Artifacts

Technology Interview

An empowered learner takes charge of their own learning. Our vision is to use technology to build critical thinking skills, build inquiring minds, present opportunities for students to practice new skills and take ownership of their education. Empowered learning in the classroom should consist of students that are curiouse, self motivated and willing to take risks. I will achieve this
through student involvement in planning and allowing them to present their work in a way that suits their natural abilities.

Acceptable Use Policy

I _________ accept and agree to abide by all laws and policies of South Bend Community School Corporation. I realize that the primary purpose of the South Bend Community School Corporation Instructional Technology is educational, and that as such, educational purposes shall take precedence over all others. I accept that inappropriate behavior may lead to penalties including revoking usage, disciplinary action, and/or legal action. I agree not to participate in the transfer of inappropriate or illegal materials. I realize that in some cases, the transfer of such material may result in legal action against me. I release the South Bend Community School Corporation and all other organizations related to the SBCSC Internet Connection from any liability or damages that may result from any use of equipment and software. In addition, I will accept full responsibility and liability for the results of my actions with regard to the use of instructional/administrative technology
equipment, software and electronic access to the Internet. This statement addresses the ethical practice of technology by every staff member signing the agreement set forth in this statement. The use of the Kahoot App meets these requirements. It dose not collect student data and there is no where in the app that students need to put any personal identifiers. This app is for educational content and purposes only.

Student Privacy

The Kahoot App passed with a rate of 82%. This product received a Pass rating based on the following details:
Personal information is not sold or rented to third parties.
Personal information is not shared for third party marketing.
Personalized advertising is not displayed.
Data are not collected by third-parties for their own purposes.
User’s information is not used to track and target advertisements on other third-party websites or services.
Data profiles are not created and used for personalized advertisements.A user’s identity is verified with additional personal information.
Account creation is required.
Managed accounts are available.
Multi-factor account protection is available.
Third-parties with access to information are required to provide the same security protections as the company.
Reasonable security practices are used to protect data.
Employee or physical access to user

Digital Citizenship

My own personal social media is very streamlined and only used to communicate with close family and friends. My settings are
private and I don’t post often. I don’t respond to people that I do not personally know and I do not comment on random posts. Student can become positive, socially responsible online contributors by maintaining an inclusive environment, do not respond negatively and not include themselves in cyber bullying. Ways that I can promote positive, socially responsible and
empathic behavior is by creating a respectful environment. I plan to achieve this through group projects and discussions incorporating real world that will allow students to experience and considered others viewpoint.

Digital Literacy

1.Who is the author?

2.Where was the information published?

3.How old is the information?

4.What is the purpose of the information?

5.How dose this information compare to other sites that have been fact checked

Planning For Technology

Name: Amanda Caparell

Date:  02/26/25

Grade Level: Ninth  Grade

Subject Area: Visual Arts

Class Profile 

Grade Level: Ninth Grade

Age Ranges of Students: 15

Number of Students 

• Male: 5

• Female: 7

• Other: N/A

Number of Students’ Ethnic Distribution 

• Hispanic or Latino: 4

• American Indian or Alaska Native: 

• Asian: 

• Black or African American: 6

• Native Hawaiian or Other Pacific Islander: 

• White: 2

• Multiple Races: 

• Unknown: 

Number of Students Receiving Mental Health Services: N/A

Number of Students Receiving Support for Social Emotional Learning and/or Trauma needs, if  known: Unknown

Number of Students Receiving Free/Reduced Lunch:12

Number of Students Qualifying for Section 504 Services: 2

Number of Students Receiving an IEP: 0

Number of Students in each IDEA Disability Category 

• Autism: 0

• Deaf-blindness: 0

• Deafness: 0

• Emotional Disturbance: 0

• Hearing Impairment: 1

• Intellectual Disability: 0

• Multiple Disabilities: 0

• Orthopedic impairment: 0

• Other health impairment:0 

• Specific learning disability: 0

• Speech or language impairment: 0

• Traumatic brain injury:0 

• Visual impairment (including blindness): 0

Number of Students with other Exceptionalities or Learning Differences 

• High Ability learners (including gifted): 2

• English Language Learners: 4

• Twice-Exceptional: 0

Check which General Description of Family Structure Applies to Most of your Students x☐ Two Guardian Household 

x☐ One Guardian Household  

☐ Other 

Important Details of any Significant Cultural Aspect of Students (e.g., belief, practices, norms) x• The clothing people wear: 

x• The food they eat: 

x• The holidays and traditions they celebrate: 

• Interpersonal relationships: 

• Family values: 

• Familial roles and obligations: 

• Interactions between peers and community members: 

• Beliefs about power and authority: 

• Other:

Reflection 

Equitable Access 

Every student in the classroom will receive the same quality of instruction in a way that fits their individual needs. This will be done through creating a culturally responsive environment that is mindful of each student’s background and incorporating this into the classroom setting. I will provide a variety of materials for students to choose from when creating their individual art projects that they may choose from for self expression. Technology will be available to easily access instructional materials for students who need supports in place for self pacing.  The Newline tv will be in a highly visible space for all students to access instructional materials with closed captions and chromebooks will be available for those students that need more individualized pacing. 

Collaboration with Students on Technology Tools 

Students are using their cell phones for reference material, a Newline tv for instructional material and daily slides along with individual chromebooks. These are all tools that are promoting each student’s independent learning. 

