2.

4 Higher Order Thinking Skills

Candidates model and facilitate the effective use of digital tools and resources to support and
enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g.,
problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative
thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)
Artifact: Multimedia Design Project
This artifact was completed in Multimedia & Web Development, ITEC 7445. The
Multimedia project included a webquest designed to assist educators with creating engaging and
meaning full lessons with the integration of technology. Educators were presented with a variety
of videos, links, tools, and rubrics to guide them step-by-step. They were encouraged to use the
protocol and directions in their professional learning groups to designed lessons with their
colleagues. In addition, educators should use the technology matrix to assist them and the rubric
to reflect on their lesson.
This project provided me the opportunity to model and facilitate the use of digital tools and
resources to support higher order thinking skills, processes, and mental habits of mind. The
WebQuest outlines processes that educators can use to create engaging lessons with technology
integration. Educators complete a pre-assessment to determine their personal knowledge of
various levels of technology integration then are encouraged to use the technology matrix during
PLC to identify a digital tool and implement it in a lesson. Teachers go through the process of
observing higher order critical thinking as they use the practice activities in identifying the strong
and weak Indicators of Engaged Learning and how technology was used in the example
lesson(s). Upon implementation, educators must reflect on the process and implementation using
the technology rubric.
I learned it’s important to create a WebQuest for adults that is simple, clear, but flexible. The
WebQuest offered an approach to implementing technology within the classroom that could be
used by any educator regardless of grade level or content. Therefore, it was vital to make sure
the directions were clear and the WebQuest was adaptable. In addition, I wanted to be sure to
provide educators with various tools and resources that could be used later. I learned the value of
being detailed and planning behind the scenes to ensure all of my goals were met with the final
product. In the future, I would have included a list of suggested platforms and digital tools with
examples to assist educators.
The lessons educators created are assessed using the “Create Engaging Lesson” rubric. The
rubric is a useful for educators, instructional coaches, and technology coaches to reflect on the
integration of technology in the classroom. As a result, educators who created lessons will now
have a better understanding of the importance of digital tools during instruction and overall
improve the climate/inclusion of technology within the school.