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A.     Demonstrating Digital Literacy and Technology Proficiency

I demonstrate digital literacy and technology proficiency in my teaching by effectively using digital tools and platforms to create engaging, interactive, and efficient learning experiences. For instance, I frequently use Canva to design visually appealing instructional materials such as lesson plans, infographics, and presentation slides. These resources help convey complex concepts in a more digestible and engaging manner for students.

To model these skills, I incorporate live demonstrations in my lessons, showing students how to use Canva for their own projects. For example, I guide them through creating infographics or posters, templates, and collaboration features. This not only enhances their understanding of the subject but also equips them with practical design skills.

Canva has significantly enriched my teaching by making content more visually engaging and accessible. Students have responded positively, often expressing how the visual aids help them retain information more effectively.

B.     Technology Tool Recommendation

I highly recommend Canva to my teaching credential classmates because of its versatility, user-friendly interface, and extensive features.

Features and Functionalities

A vast library of customizable templates for presentations, infographics, posters, and more.

Intuitive drag-and-drop tools for designing, resizing, and arranging elements.

Collaboration features that allow multiple users to edit and comment on designs in real time.

Access to free stock images, icons, and videos, as well as animations for creating dynamic content.

Integration with platforms like Google Classroom for seamless sharing.

Teaching Context Usage

Canva can be used across various subjects and grade levels. For example:

In English: Students can create visually appealing storyboards or book covers.

In Science: Students can design infographics to explain processes like the water cycle.

In History: Students can create timelines or posters about historical events.

Personal Experience

In a group project, I guided students in using Canva to create a collaborative digital magazine about environmental issues. Each student contributed a page, using Canva’s templates and tools to present research findings, charts, and visual aids. The final product was a professional-looking magazine that boosted their confidence and showcased their creativity.

C.    Integration Example

Teaching Activity

For a lesson on persuasive writing in an English class, I designed an activity where students created digital posters advocating for a cause they were passionate about.

Technology Used

The project revolved around Canva, leveraging its templates for posters and its design tools to incorporate visuals, slogans, and data.

Inspiration and Engagement

Students were inspired by Canva’s user-friendly interface and creative options. Many experimented with color schemes, fonts, and animations to make their posters visually compelling.

Outcomes and Impact

The activity significantly enhanced engagement and creativity. Students not only practiced persuasive writing but also developed digital design skills. When the posters were shared in a gallery walk, students took pride in their work and provided constructive feedback to peers.

This integration improved students' ability to communicate ideas visually and persuasively, fostering a deeper understanding of the topic and a strong sense of accomplishment.

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FULL CANVA TUTORIAL 2024 | How To Use Canva For BEGINNERS!

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A) Demonstrating Digital Literacy and Technology Proficiency

I am currently demonstrating digital literacy and proficiency in my teaching by having students use online simulations for labs that I currently don’t have the resources for. For example, many labs for Genetics are hard to give to students, however because of these online lab simulations they have helped my students understand concepts that aren’t something you can immediately see. These labs are also perfect for gathering data because it generates the graph/table for them and all they have to do is fill it out. I try and model these skills for my students by showing them how to do it as an example so that students can observe and know what to do. I feel like these online labs have really been able to enhance my teaching because of how easily presented the curriculum is instead of using a textbook that is as old as me.

B) Technology Tool Recommendation

A technological tool that I am pretty familiar with would be Google Classroom. I would recommend Google Classroom to my classmates because of how advanced it has become since the last time I have really used them. When I was in high school Google Classroom was very simple, but now this service has expanded its capabilities by having key features such as automated student notifications, a customizable grading system, originality reports for assignments, and even making so study guides because of Google Gemini. These tools are very useful for teachers and students to be able to get the most content out of each assignment. I personally really like using it because of how customizable assignment making is with being able to include any attachments or resources to an assignment. A main reason why I use it is because of the ease of use for creating assignments.

C) Integration Example

An example of me integrating technology into teaching to enhance student learning is when I had my students complete an online photosynthesis lab simulation where they were observing how different colors of light and different light intensities affect plant growth. This lab was just an online virtual lab that was able to have students observe what would happen to plants under different light conditions. I believe that it inspired student engagement because it was a cause and effect relationship that they were able to see in a short time unlike the gigantic amount of time it would have took to show them the outcome if I were to physically set up this lab. I believe that helped students in my class since Biology is one of those subjects where it can be hard to show students the relationship between concepts or topics since they are impossible to see with the naked eye.

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1. Demonstrating Digital Literacy and Technology Proficiency: Nearly all of my lessons involve a slideshow presentation in Google Slides so this is the main way I demonstrate digital literacy to my students. In addition, the science curriculum that my school district adopted (FOSS) has an online component for teachers that has slides, videos, worksheets for students, assessment tools, etc which I use weekly for lesson planning. I also use Canva on occasion but not nearly as much. Since my students don’t have access to computers in my classroom, I don’t have the students doing any projects, assignments, etc. online. We did, however, play one interactive game about variation of traits and survival using my computer earlier this year and the kids really enjoyed it (see my response to part C)!

2. Technology Tool Recommendation: I would recommend Google Slides.

Here is my list of the pros and cons of this tool:

Pros:

Easy to use for both teachers and students

Can collaborate with others by sharing slides

Easy to add visuals and videos into slides

Has presenter tools such as speaker notes

It’s free!

Cons:

Templates, fonts, and graphic design options are outdated compared to Canva.

Personal Experience: I use Google Slides every day in presenting lessons to my students. Although it’s not as flashy as Canva, it suits my needs since most of the learning is done with hands-on activities.

3. Integration Example: Earlier in the year my students and I used my laptop to play a computer simulation game to demonstrate how the variation in color of walking stick bugs affected survival rates over several generations (we were learning about adaptations). Ideally this is played by 1-2 students on one laptop but we tried it with 15 students on one computer being projected onto the whiteboard. I let different students drive each round on my laptop and the other students were cheering the driver on and sometimes helping him/her locate the walking sticks. The students were able to see what happened to the walking stick bug population over time and being able to visualize this really helped them understand the concept!

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Demonstrating Digital Literacy and Technology Proficiency:

I use Google classroom all the time as a place for each of my classes to find certain assigned links for videos they need to take notes on, to access Gizmos, which provides them infinite opportunities to venture through  a plethora of interactive topical simulations that they manipulate according to worksheets that direct them. I also use Quizlet all the time because it has Team Games, where I can have them assigned to random teams which then compete to answer timed topical trivia review questions, but if they get one question wrong on their 20-question path of group review, then the team has to start over. They love it and literally never tire of playing it.

Technology Tool Recommendation:

I guess Id have to repeat a bit of what I said earlier and promote the beauty of Quizlet Live's review games for any conceptual review. It literally turns reviewing for assessment into a gamer party. It also provides students to be randomly assigned to team up with other students they may have never collaborated with before. It works wonders, students have to think fast together, talk and reason quickly, in order to be successful. It does create excitement and pressure, so often there will be frustration and blame when they get one wrong, but it's great because they're working through personal politics with new people while reviewing and trying to win. The great part is that it makes random teams for you and shows the progress of each team in real time. Also, the students get to make their own avatar which they seem to enjoy although certain devious ones will abuse the privilege of anonymity.

Integration Example:

I recently did a Gizmos interactive lesson on Kinetic and Potential Energy of Pendulums that was super effective. This particular Gizmo interactive has students changing the length of the pendulum string, the height from which it swings, the mass swinging, and then uses this interactive game to have them utilize the formulas of kinetic and potential energy and solve for a variety of variables after the system is given certain parameters. It allows them to draw situations, relate those mathematically, and solve algebra problems about the Joules of potential energy versus kinetic energy of the pendulum weight at different points of its energy diffusion.

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Demonstrating Digital Literacy and Technology Proficiency:

I demonstrate digital literacy and technology proficiency through my learning as a teaching credential candidate and my classroom practice. I regularly use Google Classroom, Google Docs, and Google Slides to organize lessons, collaborate, and model responsible technology use. I also use Notes on the iPad to present lessons, annotate examples, and model organized digital note-taking for students. For math instruction, I use Desmos for online activities that allow students to explore concepts interactively. I show students how to evaluate online information, cite sources, and communicate respectfully. These tools support engagement, collaboration, and deeper understanding.

Technology Tool Recommendation:

A technology tool I recommend to my teaching credential classmates is Desmos. Desmos is an interactive online graphing platform that allows students to visualize and explore mathematical concepts using graphs, tables, and sliders. Teachers can use Desmos for inquiry-based lessons, formative assessments, and real-time feedback through the teacher dashboard. I have used Desmos in middle school math lessons on linear equations and systems of equations, where students explored graphs and tested predictions. This hands-on approach increased student engagement and helped students better understand abstract math concepts while encouraging critical thinking and discussion.

Integration Example:

One successful example of technology integration was a middle school math lesson on "linear relationships and rigid transformations". Students used Desmos to graph linear equations and explore translations, reflections, and rotations. The lesson was structured as an exploratory activity where students adjusted equations and transformations to observe changes in real time. Desmos increased student engagement by providing immediate visual feedback and encouraging students to test ideas creatively. Students collaborated, made predictions, and explained their reasoning using graphs and visuals. As a result, students developed a deeper understanding of linear relationships and transformations and showed increased confidence in mathematical discussions.

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Demonstrating Digital Literacy and Technology Proficiency:

1. I demonstrate digital literacy by using technology intentionally to support learning, such as sharing supplementary videos, using Desmos for interactive exploration, and Google Forms for quick checks. I also use Google Classroom to organize materials and provide extra practice, modeling how technology can enhance understanding and support independent learning.

2. Technology Recommendation: Google Classroom
I recommend Google Classroom, Desmos, and Kahoot to my teaching credential classmates. Google Classroom helps organize materials, share videos, and provide extra practice outside of class. Desmos allows students to explore math concepts visually and interactively, which supports deeper understanding. Kahoot is effective for quick reviews and formative assessment, increasing student engagement and participation. I’ve used all three regularly, and they have helped improve organization, engagement, and student understanding in my classroom.

3. Successful Integration Example
I’ve successfully used Kahoot to create interactive review activities where students explore and discuss mathematical ideas. Sharing anonymized responses allows us to compare different approaches and spark discussion. This encourages participation, collaboration, and helps students build deeper conceptual understanding.

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Demonstrating Digital Literacy and Technology Proficiency

Digital and technology literacy is essentially the set of skills people need to use technology effectively. One technology tool I use to demonstrate this literacy is Kami, which is a PDF annotating tool for smart boards. It allows me to annotate a digital copy of the notes I usually pass out to students during class. I also allow students to show their work on the smart board so they get the chance to use this technology tool as well. Students respond positively to my use of technology and like to take the opportunity to use it hands on for themselves from time to time.

Technology Tool Recommendation

One technology that I think all teachers, including those currently in the credential program, should be familiar with is Kami. If you have access to a smart board in your classroom this is an excellent tool to be familiar with since it is very interactive and efficient to use. If you don’t have a smart board in your classroom, but have a way to annotate PDFs and display it through a device like an iPad, I would recommend using Goodnotes. It is similar to Kami where you can digitally annotate a PDF document. For most teachers (using math as an example), you would be annotating something like guided notes. I’ve used Goodnotes throughout my undergrad to take notes myself, and I have also used it to teach lessons when I was a substitute teacher by displaying my iPad on the board using the available technology in the classroom.

Integration Example

As for the integration of a tool like Kami, you can build your entire class structure around using a PDF annotation tool. It will likely be a daily occurrence when you have to display a copy of guided notes and annotate it using technology tools such as Kami. The same thing would follow for Goodnotes if you do not have access to a smart board. The only difference is that you would be annotating on an iPad and having it projected on a screen.

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A.    Demonstrating Digital Literacy and Technology Proficiency:

The tools I have at my disposal are dated and I’m not even sure if I can refer to them as “digital” tools. But I do use them for lesson planning as well as lesson delivery.

For planning, I use google docs and MS office. I have a OUSD provided lesson planning form that I just keep on the Google Drive. I make copies whenever I plan a lesson. This way it gets shared with my District coach. (There is also a coaching observation folder which we share together as well as some other information. I have an Excel spreadsheet that I prepared for grading along with my class roster. I use macros to automatically update a letter grade as I enter scores.

When delivering a lesson, I mainly use a whiteboard (just a normal one). Part of the whiteboard is used as a screen where I project an image provided by a document camera. I used to have a newer, more high-tech document camera but it needed a laptop which I thought made for a klutzy set-up. So, when I found a real “Elmo” document camera in a pile of junk, I was overjoyed. It has great field of view, optical zoom, a light, and operates as a stand-alone device. Alternatively, I could plug in my district-provided laptop to project a computer screen. With the PA speaker integrated into the mix, I could play videos and movies. I had previously used a Bluetooth connected stereo speaker system but gave it to a needy teacher. That’s OK… the PA speaker has much better volume.

I have tried Desmos, Powerpoint, and some random imaging website to demonstrate aspect ratio. I look forward to learning newer tools.

