INTASC principle six deals with integrating technology into the classroom. This principle not only deals with integrating technology into the classroom, but also communication between the students and the teacher. By integrating technology, the teacher is enhancing the learning experiences of the students in the class. By integrating technology means to use items such as the computer, interactive whiteboards and document readers. By doing this the students may find the lesson to be a bit more engaging as oppose to me as the teacher standing in the front of the room and just lecturing. During my middle school internship when going over a worksheet that the students had completed individually and in small groups, instead of myself filling in the answers using the interactive white board, I chose students at random to come up and fill in the answers. By doing this I was able to keep students engaged during the review of the assignment. These technologies can be used in the social studies classroom in a lot of ways. There are many different games that can be played to review for a test, by just using the computer and power point. Review games such as Jeopardy can be designed on the computer using Power point. To enhance the game I have an interactive whiteboard I can then have the students use the pen for the board to click on what category they want the question for. Another technology that I used during my middle school student teaching was the activotes. Activotes are hand-held polling devices that can be used to quiz the students or ask for thier opinion in the middle of class. Students do not know what each other wrote due to the fact that their names are not displayed on the board next to their answer. This was a good way to find out if the students were following along in the lesson and to see what they thought about a certain issue. Not only is integrating technology important with this INTASC principle but so is communication. This can be written or oral communication between the teacher and the student. With these types of communication I should be able to support interaction within the classroom. Small phrases of encouragement can be used to support collaboration and interaction within the classroom. This principle is extremely important to the students learning because by using technology in the classroom, the lesson becomes more engaging for the students.
Artifact A is a unit plan for ninth grade government on the Executive Branch. Included in this artifact are all of the lesson plans, and handouts that would be necessary. This artifact demonstrates my proficiency in this principle because integrated technology where necessary in order to better the learning environment. For example, there is a lot of use of power point and interactive white boards in my unit plan which help involve the students throughout the lessons. Throughout the plan there are videos, and uses of the interactive white board that keep the students out of their seats. This plan will have a positive impact on student achievement. To assess comprehension before giving the students the summative assessment, I would design a Jeopardy game using power point and the interactive white board in order for the students to review all of the information. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because I not only took the time to design the review game and power points that are necessary for the unit but I also incorporated times where I would not be the one in front of the room using the interactive white boards but a student would be instead.
Artifact B is a micro-teaching lesson that I completed during my methods class. I completed my micro-teaching in front of my peers who are also future social studies teachers. Included in this artifact is the lesson plan, handouts and power points necessary to complete the segment. This artifact demonstrates my proficiency in this principle because in the lesson I modeled effective written, oral and non verbal communication with my students. In the lesson I designed a notes sheet that went along with the power point that I was using. In the motivational activity I put up pictures of celebrities and asked the students if they could be President of the United States. Once they answered yes or no to all of the celebrities I went through the power point about formal and informal qualifications to be President of the US asking key questions along the way. This lesson had a positive impact on student achievement. To assess their comprehension of the material, I went back through the power point of celebrities and had the students use the knowledge they just learned to tell me if the celebrity could be President of the US. This lesson demonstrates the “teaching” aspect of the Planning- Teaching-Learning cycle because I had to effectively communicate with my students in order to know if they had fully comprehended the material and to make sure they were staying active during the lesson.
Artifact A is a unit plan for ninth grade government on the Executive Branch. Included in this artifact are all of the lesson plans, and handouts that would be necessary. This artifact demonstrates my proficiency in this principle because integrated technology where necessary in order to better the learning environment. For example, there is a lot of use of power point and interactive white boards in my unit plan which help involve the students throughout the lessons. Throughout the plan there are videos, and uses of the interactive white board that keep the students out of their seats. This plan will have a positive impact on student achievement. To assess comprehension before giving the students the summative assessment, I would design a Jeopardy game using power point and the interactive white board in order for the students to review all of the information. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because I not only took the time to design the review game and power points that are necessary for the unit but I also incorporated times where I would not be the one in front of the room using the interactive white boards but a student would be instead.
Artifact B is a micro-teaching lesson that I completed during my methods class. I completed my micro-teaching in front of my peers who are also future social studies teachers. Included in this artifact is the lesson plan, handouts and power points necessary to complete the segment. This artifact demonstrates my proficiency in this principle because in the lesson I modeled effective written, oral and non verbal communication with my students. In the lesson I designed a notes sheet that went along with the power point that I was using. In the motivational activity I put up pictures of celebrities and asked the students if they could be President of the United States. Once they answered yes or no to all of the celebrities I went through the power point about formal and informal qualifications to be President of the US asking key questions along the way. This lesson had a positive impact on student achievement. To assess their comprehension of the material, I went back through the power point of celebrities and had the students use the knowledge they just learned to tell me if the celebrity could be President of the US. This lesson demonstrates the “teaching” aspect of the Planning- Teaching-Learning cycle because I had to effectively communicate with my students in order to know if they had fully comprehended the material and to make sure they were staying active during the lesson.