Joseph Crowley
Domain 6:
Technology
The candidate presents artifacts and accompanying descriptions that demonstrate his or her ability to use and share e-learning tools that maximize deep learning on behalf of students.
NCTE Standard 3: PLANNING FOR
INSTRUCTION IN ELA
Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
see this for appropriate standards for this artifact: https://ncte.org/wp-content/uploads/2021/11/2021_NCTE_Standards.pdf
and
https://ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf
and
https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Technology/Ohio-s-2003-Academic-Content-Standards-in-Technolo/The-2017-Ohio-Learning-Standards-in-Technology.pdf.aspx
InTASC Standard 3(m): The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways.
Ohio State Standard 9-12.ICT.3.c.: Create artifacts using digital learning tools and resources to demonstrate knowledge.
NCTE Standard 3.1: Candidates use a variety of resources and technologies to plan coherent, relevant, standards-aligned, antiracist/antibias, and differentiated instruction that incorporates theories, research, and knowledge of ELA to support and engage all learners in meeting learning goals.
Description
I created this artifact in my Content Area Reading (EDU 320) for my data STARS (Strategies to Achieve Reading Success) project. The video defines a sentence variation strategy and instructs how to implement it according to the fidelity checklist for the data STARS strategy. The third artifact included is a fidelity checklist completed by a peer in the class, Sister Marie Thérèse Lolmaugh, who instructed and presented the strategy while following the steps in the checklist. I drew the visuals in Clip Studio Paint and created the slides using Google Slides. I later recorded the slides and audio with OBS Studio and edited the footage together with Shotcut. I made both fidelity checklists using Google Docs. There is a work cited page at the end of the video for the online resources used in the fidelity checklist and video.
Implications
I demonstrate my ability to fully utilize various technologies like Shotcut, OBS Studio, and Clip Studio Paint to instruct teaching methodology related to my content area. This video aligns with content standards by skillfully guiding the viewer to instruct how to decode and diagram sentences. It adheres to the Science of Reading by utilizing proper academic resources and articles about reading methodology and the current understanding of the biological process of reading. The methodology presented in the video can be successfully incorporated into a classroom as a proper data STARS strategy. Additionally, the tools used in this video were fully utilized to create a visually interesting experience that increases student engagement. This artifact allows students to participate in active student learning by integrating informative information into an entertaining video.
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The creation of this video helped me become familiar with how available digital tools can expand my instruction. For instance, I typically use Clip Studio Paint to pursue my interests as an artist, but now I realize that I can use it to draw illustrations for classroom presentations. I do not need to limit the technology that I use in the classroom to tools designed to teach. I can instead utilize the digital tools that I am familiar with using for my interests and apply them to a lesson plan if I am creative and knowledgeable about the functions of said tool. I can also collaborate with my peers so we can find new uses for old digital tools or new technologies to increase our students' learning. Additionally, I think it is important to know how to make and send video presentations to my students if I cannot physically be present for lectures. The application of the tools used in the creation of this artifact alone is limitless as long as I adhere to my content standards.