Professional Documents
Culture Documents
Jason Laux
December 9, 2017
WTS 1 and 2 page 2 of 31
Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects of
Knowledge. The teacher understands how students’ conceptual frameworks and their
Dispositions. a) The teacher realizes that subject matter knowledge is not a fixed body of facts
but is complex and ever evolving. S/he seeks to keep abreast of new ideas and understandings in
the field. b) The teacher is committed to continuous learning and engages in professional
discourse about subject matter knowledge and children's learning of the discipline.
disciplinary concepts that capture key ideas and links them to students' prior understandings. b)
The teacher can represent and use differing viewpoints, theories, "ways of knowing," and
The teacher understands how children with broad ranges of ability learn and develop, and
can provide instruction that supports their intellectual, social, and personal development.
Knowledge. The teacher understands how learning occurs-how students construct knowledge,
acquire skills, and develop habits of mind-and knows how to use instructional strategies that
Dispositions. The teacher appreciates individual variation within each area of development,
shows respect for the diverse talents of all learners, and is committed to help them develop self-
Performances. The teacher assesses individual and group performance in order to design
instruction that meets learners’ current needs in each domain (cognitive, social, emotional,
moral, and physical) and that leads to the next level of development.
Danielson Domains
Learning activities
Instructional groups
Domain 3: Instruction
Quality of questions
Discussion techniques
Student participation
Representation of content
Grouping of students
Accuracy
Pre-assessments
utilizes technology as a resource, aid, and allow for the deeper development of learning of the
content. Therefore, when looking at the Wisconsin Teaching Standards 1, I want to see how
utilizing technology can help the understanding of the central concepts, tools of inquiry, and the
structures of mathematics to help create learning experiences that make these aspects of subject
matter meaningful to students. I feel technology is one of many ways to help the students take
more ownership, pride, and integrity into their learning. By using technology to aid their
learning; and further their knowledge of the material by creating an environment in which the
technology can aid, support, and enhance the students learning in the content, instead of hinder
their development. It will allow for me to diversify my instruction to different levels to help the
children with broad range of ability, learn, develop, and be able to provide specific instruction to
support their intellectual, social, and personal development which is stated in Wisconsin
Teaching Standard 2. The technology would help aid the development at every level of
understanding. It would allow for me to aid the students in the content at the appropriate level of
knowledge for each individuals level from the high achieving to the low achieving student to
help them meet the standards and content for the course by using technology to aid them in their
development.
Within teaching standards 1, I chose one criterion for knowledge, two for disposition and
performance with the focuses on making the subject matter more meaningful for the students. I
chose for knowledge the teacher understands how students conceptual frameworks and their
misconceptions for an area of knowledge can influence their learning. I chose this criterion as an
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area of focus because I am looking to instill in each of the students of not just knowing the
process and content but the ability to develop reasoning, explanation, and critical thinking behind
the content. The technology can be used to help the students achieve this level of understanding
by creating a visual way and that supports aid in the deeper thinking and development of the
content. Technology is also a big influence on students confidence, attitude towards the content,
and understanding the course when they can see the impact it does on their learning. For the
depositions, I chose two criterion a) the teacher realizes that subject matter knowledge is not a
fixed body of facts but is complex and ever evolving. He or she seeks to keep abreast of new
ideas and understandings in the field. b) The teacher is committed to continuous learning and
engages in professional discourse about subject matter knowledge and children's learning of the
discipline. I chose this criterion as a focus because students learning and methods of learning are
changing every day. Students are being exposed to so much new material, concepts, and
processes in which the use of technology in the classroom is one of biggest areas evolving and
changing the way the students can learn and think about the content for each course. As the
teacher, I need to adjust to the endless evolution in our society to provide that level of
understanding of content in various methods to allow the students to reach a deeper level of
understanding in mathematics. For performance I chose two criterion of a) the teacher effectively
uses multiple representations and explanations of disciplinary concepts that capture key ideas
and links them to students' prior understandings. b) The teacher can represent and use differing
viewpoints, theories, "ways of knowing," and methods of inquiry in his/her teaching of subject
matter concepts. I chose these two criterions because as a teacher I teach the content using
various techniques/methods from visual to exploration to auditory to help aid the students in their
understanding of the content. Over my ten years of teaching the advancement in technology has
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allowed for me to take the key ideas we have covered using various methods of instruction to not
only link them to previous concepts but demonstrate and give the students multiple ways or
techniques to approach the various types of questions and concepts we are covering in
mathematics. Instead of providing the students one way and only one way to approach the
problem let them develop and work through various ways to come to the same conclusion and
reasoning, which is what we as educators want, the students to be able to be lifetime learners and
thinkers.
