1a. Teachers promote, support, and model creative and innovative thinking and inventiveness.
Students design their own labs using a prompt such as:
1b. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Students designed a Sports Special Edition digital magazine with a focus on Kinematics and Dynamics.
1c. Teachers promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
Students develop their metacognitive skills by writing reflections as blog postings.
These are the reflection questions: Physics Reflections
1d. Teachers model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
All students have created a blog where they created and published at least two types of postings:
2b. Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
The class uses a wiki that gives the students a platform to communicate and collaborate about physics topics. The students are encouraged to create their own pages, manage their files and content.
2c. Teachers customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
I have created PhysicsQuests that the students complete after every unit of study. These activities engage various modalities of learning: visual, auditory and kinesthetic.
2d. Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3a. Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
I maintain a website for my students with links to resources (tutorials, simulations, etc.) that can be of help in their learning of physics concepts: Honors Physics
3b. Teachers collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
I use a wiki to help my students with questions on homework, test reviews and projects: Honors Physics
3c. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
I have created screencasts and posted them on the wiki for the students that have been absent or want to reinforce their problem solving skills. Here is an example: Geometric Optics
3d. Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
I have a Delicious and a Diigo account where I save resources on a variety of topics. I also belong to these groups in Diigo:Project-Based Learning, Independent School Collaboration
4a. Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
I model digital citizenship in my professional blog (Journey in Technology) by giving attributions to authors and creators of images.
4b. Teachers address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
My students have a choice of technology and digital tools when working on some of our class projects or lab experiments. For example, a student doing an experiment on kinematics may decide to use a stopwatch and a meterstick while others would rather take their own videos with the Flip cameras and use Logger Pro for the analysis.
4c. Teachers promote and model digital etiquette and responsible social interactions related to the use of technology and information.
When writing comments on blogs or posting on Twitter I have an awareness of digital citizenship. I act with professionalism to represent the principles of the school regarding integrity and leadership.
4d. Teachers develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
I participate as a Connected Coach for 8 teams in the PLP community. I demonstrate sensitivity to the cultural and professional diversity of the cohort and appreciate the learning opportunities.
5a. Teachers participate in local and global learning communities to explore creative applications of technology to improve student learning.
I am a member and actively participate in a variety of groups that influence my teaching practice:
5b. Teachers exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
I have actively:
I use my blog as a tool for reflection of my teaching practice. Here is an example:
5d. Teachers contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
I served as the chair of the Strategic Implementation Committee for STEM.