B.    Technology Tool Recommendation:

The tool I find most useful in teaching is MS Word. Yes, THAT Word. It has been vital for lesson preparation and planning. I can design simple lesson worksheets, special instructions, and much more. It is simple to use (most of the time) and highly adaptable to dropping in pictures and graphics. I’m hard-pressed to find a newer platform that can do what I need so well. There are glitzier platforms for sure, but none can crank out the volume of text-informed content in a time-sustainable fashion (Doesn’t take much time to get a lot done; and time is valuable for me.)

Just this morning, I had a last-minute idea to construct a one-page guided note-taking page Just a number of sentences with blank spaces for the students to fill in. This was to be today’s “Do Now” where, after filling out with my guidance, they keep as a resource because I will quiz them on the contents. It’s my answer to their constant forgetting of basic key information. I got to school early, produced the single pager, printed out copies and I got to use it for today’s Do Now. Next time, I’ll pass out the exact same document as the quiz.

C.    Integration Example:

I have assembled a video cart with the document camera, projector, and PA speaker. Optionally, I could plug in my laptop if I need to display a computer screen or show a movie. There is not a day that I don’t use this setup. I am very comfortable with it and it has been very reliable.

I could project the lesson activity onto a select portion of the whiteboard and walk up to it and work through the activity with the students. I like this because I am always part of the presentation. My writing paces the discussion in real-time and I can do all the hand-waving I want. Students have told me they preferred this to video or slides.

This week, I had a 7th grade lesson that referenced “spelunking”, so I wanted to find a short video about it so I could introduce what it meant to my students. It just so happened that Monday evening, in my Math Methods class, our instructor introduced us to colleague.ai, an artificial intelligence service website and asked us to try it out. So, I asked it to find me a short video on spelunking which it did. I pasted a link into my lesson plan right then as I didn’t want to forget it. Just today, I showed that short video (link) which was engaging and my students reacted enthusiastically – mostly, “No way I’ll ever do that!”

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1. Demonstrating Digital Literacy and Technology Proficiency:

- I model technological proficiency in my classes by utilizing online tools for learning. These feature online labs (gizmos, pHEt labs etc.) These online models allow students to interact with science phenomena in digital space. This allows them to interact in ways that would otherwise be improbable or dangerous (high pressure cookers, or pushing a running person to their limit)

2. Technology Tool Recommendation:

-Hmm it's tough to pick one, but one I haven't seen from my peers yet is Gizmos. It is an online science lab with different simulators for different situations. I've used it to model homeostasis, mouse genetics with punnet squares and different body systems. The models and simulations vary. It comes with teacher lesson plans, it comes with questions and assessments, and it comes with a worksheet that you can print or make into a fillable PDF for google classroom. It's easy to run and it works great for days where you need substitute!

3. Integration Example:
For Homeostasis I used a gizmo where the students could control a human as they ran, jogged, and walked. They set the temperature, and tried to manually control the homeostasis of the person while time raced on faster than normal. For many this became a challenge: how long could they keep their human alive!? For others it was a race to the death, "I killed mine in 10 minutes" "well my person only lasted 5, you have to make them sweat a bunch and set the temperature really low." Middle schoolers are scary bunch. But at least they were demonstrating that they at least understood the basics of human homeostasis!

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Shalini Tripathi   Week 3: Modeling Digital Age Work and Learning

1) In my current student teaching , I have been using Aries, Canvas, Google Docs, Google slides, Google drive, Google translate and other translation apps.   Students are using Canva, Google slides and have been sharing their student‑generated projects. I demonstrate digital literacy by intentionally modeling how to use tools PhET simulations, Google earth to support learning. I show students how to navigate platforms, evaluate online information, and use digital tools responsibly skills that are essential for digital citizenship. For example, during science lessons, I model how to analyze data using interactive simulations. For my multilingual learners, I use translation tools to help them collaborate more effectively during science lessons. This allows us to share ideas, clarify vocabulary, and work together in Google Docs with greater confidence.

2)  With the changing times and based on my own experience in the science classroom I have noticed that students consistently prefer using Canva for their project presentations over a simple Google Slide deck. A technology tool I strongly recommend to my credential classmates is Canva. It offers a wide range of templates, intuitive drag‑and‑drop design features, collaborative editing, and accessibility options that support diverse learners. In a teaching context, Canva can be used to create infographics, lab posters, vocabulary cards, and student‑generated multimedia projects. I have personally used it to design digital citizenship posters (Info graphic) and to create video presentations.

