As it is indicated by Twomey, Shamburg and Zieger “It is not enough for your candidates to teach or model the use of technology. You must demonstrate the requirements where candidates use problem-solving / decision-making tools to facilitate higher-order thinking among students. P. 42)” In my teaching practice, I take all opportunities to use the Problem Based Learning Model and research based strategy to nurture students higher thinking skills. My artifacts presented below, such as the On-line InfoSearch scaffolding for 7th grade “Earth Science and Life Science” classes, the four PathFinder for collaborative classroom teachings for English, Spanish and science classes, the Information Literacy Project “Math in Real Life” and the WebQuest: Algebra demonstrate my qualifications on this indicator. More specifically:
• The Digital Story Telling “Stop Cutting Funds On Education”, the Podcast “Hoboken” and the Digital Video “Campus Tour at NJCU” used “web-based and non web-based authoring tools (A.7.)”, to engage student and teach them better.
• The e-board posted Pathfinders, subject specified InfoSearch scaffoldings for different grade levels are evidences of using the “methods and strategies for teaching concepts and skills that support use of media-based tools (A.5.)”
• The projects using excel, such as the “HSPA math” and the “Library Inventory Map” evidence the “Manage student learning activities in a technology-enhanced environment (D)”
• The PBL research paper and the WebQuest are applied “technology to demonstrate students' higher order skills and creativity.” And “Used methods and facilitate strategies for teaching problem solving principles and skills using technology resources. (C.1.)”
_______________________________
Reference:
C. Twomey, C. Shamburg and L. Zieger, Teachers as Technology Leaders, A Guide to ISTE technology facilitation and technology Leadership accreditation, 2006, Washington, USA. |
