All of these projects were completed during the pursuit of my Master’s Degree in the University of Delaware’s Educational Technology program. Over the span of three years, I collaborated with my professors in various courses to complete the projects presented here, in this site.

Each of these projects have been carried out or inspired by my work as an English teacher at Howard High School of Technology in Wilmington, DE. Here, over the last three years, I have served as a tenth and eleventh grade English teacher, a member of the Instructional Technology team, leader of the tenth grade team, and English Department Chair.

At our school, students receive an iPad for all of their classwork and homework. Because of this I have had many opportunities to teach my students creativity, connectivity, digital literacy, and eorganization.

In our exploration of these 21st century skills, I’ve facilitated experiences for my students in blended learning, multi-modal literacy, online learning management systems, and blogging.

For myself, I have gained invaluable skills in managing technology and integrating it into my classroom in order to promote student learning, including learning the following tools: Google Sites, Prezi, WordPress.org, WordPress.com, PowerPoint, Wix, and myriad other resources.

I have documented my progress in this ePortfolio.

Standard 3: UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

Standard 4: MANAGEMENT

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

Standard 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

Technology Lesson Enhancement

Here, you can see my recommendations for taking a poetry lesson and enhancing  it with technology.  In order to make my recommendations, I analyzed my original low-tech poetry lesson, researched ways to include multi-media in the classroom, then experimented with those means in sharing my recommendations with my colleagues.

In this project I use multi-modal instructional materials in order to reach the maximum amount of teachers, and encourage teachers to do the same with their students.  After talking to several teachers, I think the audio narration was the most effective tool in helping teachers feel comfortable with this leap.

Standard Sub-Domains

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

Schoology Course

Schoology is the learning management platform that I use to deliver all content to students. Each activity in this course follows a very structured sequence, aligned with both Delaware State Standards and Common Core Standards. All materials in this unit were developed in partnership with my PLC partner.

The materials in this course assess students both formatively and summatively, in order to give teachers more accurate feedback. These assessments help us to measure students’ progress toward our class and school goals.

Using Schoology to house our class materials has allowed teachers to reach a wider spectrum of learners. Since some students learn better when they can hear or see instructions many times, the independent nature of this Schoology course allows for a better success rate in my course.

Standard Sub-Domains

1.1.1.d Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards.

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.e* Collaborate with teachers on subject-area curriculum teams to ensure that information literacy standards are integrated within the curriculum.

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation

Technology- Promoting Authenticity in the Classroom

Writing this term paper gave me an opportunity to research the technology I wanted to integrate into my classroom, and study specifically how that could promote authentic learning.

I found several sources in Morris library and online in the databases to help guide me in my use of instructional technology in my classroom.

Standard Sub-Domains

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.5* Use interlibrary loan and other resources, such as statewide and/or other electronic gateways, to acquire resources for students and teachers through the school library media center.

3.4.1 Identify and apply standards for the use of instructional technology.

3.4.2 Identify and apply policies which incorporate professional ethics within practice.

3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies.

21st Century Skills Course

One of our school’s goals is to teach our students to use technology so that they will be prepared for jobs to come. To this end, we have given each student an iPad for the last 3 years.

As a teacher, using these iPads in my classroom opened many possibilities, but I consistently encountered limitations. To address these limitations, I developed a marking period long course that every junior will take. Ideally, this course would be taught in ninth grade, but this year it does not fit into their schedules. We will pilot this course in the 2015-2016 school year.

The course is structured around the ISTE standards, and will be taught be several teachers—extending the knowledge throughout the school.

Standard Sub-Domain

3.1.6* Identify collection development resource tools to establish, maintain and evaluate a high quality collection in a variety of formats that supports standards-based curricula and addresses the information and learning needs of all learners.

3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.

3.2.2* Publicize the value of school library media programs within the school, community, and local school district.