Within Teaching Standard 2, I chose one criterion for knowledge, disposition, and
performances to show growth in understanding how children with a broad range of ability learn
and develop, and can provide instruction that supports their intellectual, social, and personal
development. I chose the criterion for knowledge of The teacher understands how learning
occurs-how students construct knowledge, acquire skills, and develop habits of mind-and knows
how to use instructional strategies that promote student learning for a wide range of student
abilities. I chose this criterion with the focus around technology with the basis of the fact that
using various methods or techniques will allow for the students to understand and develop
through the content in a way they are comfortable with to help their learning. By doing this as a
teacher, it allows me to use these various methods of instruction whether that is the use of
technology or to tailor to the diverse learners in my classroom to help me fit their needs. The
technology I am hoping is a way to help bridge the gap and help all students of various levels
reach the level of understanding needed for the content. For dispositions, I chose the criterion of
the teacher appreciates individual variation within each area of development, shows respect for
the diverse talents of all learners, and is committed to helping them develop self-confidence and
competence. I chose this one with the fact I want every student to feel comfortable and confident
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in his or her ability to understand and teach a subject some people really struggle with, like
mathematics. I like to create an environment that is student friendly, focused, and built on
students having confidence in themselves to work through the highs and lows in mathematics.
With the advancements in technology over the years it can help make the self-confidence and
competence in students increase, and help aid in their learning. For the performance I chose the
criterion of The teacher assesses individual and group performance in order to design instruction
that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and
physical) and that leads to the next level of development. I chose this criterion as an area of focus
around the basis of not only getting the students to know and demonstrate the material which
needs to be presented, but also use this material to make connections to previously learned ideas,
thoughts, and concepts to help the student develop mathematically through their course to reach
higher level of learning. Technology can be a tool to help aid, guide, and enhance these steps of
The importance of evolving and changing your teaching methods, techniques, and
approaches in society related to teaching is one of the most beneficial aspects a teacher needs to
do not only to help themselves but also be able to get the best out of every student in their
classroom to learn and understand the content. This has been an ongoing theme in my classroom
over the years; I adapt and change strategies and techniques in all my classes to try to meet all
the new advancements the student are exposed to every day. Over the years from teaching
Algebra through Pre-Calculus I have been able to adapt well to all these changes to the best of
my ability. Which in our district where we are pushing 21st-century skills and learning which is
using a lot of technology to help further the student's education. I have been doing a good job of
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adapting my teaching to fit our district initiative by my student's performance and my student's
success throughout their courses in mathematics. Most of the students are getting enough
understanding to be able to use and demonstrate the content correctly and efficiently. There is
still a population of students that I am not doing enough in some areas and need to improve in to
help further their understanding for them to reach the level needed in our content. One idea
where I can help guide and aid that development is by using the technology aspect more as a tool
to help aid in their learning, interest, and thought process around the content since current the
classes, the use of technology can be diversified to help all students at all different levels of
understanding to help further their understanding that can be unique to that individual student's
needs and interest. With our district pushing 21st-century skills and the school's demographics
of our students finding ways to enhance the students understanding by using something they are
fully devoted to can only be a way to help the students growth across all content areas to help
In the Baraboo School District, one of the goals is to convert to 21st-century skills and
techniques used to help the students grow over time in the district. With that change it has
dramatically changed the learning environment slightly in each content area, math specifically.
