Standard 1: Instructional Technology Facilitators demonstrate leadership.
a. Instructional Technology Facilitators demonstrate 21st century leadership in the school. Instructional Technology Facilitators lead in the use of 21st century tools and skills. They promote a vision of technology-enabled teaching and learning that includes use of best instructional practices and access to current information and technology tools. Instructional Technology Facilitators understand and apply principles of adult learning to design and deliver relevant, engaging, and differentiated professional development. They support the school and district’s overall vision for ensuring that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.
Distinguished Artifact and Rationale
Context - I designed and implemented technology challenges for the staff at the two schools I work at. Teachers were required to complete level one of all five challenges but were encouraged to complete higher levels. The five technology challenges included Google Drive, Mastery Connect, a presentation tool, WordPress, and flipped videos. I met with PLTs and individual teachers to coach them on each of the challenges and to help them complete each level.
Reasoning - This artifact demonstrates my ability to design and provide a differentiated professional development program on technology enabled teaching. The later part of this artifact paints a clear picture of how differentiated the technology challenges. I differentiated each challenge so that teachers could work at their own individual skill level. I did not want to require them to have to complete all levels of each challenge because that would overwhelm them. I wanted each staff member to be introduced to the technology tool and select the tool they wanted to learn more about. I selected the five technology tools based on the nature of the tool and its relevance to technology integration.
Reflection - I was able to work with many PLTs and individual teachers because of the challenges. This helped them understand my role, as an ITF, and spring boarded many teachers into wanting to learn more about technology integration. There are several things I would have done differently. Choosing Word Press was not a wise choice, it is not approved by the county. I should have used Weebly or Google Sites. I would have also encouraged teachers to post their Technology Challenges matrix on their classroom doors. I think this would have helped to motivate teachers to complete the challenges and inspire the use of technology integration.
b. Instructional Technology Facilitators lead an instructional technology program that supports 21st century teaching and learning. Instructional Technology Facilitators collaboratively create, align, and implement programs guided by state and national guidelines and research-based best practices. Instructional Technology Facilitators align program goals with local strategic plans placing a priority on student learning and curriculum requirements. They exhibit flexibility, adaptability, and resourcefulness in an ever-changing technology environment. The instructional technology program offers an effective teaching and learning best practices model in the 21st century digital conversion of the school in support of student success.
Accomplished Artifacts and Rationale
Context - I created a web page that describes the services that I offer to teachers. Many teachers I work with did not know what an ITF was. I wanted to help define my role to my staff and make them aware of the services that I can provide them. I also wrote blog posts about several resources that can be used to evaluate and select digital tools and resources.
Reasoning - These artifacts demonstrates how I lead in the development of a 21st century digital conversion that includes the evaluation and selection of digital tools and resources, how I align technology integration to the curriculum, and how I coach, co-teach, and mentor my staff members. On my teacher support web page I highlighted nine ways that I can support my staff:
North Carolina Digital Learning Competencies for Teachers - I have created a step-by-step guide for teachers to use to help them through the process of earning their technology credits. I also offer to assist teachers in completing their modules and final assessments.
Selecting Digital Resources- It is important that my staff understand that technology should be used just for the sake of using it. It should not be used as a replacement but for the purpose of enhancing and enriching learning experiences. I wanted to also provide staff members with best practices for selecting digital tools. I use DSAP, TPACK, SAMR, & Technology Matrix frameworks/models to guide teachers in the process.
Collaborating with Staff Members- I wanted my staff to see me as a resource that will work along side of them. It is important that a digital coach not appear to be speaking down to a staff member, like a teacher to a student. I wanted my staff to see that our relationship would be a collaborative one that puts us in an equal plane.
Digital Portfolios - All teachers will be required to incorporate digital portfolios. I wanted to communicate to my staff that I can help train them on how to train their students. I also wanted to communicate to teachers that a digital portfolio is an excellent alternative assessment tool.
Facilitate Classroom Instruction - I wanted my staff members to know I can facilitate classroom instruction. I can tell you how many times I got an email about fixing a printer or laptop. I wanted to get emails inviting me to facilitate a class activity. My goal is to model, to the teacher, how to integrate technology. For example, I was awarded a grant to purchase a license for Actively Learn. I gave the license to a Language Arts teacher and scheduled a day for me to facilitate a reading activity using Actively Learn. I showed the students how to log in to Actively Learn and how to use it and all of its features. As I was facilitating the lesson, the teacher was observing me do that they could learn how to use Actively Learn with her students. We then met one on one so I could train her on how to use the teacher side of Actively Learn.
