This section contains work from ESPY 5092 (below) and ESPY 5198 (sub page "Practical Applications"), in addition to work completed outside of program requirements. I believe this section to be the crux of my entire portfolio because it highlights my attempts to bridge the gap between what I was learning in this program, with what I was actually doing in my classroom. If we as educators wish to see changes in the paradigm of education, we must attempt to integrate theory with practice. 

The embedded video walks the viewer through my thoughts on the implementation of a backchannel discussion taking place while watching a documentary film in my 8th grade social studies class. We used the free online service "Edmodo" to facilitate the backchannel. The video documents my thoughts on the pros and cons of an activity such as this one. The viewer will also be able to see screenshots of the discussions that students had online while the film was playing as evidence of socially negotiated creation of meaning, which was my ultimate goal. 

In terms of putting theory to practice, I can't help but think of one of the first series of readings we were assigned for the 2 summer's program: the Clark/Kozma debate. At times I felt like what I was asking of the students put too much emphasis on the technology and less on the actual learning. Completing this lesson made me reevaluate how I would go about conducting a backchannel in the future. However, to be fair, this was the first time we had done anything of this sort - so the learning curve for the students was pretty steep. 

1. Facilitate and Inspire Student Learning and Creativity

I used my 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.

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

2. Design and Develop Digital-Age Learning Experiences and Assessments

I designed, developed, and evaluated 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

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

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