Before the change to 21st-century skills and techniques, it was hard for a teacher to implement
these strategies into the classroom because you did not know if all students have the same access
or availability at home or personally due to the unbalance of economic status and understanding
of technology. It was hard to implement the use of technology to be able to create a learning
environment conducive to all students at all levels. Therefore, in the Baraboo school district, we
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were able to help this situation and help the implementation of the 21st-century skills by
providing every student at the Baraboo high school a Chrome book for them to use throughout
high school. This initiative has changed the dynamic in the learning environment so much that
we as teachers are able to use all new applications, visual aids, and technology to help with
learning for students at all levels in our classroom regardless of economic or social status. It has
made the learning environment even more student-oriented, student-driven and more student-
lead conversations do to the availability of the technology to help create a very open, relaxed, but
focused environment around learning the material in various ways. With this change, this year I
have been slowly bringing more technology into all my classes to see what impact the
technology can do in my students learning and understanding of mathematics since they have
unlimited access to technology. With the addition to various technology being implemented in
this is another way to help improve the environment for all students of all levels to achieve their
goals.
assessment all show that it is worth taking a deeper look into the impact that technology could
have on students performance, level of understanding and learning, and attitude towards
mathematics when provided alternative ways to demonstrate the content at the high school level.
Being able to know the impact technology can have on the student's growth and development or
aspects to be aware of that could hinder their development when implementing new and more
technology into my classroom. Even though I have started doing this transition in my classroom
slowly, I am nowhere near, what I would like to be in order to fully provided the necessary tools
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and skills for students of all levels to meet proficiency in mathematics by providing them
multiple tools, aids, and support through various methods of instruction and implementation.
Therefore, my essential question to guide my research will be “What impact does the use of
Research Summary
It has been an ongoing discussion between mathematics teachers to find various methods
or techniques to help every student achieve the necessary development to be successful. For
some students learning Mathematics can be a challenge, but with the correct implementation and
methods used by an educator, it can make an impact on the students’ level of understanding and
interest. Because of this educators are looking for new and up-to-date techniques to use in our
ever-changing world of teaching. One method which has been developing and changing the
mathematics classroom when implemented correctly is the use of technology and what it brings
to the classroom, level of understanding, and the student's overall engagement and attitude
towards the content. Murphy (2016) theorized that the use of technology in the high school
classroom could have a positive effect on the engagement of the student, and thus improving
mathematics understanding and test scores. This in return, lead to more research in looking into
ways to integrate technology into the classroom and what the impact of these changes will make
on a classroom in the future. Within the research, it has been broken down into numerous aspects
to consider when implementing these strategies. Such as focused impact with the use of
technology in the level of understanding of content, how does it affect special education and
lower case specific students, student’s attitude and engagement, the socioeconomic status within
in the school and lastly the teacher's attitude and development of implementation of technology.
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The first area of focus was the aspects of what can technology do to the level of
understanding and comprehension within in the content. In two studies in the journal by Murphy
(2016), one study focused on the use of technology in the classroom to enhance the learning of
problem-solving techniques by limiting the mathematical errors and the second study focused
around a full implementation of technology in the mathematics classroom. In the first study
stated by Murphy (2008), “The outstanding outcome from this research was a 75% decrease in
mathematical errors once the Internet tablets were in use by the students. This confirms the
hypothesis and implies that student interaction with the use of the technology, and not just the
use of the technology by the instructor, can play a major role in the improvement of student
engagement that results in a better accuracy of the mathematical concepts. In confirmation, the
use of technology in a mathematics classroom can decrease mathematical errors since it helps
students to focus more and has less idle time in the classroom.” In the second study, it supported
the first study that technology has an impact on the level of understanding in the mathematics
classroom. In a study, according to Hegedus, Dalton, and Tapper as cited in Murphy, 2016,
classroom is beneficial to not only student engagement, but also to student learning. The
participants for this study consisted of 606 algebras 2 students and the teachers for those
classes in 7 different Massachusetts’ schools over a 2-year period. With the study focused
on the potential of students learning algebraic concepts with a deeper understanding when
compared to traditional direct instruction. Teaching students’ algebra and the skills
associated with problem-solving techniques learned in algebra can have the potential to
help students not just in algebra for that year, but also for skills needed post-high school
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since “high school algebra is a key predictor of college success. (Hegedus, Dalton, &
The results of the study shows a growth in many areas of understanding, problem-solving, and
student scores showing positive gain throughout the year when using technology.
