The classes taken to address this standard was:

EDTC 5465 Instructional Design

I created instructional materials that reflect current theory and research on learning, exemplify a creative infusion of technology into the content areas, and approach assessment as a dynamic, process-oriented component of the learning experience. One of the major assignments I created was Noodle Cadoodle Counting students applying the concept of one-to-one correspondence when counting and comparing objects. The objectives of the lesson were

  1. Students will be able to accurately count a set of items.
  2. Students will be able to compare two or more sets of items and indicate which set has more items and which has fewer items.
  3. Students will be able to hand out one item to each child in the class.

EDTC 6022 Designing Accessible Learning Communities

Key Assessments:

Accessibility Plan -- Create an accessible learning community by removing and preventing barriers for students with disabilities. In compliance with Federal laws, presenting the ethical issues, incorporating Universal Design Principles, and assistive technology in the classroom ultimately to enhance the school experiences of students with disabilities.

Universal Design Action Plan -- The plan included the key people who will ensure the plan gets accomplished; a goal statement that is clear, specific, measurable, and attainable. A step-by-step outline of what is to be done, and the plan included start and end dates as well as check-in dates and celebration dates. Details are included about dates and times for each step of the action plan. Assistive technologies and technology are integrated accommodations to the environment. The plan also included universal design principles to the curriculum materials and instructional resources.

Professional Growth Plan -- Build my own Professional Growth Plan. As a leader and coach in educational technology keeping up with not only the latest tools and the best practices is essential.

TF - V Productivity and Professional Practice

Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice. Educational technology facilitators:
A. Use technology resources to engage in ongoing professional development and lifelong learning. Candidates:
    1. identify resources and participate in professional development activities and professional technology organizations to support ongoing professional growth related to technology
    2. disseminate information on district-wide policies for the professional growth opportunities for staff, faculty, and administrators.
B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Candidates:
    1. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. Apply technology to increase productivity. Candidates:
    1. model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
    2. assist others in locating, selecting, capturing, and integrating video and digital images in various formats for use in presentations, publications, and/or other products.
    3. demonstrate the use of specific-purpose electronic devices (such as graphic calculators, language translators, scientific probeware, or electronic thesaurus) in content areas.
    4. use a variety of distance learning systems and use at least one to support personal/professional development.
    5. use instructional design principles to develop hypermedia and multimedia products to support personal and professional development.
    6. select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
    7. use examples of emerging programming, authoring or problem-solving environments that support personal/professional development.
    8. set and manipulate preferences, defaults, and other selectable features of operating systems and productivity tool programs commonly found in PK-12 schools.
D. Use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning. Candidates:
    1. model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning.
    2. communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and Web browsers.
    3. participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.
    4. design, develop, and maintain Web pages and sites that support communication between the school and community.

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Tags: ISTE Standards
Started: August 2015
Completed: May 2021