BYOD Solutions - Both of the schools I work at are BYOD schools. I noticed that teachers were struggling with using BYOD in their classrooms. I wanted to communicate to teachers that I know all three of the major platforms and that I could help them select tools and resources that can be accessed on a Apple, Droid, or Kindle Fire.
Digital Coaching & the 4Cs - teachers are encouraged to incorporate the 4Cs but they may need assistance. I wanted my staff to know that I can help them develop lessons, activities, and projects that align to their curriculum and incorporate the 4Cs.
Website Development- teachers at both the schools I work at are not required to have a teacher website. I see having a website as an essential productivity tool for teachers. A teacher website can be used to communicate with students and parents. it can also be used to deliver content, resources, and assignments. Some teachers have no experience with developing a website. I offer to help build a website for a teacher and then help them maintain it. My goal is to eventually have the learn the tool so they can maintain it themselves. Here is one sample. I am experienced using Weebly, Wix, WordPress, & Google Sites.
At Your Fingertips- I wanted teachers to know that I want to help them make their jobs more efficient. I was a classroom teacher and know first hand how difficult their jobs are. I offer to help teachers deliver their content using a digital platform like Google Sites, Google Classroom,Canvas, Blackboard, Weebly, and Google Sites. I offer to build the entire resource for them and then train them how to maintain it. Here is a sample.
Reflection - I sent out this web page to all of the staff members at both schools that I work at. I received many responses from teachers. This resource has helped teachers gain a clearer understanding about what an ITF is and how I can support them. I would have liked to present this to all staff members at the beginning of each school year. I also think I should have a print version of this.
c. Instructional Technology Facilitators advocate for effective instructional technology programs. Effective technology facilitators model and apply information and technology standards as they design and implement learning experiences for both students and educators. Combining their broad content, pedagogical and technology understanding they advance student learning, creativity and innovation in both traditional and virtual environments.
Accomplished Artifact and Rationale
Context - I met with a Language Arts PLT and was asked to help them communicate to their seventh grade students how to identify if a resource is reliable and valid. This artifact is a lesson I present to the students.
Reasoning - This artifact is a sample of how I design and implement learning experiences for students that models the use of one of the Information Technology Essential Standards. The students were using web based resources for a research project. This lesson provides samples of fictitious resources and targets standard 7.SI.1. This lesson was designed to provide students with sources that appear to be valid and reliable. This activity required the students to evaluate the sources and determine if they are reliable are not. They had to provide their rationale for their judgments.
Reflection - This was so fun. The students had a very difficult time determining if the Pacific Northwest Tree Octopus was real. I told them we were raising money for the octopus and many of them said they would donate. They were shocked when I revealed that it was all fictitious. The other sources were much harder to determine if they were reliable. I would have done a few things differently. I would have had a handout or writing activity that accompanied my lesson. For example, I will use the following student handout and activities in the future. I would also do some follow up with the students as they progressed through their research assignment.
d. Instructional Technology Facilitators promote and facilitate effective collaboration among educators within and beyond the school setting. Instructional Technology Facilitators generate positive student outcomes by leading, modeling and promoting effective collaborative practices that support and create an effective learning community. They demonstrate persistence, creativity, and openness in establishing relationships and building partnerships. They review data to inform instructional planning while collaborating to design, facilitate, and evaluate instruction based on research and best practices. They work collaboratively to identify and select resources for curriculum support and partner with teachers to create instruction that is enhanced and enabled by relevant and effective digital tools and resources.
Accomplished Artifact and Rationale
Context- I have been working with a science teacher that wanted to convert her teaching style to a student centered model. I collaborated with her to create a Google Site that would house the content, activities, resources, and media for her curriculum.
Reasoning - This artifact demonstrates how I proactively engage school staff members in ongoing collaborative activities and how I use evaluation findings to guide adaptations to instruction. Ms. Connors wanted to be able to work with her students on an individual basis but found it hard to do because she was using a teacher-led model. I suggested that she use a student-centered model. She had no experience or knowledge of how to accomplish this. I told her I would develop a digital tool that could deliver the content of her class and allow for students to move through the course at their own pace. We collaborated on the project. This Google site will house all of the digital content, resources, and media for each of the five science units. We carefully selected the resources and created many of them together. We created one unit at a time and then evaluated what we made and the students's experience with it. We then made adaptions to the units as we progressed through the school year.