The second aspect my research looked into was the impact the use of technology would
have on the lower level students, students with disabilities, and English language
learners. Within the research, Blended Assessment with Instruction Program (BAIP) has used
technology as a way to help all learners of various levels, disabilities, and language barriers.
“The principle underlying BAIP is that instructional equity must be based on students having an
opportunity to learn skills and concepts in mathematics that are aligned with assessments.
Holding students with disabilities accountable for skills and concepts they have not had an
opportunity to learn is unfair at best” (Meyen and Greer, 2010). The program is technology-
based that allows for a tutorial, student self-feedback, self-assessment, and interactive lessons to
help the student with the content. In this framework that BAIP developed, the use of technology
to address the issue of equality across all learners, but still allow for not only the teacher to have
a merit of accountability, but also the students as well so they are able to learn the necessary
content to be successful. This is a program fully implemented with technology and it is allowing
for special education instructors to be more confident in teaching mathematics in the aid to give
the intellectual work of learning is an important goal for education, leads to achievement, and
‘contributes to students social and cognitive development’.” With the building of engagement,
mathematical confidence, confidence with technology, and achievement are interrelated to help
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the student academic success in mathematics. (Barkatas, Kasimatis & Gialamas, 2008). The
demonstrated a higher level of interest, confidence, and positive effect on engagement and
behavioral engagement when the use of technology to aid the learning is used. “ The two factors
that seem to be associated with the development of a positive attitude to learning mathematics
with the use of technology was the mathematics confidence and effective engagement.”
(Barkatas, Kasimatis & Gialamas (2008). In another study by Daniel Murphy, original stated by
Meagher,
“Integrating technology early in education may allow the student to become more aware
of not only how to use the technology, but also may give the student more confidence in
the subject, especially mathematics.” Although not all students feel comfortable using
technology, most students in one study reported the use of technology alleviated some of
the anxiety with mathematics and the anxiety associated with students taking tests.” With
the students, becoming more familiar with the use of technology in mathematics
classroom can benefit students by allowing the students to feel more comfortable, and
then educators need to take the opportunity to incorporate technology in the pedagogy on
All the studies have shown the more you can get the students familiar with and using the
technology the more they will become a custom to the use of technology, which in return, helps
aid and support their learning and more importantly change their attitude and confidence in the
content area in order to allow for them to raise their level of understanding.
When looking at the continuous improvement and push of the use of technology in the
classroom we have to look at the big scheme of things in our society with the socioeconomic
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levels of all the various area and the students. It is hard to compare data across all demographics
when it comes to the impact of technology without addressing availability, economic status, and
up bringing of the students. In a study by Owens, Song, and Kidd, “found that low SES schools
are more likely to use technology if available for drill and practice, whereas high SES school
uses technology in innovative teaching strategies.” “This suggests they are using the technology
to drill and kill to perform well on the standardized testing and not actually being integrated
effectively into the classroom instruction and pedagogical practice to promote quality teaching
and active student learning” (Owens, Song, & Kidd, 2007). With looking at the impact the use
of technology has it depends on the economic level of the area. This affects the willingness to
use and support the use of technology in the classroom to aid in their learning. In a lower class
area, the availability for some might be limited to what the educators can use and bring into the
classroom. While comparing it to an upper class area, where it might be the norm of availability,
which educators are more capable of implement without a hesitation and able to use the
technology due to the level of confidence and status of the students in the area. One common
theme across all economic levels is that availability of technology is the biggest game-changer
for the students level of understanding, confidence in using technology, and teachers being able
to implement into the classroom accordingly. (Owens, Song, and Kidd, 2007). As the evolution
of technology continues schools and educators will find ways to integrate more and more
technology across all economic levels to help further learners in the future through the use of
technology.
mathematics curriculum effectively, the teacher has to have full development and attitude to do
so accurately. Originated from Nicholas & Ng, as stated by Murphy, “teacher attitude with
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more significant than any other factor when incorporating technology into the curriculum.
