2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.

One of the most thought-provoking topics that was brought up during my program was the concept that sometimes a lesson is better without technology and more technology isn’t always better. When we design lessons with technology  and incorporate it into the learning experiences the key is that this design and implementation is intentional and helps address the standards and the needs of all students. I really learned a lot from my “Using Backward Design” project when I began with what I wanted my students to be able to do and worked backwards taking into account the needs, interests, and unique characteristics of the learners in my classroom. This process also allows the teacher-designer to make changes, embrace what’s working, and tweak what isn’t.  

I have worked to demonstrate proficiency with this substandard as shown through the following evidence: