Technology Skills

This page highlights the key technology skills I developed in the Instructional Design and Technology program and how I apply them in my teaching practice. My work demonstrates proficiency with Google Workspace for organization and collaboration, AI tools like ChatGPT and Brisk Teaching for accessibility and feedback, and Canva for visual instructional design. These tools are framed within TPACK and PIC-RAT models to show how technology can transform learning, support multilingual students, and make complex concepts accessible. Below are some technology frameworks that might be useful to contextualize some of my work.

TPACK Model

The Technological, Pedagogical, And Content Knowledge (TPACK) framework shows how effective teaching with technology happens when three areas overlap: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). Strong integration means teachers not only know their subject and how to teach it, but also how to use digital tools in ways that enhance learning rather than replace traditional methods

PIC-RAT Model

The PIC-RAT model helps educators evaluate how technology is being used in classrooms. It looks at two dimensions: how students engage with technology (Passive, Interactive, Creative) and how technology enables learning (Replaces, Amplifies, or Transforms traditional practice). This framework challenges teachers to move beyond simply replacing old tasks with digital tools and instead design learning experiences that amplify or transform student engagement through technology, which is what my time in the IDT program seeks to do. (Kimmons et al., 2020).

In this image, I posted Text #9: “Best of Both Worlds: Growing Up Mexidorian in L.A.” in English alongside translated versions in Spanish, Russian, Korean, and Chinese, ensuring multilingual learners have equitable access to rigorous grade-level content. This is all under a Class Materials Section that ensures students can always find it.

Google Classroom

Through the IDT program, I developed strong skills in using Google Workspace, especially Google Classroom, to create a centralized hub for assignments, resources, and communication. This organization reduces confusion, provides students with clear expectations, and allows me to schedule releases, embed rubrics, and streamline feedback. By structuring content into weekly modules, I ensure that students always know where to find materials and how their work will be assessed

Translation with AI

AI translation tools, such as ChatGPT, have become central to how I support multilingual learners in my classroom. By quickly generating accurate, culturally responsive translations of complex academic texts, I can ensure all students - no matter their language background - have access to grade-level content. This aligns with the TPACK framework, where technology (AI) enhances content (ELA texts) through pedagogy (scaffolding and differentiation). It also demonstrates the PIC-RAT model by transforming what was once an impossible task - creating multiple high-quality translations -into a daily classroom reality that increases equity and engagement.

Example: The image carousel above shows one of my assigned texts translated into all of the spoken languages at our school site: English, Spanish, Russian, Korean, and Mandarin. This practice allows students to compare languages side-by-side, clarify meaning in their strongest language, and build confidence when engaging with English academic writing.

The Anatomy of Logic.pdf

Here is an example of how I explained a complex topic visually using Canva. It was quick, efficient, and required almost no graphic design skills.

Rapid Graphic Design with Canva

One of the most practical skills I developed in the IDT program is the ability to use Canva for quick, effective instructional design. Canva allows me to transform abstract concepts into concrete visuals that make learning more accessible for students. For example, in just 15 minutes I created a “ribcage” graphic for logos, illustrating that logical appeals are not just random facts but a structured framework where each “rib” of evidence supports the conclusion.

This practice aligns with the TPACK framework because technology (Canva) is used to enhance content knowledge (rhetorical appeals in ELA) through pedagogy (visual scaffolds).

Rhetorical Choices Poster Assignment with Canva

To build our class Rhetorical Toolbox, students worked individually or in pairs to research and teach a rhetorical strategy such as diction, imagery, ethos, or repetition. Using Canva, each student designed an 11.5” × 8” poster that included a clear, student-friendly definition, an authentic example with citation, and a brief explanation of the rhetorical choice’s effect on an audience. Posters also required visuals to make the concept engaging and memorable. The final products were compiled and displayed, giving students a collaborative resource to use in later writing and analysis assignments

This assignment embodies the TPACK framework by blending content knowledge (rhetorical strategies in AP Lang), pedagogy (peer teaching and collaborative resource building), and technology (Canva for professional-quality design). Students weren’t just learning definitions—they were creating multimodal teaching tools for their classmates. Through the lens of the PIC-RAT model, the task moves beyond replacement: Canva amplifies student work with visuals, color, and QR codes, and even transforms learning by having students act as designers and teachers, not just consumers of information. In doing so, the assignment reinforced rhetorical knowledge while developing digital literacy and design skills.

1.4 - Rhetorical Choices Poster .pdf

Page updated

Google Sites

Report abuse