Content Pedagogy:
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content pedagogy.
2.1 Creating. Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
The Curriculum Project targets both ELA and Social Studies standards, grounded in the technological approach set forth by Judi Harris and Mark Hofer, beginning with the learning goals. This unit utilizes technology to create an author study. As noted in the project proposal, research has shown that author studies "encourage a variety of engagements [which] increases the possibility of meeting the needs of multiple learners and deepens the quality of the response" and learning. The first part of the project with the teacher utilizing the different digital resources demonstrates a knowledge base in the content knowledge and technological content knowledge. The use of specific resources presented in different learning styles to accompany the different books throughout the first part of the project exhibits the use of pedagogical content knowledge. Providing the students with the choice of certain platforms to create their presentations for the final parts of the project models the use of technological pedagogical knowledge. As a result, the technology has been integrated in a way to creatively create interactions among all three main components of the TPACK framework.
2.2 Using. Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
The Instructional Design project was designed with thinking about the student learners first. There were educational technologies and processes thought about as well aiding in the implementation of student learning. This artifact utilizes the use of Chromebooks (or desktops, laptops, or iPads) for the students to access sites for research. Most of the student's research was conducted in databases through the state of Delaware and University of Delaware's UDLibSearch. The devices allow the students to also collaborate and create their presentation as their final project (i.e. Google Slide, Prezi, Powtoon).
2.3 Assessing/Evaluating. Candidates demonstrate an inquiry process that assesses the adequacy and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
Through the work of my Needs Assessment, I assessed the adequacy and evaluated the instruction and implementation of the educational technology of interactive whiteboards. This artifact reviews both research and real-world implementation of interactive whiteboards within K - 12 classrooms, as to whether replacing and/or upgrading older interactive whiteboards with newer versions would be cost effective and worthwhile in positively affecting the learning environment. I concluded that if there is training and ongoing professional development on the new boards for all of the teachers utilizing the interactive whiteboards, then the benefits in the learning environment for students outweigh the cost.
2.4 Managing. Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
The Instructional Design project was developed to target a community of learners with diverse needs. This artifact allows learners to demonstrate digital citizenship, knowledge construction, creative communication, and global communication with the use of the different technological tools. This is in addition to exhibiting their knowledge on earth materials, their comprehension of informational text, their abilities in informational writing, and their verbal skills when giving their final presentation. With student choice throughout the project, a flexible learning environment was created. For example, the students have the choice in database they use to conduct their research, as well as the platform used for their final presentations. However, these choices are limited to the list provided with the project instructions.
2.5 Ethics. Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
The Needs Assessment focuses on technology that can be used in any community. This artifact assessed the use of the interactive whiteboard technology within the Red Clay Consolidated School District. Red Clay Consolidated School district is comprised of schools in diverse areas, with a diverse population. The same technology is used across the entire district. Within the district, there are schools in both urban and suburban areas. The students are from various backgrounds and varying socio-economic classes. There are elementary, middle, and high schools servicing students in kindergarten through 12th grade across the district.