Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
a. Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
b. Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
c. Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
d. Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
I believe I met this standard of being a Computational Thinker because to complete this tool, I really needed to digest and break apart Bloom's Taxonomy and Costa's Levels of Questioning to understand how technology (more specifically portfolios) can engage student learning. I analyzed these theories and found solutions as to why student portfolios support these theories. I engaged in problem-solving and decision-making, and I extracted key information from the sources provided to me to complete the assignment.Â
I would use a website portoflio assignment sheet to help me figure out why website portfolios are important and how I could incorporate them in my curriculum for my students, as well as possibly how and when I could grade them.