Choose a technology platform that allows you to post original activities and assignments. ?If you are already employed as a teacher, you may post this on an existing district site IF you ar

Class Technology Initiative Assignment Exemplar (Provided courtesy of an iteachTEXAS candidate)

Cumulative Course Project: Class Technology Initiative

1. I choose Google Classroom as my technology platform that allows me to post original activities and assignments. The link to the class is below. https://classroom.google.com/c/NjA2OTU1MDY0MTIy To join the class use the following link: https://classroom.google.com/c/NjA2OTU1MDY0MTIy?cjc=tyep5be

2. Create a welcome message and at least two original assignments on the page you create (rubric tells me to create three assignments). To be considered for full credit, you need to post directions for a group project.

3. Include a reflection in your assignment submission that discusses how you plan to use your chosen technology platform throughout the school year to –

*Promote cross-curricular learning

*Promote student collaboration (If you teach grades PreK-2nd grade you can reflect on how the chosen platform will help you connect with parents)

*Copy/paste the state standards that each posted assignment/activity targets at the top of your reflection

Texas Essential Knowledge and Skills for Science Title 19, Part 2, Chapter 112, Subchapter C, Rule 112.43. High School, Grade 10, Chemistry

(c) Knowledge and skills. (5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to: (B) identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, using the Periodic Table; and

(C) interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table. (6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: (C) calculate average atomic mass of an element using isotopic composition; and

Texas Essential Knowledge and Skills for Career and Technical Education Title 19, Part 2, Chapter 130, Subchapter K, Rule 130.315. High School, Grade 9, Web Communications

(c) Knowledge and skills. (1) Creativity and innovation. The student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. The student is expected to: (A) demonstrate proficiency in the use of local and online collaboration;

Texas Essential Knowledge and Skills for English Language Art and Reading Title 19, Part 2, Chapter 110, Subchapter C, Rule 110.48. High School, Grade 10, College Readiness and Study Skills

(b) Knowledge and skills. (5) The student uses study strategies to learn from a variety of texts. The student is expected to: (D) use effective test-taking strategies for different types of tests.

Texas Essential Knowledge and Skills for Mathematics Title 19, Part 2, Chapter 111, Subchapter C, Rule 111.39. High School, Grade 9, Algebra I

(c) Knowledge and skills. (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace;

The first activity, “The Significance of Chemical Families’ Properties Google Slides Presentation Group Project,” is connected to Chemistry (c)(5)(B) and Web Communication (c)(1)(A) TEKS standards. The second activity, “Major Trends in the Periodic Table Quiz,” is linked to Chemistry (c)(5)(C) and College Readiness and Study Skills (b)(5)(D) TEKS standards. The third assignment, “Significance of Isotopes of Elements in Medical Applications Research Paper,” is connected to Chemistry (c)(6)(C) and Algebra I (c)(1)(A) TEKS standards.

Throughout the school year, I plan to use Google Classroom to create cross-curricular assignments of various types so that students can see that the skills they learn in each class will be used together in real

life, not in isolation. For example, when I assign a research paper about the contributions of famous chemists or about particular chemistry research techniques, I can add a 10th-grade English II teacher as a co-teacher of my Google Classroom. I can evaluate the chemistry content of the paper, the English teacher can evaluate the quality and accuracy of the writing itself. The English teacher can count their portion of the assignment as a grade in their class, and I can count my portion of the assignment as a grade in my class. Another way I can create cross-curricular assignments is by partnering with a math teacher to make videos to post in each others’ Google Classrooms. The school where I will work this coming school year requires all teachers to use Google Classroom. I can make a video explaining how a particular math skill is applied to science in the real world for the math teacher to use to show students why that particular skill is important to learn. The math teacher can make a tutorial video explaining an aspect of math that is useful in chemistry but with which students often struggle, like solving proportions when working gas law problems. Students can watch the math tutorial video as many times as needed if they are struggling during that unit.

Google Classroom will also help me create assignments that facilitate student collaboration throughout the school year. I can assign group projects in which each student must create one or more Google Slides as part of a group presentation. This provides accountability since Google products allow teachers to see which contributions to a project were added by each student. I can also assign collaborative essays or lab reports that students co-write with a partner in Google Docs because two students can be given editing rights to the document. Students can then edit or proofread another student’s paper since specific students can also be given only commenting rights.