Teaching with Technology Statement

In today’s quick moving technological landscape, staying current and equipped is more important than
ever for classroom educators. My goal is providing each student with technological opportunities to
develop in demand skills for the workplace. I rely on several tools, standards, networks, and methods to
maintain relevance in the classroom. They include collaboration, research, traditional as well as open
source education, universal design for learning (UDL) standards, the Danielson Framework for Teaching,
and the International Society for Technology in Education (ISTE) standards.

As a career and technical education teacher, technology forms my content. Technological skills are the
standards I draw from to identify objectives, write plans, and assess mastery. Since technology is always
on the move, I continually update the curriculum. I stay current by working in the industry, participating
in career and technical student organization (CTSO) competitions, building advisory groups,
collaborating, researching online, and engaging in technological social media.

Keeping a foot in the industry helps me identify emerging technologies. CTSO implements cutting edge
standards which assist in maintaining curricular relevance. The industry professionals contributing to my
advisory group communicate in demand technological skills. Additionally, collaborating offers me the
ability to see how other teachers are implementing technology in the classroom. The main tools I use
are Photoshop and Premiere Pro. Screencasting and online tutorials are useful in teaching editing
techniques for these programs. Google classroom, Kahoot, and EDpuzzle are goto tools for instruction
and student collaboration. I use key websites and blogs such as EOS Magazine News,
http://www.techsavvyed.net, http://www.edudemic.com, theinnovativeeducator.blogspot.com and
http://ditchthattextbook.com to help identify industry and classroom technology trends.

I help students overcome learning barriers by implementing UDL based technology in the classroom.
Students with hearing barriers benefit from activated video subtitles. Students with visual barriers
benefit from digitally formatted texts, text to voice technology, customizable font size, and screen
resolution control. Students with organizational barriers can find current lesson plans on the class
website (multiple means of representation, Checkpoint 1.2).

Students with mechanical disabilities benefit from assistive technology/digital note taking. I provide
digital extension activities for gifted students by modifying performance standards. I also encourage
students to use their own devices to accomplish objectives (multiple means of engagement, Checkpoint
7.1, Checkpoint 8.2).

I allow students options to demonstrate content mastery. Students with language barriers may
demonstrate achievement by creating videos, digital storyboards, posters, and essays. Students
routinely evidence learning through online collaborations, PowerPoint presentation, word processing
software, or multi-media technologies that best evidence their academic strengths (multiple means of
expression, Checkpoint 5.1, Checkpoint 5.3).

Successful teaching requires leveraging technology in planning, classroom integration, instructional

engagement, assessment, and collaboration. These technological competencies are key elements within
the Danielson framework. Some applications include using online resources for lesson plans and
assessments (Danielson domain 1), assigning online student-peer collaborating, editing, and establishing
rules for technology use (Danielson domain 2), using a wide range of software applications to improve
differentiation, expression, and self-reflection (Danielson domain 3), and maintaining online
collaborative communication with parents and teachers (Danielson domain 4).

By observing the ISTE standards I help students thrive in the 21st century. I use technology to inventory
student abilities and attitudes which allows real-time adjustments to the curriculum. I believe in training
students to use technology to solve real-world problems. It’s not about what you know but how fast you
can find what you need to learn and apply it. Teaching critical online research skills and allowing
students to form and connect knowledge bases empowers them as lifelong learners. Instructing
students to stay digitally safe, respect the diversity of thought online, and cultivate a professional digital
identity is vital to my teaching philosophy. I teach communication and expression through various
platforms which require students to use technology to meet standards, think critically, and find
solutions.

As a technical educator, I constantly explore and implement new technology for the classroom. I stay
open to new ideas, emerging standards, personal learning networks, CTSO, and advisory input. It is
imperative that today’s students learn to own their academic success. They must harness technology to
develop academic self-efficacy for post-secondary and job-ready skills for the workforce. My mission is
to proactively provide the technological edge they deserve.