Online Selected Technology Strategies

Having looked at a variety of technologies, both this week and up to this point in the course,
select just one of the technology strategies that you have seen and talk about how you might use
this technology in teaching courses in your discipline. How would the technology support
student-content interaction? How might it be used for student-student interaction? How could you
use the technology to assess student learning? Are some more suited for your purposes than
others? What, if any, factors might keep you from using these technologies?

In my field, many teachers strive to understand the content and continuous changes, updates and best
practices of the products I present. The uphill challenge of teachers to effectively align state standards
with instructional curricula demands while adding prior knowledge of instructional strategies is both
tedious and exhausting.
My course design would relieve teacher stress by simplifying the e-portfolio input process and over
exposure to content seamlessly. My course would assist teachers in developing a simple, but explicit eportfolio in which teachers could input effective curriculum design, best practice strategies, journal
articles, suggestions, discussions, videos, projects and debates categorized by specific grade levels and
disciplines.
Student- content interaction:
Teachers would use the portfolio to consistently reflect on their challenges and emphasize progress in
learning new state standards, aligning common core curriculum, and implementing textbook products. In
addition, teachers would document strategies and curriculum design which work best in their classroom.
Teachers would also be required to gather journal articles on best practices, but select the practices that
worked most effectively in their classroom and document their experiences. Teachers would use the eportfolio to document their level of knowledge using intervals from 1 month to 1 year trajectory. The
course would allow teachers the opportunity to reflect on obstacles, challenges and experiences which
made their progression from the unknown and less traveled to the known and well navigated purposeful
and meaningful.
Student- student interaction:
Teachers would be grouped according to discipline and designated topic or content areas. Within their
designated groups teachers would discuss the answers to open ended question using the discussion post
and reflect on what they learned in their portfolio by topic. In addition, teachers would be assigned group
projects in which they would be responsible for composing a video. The video would display teachers
role playing various instructional strategies. The strategies would be transferred into the portfolio and
discussed on discussion post. According to Black & William, (1998), Portfolios works best when a student
uses it for reflection, collaboration, formative assessment, and planning.
Student Assessment
Teachers would use self- evaluation and peer feedback evaluations. Teacher evaluation would be
designed to capture teacher reflection and growth. Teachers would have the awesome opportunity to
analyze and reflect on their work and read the feedback of other teacher comments, feedback and
suggestions on their work. Teachers would also use voice threads to leave feedback and evaluation of
peer work. In the end, assessments will be judged using the rubric based on teacher reflection and
growth rather than the creativeness of collection of content or technology assertiveness.
Are some more suited for your purposes than others? What, if any, factors might keep you from
using these technologies?
Its hard to say what technology is most suited for teaching. All technologies can be modified for any
group. However, technologies which allow teachers to communicate are more suited for training teachers
include discussion, debate, forums, case studies and projects. Most publishing companies have
advanced technologies such as video clips of strategies presentations, recorded lessons on common

core topics and more. In general, technologies based in common core state standard which are engaging
and interactive may be hard to find and may not exist. Vast information is available for teachers on the
products I provide to schools and the state standards. The hard part is finding technology on state
standards and specific products which allow teachers to communicate with teachers online anytime,
anyplace on specific topics which invoke reflection and meaning and increase teacher competence and
student success. Teachers thrive when given the opportunity to reflect, discuss and brainstorm ideas.
I think all technologies which offer teachers a chance to enhance their instructional capabilities without
putting more on their plate is a winning recipe.
Technologies great for teachers would have to be accessible to them in the classroom and at home and
without much preparation before getting started. Most teachers dont have the ability to check e-mail or
work on the computer until they reach home and then they are exhausted. The course designed must be
truly meaningful, reflective and chart their thoughts opinions, methods, misconceptions and continued
growth and competency.
References
Black, P., and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment.
London: Granada Learning.