Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
I created different technology tools to use for instruction. I created a digital video using Animoto. This video helped students to get a visual of the lesson before we began working on Renewable and Nonrenewable Energy. I also created a Glogster presentation instead of using the normal PowerPoint. Lastly, created a website that was used as a communication to parents so they could see assignments and lesson plans, in addition to using Twitter.
I used a rubric to evaluate the students work on technology. I made sure to have a explanation of what was expected of them for each section. The students were given the rubric before they start their technology projects so they know how they would be graded. They got graded on having each section, how well they explained each section, if they had examples for each section, and if they had any spelling of grammatical errors.
I created different technology tools to use for instruction. I created a digital video using Animoto. This video helped students to get a visual of the lesson before we began working on Renewable and Nonrenewable Energy. I also created a Glogster presentation instead of using the normal PowerPoint. Lastly, created a website that was used as a communication to parents so they could see assignments and lesson plans, in addition to using Twitter.
I used a rubric to evaluate the students work on technology. I made sure to have a explanation of what was expected of them for each section. The students were given the rubric before they start their technology projects so they know how they would be graded. They got graded on having each section, how well they explained each section, if they had examples for each section, and if they had any spelling of grammatical errors.
Energy & Effects