3) One successful integration example was a “States of Matter” lesson using the PhET simulation. Students manipulated variables such as temperature and compared the behavior of different phases of matter. They recorded their observations in their worksheets or notebooks as they explored the simulation. This tool sparked curiosity, supported inquiry-based learning, and boosted engagement, especially for students who thrive with visual and hands‑on experiences.

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1) I demonstrate digital literacy in my teaching by consistently using platforms like Desmos Amplify and Quizizz to model effective digital practices. I project my screen to show students how to navigate assignments, use digital math tools, and review feedback. These platforms help me check understanding quickly, differentiate practice, and provide students with clear and organized learning pathways. Students also learn how to engage responsibly with online tools and use technology to support their own learning.

2) I recommend Desmos Amplify because it makes math interactive, visual, and accessible. Its activities allow students to explore graphs, manipulate variables, and receive immediate feedback. Desmos supports both whole-class instruction and independent practice, and its design encourages students to think conceptually rather than just follow steps. I use Desmos Amplify regularly, and it consistently increases engagement and deepens understanding.

3) A strong example of successful technology integration was an 8th-grade systems of equations lesson using Desmos Amplify. Students created digital “stained-glass” designs by adjusting slopes and intercepts to match different shapes. The instant visual feedback encouraged experimentation and creativity, and students were excited to refine their patterns. This activity improved conceptual understanding of linear relationships and significantly boosted engagement.

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1) I demonstrate digital literacy and technology proficiency daily through intentional use of digital tools that support access, engagement, and learning. In my classroom, I regularly use platforms such as Google Classroom to organize assignments, provide timely feedback, and model responsible digital communication. I explicitly model how to use translation tools responsibly rather than as shortcuts. For multilingual learners, I show students how to leverage tools like closed captioning, speech-to-text, and Read Write Google extension to support comprehension and expression. Digital tools have enhanced my teaching by making learning more flexible and inclusive, allowing students to demonstrate understanding in multiple formats while building skills they will need beyond the classroom.

2) A technology tool I highly recommend to my teaching credential classmates is Google Classroom. Its core strength is its simplicity combined with powerful organizational features. Google Classroom allows teachers to post assignments, share resources, communicate with students, and provide real-time feedback in one centralized space. It integrates seamlessly with Google Docs, Slides, and Forms, making it easy to differentiate instruction and streamline grading while easily translating into mulitple languages.

3) One successful example of technology integration in my teaching involved a collaborative presentation project designed to support both content understanding and student voice. Students worked in small groups to create Google Slides or Canva presentations paired with embedded images, charts, and short written explanations. Students were encouraged to use visuals and plain language to explain their thinking, which supported both creativity and accessibility. Multilingual learners benefited from the ability to draft collaboratively and revise language with peer support.

This integration inspired high levels of engagement because students had ownership over both the content and presentation style. The outcome was improved conceptual understanding, stronger collaboration skills, and increased confidence in presenting academic ideas. Technology served as a bridge, not a distraction, enhancing learning in meaningful ways.

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Use of scientific simulations for modeling atmospheric sciences observation 

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Use of scientific simulations for modeling atmospheric sciences observation 

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1. Demonstrating Digital Literacy and Technology Proficiency: I use digital resources and technology to augment learning, and to ensure easy access and handling of reference material for students. These include platforms and tools such as Google Classroom; utilities such as Canva, Desmos, Flipity, etc ; resources and references, such as ACS, USGS, National Geographic, Stanford university online resources, Phet Colorado university models and simulations, etc.

2. Technology Tool Recommendation: I use Colorado university developed simulation site (https://phet.colorado.edu/) for easy access to modeling and simulation of general scientific phenomenon. It provides web browser based simulation and interactive models for a wide range of STEM subjects including Physics, Chemistry, Biology, Earth and Space Sciences, etc.

3. Integration Example: for example, for a lesson in atmospheric sciences last week, I used the site - https://phet.colorado.edu/sims/html/molecules-and-light/latest/molecules-and-light_all.htmlLinks to an external site.

This provided simulations for molecular behavior of atmospheric gases such as Carbon Dioxide, Methane, Oxygen, Nitrogen, Ozone, etc upon being bombarded with various wavelengths of lights from solar spectrum. The simulation handled microwave, infrared, visible and ultraviolet wavelengths. Students have to observe the impact of the specific wavelength of the spectrum on the individual gas molecule. e.g., it can pass through, be absorbed, or re-emitted as a different wave length and so on. Students have to record this behavior and draw their conclusion from the little experiment.

