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Exhibit 1.t: Integrating subject-related technology
Title of Exhibit
Exhibit 1.t Leading Curricular Change
Domain Outcome #(1.0)
Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.
M.Ed. Domain Indicator #(1.t)
The candidate designs curricula that require students to integrate subject-related technology.
Rationale
I demonstrate proficiency in knowing the subjects I teach and how to teach those subjects to students by designing lessons that require students to describe and analyze key phases in world history through the use of PowerPoint. By doing this, I oblige students to integrate subject-related technology into their learning. Curricular technology requirements are being met, history curricular goals are being met, and Language Arts curricular goals are being met. This artifact clearly demonstrates that I have designed curricula that result in a student product that is aligned with curricular goals and demonstrates the integration of technology. As Palozzi and Spradlin (2006) make clear, students must have a firm grasp of technology in order to be prepared for the working world.
Self-Evaluation and Reflection
My observation is that students are far more engaged in the curriculum when technology is involved. Even shy students who would not normally want to make a speech are willing to do PowerPoint presentations. Even so, I have learned that it takes a clear rubric to provide adequate direction to students in the process of composing a PowerPoint presentation. Without clear direction, the results can be an overdependence on the “wow” factor of technology (animations, sounds, etc), and a distinct lack of academic content. I have also learned that by giving clear direction, students are more seriously engaged in their work, and so is their audience.
How verified
Jim Multra, 8th grade Language Arts and Geography instructor and Chair, Morrison Academy Social Studies Task Force observed student use of PowerPoint. Mr. Multra saw that students were creating clear presentations of World History curricular components through the use of technology. Evidence of Student Learning
Replace this text with a description of any hard evidence, meaning data, that can show your P-12 students improved their learning as a result of this activity (consult help for more details)
Evidence of Student Learning Artifacts
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The views and opinions expressed in this portfolio are not necessarily those of Indiana Wesleyan University.
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