3.4.1 Identify and apply standards for the use of instructional technology.

3.4.2 Identify and apply policies which incorporate professional ethics within practice.

3.4.8* Develop acceptable use policies (AUPs) for Internet use in P-12 settings.

3.4.9* Develop circulation policies and procedures which ensure students and teachers have access to library media center resources in all formats.

Action Research Project

Throughout my course work at University of Delaware, I’ve learned a lot about Blended learning. This year, I was able to integrate the principles of blended learning into my classroom.

I found a recent case study conducted in a classroom similar to my own, and recreated this study in my own classroom. I used the Learning Management Platform Schoology in order to deliver content to my students in a blended format.

This action research study had a huge impact on my teaching. It made me weigh aspects of my students and teaching that I hadn’t considered before. This study gave me the opportunity to document the work I’ve done in my classroom toward helping my students build 21st century skills.

Standard Sub-Domain

4.0.1 Demonstrate leadership attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).

4.0.2* Establish mission, goals and objectives of the library media program that align with and support those of the local school district and community.

4.0.3* Develop a collaborative working relationship with school administration and staff that results in a strong understanding and widespread use of the school library media program.

4.1.1 Apply project management techniques in various learning and training contexts.

4.1.2* Use knowledge of school, district, state, regional, and national organizations to support efficient and effective operations in contemporary school library media programs.

21st Century Skills Course

In creating this course for all juniors at our school, I first assessed the needs of our students and teachers.   Many students struggle with basic digital literacy skills, such as sending an email and memorizing passwords. In order to address these basic skills and the more complex aspects of digital literacy, I organized a 4.5 week course that every junior will take next year.

I will plan the lessons, but the other English teachers in the building will teach this course. The process of planning lessons for other teachers to teach as broadened by leadership capabilities. Additionally, I have become more familiar with the process of designing the master schedule, designing a decontextualized 21st century skills course, and determining which skills will need to be taught to teachers before carrying out each lesson.

Standard Sub-Domains

4.0.1 Demonstrate leadership attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).

4.0.2* Establish mission, goals and objectives of the library media program that align with and support those of the local school district and community.

4.0.3* Develop a collaborative working relationship with school administration and staff that results in a strong understanding and widespread use of the school library media program.

4.1.1 Apply project management techniques in various learning and training contexts.

4.1.2* Use knowledge of school, district, state, regional, and national organizations to support efficient and effective operations in contemporary school library media programs.

Curriculum Review

In this curriculum review, I evaluate opportunities in our curriculum for an enhanced integration of current trends in technology. First, I researched the latest trends in several areas of education, and then narrowed it down to a few that I wanted to focus on improving specifically.

This review helped me find evidence for the things that seemed apparent in my classroom, and find solutions for better serving students. I found places to promote authenticity in our students learning, to expand multi-cultural opportunities, and to promote multi-modal texts.

Standard Sub-Domains

5.1.1 Identify and apply problem analysis skills in appropriate educational communications and instructional technology (ECIT) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.1.2* Apply knowledge of current trends and issues in the field of school library media.

21st Century Skills Course

For the last three years, teachers have kept records of concerns and frustrations related to iPads. As the English department chair, I organized these complaints, and create a course in order to address those specific concerns.

I combined teachers’ concerns, students’ needs, and the ISTE standards to develop this 4.5 weeklong course. All teachers assigned to teach this course will have input in the assessments used for students; the assessments embedded into the attached planned are merely suggestions.

Since English teachers will teach this course, it makes sense to designate specific department meetings to discussing this course and it’s conduct. Everyone teaching this course will be on a sub-committee, and given time during department meetings to collaborate and push this course even beyond the attached outline.

Standard Sub Domains

5.1.1 Identify and apply problem analysis skills in appropriate educational communications and instructional technology (ECIT) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.1.2* Apply knowledge of current trends and issues in the field of school library media.

5.4.1 Develop a long-range strategic plan related to any of the domains or subdomains.

5.4.2* Develop and update a long-range strategic school library media program plan.