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Cortney Hedlund
Edinboro University of Pennsylvania
Portfolio of Technological Artifacts
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Table of Contents
Facilitates Student Learning
Artifact 1……………………………………………………………………3
Artifact 2……………………………………………………………………6
Technology as Learning Tools
Artifact 1……………………….…………………………………………...8
Artifact 2…………………………………………………………………..11
Assessment.…………………………………………………………………...…..15
Technology Integration Knowledge.……………………………………………17
Digital Citizenship.………………………………………………………………20
Self-Reflection……………………………………………………………………22
Bibliography……………………………………………………………………..25
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Facilitates Student Learning: Candidate uses knowledge of subject matter to create
learning experiences which integrate technology in order to promote, support, and model creative
and innovative thinking using digital tools and resources. Experiences connect to real-world
issues or authentic problem. Promote student reflection and facilitate collaboration.
Artifact
Twitter's Uses in the Secondary English Classroom
Content Standard(s)
CC.1.2.9-10.D- Determine an author’s particular point of view and analyze how
rhetoric advances the point of view.
CC.1.2.9-10.H- Delineate and evaluate the argument and specific claims in a
text, assessing the validity of reasoning and relevance of evidence.
CC.1.4.9-10.A- Write informative/ explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately.
CC.1.4.9-10.B- Write with a sharp distinct focus identifying topic, task, and
audience.
CC.1.4.9-10.E- Write with an awareness of the stylistic aspects of composition. •
Use precise language and domain-specific vocabulary to manage the complexity
of the topic. • Establish and maintain a formal style and objective tone while
attending to the norms of the discipline in which they are writing.
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CC.1.4.9-10.G- Write arguments to support claims in an analysis of substantive
topics.
CC.1.4.9-10.H- Write with a sharp distinct focus identifying topic, task, and
audience. • Introduce the precise claim.
CC.1.5.9-10.A- Initiate and participate effectively in a range of collaborative
discussions on grades level topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Overview
Every year students learn about banned books and controversial topics. When these
books are produced into movies debates spring up about key topics, themes, and ideas in
storytelling. Twitter’s hashtag and trending features sometimes touch on these
controversies. This provides educators with the opportunity to take advantage of the next
banned or controversial book-turned-movie coming out in theatres to help teach students
how to participate in discourse and debate online, while also helping to teach brevity,
audience awareness, clarity, analysis, and author’s purpose in an authentic way.
Description
Twitter has the opportunity for students to participate in real time discussions about
literature and its’ role in the world. Every student brings with them a unique social media
skillset and giving students the opportunity to participate in social media discourse about
a topic they are knowledgeable about is a great way to encourage students to bring skills
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from outside and inside the classroom together. The live debate will encourage students
to constantly update their arguments as they are challenged by other members, while also
collaborating and building off the communities’ arguments.
Artifact:
Fostering Creativity through Shakespearean Fanfiction in the Secondary English Class
Content Standard(s)
CC.1.2.9-10.A- Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CC.1.2.9-10.B- Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences and conclusions based on an
author’s explicit assumptions and beliefs about a subject.
CC.1.2.9-10.C- Apply appropriate strategies to analyze, interpret, and evaluate
how an author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and
the connections that are drawn between them.
CC.1.3.9-10.C- Analyze how complex characters develop over the course of a
text, interact with other characters, and advance the plot or develop the theme.
CC.1.3.9-10.H- Analyze how an author draws on and transforms themes, topics,
character types, and/or other text elements from source material in a specific
work.
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CC.1.4.9-10.L- Demonstrate a grade-appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.M- Write narratives to develop real or imagined experiences or
events.
CC.1.4.9-10.N- Engage and orient the reader by setting out a problem, situation,
or observation, establishing one or multiple points of view, and introducing a
narrator and/or characters.
CC.1.4.9-10.O- Use narrative techniques such as dialogue, description,
reflection, multiple plot lines, and pacing, to develop experiences, events, and/or
characters; use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, settings, and/or characters.
CC.1.4.9-10.S- Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade-level reading standards for
literature and literary nonfiction.
CC.1.4.9-10.U- Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
Overview
For many students Shakespeare seems daunting and larger than life. He is ancient, even
his writing doesn’t sound the same. Thus, many students enter the unit believing his
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work is dated and they couldn’t possibly relate to these works that are centuries old. One
thing many students don’t always realize is that Shakespeare wrote a lot of fanfiction,
including one of his more famous works, Hamlet.
It’s imperative as educators that we modernize Shakespeare in such a way that
is interesting, attainable, and challenging for the students while fostering a modern-day
appreciation for one of the most important contributors to the English language. This
involves and 4 part approach that will utilize media and technology and
encourage creativity.
