The teacher incorporates the effective use of technology to plan, organize,
deliver, and evaluate instruction for all students.
The beginning teacher:
· Demonstrates knowledge of basic terms and
concepts of current technology (e.g., hardware, software applications and functions, input/output devices, networks).
· Understands issues related to the appropriate use of technology in society and follows guidelines
for the legal and ethical use of technology and digital information (e.g., privacy guidelines, copyright laws, acceptable
· Applies procedures for acquiring, analyzing, and evaluating electronic information (e.g., locating
information on networks, accessing and manipulating information from secondary storage and remote devices, using online help
and other documentation, evaluating electronic information for accuracy and validity).
· Knows how to use task-appropriate tools and procedures to synthesize knowledge, create and modify
solutions, and evaluate results to support the work of individuals and groups in problem-solving situations and project-based
learning activities (e.g., planning, creating, and editing word processing documents, spreadsheet documents, and databases;
using graphic tools; participating in electronic communities as learner, initiator, and contributor; sharing information through
· Knows how to use productivity tools to communicate information in various formats (e.g., slide
show, multimedia presentation, newsletter) and applies procedures for publishing information in various ways (e.g., printed
copy, monitor display, Internet document, video).
· Knows how to incorporate the effective use of current technology; use technology applications
in problem-solving and decision-making situations; implement activities that emphasize collaboration and teamwork; and use
developmentally appropriate instructional practices, activities, and materials to integrate the Technology Applications TEKS
into the curriculum.
· Knows how to evaluate students technologically produced products
and projects using established criteria related to design, content delivery, audience, and relevance to assignment.
· Identifies and addresses equity issues related to the use of technology.
This course is evidence of my competency
in using technology to the fullest extent. Furthermore the Unit plan required
visiting various sites, and participating in online discussion/forums via blackboard.
All of the assignments I’ve done including the work posted on my unit plan were created using MS Office. When I gathered information I relied on a compilation of knowledge gathered, digested
and reinvented from the websites we visited, I posted the links to the sites I found useful from our assignments under the
PBL section. I created this section to show what I learned about PBL and to give
a brief background to those who might use my website as a unit of study, but may not know much about PBL. The content I created using technology is instructionally appropriate, the activities and lessons were
created for the suggested age level listed in the introduction. The unit was
designed to incorporate the TEKS elements required for fourth grade, the way in which these objectives were met are also on
the unit plan introduction. Being familiar with Power Point will definitely be
useful when guiding students on how to construct their own presentation.
The unit plan outline shows all the tecnology applicable evidence
to this competency, I will also create a link to Lesson 1 Part 1 Activities where you will find the Power Point presentation
I created. Click the links below for evidence of this competency:
An Orca Debate- Should We Adopt an Orca?
Lesson One Part One