Standards III

Task Appropriate Tools in Problem-Solving

Use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.

Having been involved with computers since the 1980's I have learned to adapt to new software, hardware, and input devices. Also, I have become well acquainted with the developments in the field of technology, such as the Internet, to help prepare curriculum for my students. Using task appropriate tools in problem-solving is an everyday occurrence in the lives of technology teachers. We have to create and modify solutions in so many different ways just to have material for our students. Evaluating the results of the assignments given is usually pretty easy. If the student stayed engaged with the activity and the product was useful, it is successful. One of the activities my multimedia class did this year was to produce an Emergency Flipchart for teachers and staff. Working from a sample borrowed from another district, my students proofread the text, organized the pages, decided the length of each page, printed, and assembled the chart. This was a huge success and we even had to print more for the community after the school board saw the outcome. The artifact that I have included here is an indication that I am able to synthesize knowledge, create and modify solutions, and evaluate the results in the field of technology.

Caption 13

Indicators: Standard III, 7.1s, 7.3s, 7.10s, 7.13s, 7.15s, 7.16s, 7.17s, 7.18s, 7.21s, 7.24s, 7.27s, 7.28s, 7.33s, 7.37s, 7.42s, 7.43s, 7.46s, 7.47s, 8.23s, 8.31s, 8.39s, 8.42s, 9.8s, 9.19s, 9.29s, 9.35s, 9.43s, 10.30s

Descriptors: Microsoft Publisher Brochure, Calendar, Scope and Sequence

Title: Desktop Publishing

Course: 204 Advanced Desktop Publishing

Date Created: May 16, 2003

Source: TATC Materials, Group Work, Internet, School Handbook

Media: Desktop Publishing

Description: This brochure is a culmination of the entire Advanced Desktop Publishing course. Beginning with group work, we searched the Internet for links to sites that would incorporate tutorials, reference material and lesson plans. The brochure was to include a six week lesson plan, scope and sequence for the course and a calendar of events. Also, we were to include information that would be relevant to our own school. A logo design was required to make the brochure complete.

Rationale: I chose this artifact because I feel that it exemplifies my skill level in desktop publishing. Also, by working in a team we were able to come up with many websites that will help us create lessons and evaluate students in desktop publishing techniques. Developing this brochure took a lot of time and preparation. Organizing information into one document aids the teacher and the students in seeing the whole picture. It will keep me focused and keep the students informed. The assignment was on target for me in that I needed to take time to do this. The TATC course has been so good for me because the assignments have not only taught me how to use new software, but also I have many good resources prepared for the next school year.

Implications for future: This brochure will be a template for other brochures. I am creating a brochure for each course that I teach and hope to expand to the other CATE courses as well. I would like the community, parents and students to know what programs are offered in the area of Career and Technology Education at Albany High School.

Reviewers Comments: "Nice job. Good information. Very professional look."

Reviewer Name: Cheri Walker

Title: TATC Instructor

Date Reviewed: May 26, 2003