Reflection - We were very please with our end product. The students enjoyed being able to work at their own pace. I would do one thing differently next time. I would have liked to have discussions with the other science teacher that used the teacher-centered approach. It would have been interesting to compare student assessment data to see if there was a significant difference between the students that experienced a teacher-centered approach and the students that experienced a student-center approach.
e. Instructional Technology Facilitators demonstrate high ethical standards. Instructional Technology Facilitators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998.
Accomplished Artifact and Rationale
Context - I made a digital resource for teachers and myself. I created a Google Site that houses all of the Common Sense Media Digital Citizenship lessons so they could easily locate and deliver the lessons to their students.
Reasoning - This artifact demonstrates how I promote the use of best practices in copyright, ethical access, and use of resources, intellectual property, and digital citizenship. I know how hard it is for teachers to teach their content. Adding the digital citizenship curriculum to their already heavy load was not my desire, so I created this resource for myself to use. I offered, to all teachers at the two schools I work at, to deliver this content to the sixth, seventh, and eight grade students. I used Common Sense Media digital citizenship lessons because they are aligned with the Information Technology Essential Standards. I wanted to do more than deliver content to students, so I saved a portion of class time for students to apply what was taught. They did this by playing interactive games. I used the Common Sense Media interactive games and Google's Interland games.
Reflection - The students and I had a lot of fun with these Digital Citizenship lessons. I ran into a lot of push back from teachers because they did not want to sacrifice time from their curriculum to give to the Digital Citizenship lessons. I mostly taught these lesson in elective classes or with the teachers that were willing to give me time. Not all of the lessons were taught because of this reason. I would do two things differently. I would first meet with all PLTs to schedule these to be taught throughout the year. This schedule would ensure all lesson were taught and that all students were reached. I would also start each unit by giving the students the final unit assessments. This would give me some data to work with. I would then give them the unit assessment at the end of the unit so that I could compare the two data points to see if I was effective.
Standard 2. Instructional Technology Facilitators demonstrate knowledge of learners and learning and promote effective instructional practices in a 21st Century learning environment.
a. Instructional Technology Facilitators use effective pedagogy to infuse the curriculum with 21st century content and tools. Instructional Technology Facilitators understand and apply research-based pedagogical strategies to design and facilitate rigorous, relevant, and engaging differentiated instruction. Instructional Technology Facilitators are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. They support the learning of all members of the school community, including those with diverse learning styles, physical and intellectual abilities, and needs. They effectively facilitate the integration of 21st century skills, particularly technology use, and instructional design, delivery, and assessment. Instructional Technology Facilitators creatively infuse content-area instruction with 21st century skills.
Accomplished Artifact and Rationale
Context - I met with a special education teacher and discussed the needs of her students. We created a list of the needs her students have and I came to the conclusion that touchscreen devices and a reading program would help meet these needs.
Reasoning - This artifact demonstrates that I facilitate the design and delivery of differentiated instruction guided by the integration of universal design principles into instruction. We looked at the presence of the disabilities her students have, the impact it has on their learning, and how technology could be used to overcome some of the barriers. I was able to get a three thousand dollar donation and I purchased ten touchscreen Chromebooks. These devices will meet the needs we listed during our meeting ( one-to-one ratio, audio texts, motor control, visibility, reading program, dictionary, digital annotation, and discussions).
Reflection - we received the devices this past week. I just entered them into the inventory. The students have not had a chance to use them yet, so I have nothing to reflect upon at this time. We are excited about using them next week.
b. Instructional Technology Facilitators know the content appropriate to their teaching specialty. Instructional Technology Facilitators model digital literacy and safety, and the ethical use of information and technology utilizing best practices and relevant research-based methods and techniques. They articulate the value and importance of the North Carolina Standard Course of Study to members of the school community. They assist teachers in seamlessly integrating technology into curriculum-based lessons and instructional units and providing 21st century learning experiences. They collaborate with other educators to design and facilitate use of innovative technology assisted student outcome measurement systems.
