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.
Teachers:
Teaching Reflection
This project allowed me the opportunity to use current research on teaching immigration and learning with technology when planning learning environments and experiences for my theater students. The project promoted the use of digital tools and electronic resources for investigating and resarching!
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
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 NETS•S.
Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Project Based Learning Plan
This plan allowed me the opportunity to teach students proper
research techniques using technology with the PBL immigration Project.
The lesson allowed students to design a skit and adapt relevant
monologues based on the Social Studies lesson of "Coming to America!"
The project promoted innovation and creativity.
Teaching Reflection
Technology Enhanced Instructional Strategies Project
The video promoting project from MEDT 7470, was a fun
project for my students because it allowed them the opportunity to
create commercial videos of the work they do in class. The purpose of
this video promotion was to display the elective fine arts classes to
the school and persuade students to join in the arts at Douglass High
School for the upcoming school year.
The video promotion was planned to be used during all
morning show announcements made at the first weeks of school. This
video was also emailed to 9th grade teachers with homerooms to be shown
to the students as a promotion of all fine arts classes available.
The video promotion can be evaluated in several ways. The most obvious includes a rise in attendance in the enrollment of classes. Students can mention the video to further evaluate how they were informed of the fine arts department (video, word of mouth). A comparison of previous club attendance may also help evaluate the video’s response.
Each student can decide on specific topics and add multimedia, text and audio to create dynamic projects that are stimulating to the whole class. The projects can be done in groups or alone depending on the student's working and learning style. This project was an excellent tool to enforce creativity for all students using digital tools for effective research.
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.
Schema-Diagram Overall: Model of Effective Instruction
ID Project
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Teachers:
This Project Workshop Proposal will give students the
opportunity to learn and develop their Moviemaker computer skills. It
will also expose participants to digital stories that have already been
created and show them how diverse digital stories can be.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
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.
Douglass Fine Arts Grant
The following article and abstract is based on my research question on how block scheduling will affect the music classes in a high school curriculum.
The Annotated Bibliography Paper allowed me the opportunity to model and facilitate senarios to my colleagues with an evaluation of our current situation of block scheduling.
The intent of this project was to find articles and data relating to block scheduling and it's effects on our Fine Art Students. This research question is important to me as an educator of the arts at a high school in Atlanta Public Schools dealing with block scheduling conflicts.
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
Teachers:
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.
Webquest Project- Advanced Knowledge in Music Content area and Lesson
Copyright Project
AUP Classroom Technology Rules
Candidates should be able to develop awareness and understanding of individual and group differences and when diagnosing and prescribing transformational systemic change.
This Case Project takes place at Douglass High School in Atlanta, Georgia. This high school, like many others, has a diverse population of learners and learning styles. The project addressed the issues in curriculum and diverse learners in a "Standards Driven Classroom" at Douglass.
Standards Driven Classroom Project
Dr. Cao's CEPD 6101 course Schema project required me to summarize the content that I learned from each module and textbook chapters read during the semester on the Psychology of Instruction and Teaching.
The purpose of the schema project was to draw together all that I have learned about learning and instruction, diverse learners, and using learner-centered strategies as it relates to my theater students. I chose the most important aspects of my readings that relate to my class while creating an organized diagram using the web 2.0 tool Gliffy.com
The following schema project allowed me the opportunity to address the diverse needs of my theater class by discussing and utilizing learner-centered strategies for my students.
Glify.com was a great web 2.0 tool and technology resources used to collect and display data, interpret results, and communicate findings to improve instructional practice and maximize student learning for my future theater classes.
Schema-Diagram 1: Characteristics of My Students
Schema-Diagram 2: Knowledge Construction
Schema-Diagram 3: Strategic Learning and Teaching
Schema-Diagram 4: Motivation and Learning
Schema-Diagram 5: Educational Context
Schema-Diagram 6: Assessing Student Learning
Schema-Diagram Overall: Model of Effective Instruction
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Case Study 2 Promoting Social Applications with Technology project
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.
9. Proactive: Candidates should be able to advocate for the removal of barriers that impede life long learning and hinder transformational systemic change.
Project Reflection
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.
Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
Technology Organizations Project
The International Society for Technology in Education (ISTE)
National Educational Technology Standards (NETS)
Center for Applied Research in Educational Technology (CARET),
National Educational Computing Conference (NECC)
The Technology Organizations Project allowed me to learn the benefits from the Technology Associations and technology conferences available.
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.
2. Leaders: Candidates should be able to demonstrate effective leadership skills to initiate and facilitate.
Learning Leadership
Learning and Instruction Project
Through the MEDT 6462- Administration of Instructional Technology course I was able to learn the leadership skills necessary in building a strong vision with technology and the importance of leadership decision making in the school environment. Through this research paper-Learning Leadership, I evaluated leadership skills and a leaders ability to compare and contrast behavioral and cognitive theories of learning and their implications for the classroom.
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.
Learning Leadership
Decision Makers: Candidates should be able to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change.
Technology Organizations Project
Douglass Fine Arts Grant
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
10. Reflective: Candidates should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change.
Instructional Technology Project Reflections
The project titled, Douglass Fine Arts Grant was a sample grant used as a demonstration to my school and community with the intent of receiving a technology grant for our students. The knowledge and competency gained from this project was shared with other professionals and colleagues in my school. It contributed to the program by showing the importance of technology to our students, school and community!
