Domain D: TPE 4.

8 Artifact’s Supporting Documentation

Domain D: TPE 4.8 Artifact’s Supporting Documentation

Aaron Mancilla

National University

023060682

TED 690

Professor Clifton E. Johnson

February 21, 2021

Domain D: TPE 4.8 Artifact’s Supporting Documentation

Abstract

This paper reviews the importance of demonstrating competency for 4.8 Use digital tools and
learning technologies across learning environments as appropriate to create new content and
provide personalized and integrated technology-rich lessons to engage students in learning,
promote digital literacy, and offer students multiple means to demonstrate their learning. An
introduction is included of how I demonstrated competency for TPE 4.8 by presenting a video of
a student who demonstrated their skills to graph systems of equations by using desmos.com. In
this paper I will also include research evidence on how I demonstrated competency. Lastly, a
reflection and how it has changed my teaching strategies and perception as a teacher.
Domain D: TPE 4.8 Artifact’s Supporting Documentation

Introduction

Competency for TPE 4.8 was demonstrated by incorporating technology across the

learning environment in a lesson. The standard addressed for this lesson was

CCSS.MathematicsA-REI.11 Explain why the x-coordinates of the points where the graphs of the

equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the

solutions approximately, e.g., using technology to graph the functions, make tables of values, or

find successive. For this lesson the standard focus was on using technology to graph systems of

equations. The learning goal and activities were aligned to the standard. As seen on the video the

students are using desmos.com to demonstrate their understanding of how to graph systems of

equations. This was the third lesson of the unit, for this lesson the students learn how to graph

systems of equations and how to determine the point of intersection. I met competency for TPE

4.8 as the students demonstrate their implementation of graphing. I also conducted formative

assessment as seen on the video.

Explanation

Element 4.8 was met by allowing a student to demonstrate their skills of using

demos.com to determine if two quadratic equations formed a system of equations. In the video

the student demonstrate that she is able to use the software. The usage of technology goes more

deeper than just to meet the standard. In my opinion, technologies across the curriculum prepares

students for the 21st century. “Since technology will continue to be of great importance in the

future, teachers have a responsibility to incorporate digital learning into modern-day classrooms”

(Preston, Wiebe, & Gabriel, 2015), on this video I demonstrate how I incorporate technology to

prepare students for the future. Another reason, demos.com was incorporated as “incorporating

technology into the learning process enhanced the active learning and motivation of students”
Domain D: TPE 4.8 Artifact’s Supporting Documentation

(Preston, Wiebe, & Gabriel, 2015), and based on video the student explaining the steps is

demonstrating engagement. Is also important to incorporate the usage of technology in our

classrooms as it creates an inclusive environment for all learners, gifted students who do not find

schooling relevant or interesting need technological driven 21st century world activities

(Ventriglia, 2007) to engage them and allow them to succeed.

Reflection

As a reflection, I believe that the usage of learning technologies across learning

environments promote student engagement by creating an interest in the learning activities. As a

long-term substitute, I would attempt to start the classes by showing a Youtube.com to start the

lesson. The video would be on the students prior knowledge. I would use this activity so that I

would connect the new content with the prior knowledge. However, this experience of using

desmos.com was new and I realize that students become engage. I will implement more learning

activities by using the technological resource desmos.com to keep students engage.

Domain D: TPE 4.8 Artifact’s Supporting Documentation

Reference

Preston, J.P., Wiebe, S., Gabriel, M. Benefits and Challenges of Technology in High Schools: A
Voice from Educational Leaders with a Freire Echo. Interchange 46, 169–185 (2015).
https://doi-org.mimas.calstatela.edu/10.1007/s10780-015-9240-z

Ventriglia, L.D. (2007). Best practices: Motivation & Student Engament Creating Power
Learners. (8th ed.) Mexico City: Litográfica Ingramex, S.A.

gifted students who do not find schooling relevant or interesting need technologically driven 21st
century world activities( Ventriglia, 2007)