Natasha's ePortfolio

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  2. PSP Philosophy
  3. Subject Matter Knowledge
  4. Child Development
  5. Diversity of Learners
  6. Instructional Strategies
  7. Learning Environment
  8. Communication
  9. Planning Instruction
  10. Assessment
  11. Technology
  12. Self-Reflection/Professional Development
  13. Community Involvement
Home > Technology

Technology

The teacher is adept with technology and can use various technological apparatus, tools, and software to enhance the learning of their students and provide for greater efficiency in their roles as a teacher.
Standard: 1. Case Teacher Licensure Mission: The mission of the Case educator preparation unit is to prepare Proactive Scholar-Practitioners who demonstrate thorough content and pedagogical knowledge; skill in instructional planning, delivery, and assessment; and dispositions consistent with the principles of commitment, collaboration, and creativity. We define Proactive Scholar-Practitioners as educators who, upon entering the teaching profession, demonstrate through their performance in instructional contexts:
Indicator: superior skill in creating optimal learning environments, in assessing and monitoring individual student performance and instructional effectiveness, in adapting instruction to accommodate changing student performance including effective application of technology, and in communicating effectively and working collaboratively with students, families, and co-workers (Practitioner)
Standard: 3. Case Teacher Licensure Philosophy and Belief System: Case prepares educators to be Proactive Scholar-Practitioners. A shared set of core beliefs about teachers, learners, and the learning process unifies the educator preparation programs at Case, and can be summarized as follows:
Indicator: Effective teaching is evidenced by the appropriate and creative use of technology in identifying and responding to individual and collective learning needs of students and in communicating effectively with students.
OH- Ohio Standards for the Teaching Professions
Standard: Standard #4: Instruction Teachers plan and deliver effective instruction that advances the learning of each individual student.
USA- INTASC: Model Standards for Beginning Teacher Licensing and Development (1992)
Knowledge, Disposition and Performance Indicators
Principle 6: Communication: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Area 6.10: Knowledge
Standard 6.11: The teacher understands communication theory, language development, and the role of language in learning.
Standard 6.12: The teacher understands how cultural and gender differences can affect communication in the classroom.
Standard 6.13: The teacher recognizes the importance of nonverbal as well as verbal communication.
Standard 6.14: The teacher knows about and can use effective verbal, nonverbal, and media communication techniques.
Area 6.20: Dispositions
Standard 6.21: The teacher recognizes the power of language for fostering self-expression, identity development, and learning.
Standard 6.22: The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom.
Standard 6.23: The teacher is a thoughtful and responsive listener.
Standard 6.24: The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.
Area 6.30: Performances
Standard 6.31: The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received).
Standard 6.32: The teacher supports and expands learner expression in speaking, writing, and other media.
Standard 6.33: The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.
Standard 6.34: The teacher communicates in ways that demonstrate a sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation).
Standard 6.35: The teacher knows how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities.
USA- ISTE NETS and Performance Indicators for Teachers (NETS-T) (2009)
Standard: I. Facilitate and Inspire Student Learning and CreativityTeachers 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.
Performance Indicator: a. promote, support, and model creative and innovative thinking and inventiveness.
Performance Indicator: b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Performance Indicator: c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
Performance Indicator: d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Standard: II. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers 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.
Performance Indicator: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Performance Indicator: 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.
Performance Indicator: c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Performance Indicator: 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.
Standard: III. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Performance Indicator: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Performance Indicator: b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
Performance Indicator: c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Performance Indicator: 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.
Standard: IV. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices
Performance Indicator: 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.
Performance Indicator: b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Performance Indicator: c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Performance Indicator: 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.
Standard: V. Engage in Professional Growth and LeadershipTeachers 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.
Performance Indicator: a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
Performance Indicator: 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.
Performance Indicator: 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.
Performance Indicator: d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
USA- Praxis II
Test Names: Test Names
Licensure Area: Music K-12
Test 0113: Music: Content Knowledge (contains listening section)
Content Category IV: Music Learning, K-12
USA- Praxis II Principles of Learning
Test: Principles of Learning & Teaching: Grades 7-12
Category: II. Instruction and Assessment
Topic: A. Instructional Strategies
Detail: 2. Major categories, advantages, and appropriate uses of instructional strategies
Detail: 3. Principles, techniques, and methods associated with major instructional strategies
Detail: 4. Methods for enhancing student learning through the use of a variety of resources and materials
Topic: B. Planning Instruction
Detail: 1. Techniques for planning instruction, including addressing curriculum goals, selecting content topics, incorporating learning theory, subject matter, curriculum development, and student development and interests
USA-Praxis III/Pathwise Teacher Performance Criteria
Copyright ©2003 Educational Testing Service. Used with permission of ETS. Also see Danielson, Charlotte (1996) "Enhancing Professional Practice: A Framework for Teaching" Alexandria, VA: ASCD.
Domain: Domain A - Organizing Content Knowledge for Student Learning
Criterion A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resource that are appropriate for the students and that are aligned with the goals of the lesson

**Delete the prompt text below prior to entering your personal reflection and artifacts**



Reflection on the Learning Outcome
Use this area to reflect on your development as a teacher in relation to this outcome. What is your current understanding of this outcome? How have you grown and developed in relation to this outcome? What are your strengths? What are weaker areas that you need to continue developing? How do you plan to strengthen weaker areas? Why is this outcome important to your future success as a teacher?


Artifacts
Webfolio artifacts are "tangible evidence that indicate the attainment of knowledge and skills and the ability to apply understandings to complex tasks" (Campbell, Melenyzer, Nettles, & Wyman, 2000, p. 147). Artifacts, which may be in text, graphical, audio, or video formats, assist an assessor who is viewing your webfolio in understanding your present level of proficiency in relation to an outcome. Most artifacts in your webfolio will be developed as a part of courses, field experiences, and during student teaching. However, artifacts may exist from other situations in which you've developed knowledge, skills, and dispositions that relate to the Case Program Outcomes for Teacher Licensure students. Certain outcomes may have specific required artifacts (ask your Professors), but other student-selected artifacts can always be included in addition to those that are required.

To attach artifacts that provide evidence of your level of proficiency in this outcome, please do the following:

  1. Click the Edit button in the upper right hand corner of this template page. A new window will pop open in your web browser.

  2. Across the top of the new window will be a series of tabs. Click on the Attachments tab.

  3. In the attachments dialog box, provide a name for your artifact that is descriptive of it (WHAT is it?). Place the name in the Name file space.

  4. Next, reflect on how the artifact provides evidence for what you learned and how this leads to meeting the outcome (this answers the question SO WHAT?). This reflection should be approximately 2-3 paragraphs in length. You can type this directly into the Describe file area, or you may wish to compose it in a word-processing document and then copy and paste it into the Describe file area.

  5. Click the Choose File (Select file) button, browse your computer to find the file (artifact) you want to attach to this outcome, and choose it.

  6. In the bottom, right portion of the window, check your spelling (with the Spell Check button) and then click the Add File button to attach the artifact to this outcome.


References
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2000). How to develop a professional portfolio. Boston: Pearson Allyn and Bacon.
Author: Natasha Marsalli
Last modified: 4/28/2009 8:30 PM (EST)