(Murphy, 2016).” Studies have indicated their willingness to adopt and implement learning
technology for the teaching and learning process varies, but have a common denominator in the
fact that the reason teacher chose to use technology for teaching and learning process dealt with
the notion of continuous training and development in proper technology from technology
personnel, administration, and other structure supporting the use of technology. (Owen, Song, &
Kidd, 2007, p. 73). “In order for proper adopt the use of technology, with all the high speed
connections, digital services, and computers to build professional workplaces to meet the
students in the 21st century, technology will fail to meet educational promise if we neglect to
equip teachers with the skills they need to understand and use it and transmit this knowledge and
skill to their learners (Owen, Song, & Kidd, 2007, p. 84)”. As educators this an ongoing struggle
in the classroom to bring in the technology if as a teacher you are not comfortable, trained, and
confident enough to do so. Which in return would have a negative impact on not only the
students’ level of understanding but also their confidence and attitude towards technology and
Learning mathematics at the secondary level can have it difficulties for both teachers and
the students in teaching and learning the content. The closer we can bring the concepts, methods,
and techniques to the forefront of our thoughts the easier and more dynamic it can be on the
overall learning environment, attitude, and level of understanding across all learners.
Mathematics is different than other contents, as the students need to know one topic in order to
be successful on the next topic. In order for the proper understanding to be achieved, the student
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needs to engage in the learning of mathematics and it is necessary for the teacher provide this for
all learners to achieve the necessary level of understanding. As concluded by Murphy 2016,
“Using technology in the classrooms, as studies have suggested, can increase student
help students not only feel more comfortable with learning mathematics but also allow
The method or technique of integrating technology is not as simple as just doing it, it takes a lot
of preparation, training, and research of various areas from the effect on content specific
understanding, student engagement, teacher training, and the overall socioeconomic status affect
the use of technology. This idea is and always will be an ever-changing development over many
years to come in all classrooms with the advancements in technology. Educators would not be
continuous learners if we did not make the necessary adaptations and advancements in our craft
of teaching.
Research Implications
The Learning Goal that guided my research was the question: “What impact does the use
of technology have on the student learning in mathematics?” After doing the research to find out
information on techniques, methods, and impact, I have found that it is more aspects and things
that need to be considered before just using technology directly. Some people probably feel that
you can just use technology whenever you want in a classroom and the students should just be
accustomed to it. My research has shown that you need to properly integrate technology into
your curriculum with the right methods to allow the students to be engaged, have the necessary
skills, and attitude to be able to use and see the true purpose of the technology in the classroom
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itself. It has shown that the more you are able to use technology and the option of technology in
the classroom to lower mathematical errors, the less distractive behavior created, and more
engagement within the class. The research really made me think more about my classroom in the
aspect of am I reaching every student needs and capabilities in the classroom because if I do not
know their background around technology or their upbringing it can affect the student's
performance. I do a good job of knowing all my students, but after doing the research I want to
evaluate my lessons a little more by making sure I am addressing all levels of learners and trying
to meet all of their needs accordingly. I have started to mix in technology into my classroom
already, but the more I properly integrate it and demonstrate to the students the aid their device
has for them the better the results of their level of understanding they could demonstrate.
Overall, my research has shown that the use of technology can make a positive impact in the
classroom to increasing in testing scores, attitude, confidence, interest, and allow for more
diversity in the classroom to reach all learners at all levels of understanding. I will continue to
look for ways to improve the use of technology to help strong connections in my classroom.
to integrate into my classroom and analyze the impact it has made in my classroom.
