STANDARD 3
Standard 3
Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Teachers:
- demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
- collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
- model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
.CODE.ORG
This artifact is from completing the CODE.ORG curriculum. The artifact is a certificate showing the completion of the curriculum. Going through the curriculum on code website we learned how to write code. They taught you a couple different ways. One way was just going step by step straight from point A to point B. They also taught how to repeat the same steps to get from point A to point B. Say you had to go up a set of stairs to get to point B, instead of just repeating over and over again step up, step forward, you can "wrap" just the 2 steps and say how many times you would like to repeat it. They taught us this by actually playing games like Angry Birds and Plants VS. Zombies. As wanting to become a history teacher, I am not currently 100% sure how I can create it into a lesson, but maybe if I could somehow create it into a review or some sort of assessment. The student would have to get from point A to point B by answering questions and the way they would do that would it would be a long trail and they would need to put the right pieces of code together to get to the right answer. If they put the wrong pieces of code together it would take them off the trail and they would need to try to answer again. Then students could create their own "trail" (quiz or test) as a project to give to other students. Which would use the standard of facilitating use of current digital tools to locate, analyze, evaluate and use information resources to support research and learning. By completing the various amounts of code of the CODE.ORG website I demonstrated fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Mail Chimp Washington DC Newsletter
This artifact is a newsletter created on Mail Chimp.com. It is a newsletter to be sent to parents to let them know about an upcoming field trip to Washington D.C. It lets them know where we will be going and when. It gives them a list of other places that the kids might attend and also asks for parents to volunteer as chaperones for the trip. I created it using images taken from the internet of some places in D.C. like the Capitol building, the White House and the National Zoo. I could definitely see myself using this application and website in my future classroom with my students to easily communicate with parents and other staff. The website makes it easy to create bright, artistic and interactive communication, instead of just a plain old email or a black and white print on a piece of paper, that might not actually make it home. It makes it easier to be able to just create the newsletter and be able to send via email. With this website I will be able to communicate relevant information and ideas effectively to students, parents and peers using a variety of digital age media and formats.
Introductory Brochure
This artifact is an Introductory Brochure to introduce myself to my future students, parents and colleagues about myself, my mission, my standards and may career. I created it using the tri-fold brochure template through the Microsoft Office application Microsoft Word. I used a picture of myself as well as a picture taken from an internet search on Bing. I inserted my mission in hopes of inspiring students about school and my classroom. I used the Idaho State Content Standards for U.S. History for grades 9-12 in a table to show what they will be learning throughout their high school careers in their history classes. I would use this project in my career by handing something like this brochure out instead of the normal syllabus at the beginning of the year on boring white paper with black print to help students understand my expectations, what my classroom might be like and what they are expected to get out of their history courses throughout their high school experience. By creating and using the tri-fold brochure I can collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.