Description
Students will be able to participate in the centuries’ old traditions of writing
Shakespearean fanfiction and publishing it online. This encourages creativity, as well
utilizing skills in inferencing and analysis. Students will be engaging in discussion
about Shakespearean fanfiction in the online community, collaborating and critiquing
each other’s work on public platform.
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Technology as Learning Tools: Candidate designs or adapts learning experiences that
incorporate digital tools to address students' diverse learning styles, working strategies, and
abilities using digital tools and resources. Experiences are student centered – students are active
participants in setting their own educational goals, managing their own learning, and assessing
their own progress.
Artifact
*Directions on how to use the artifacts listed in
https://www.youtube.com/watch?v=2fvVo7eN2SA
https://www.youtube.com/watch?v=G9qaVXE30FU
https://www.youtube.com/watch?v=AXb9N2cVUs4
https://www.pdesas.org/ContentWeb/Content/Content/283/Activity
https://www.pdesas.org/module/content/resources/284/view.ashx
Content Standard(s)
CC.1.2.7.C: Analyze the interactions between individuals, events, and ideas in
a text.
CC.1.2.7.D: Determine an author’s point of view or purpose in a text and
analyze how the author distinguishes his or her position from that of others.
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CC.1.2.8.F: Analyze the influence of the words and phrases in a text including
figurative and connotative, and technical meanings; and how they shape
meaning and tone.
CC.1.3.7.B: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences, conclusions, and/or
generalizations drawn from the text.
CC.1.3.7.C: Analyze how particular elements of a story or drama interact and
how setting shapes the characters or plot.
Overview (detailed)
Teaching poetry/POV 7th grade English with different learning styles and modalities
Analysis and discussion: Have students read Sarah Kay’s Hiroshima individually
and annotate the poem (talk to the text), marking literary devices, figurative
language, important words, or phrases. Then students will go over their
observations as a class and have a guided discussion about the main idea of the
poem and how the author arrives at that idea. How does she establish her POV and
why is it significant to the poem every time a new pronoun is introduced? What is
the role of “you”.
o https://www.youtube.com/watch?v=2fvVo7eN2SA
Watching Sarah Kay preform her poem- As a class we will watch Hiroshima read
by the author and then discuss how it changes the poem. How does the role of
“you” change now that it’s a recording? How would it be different if you were in
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the audience? What additional techniques does she arrive at to deliver her message
that go beyond the words on the page?
o https://www.youtube.com/watch?v=G9qaVXE30FU
o https://www.youtube.com/watch?v=AXb9N2cVUs4
Synthesis- Students will create a poem that utilizes four of Hiroshima’s literary
techniques that were brainstormed in class along with at least one of the
Hiroshima’s allusions, as well as incorporating the audience in the poem as Sarah
Kay had. Their poems will have to make some sort of observation about the world
and then argue that observation with various examples as Kay does. Then they will
peer review each other’s poems and brainstorm ways to perform their poem.
Lastly, students will share their students with the class .
o https://www.pdesas.org/ContentWeb/Content/Content/283/Activity
o https://www.pdesas.org/module/content/resources/284/view.ashx
Description
The discussion and poetry writing portion of the lesson focus on teaching poetry analysis
to tactile learners as it gives them the opportunity to actively dissect and create literature
from both a reader’s point of view and a writer’s. The individual analysis that kicks off
the lesson is meant to engage visual learners, and this is accompanied by the video of
Sarah Kaye preforming her poem in which she uses a lot of hand gestures to tell her
story. Auditory learners are appealed to in this lesson through the video as well because
the way in which the authors narrates the poem may help some students better analyze
her message.
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Giving students the opportunity to create their own poem allows for a more
individualized approached to literature. Literature is personal and this gives students the
opportunity to understand it when they are asked to incorporate their own experiences
into Sarah Kaye’s style. The writing, editing, and rewriting process that comes with
literature requires students to be their own critics before handing their papers’ off to be
peer edited.
Artifact:
Fostering Creativity through Shakespearean Fanfiction in the Secondary English Class
Content Standard(s)
CC.1.2.9-10.A- Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CC.1.2.9-10.B- Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences and conclusions based on an
author’s explicit assumptions and beliefs about a subject.
CC.1.2.9-10.C- Apply appropriate strategies to analyze, interpret, and evaluate
how an author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and
the connections that are drawn between them.
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CC.1.3.9-10.C- Analyze how complex characters develop over the course of a
text, interact with other characters, and advance the plot or develop the theme.
CC.1.3.9-10.H- Analyze how an author draws on and transforms themes, topics,
character types, and/or other text elements from source material in a specific
work.
CC.1.4.9-10.L- Demonstrate a grade-appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.M- Write narratives to develop real or imagined experiences or
events.
CC.1.4.9-10.N- Engage and orient the reader by setting out a problem, situation,
or observation, establishing one or multiple points of view, and introducing a
narrator and/or characters.