2. Design and assess my lesson plans with the use of technology to look at the impacts it
has on the low, middle, and high level achieving students in my classroom to help meet
comprehension, and attitude of the content with the use of technology to better prepare all
students at various levels to be prepared for numerous assessments throughout the course
1. Task: All students will take the ACT or ASPIRE test, and various assessments
the use of technology in the classroom to help aid and provide support for
their learning.
b. Show that 85% of the class has increased their level of understanding
1. Compare the students 2017 ACT and ASPIRE scores in mathematics with the
2. Compare and evaluate the students’ scores pre-assessment scores to their post
3. Compare and conclude from student surveys given throughout the year if the
on their learning of the content with the use of technology used have changed.
Post-assessments
I envision the integration of technology will affect my teaching in a way that allows me
to use the technology as a way to bring a more meaningful and deeper understanding of content
at various levels. With that said it would allow for the use of various levels of technology to help
me reach the lower level students and their needs in the classroom at their level of understanding
and then looking to increase over time. The use of technology can and will enhancing my
teaching ability to meet all levels and to create clarity within the mathematics by not only just
showing them the fact and the content, but use it to develop their problem-solving skills and
high-order thinking to help prepare them better for the standardized testing. Being able to have
this technology tool especially in Baraboo School District where every student has a device will
really bring all of my mathematics class to the 21st century to prepare these students for the
future as it evolves in front of them. Technology will not only have a huge impact on me as a
teacher, but it will have an even bigger impact on my student's performance level and the
classroom organization methods, I feel the students will show an endless amount of growth with
the use of technology being integrated correctly. With the little more and more use of technology
being used in my classroom today with teaching three different level in Geometry, Algebra 2,
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and Pre-calculus, I am seeing the impact it has on the students' performance. Especially in my
Pre-calculus and Algebra 2 courses technology has allowed for more in-depth questioning and
understanding in the students part but initiates the thoughts, questions, and ideas around the topic
of discussion. Within the current grading system, we are using, I envision the amount of growth
the students will show in the classroom will go from a lot of developing to the proficient or even
advanced level of understanding by opening the students to various ways of learning and
understanding with the use of technology. (See Artifact A for reference on Rubric). The biggest
area I would like to see is if the use of technology improves the students ACT and ASPIRE
testing. I feel it will help the students, but I cannot speak to directly if the use of technology truly
does or not help due to other outside factors such as their reading and writing levels, which can
have an effect on their mathematics scores as well. A big push in our district is to prepare the
students for the high-order and problem-solving skills to be able to demonstrate them on the test
but as well have the necessary skills and tools to use in the real-world applications in their future.
The biggest impact the integration of technology will have on my students outside of
their performance will be in the learning environment in my classroom. With the use of
conceptually, and with a deeper level of understanding because I can use the technology as the
teacher to present the material in various ways to hit all learning styles. As a student, this allows
them to use the technology as a support and an aid in their learning. When all of these are
technology, and developing high-level thinking around the topics being presented. In return the
environment will be active, engaging, and focused around the material, this should cause
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students to have more confidence and an increase in their performance in mathematics. As I have
seen over 10 years of teaching when students are confident in their work the performance is
higher and more active for the student. The use of technology will create a learning environment
solely focused on the students learning and supportive aspect along the way to be the best they
The essential question guiding this research was ““What impact does the use of
technology have on the student learning in mathematics?” I have found that if technology is
properly integrated into a curriculum instead of just put in, it will have a positive impact on
various areas in the classroom. The areas that we will see the most impact on is in the student
attitude, engagement, and confidence level which has been a struggle in mathematics for some
students. When the attitude and confidence is up in the class because of the use of technology it
will naturally cause the overall performance to reach a higher level of achievement.
1. Properly Integrating Technology into my mathematics classroom. This has been a big
emphasis in our department to use, integrate, and demonstrate the benefits of technology in the
classroom without losing the importance of the content and the concepts being taught, to enhance
2. Creating a Learning Environment conducive for active, engaged, and student focused
learning. I already create a very student-friendly and open relationship with my classes, so the
use of technology will allow for more freedom and support for all students by allowing the
communications and methods techniques to bring a supportive and reassuring environment for
uncomfortable idea in the past for me to bring into my classroom so the students are not so
technology dependent. With the small integration I have done with support from my department
and doing some research it has opened me up to integrate more technology into various aspects
of my courses.