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1. In my current teaching practice, I demonstrate digital literacy through the tools I use daily. I have used Canvas for managing assignments, Google Docs and Slides for collaborative work, and Aeries for grading and communication. I model these skills for students by showing them how to organize their work, navigate digital platforms responsibly, and use technology to enhance clarity and efficiency. Even simple routines, like demonstrating how to submit work through Canvas or showing them how to print images, has helped students build confidence with digital tools.

2. A technology tool I highly recommend is iMovie (or Canva for non-Apple people). Both platforms are beginner‑friendly but powerful enough to support creative video production. Their drag‑and‑drop interfaces make editing robust, which helped me get the hang of editing very quickly. The process has been both intuitive and rewarding which allowed me to use these tools for personal projects such as meme videos, and clarinet performance videos. With these tools, students can combine images, audio, transitions, and text without feeling overwhelmed. For credential candidates, these tools open the door to student‑created media, digital storytelling, and project‑based learning.

3. While I haven’t led a full tech‑integrated lesson yet, I observed my CT use RoboBlocky, a block‑based coding platform. Students would work together to create code for the robots; which challenges them to experiment, test, and troubleshoot constantly. The room was full of curiosity and problem‑solving. Even students who usually hesitate were engaged because the technology invited exploration. It was a clear example of how the right tool can spark creativity, persistence, and authentic learning.

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A) Every time we use a new kind of technology in the classroom, I model how to use it for students, and also let them explore what they can do with the new tool in a safe manner. A good example of this is from our Amplify Science curriculum which has a new “simulation” for students to use each unit, where they can run experiments on their computer very quickly and get instant results. The first time we use the simulator, I allot extra time for them to find it, provide a visual of how to get there (see above for an example) and also give them time to see what the simulation is capable of. After they have their time to see what it can do, the curriculum has an instructional video for them to watch about how to use the simulation. There are some things that we can’t do hands-on in a 50 minute middle school class period, which the simulations really help with. Students can get instant results for things that would have ordinarily been very time-consuming or impossible to observe in a class period such as a fast-forwarded depiction of climate change over 100 years, multiple generations of spiders reproducing, etc. Seeing the animations in the simulation can also help things stick in students' minds better than reading about it or listening to a lecture.

B) A tool that I like to use the most is Google Classroom. Most of us probably use it already to manage our classwork, but I have found out a lot of new ways to use it so far in my career. It can be used as an archive of agendas and slides through the “Material” option when you go to create a new assignment. You can assign a “Topic” to each thing you upload, which I have named after the unit titles. That way a student can easily find all of the resources for a certain unit before tests, etc. I also title my files in a way where students can easily identify what each thing is, and find which file(s) they need to complete a certain workbook page or if they were absent a certain day and need to see those resources. Another feature I am fond of in google classroom is the ability to give students an assignment with a Google Docs template that they can fill in. It will automatically create a new document for them that is stored in their Google Drive, and let you see their editing over time so you can see if they copied and pasted all their answers from somewhere, if the document was shared with any other students, etc. This is also much easier than instructing them to create a new document, to add certain headings, etc. This way it’s basically like a worksheet that they can type in.

(It will only let me add one photo, so please see my post in canvas for the other one).

C) As I mentioned above, the science curriculum we use comes with computer simulations for students to use. They recently finished a project similar to the classic “egg drop” experiment where they had to design a container that would be dropped from a helicopter to deliver supplies to disaster victims. They were able to choose different materials and amounts of materials in the simulator and instantly see how effective their design was, how much it would cost, etc. The simulation was very useful in helping them perform iterative tests, as they could run as many tests as they wanted over and over with slight modifications without it being too time consuming or wasteful, as we did not have to use real eggs for those days where they used the computer. They were able to make changes to their physical models based on their findings from the simulation, and it really helped them improve their designs from the beginning of the unit.

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A. Demonstrating Digital Literacy and Technology Proficiency:

I  demonstrate digital literacy and technology proficiency by thoughtfully selecting and using digital tools that align with learning objectives.  This means evaluating whether a digital tool genuinely enhances student understanding, collaboration, or creativity before incorporating it into my  instruction.  I model digital literacy by explicitly teaching students to question, analyze, and reflect on the media they consume,  and evaluate information.  I have been using digital tools like Amplify, Desmos and Geogebra.  Before introducing my lesson,  I used Amplify because it is an excellent platform for introducing new math concepts because it combines interactive digital experiences with problem-based and student centered approaches.  This platform made math more engaging because it allows students to explore, test, predict and visualize abstract mathematical concepts.  I can see that it is a very effective tool because all my students are engaged since there are animations where they actively play at the same time learning the new concept.  It also allows my students to explore before any formal definition is given.