CC.1.4.9-10.O- Use narrative techniques such as dialogue, description,
reflection, multiple plot lines, and pacing, to develop experiences, events, and/or
characters; use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, settings, and/or characters.
CC.1.4.9-10.S- Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade-level reading standards for
literature and literary nonfiction.
CC.1.4.9-10.U- Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
13
Overview
For many students Shakespeare seems daunting and larger than life. He is ancient, even
his writing doesn’t sound the same. Thus, many students enter the unit believing his
work is dated and they couldn’t possibly relate to these works that are centuries old. One
thing many students don’t always realize is that Shakespeare wrote a lot of fanfiction,
including one of his more famous works, Hamlet.
It’s imperative as educators that we modernize Shakespeare in such a way that
is interesting, attainable, and challenging for the students while fostering a modern-day
appreciation for one of the most important contributors to the English language. This
involves and 4-part approach that will utilize media and technology and
encourage creativity.
Description
The exploration of the internet helps visual learners obtain examples of fanfiction and
kickstart their creativity. The brainstorming portion as a class, and the writing itself
helps teach writing, analysis, and inferencing skills to tactile learners by giving them a
hands-on way to explore literature. Audio, visual, and tactile learners will all be suited
by the video example because they can see examples of how the dialogue,
characterization, setting, and overall tone of the story is capable of changing by a few
tweaks to the story.
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Giving students the opportunity to create their own fanfiction allows for a more
individualized approached to Shakespeare who can often seem daunting and ancient.
Student’s will best understand writing is an ongoing conversation between the reader
and the writer, and that is why we still learn Shakespeare today because literature is
personal. In addition, the writing, editing, and rewriting process that comes with
literature requires students to be their own critics before handing their papers’ off to be
peer edited.
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Assessment: Candidate designs an appropriate assessment tool to evaluate student learning
aligned with content and technology standards and uses data collected to make informed
decisions.
Artifact
https://create.kahoot.it/v2/share/the-lottery-formative-assessment/2afd504a-7957-4c51-
a934-6302b262f332
Content Standard(s):
Standard - CC.1.3.8.A: Determine a theme or central idea of a text and
analyze its development over the course of the text, including its relationship to
the characters, setting, and plot; provide an objective summary of the text.
Overview:
After reviewing vocabulary concepts such as theme, plot elements (exposition, rising
action, climax, falling action, resolution), characters, and setting we will begin reading
Shirley Jackson’s The Lottery as a class. As a class we will take the Kahoot’s game to
act as a formative assessment and to lead us into various discussions about how the
answer contributes to the theme.
Description:
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This is a formative assessment because it will be used to both understand how much
the students currently understand while also guiding the lessons direction and speed.
It will not be a graded assignment.
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Technology Integration Knowledge: Candidate demonstrates fluency in technology
systems and uses it to model and facilitate effective use of digital tools to support teaching and
learning. Candidate demonstrates strong ability to facilitate digital communication with
students, peers, parents, and community members using digital tools and resources to support
student success.
Artifact
https://classroom.google.com/c/MjA3MTQ4OTM5NzQ0 Classroom code: drxdmnj
Content Standard(s)
ISTE Standards:
Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
PDE Standards:
Standard - CC.1.2.9-10.F: Analyze how words and phrases shape meaning and
tone in texts.
Standard - CC.1.3.9-10.G: Analyze the representation of a subject or a key scene
in two different artistic mediums, including what is emphasized or absent in each
treatment.
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Standard - CC.1.3.9-10.H: Analyze how an author draws on and transforms
themes, topics, character types, and/or other text elements from source material in
a specific work.
Standard - CC.1.4.9-10.U: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information
flexibly and dynamically.
Standard - CC.1.5.9-10.F: Make strategic use of digital media in presentations to
add interest and enhance understanding of findings, reasoning, and evidence.
Overview
Poetry has both aesthetic and musical elements to it that are key to interpreting and
analyzing a poem. Students will be given the opportunity to hone their skills in digital
movie making while also creating an interpretation of Audre Lorde’s Hanging Fire that
emphasizes literary devices and the artistic interdependency of poetry.
Description
Student’s often find it difficult to express themselves in words and requiring them to
express with words what they think someone else is expressing with words can seem
completely terrifying. This inability of students to believe they are capable of reading,
interpreting, and ultimately enjoying poetry results in many of them never trying.
By giving students the opportunity to interpret poetry in ways that are novel for the
classroom but authentic to life they can truly understand the poet’s artistry. Students have
been exposed to music videos their entire life; they have seen digital story telling in
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actions since they’ve been old enough to hold phones. It’s time we tap into the potential
students have in understanding and appreciating poetry for not just its literary elements,
but also, it’s aesthetic and musical qualities. I am confident students will walk away
having a newfound appreciation and familiarity with poetry.
