced according to their own preferences.
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II.C. Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools
- Artifact: Hyperbook GILT511 Exceeds
- Creating a Hyperbook allowed me to tailor my lesson for all students, regardless of their achievement levels, learning preferences, and other student need based accommodations. Instructional technology specialists are motivated to invigorate student learning that might be mundane or stale. As advocates for the appropriate use of technology in the classroom, IT specialists can utilize fun tools like the hyper book to spice up mundane curriculum and encourage more active student engagement in assignments, note-taking, etc. Hyperbooks ares great tools that teachers can implement into their repertoires of teaching and continue to update them in an effortless manner even after they initially create them since the electronic update is much more mutable than the hard copies of notes for students. Teachers do not have to compromise their own teaching styles or content when they apply the use of hyper books into their curriculum. Rather, their teaching style becomes more enriched by the additional resources and active student engagement and participation in their activities which promotes a culture of active student learning as opposed to the passive transfer of information from teacher to student.
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II.D. Selecting, developing and administering assessments that utilize technological applications and involve multiple indicators of student progress and using technology to maintain records on student achievement.
Artifact: Video on Vocabulary Instruction GILT514: Exceeds
Artifact: Video on Vocabulary Instruction GILT514: Exceeds
II.E. Developing leadership techniques for working with all levels of the educational community and to manage and administer instructional technology programs at the building and district levels including:3
- developing plans to assess the technological needs and resources, and to evaluate technology implementation and outcomes,
- developing plans to configure computer/technology systems and related peripherals in laboratory, classroom clusters, and other instructional and administrative arrangements,
- developing systems for the secure maintenance of student records
- Artifact: Field Experience GILT511 Exceeds
- By participating the preparation for the 6th grade math project involving an iPad application called Educreations, I was able to see the entire process from start to finish how teachers have to prepare technology for students and in-class projects.
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