B. Technology Tool Recommendation:

I would recommend Amplify and Desmos  to my teaching credential classmates because of its many features and functionalities.  Amplify is very interactive, it uses animation where students play with and manipulate mathematical concepts rather than just receiving information in a direct instruction.  What I really like about this platform is that it provides data in real time, I can monitor the questions they are missing, I can see if they are stuck.  I can also control the pacing if I need to explain something.  The most important features of this platform are the active engagement, collaboration and mathematical discourse with peers.  Last week, I used Amplify to introduce the Interior and Exterior Angles of a Polygon to my Geometry class.  So when I started the class this week and did the direct instruction on the said topic, students were engaged in the discussion because of the prior knowledge from the Amplify activity the week before.

C. Integration Example: Amplify and Desmos

I was able to successfully integrate technology into teaching when I used Amplify and Desmos in my Geometry class.  The lesson was  about the Angles of Polygons.  The lesson engages students in discovering the relationship between interior angles and exterior angles of polygons through technology enhanced exploration.  First, I launched the lesson by using Amplify.  The students were able to make conjectures because of the visual patterns given.  Then during the direct instruction,  we used Desmos to manipulate polygons dynamically and observe patterns. They measured the angles and made some conjectures on how to compute the interior angles and exterior angles of any polygon and made a generalization on the formula for finding the sum of the interior angles of a polygon.

This integration of technology in my Geometry class creates curiosity and enhances engagement. It also  improves conceptual understanding and boosts academic performance.   It also allows for exploration of complex, dynamic mathematical scenarios and fosters collaboration.  Key impacts are: it provides immediate feedback,  it enables students to work at their own pace;  and it gives my students the opportunity to build a deeper understanding of the content.

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I try to demonstrate digital literacy and technology proficiency in simple, practical ways that support daily classroom learning. Most of our technology use is focused on completing math tasks efficiently rather than teaching technology for its own sake. We remind students that all assignments are posted on Google Classroom if they miss a class or are absent, and i’ve gotten in the habit of taking over that work from my mentor teacher (uploading the assignments to each class period’s Google Classroom page).

One technology we’ve used a lot that I recommend is Desmos. With desmos, we create and assign interactive math activities that include graphing, matching, multiple choice, and free response questions. There’s the teacher dashboard, which shows real time student progress, common errors, and which students may need support. In my experience, this data is very valuable for making immediate instructional decisions and providing targeted help to certain students when you can visually see their progress.

A successful example of technology integration was using a Desmos activity as a review lesson on systems of equations and inequalities the day before a test. Students worked individually on laptops while I monitored their progress live. The interactive problem types increased engagement and encouraged creativity in problem solving. I noticed that students were more motivated, asked better questions, and the immediate feedback helped clarify misconceptions before their test.

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Demonstrating Digital Literacy and Technology Proficiency:

-I demonstrate digital literacy and technology proficiency through modelling interaction with several software suites to help students visualize mathematical relationships.  I also utilize assignment structures where students build a shared file to provide guides for their classmates.  They reinforce good digital citizenry and expand on their technological fluency by interacting with suites such as Amplify/Desmos.  These platforms have enhanced my students digital skills as well as providing visual scaffolds to help students visualize more complicated relationships.

Technology Tool Recommendation

A tool I am familiar with is the Desmos graphing software.  I absolutely would recommend this tool to any STEM teacher, as it is superior at providing an interactive graphing suite.  You can simultaneously plot multiple functions in 2-D and 3-D.  Within a teaching context, you can use it to visualize changing different parameters of a function.  One example of using this tool is to provide a visual of rotating around a circle and the corresponding trig functions.

Integration Example

The teaching activity was to review for a unit test, specifically the unit test for radical functions.  I used technology to have students create a shared powerpoint file, where each group spotlighted one problem from each concept.  Each group had to demonstrate how to solve a problem as well as how they could make the problem more difficult. The technology (google drive) allowed for students to engage within their group as well as observe other groups processes.  The impact of integration was that students were able to practice their digital literacy skills within a collaborative environment.