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Digital Citizenship: Candidate promotes and models safe, legal, and ethical use of digital
information and technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources.
Artifact
https://share.nearpod.com/Mqd7VeeKW9
Content Standards
CC.1.5.9-10.A- Initiate and participate effectively in a range of collaborative
discussions on grades level topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Overview
Felmlee research based in Long Island NY found that 17.2% of students (grade 8-12)
were involved in cyber aggression in the past week (2016).
o 9.1% agressors
o 5/8% victims
o 2.3% both
Cyberbullying Research Center found that almost 34 percent of students in middle and
high school had been cyberbullied (Petchin, 2016)
Description
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The choose-you-own-ending at the end of the presentation is meant to show students how
easy it is to accidentally participate in cyber bullying. Especially online, the lines between
harassment and teasing are increasingly blurred. It also highlights the ability to be both a
victim and an aggressor of bullying, or the ways in which we can go wrong when we are a
bystander and inevitably exacerbate the situation and ultimately become a cyberbully
ourselves.
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Self-Reflection: Candidate reflects up the effectiveness of the technology tools used to
enhance student learning. Discussion of the data collection was used to make strong connections
between student learning and the effectiveness of the technology used.
Artifact
https://docs.google.com/presentation/d/1qznKfS7MI2rdh1LOpESZEqdffiFU-
Z0JKk0JPvpR6kQ/edit?usp=sharing
Content Standard(s)
Content Standard(s) ISTE Standards:
Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
PDE Standards:
CC.1.2.9-10.F: Analyze how words and phrases shape meaning and tone in texts.
CC.1.3.9-10.G: Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or absent in each
treatment.
CC.1.3.9-10.H: Analyze how an author draws on and transforms themes, topics,
character types, and/or other text elements from source material in a specific work.
CC.1.4.9-10.U: Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
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CC.1.5.9-10.F: Make strategic use of digital media in presentations to add interest
and enhance understanding of findings, reasoning, and evidence.
Overview
Poetry has both aesthetic and musical elements to it that are key to interpreting and
analyzing a poem. Students will be given the opportunity to hone their skills in digital
movie making while also creating an interpretation of Audre Lorde’s Hanging Fire that
emphasizes literary devices and the artistic interdependency of poetry.
Description
Toby Emert designed the lesson plan and implemented it in a 9th grade Language Arts
classroom that was finishing off a school year in which students had gone through three
different teachers and expressed apathy towards the subject. Though unfamiliar with the
software students pushed themselves uncharacteristically of their previous assignments
and they struggled but persevered. He also noted that it gave them the confidence in
ability to handle complex multi-step assignments. Despite students once believing
themselves to be “troublemakers” they were enthusiastic and proud of their
presentations. In the end they had a more rounded, thorough understanding and
appreciation for poetry with the focus on mimicry, expression, aesthetic, and
rhythmic/musical elements
References
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C. (Director). (2011, April 30). Spoken word: The roots of poetry [Video file]. Retrieved
November, 2020, from Spoken word: The roots of poetry
Emert, T. (2015). Pairing Poetry and Technology: Teaching from the "Outside Inward". The
English Journal, 104(4), 59-64. Retrieved August 28, 2020, from
http://www.jstor.org/stable/24484323
Felmlee, D., & Faris, R. (2016). Toxic Ties: Networks of Friendship, Dating, and Cyber
Victimization. Social Psychology Quarterly, 79(3), 243-262. Retrieved September 20,
2020, from http://www.jstor.org/stable/44078245
Finn, K., & McCall, J. (2016). Exit, pursued by a fan: Shakespeare, Fandom, and the Lure of the
Alternate Universe. Critical Survey, 28(2), 27-38. Retrieved September 7, 2020, from
http://www.jstor.org/stable/26382275
Patchin, J., Says:, A., Adrian, Says:, H., Heman, Says:, T., . . . Peschina, L. (2019, July 10).
Summary of Our Cyberbullying Research (2004-2016). Retrieved September 20, 2020,
from https://cyberbullying.org/summary-of-our-cyberbullying-research
Peterson, S. (Director). (2019, October 06). 2:01 / 4:42 How to Analyze a Poem Using TPCASTT
[Video file]. Retrieved November 09, 2020, from 2:01 / 4:42 How to Analyze a Poem
Using TPCASTT
T. (Director). (2011, April 18). 'Hiroshima' by Sarah Kay [Video file]. Retrieved November 09,
2020, from https://www.youtube.com/watch?v=AXb9N2cVUs4
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Writers, S. (2020, September 10). Addressing Cyberbullying in School: Prevention and Victim
Support. Retrieved September 20, 2020, from
https://www.accreditedschoolsonline.org/resources/cyberbullying-prevention-and-support/
