Informed decision-making is the act of considering research supported evidence and facts when making decisions about technology integration. It requires a deep understanding of best practices and the ability to translate that knowledge into strategies and tactics for technology integration. In the classroom, I use research supported best practices for teaching and learning and student assessment data to drive instructional planning and to make decisions about lesson delivery.

Frameworks, models and theories guide integration of technology in my classroom. The Technology Pedagogy and Content Knowledge framework allows me to visualize and make decisions about what, when, and how I will incorporate technology by focusing technology use on how it supports best practices and content knowledge. The Substitution Augmentation Modification and Redefinition model creates an awareness of how I am using technology and pushes me to use technology in transformative ways that enhance learning.

Student data from formal and informal assessments is analyzed to create tracking systems that empower students to measure progress and create individualized goals. I also use data as a way to communicate progress with students, parents and other stakeholders. When students are struggling, data is also a valuable tool for creating individual and targeted remediation. In addition, I use data as a way to facilitate communication and decision making when working with administration on decisions that impact the entire school. Using data strengthens my positions and makes it easy for others to understand my ideas and the rationale behind them.

The following artifacts show that I can use evidence, facts and research to make decisions that impact teaching and learning. They represent the ability to form judgements and reason with evidence, consider different perspective, build explanations, and solve problems.