Distinguished Artifacts & Rational
Context - I presented at Convergence for the past two years. The first time I shared a matrix I made about the platforms various digital tools are compatible with. The second time I shared a digital resource I created for Language Arts teachers.
Reasoning - These artifacts demonstrate how I disseminate information of technology enabled classroom instructional strategies beyond the school community. The presentation about the cross platform matrix was a collaborative session. I opened up the session sharing my idea about creating a matrix for teachers to use to easily see what platforms a digital tool would work on. The majority of the time was spent on us collaborating together to add digital tools to the matrix. The second time I presented at convergence I shared what I call At Your Finger Tips resources. I was encouraging ITFs to create resources for teachers that would make their jobs more efficient. For example, I develop a resource for the sixth grade EL curriculum. This resource contains all of the lesson, text, resources, and media for one of the EL units. I did provide time for other ITFs to come to the podium to share resources they have created for their staff.
Reflection - I like the cross platform matrix, but I did not follow through with continuing to add to it. I also would like to have it in a different format other than a Google doc. The At Your Fingertips presentation went well. The only thing I would do differently is invite others to present with me. I did invite members of the audience to share, but only a couple people shared and I ended up finishing about ten minutes early.
c. Instructional Technology Facilitators model, share, and promote effective principles of teaching and learning. They use a variety of instructional strategies and assessment tools to model and promote digital-age learning experiences and apply their expertise to coach others in collaboration, digital literacy, 21st century communication, inquiry-based learning, and digital citizenship. Instructional Technology Facilitators demonstrate and facilitate the effective use of 21st century tools and resources to encourage meaningful and authentic learning experiences. They facilitate access to information, resources, and ongoing support to assist teachers in implementing research-based best practices using 21st century tools and resources.
Accomplished Artifacts & Rationale
Context - I collaborate with other staff members on a daily basis. This is what I actually spend most of my time doing. I mostly meet with individual teachers to see how I can help enrich their content and incorporate technology.
Reasoning - These artifacts demonstrate that I collaborate with other school staff to design and implement: digital-age learning experiences for all students and meaningful and authentic technology enabled learning experiences. I love to collaborate with teachers because we are all able to contribute our unique skills and talents to design and implement technology enriched learning experiences. My formal training is in the area of instructional design. We use the ADDIE model ( analysis, design, development, implementation, and evaluation) in ID. When I collaborate with teachers I use aspects of the model. The teacher is the SME (subject matter expert) and I am able to bring in the technology integration aspect. One thing I ensure we focus on are the learning objectives. Then we evaluate and select digital resources and technology tools that will assist students in accomplishing the learning goals and objectives.
Reflection - I will miss working with teachers, as an ITF. I truly enjoy what I do. No matter where I land, I am confident that I will continue to collaborate with the staff I work with to design and implement technology enhanced learning experiences. One thing I would do differently is ensure that we evaluate the learning experiences we designed so that we can improve upon what we have created.
Standard 3. Instructional Technology Facilitators facilitate the implementation of a comprehensive 21st Century instructional technology program.
a. Instructional Technology Facilitators serve as a specialist, fostering the effective use of digital tools and resources for constructing and sharing knowledge using inquiry-based instruction. Instructional Technology Facilitators use creative strategies to promote the available digital tools and resources as well as the special skills and expertise of the Technology Facilitator. They demonstrate flexibility to make their skills and expertise, as well as school technology resources, readily available to and easily accessible to all members of the school community. They help learners become discerning and effective users of digital resources and tools promoting the seamless integration of technology to meet curricular goals. Instructional Technology Facilitators encourage teachers and students to apply an inquiry-based approach to learning and they actively support instructional practices and pedagogy that promote creativity and critical thinking. They promote digital citizenship and guide students to build a positive academic digital footprint. They model the effective use of new and emerging technologies. They also collaboratively develop technology program policies and procedures that respect and meet the needs of a diverse school community and facilitate access to equitable digital tools and resources.
Accomplished Artifacts & Rationale
Context - I work at Centennial Campus Magnet Middle School. We collaborated with the NC State Engineer Department. The staff at NC State provided us with the STEM challenges and came to our STEM Expo to judge the students projects.