1. Truly getting a good measure of the student performance over time because some of
the student switch teachers at semester which in return can affect their level of understanding
slightly if one teacher uses technology and other teacher does not or does but not properly. I feel
it could be difficult to see if the technology truly helps the students reach a higher level of
understanding for the ACT or Aspire test since the possible break in teaching consistency in the
2. Being able to reach the lower level students as well as projected. I have found out
already that if the student and the other teacher helping the student doesn’t have proper training
in the technology coming into the classroom using technology can cause negative attitude and
frustration towards the technology and then in return affect the level of understanding. Still feel
there is some room for growth in this area of perfecting techniques and methods to reach all
levels of learners.
My Next Steps
classroom environment centered on their learning and technology at the same time. As a teacher,
this is part of my job to continue to change and adjust our teaching methods with the change in
our society.
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2. I will look to meet with all students and co-workers that are helping our lower level
students achieve their goals to develop their level of understanding around the technology we use
in the classroom to help them feel more comfortable and to give them the necessary help to be
successful.
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References
doi:10.1016/j.compedu.2008.11.001.
Brill, J. M., & Galloway, C. (2007). Perils and promises: University instructor's integration of
38(1), 95-105.
Hegedus, S. J., Dalton, S., & Tapper, J. R. (2015). The impact of technology-enhanced
Meyen, E. m., & Greer, D. L. (2010). Applying Technology to Enhance STEM Achievement for
Students with Disabilities: The Blending Assessment with Instruction Program. Journal
Nicholas, H., & Ng, W. (2012). Factors influencing the uptake of a mechatronics curriculum
Owens, E., Song, H., & Kidd, T. (2007). Re-Examining the Socioeconomic Factors Affecting
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing
quality educational programs (10th ed.). Boston, MA: Allyn & Bacon.
Rosas, C., & Campbell, L. (2010). Who's teaching math to our most needy students? A
Artifact A
Artifact #1: Since in the Baraboo School District we are transitioning to Grading for Learning
techniques, this is our Mathematics department Priority Standards Rubric we use across all
courses in our content area. In each course, we are able to tailor the rubric to allow the specific
course to tailor to their learning objectives within the course to support the students’ growth in
the overall department standards. This artifact demonstrates the level of growth we would like a
student to achieve over the year in the course. For example: if they are a developing at the
beginning we are looking for the growth over time to reach proficient or advanced.
EQUATIONS & INEQUALITIES: Solve a variety of equations and inequalities, justify solution, and
draw conclusions from solutions.
EXPRESSIONS & FUNCTIONS: Evaluate or simplify expressions and functions, justify result, and
draw conclusions.
Display a visual Display and describe a Display, describe, and Make connections between
representation of a visual representation of apply a visual a finding and related
function or a function, data, or representation of a concepts and phenomena.
geometric property. geometric property. function, data, or Combine and synthesize
geometric property. ideas into new concepts.
Draw a singular Connects multiple Draw conclusions and Make connections between a
conclusion based statements to draw explain reasoning based finding and related concepts
on provided conclusions based on on evidence using and phenomena. Combine and
evidence. provided evidence. logical arguments. synthesize ideas into new
concepts.
MODELS & STRUCTURES: Model, solve, and interpret a situation in context with a proper
equation or function.
Identify key Model and solve a Model, solve, and Make connections between a
components and model situation with a interpret a situation in finding and related concepts
a situation with a proper equation or context with a proper and phenomena. Combine and
proper equation or function. equation or function. synthesize ideas into new
function. concepts.
WTS 1 and 2 page 29 of 31
Artifact B
Artifact #2: This is my Desmos Lab I created that was student driven using a free app available
for all students to use. The students were instructed to use the Desmos.com app on their chrome
book and follow the guided directions to develop their level of understanding around the use of
transformations related to its parent functions. This is one of many new lesson plans of
integrating student-lead instruction using technology to lead the conversation.
WTS 1 and 2 page 30 of 31
WTS 1 and 2 page 31 of 31