Collaborate with Colleagues 

These are tools that I have previously used and will continue to use. I prefer my students to not use their cell phones as they are not being used appropriately in a classroom setting. I will put together reference materials and post it on google classroom for them to access on chromebooks and I will post copies in the classroom or laminate them and have them at their tables. I will also use the Newline tv to display slides and instructional videos.

Lesson Plan #2 – Diversity Focus: Incorporating students’ diverse cultural backgrounds in their art. 

I. Planning
Standards	VA:Cr1.2.7 (a)  Develop criteria to  guide making a work  of art or design to  meet an identified  goal
Learning  Objective	Seventh grade Visual Art students will demonstrate an  understanding of Value  Scale through the completion of Value Scale worksheets,  building a 3D model with light source and a Value Scale Meditative  Drawing with 80% accuracy.
Differentiation	FS1-Diverse Group:Linguistic Ell student:Students that are ELL students or low readers are the target group for differentiation. The accommodations that will be used for low readers are presenting instructions orally, providing extra time when reading and individual use of a chromebook. The accommodations that will be provided for ELL students are translated material,  extra time and individual use of chromebook.   Students will seek out additional help from peers and teacher when needed.              ( process) (ISTE Student Ownership)FS2-Exceptionality:Disability Low Hearing:  Students that have low hearing will need accommodations in the classroom for them to be successful. Accommodations are as follows…..Teacher will wear a microphoneStudent will have choice of seating to be closer to teacherAll videos will have use of closed captions All resources and videos will be loaded into google classroom for student to access(Process)

Resources	Value Scale with form worksheet and a pencil.
II. Delivery & Assessment of the Lesson
STEP A:  Anticipatory Set	1. Activate prior knowledge: Engage students’ background knowledge by  providing statements or asking questions such as,”Can you tell me of a time in your day that you may see light and shadow?”2. Hook: We will use previous knowledge from prior experiences in earlier lessons to help understand new concepts and words that students will come across in the visual arts textbook.3. Statement of Learning Objective: The importance of learning Value Scale is to train the artist’s eyes to see the subtle differences in light and dark. The application of value scale will take place in the Meditative Value drawings through shading, from light to dark depending on where the light source is located. This technique will be furthered through the value scale techniques called implied texture. Implied texture is achieved through hatching, cross hatching, blending and stippling. This will enhance the and bring depth to value scale drawings. Value scale is also pertinent to photography as well as 3D sculpture. Understanding value scale can be applied in real world situations and can inform the way light and form are perceived by the artist’s eye.(ISTE Solving Meaningful Problems.)

STEP B: Sequential  Step-by-step  Procedures

1. Development:   Students will be able to identify and complete a nine step value scale. Value scale reference material will be posted in the classroom. Teacher will show how to complete the value scale on a large scale piece of paper and keep it up for students to reference. 2. Modeling: Teacher will show how to complete the value scale on a large scale piece of paper and keep it up for students to reference.

3. Questioning: Blooms Level 1 Knowledge: What is value scale? Reask the question later in the class. Blooms level 2 Comprehension: How would you classify the types of value scale in a photo of an apple with a light source? Rotate around the room while students are working in small groups identifying the different parts of the value scale. Blooms level 3 Application: How would you use value scale in the meditative value drawing? Rotate and check meditative value drawings. Blooms level 4 Analysis: Can you identify the different parts of the value scale in the meditative value scale drawing? Verbally check for understanding. Blooms level 5 Synthesis: What would you  change about the meditative value drawing if the light source was moved? Verbally check for hypotheses from students. Blooms level 6 Evaluation: Would the meditative value drawing be better with a different medium? Verbally check in with students and get their feedback.

STEP C: Student Practice

Seventh grade visual art students will be able to identify and complete a nine step value scale when producing a meditative value drawing(hands on) with 80% accuracy.Teacher will show how to complete the value scale on a large scale piece of paper and keep it up for students to reference. Materials for the project are a cardstock circle to trace, pencil and paper. Technology:  Present a video on how to shade value on form with a light  source on the classroom Newline television.(ISTE Digital Learning: Incorporate a digital activity that supports learning.) Chromebook will be available for Ell and Low hearing students to access at this time. ( ISTE Component Technology for all learners. These are two technologies that will accommodate learners’ differences or needs.)(ISTE Tech for deep learning: These two technologies can be used to deepen knowledge by targeting specific needs. This is a way to individualize instructional needs by giving instant accessibility to pertinent instructional materials.) (ISTE Assessment to Guide Progress)

STEP D: Assessment

Pre Assessment:Value Scale pre assessment worksheet- this is a worksheet given before instruction to see what the students know before instruction. Teacher will pass out value scale worksheets and a pencil. Teacher will only instruct students to complete the value scale worksheet to the best of the students ability. Students will complete and the teacher will collect. Post Assessment: Students will complete the same value scale worksheet at the end of the unit. Teacher will hand out the same value scale worksheet and a pencil. Teacher will instruct students to complete the worksheet keeping in mind the unit on value scale that was just completed.Seventh grade Visual Art students will demonstrate an  understanding of Value  Scale through the completion of Value Scale worksheets,  building a 3D model with light source, a Value Scale Meditative  Drawing and completing a google form with questions about value scale with 80% accuracy.(ISTE Digital Assessment)