Reasoning - These artifacts demonstrate how I support use of inquiry-based learning by promoting creativity and critical thinking. The students we worked with volunteered to participate in the STEM Expo. These students were intrinsically motivated to learn and compete in the STEM Expo. We collaborated with NC State to get access to the engineering challenges. The students were given a problem they had to solve. We could answer student questions and guide them through their project, but we did not teach them any content. This project was student driven. To be honest they rarely asked for our help. We monitored that they were meeting the requirements and guidelines of the project. I was very impressed with the final projects and look forward to working with students on inquiry/problem based learning. The FVMS Project Based learning video demonstrates how I collaborated with the Wake Ed Partnership and staff at FVMS to promote project based learning/ inquiry-based learning.
Reflection - I worked on this project at Centennial Campus Magnet Middle School. We collaborated with NC State and the Expo was amazing. The one thing I would change is that we have stopped using the six engineering challenges. We now have opened it up to the students to decide what they want to work on. There are pros and cons to this decision. I will say that there was much more structure when we used the NC State challenges, but at the same time students are now free to be creative by selecting their own project.
Standard 4. Instructional Technology Facilitators build a learning environment that meets the instructional needs of all students.
a. Instructional Technology Facilitators establish a participatory learning environment that facilitates collaboration among all members of the learning community and honors diversity. Using 21st century tools and resources, Instructional Technology Facilitators encourage active learning, promote collaboration, and provide flexibility to accommodate multiple learning styles, work strategies and abilities. Instructional Technology Facilitators foster relationships with and between students while applying a global perspective and meeting the learning needs of a diverse student population.
Accomplished Artifact & Rationale
Context - I am working with a Language Arts teacher to incorporate technology to increase students' global awareness through the use of literature, enable students to digitally annotate, and engage in meaningful discussions. I came across Actively Learn during a course I took at the Friday Institute. I wrote a grant to purchase a license. I was awarded the grant and have implemented using Actively Learn with about one hundred and twenty students.
Reasoning - This artifact demonstrates my ability to enable students to develop a global perspective and my ability to mentor teachers in the use of resources and instructional strategies to meet the needs of a diverse population of students. Actively Learn is a powerful reading tool that has literally thousands of items in their content library. Getting a license for this Language Arts teachers has provided her with a wide variety of News texts, ELA texts, Science texts, and Social Studies texts. These texts will assist in our goal of increasing our students' global awareness. Many of the texts can be paired with both fiction and non-fiction texts. I have facilitated several lessons with this teacher's students in order to mentor her and model the instructional strategies to meet the needs of her students. Actively Learn's features make this possible. For example, we can identify students that need more assistance. Within Actively Learn, we can provide this student with individualized notes, comments, resources, and media. Actively Learn easily integrates most forms of media into the texts. We get many data points that help us monitor our students progress.
Reflection - I realize that a global perspective is not just achieved by reading texts. A global perspective is a mindset and it needs to be developed. I also have come to the conclusion that teachers can use the free version of Actively Learn. The paid version does have some amazing features, but teachers can get by without them. I have introduced and trained several teachers on how to use Actively Learn.
b. Instructional Technology Facilitators seamlessly integrate content-area curricula with 21st century content, effective pedagogical practices, universal design principles, and appropriate technology applications for all learners. Instructional Technology Facilitators model and promote the seamless and ubiquitous integration of content and technology tools and resources to meet widely diverse student needs. Instructional Technology Facilitators are a constant in the learning environment of the student over time. As such, they have a unique opportunity to gain a more holistic view of students, understand learners as they progress through each developmental stage, and encourage learners to cultivate creativity and critical thinking habits.
Accomplished Artifact and Rationale
Context - I have a heart for the special education department. I do what I can to help them. I met with the special education teachers to see how I could be of service to them and their students. They needed specific types of equipment to help meet the individual needs of their students. We collaborated on a grant and was able to fund the project.
Reasoning - These artifacts demonstrate that I promote the effective use of universal design principles and that I collaborate with school staff to design differentiated and developmentally appropriate lessons. I know very little about autism. I do know that they tend to self stimulate. I had to depend on the expertise of the special education teacher in order to apply the appropriate universal design principles ( equitable use, flexibility in use, simple and intuitive). The students have been using the purchased equipment to help them take appropriate stim breaks so that they can return their focus to their learning activities.
Reflection - I have visited the autism class and have witnessed them using the equipment that was purchased. I will continue to collaborate withe sped department and help them anyway that I can.