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I demonstrate digital literacy and technology proficiency in my teaching by intentionally integrating tools that support student engagement, collaboration, and scientific thinking. In my science classroom, I model how to use platforms like Google Slides and digital notebooks to organize data, construct explanations, and communicate ideas. For example, students use digital graphs and shared documents to analyze patterns and collaborate on CER responses. This aligns with technology literacy as the ability to access, evaluate, and create information using digital tools . Modeling these practices helps students build both academic and real-world digital skills.

One tool I highly recommend is Google Classroom. It allows teachers to organize assignments, provide timely feedback, and facilitate communication in one place. Features like commenting, rubric integration, and easy document sharing make it especially effective for supporting writing and revision. In my experience, it has streamlined feedback on CER assessments and made it easier for students to revisit and apply feedback.

A successful example of technology integration in my classroom was a graph analysis activity where students used digital notebooks to interpret data from a heat experiment. Students collaboratively discussed patterns and used sentence stems to explain their reasoning. This increased engagement and helped students connect observations to scientific concepts, ultimately improving their ability to construct evidence-based explanations.

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Demonstrating Digital Literacy and Technology Proficiency:

I currently demonstrate digital literacy by keeping my school correspondence and private life separated. It is important to maintain boundaries between the two, for the health of one’s career and mental health. Professional communication can be monitored more effectively with deliberate channels between teachers, students, administrators, and parents. Additionally, being as connected as we are, always having access to a teacher outside of the classroom can burden them by not allowing them time to rest and restore the cognitive and physical load of the day.

Technology Tool Recommendation:

Something that has been very helpful in my classroom has been Google Classroom. As much as I would prefer to use something a bit more decentralized, there is a great convenience for myself and students to be able to communicate via comments and forums and upload images for homework help.

Integration Example:

As a daily example, we often use the Document Upload feature of Google Classroom for our classwork. This allows us as teachers to check in with students who we may not have had the opportunity to interact with during the class period. It also gives students the opportunity to develop a more mature perspective on how to use their technology within the classroom. This feature has been a great help in reaching students who were struggling in very small ways, but needed a little moment of guidance to correct their mistakes.

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1. Demonstrating Digital Literacy and Technology Proficiency:
I currently demonstrate digital literacy and technology proficiency in my teaching and learning by use of the Amplify curriculum to post and modify student math lessons. I track Hall Passes, Class Points, and other resources used in class, using Google Sheets. By collecting student responses to questions on these online lessons, I can sort their responses into groups and quickly determine classwide knowledge gaps or levels of proficiency in real time, modifying the lesson partway through. I have also used it to deliver and monitor tests live, then sorted data into a Google Sheets spreadsheet to categorize and quickly grade student answers. I use the internet to do research on topics for classwork and verify sources. I model these research skills for students with research projects in class and I also show them grading breakdowns from these data sheets in Google Sheets (anonymous of course).

2. Technology Tool Recommendation
I recommend using Google Sheets to track lists of things. By making a Filter in Google Sheets, you can take a bunch of information and sort it in very useful ways, able to quickly find whether I have contacted a parent recently and what the details of that contact were, if I need support with a student in class.

3. Integration Example:
One example is a project where students used Canva and Google Slides to create graphical "digital menus" and a little flier for a pizza shop of their own design. They used math to calculate pizza AREA and PRICES using grade-appropriate curriculum then were able to use whatever graphics, themes, and interests they wanted to make the pizza shop their own. Some students themed pizza flavors around characters they like in comics while others showered their graphics with glitter and unicorns. It was very fun for the students!

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Demonstrating Digital Literacy and Technology Proficiency:

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Demonstrating Digital Literacy and Technology Proficiency:

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I currently demonstrate digital literacy by keeping my school correspondence and private life separated. It is important to maintain boundaries between the two, for the health of one’s career and mental health. Professional communication can be monitored more effectively with deliberate channels between teachers, students, administrators, and parents. Additionally, being as connected as we are, always having access to a teacher outside of the classroom can burden them by not allowing them time to rest and restore the cognitive and physical load of the day.

Technology Tool Recommendation:

Something that has been very helpful in my classroom has been Google Classroom. As much as I would prefer to use something a bit more decentralized, there is a great convenience for myself and students to be able to communicate via comments and forums and upload images for homework help.

Integration Example:

As a daily example, we often use the Document Upload feature of Google Classroom for our classwork. This allows us as teachers to check in with students who we may not have had the opportunity to interact with during the class period. It also gives students the opportunity to develop a more mature perspective on how to use their technology within the classroom. This feature has been a great help in reaching students who were struggling in very small ways, but needed a little moment of guidance to correct their mistakes.