Standard 5: Instructional Technology Facilitators actively reflect on their practice.
a. Instructional Technology Facilitators use formative and summative assessments to collaboratively analyze data and evaluate other indicators of student learning to inform instruction.
Distinguished Artifacts and Rationale
Context - I wrote the technology plan for Fuquay Varina Middle School's technology program. A portion of the plan addresses the technology infrastructure. We wanted to create several active learning spaces in our school.
Reasoning - These artifacts demonstrate that I have leveraged resources to implement changes to the school's instructional technology program. I first converted my classroom into an active learning space so that I could use it to model the vision I had. I was awarded to separate grants. The Wake Ed Partnership awarded me three thousand dollars and Wake Electric awarded me another three thousand dollars. The PTSA at FVMS raised ten thousand dollars to be used for technology. I negotiated with them to use the funds for the area we call the Fish Bowl. I designed the Fish Bowl to house an entire class. The seating there is designed to create a student centered environment. Lastly, I applied for two separate grants in the amount of fifty thousand dollars, each. I wrote one for Fuquay Varina Middle School and one for Centennial Campus Magnet Middle School. Both schools were awarded the grant. The funds we are waiting on will convert several spaces in to active learning spaces that will be equipped with furniture, seventy inch flat screen TVs, computers, robots, audio video equipment, and various STEM related items.
Reflection - I will continue to write grants. I now realize that the grant process can take a long time to come to fruition.
b. Instructional Technology Facilitators link professional growth to their professional goals. Instructional Technology Facilitators actively seek professional development to help them maintain a leadership role as a teacher, technology specialist, and coach in the use of current and emerging technologies. They complete professional development and participate in local and global professional learning communities to explore creative applications and enhancements for improving professional practice and student learning.
Accomplished Artifacts and Rationale
Context - I love to learn and enhance my skills as an ITF. I have attended NCTIES for the past few years and I also have taken online courses through the NC State Friday Institute.
Reasoning - These artifacts demonstrate that I pursue professional development opportunities outside of the school and district to enhance my professional practice. I enrolled in three courses at the Friday Institute: Teaching Foundational Reading Skills, Coaching Digital Learning, and Disciplinary Literacy for Deeper Learning. I also applied some of what I have learned at NCTIES and the Friday Institute. For example, I learned about the technology credits that teachers will be required to have in order to renew their license. I made a resource for teachers that will help them easily navigate through the modules. I did this by creating a step-by-step guide. I also have met with many teachers individually to get them started on earning their credits. Lastly, I offer to work with them on completing their final assessments.
Reflection - I have learned so much about being an ITF from the professional development I have taken outside of my school and district;moreover, I have learned through my experiences. If I could change anything, I would have scheduled myself to be at a school one week at a time instead of every other day.
c. Instructional Technology Facilitators function effectively in a complex, dynamic environment. Instructional Technology Facilitators demonstrate leadership and flexibility in adapting to a rapidly changing information and technology environment. They act as leaders in coaching teachers, administrators, and students to thrive in a complex technology landscape. They continuously seek current best practices and adapt their professional practice based on research and student data to support school goals.
Proficient Artifacts and Rationale
Context - Technology has changed so much just over the past ten years. I read the New Media Consortium's Horizon report to keep abreast of the changing technologies related to education. I also seek out other sources in my PLN ( Personal Learning Network).
Reasoning - These artifacts demonstrate that I use findings from evidence-based research to improve professional practices, I adapt my professional practices to the technology environment, and I stay current with the evolving research about the changing information and technology environment. For example, the way in which we broadcast school news has changed as the technology has changes. The artifact about live streaming demonstrates how I research new technologies and then share them with my staff members. Another example, I created a video that models me using Quizlet with my students. I used this video to share with teachers the advantages of using Quizlet. About a year later, Quizlet Live was created. I then made a new video that demonstrated how Quizlet Live works. I shared the video with my staff members to help them get an idea of what Quizlet Live is. Lastly, the Common Lit blog post is a sample of how I blog about new digital tools and resources that align with teachers course objectives and standards.
Reflection - I will continue to stay current with the ever changing technological environment. After careful review of this specific evaluation objective, I have come to realize that I failed to use data to evaluate the impact of implementing new technologies. This is an area in my professional practice that I need to develop.