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Standard 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.

I have grown tremendously in my knowledge and use of this standard over the past year. My TATC journey has taken me down a path that forced me to learn many new software tools to use in creating and modifying solutions to problem solving situations! Well, maybe I should say "Gave me the opportunity to use many new software tools..."! Either way, I have definitely grown in my knowledge in this area. I explored and used Adobe Acrobat, MGI VideoWave, Adobe GoLive, Adobe Photoshop, and many other software tools during this journey. In addition, I further refined my skills in using Microsoft Word and Excel along the way. While many of my classmates already used this software, or other similar packages, most of these were totally new to me. The knowledge I now have of "task-appropriate tools" is so much more advanced than when I started! The path had many crooks and turns, a few downhill slides at high speed, and numerous spots where I backtracked to find the correct path, but I have certainly covered a lot of ground! My goal is to continue to follow the pathway and explore as many new tools as possible while I problem solve with my students and at home.

Caption 3

Indicators: Standard II, III including 3.2s, 3.11s, 3.12s, 3.13s, 3.14s, 3.15s, 3.17s, IV and TEKS 7.22s, 7.23s, 7.24s, 8.14s, 9.20s, 10.3s, 10.4s, 10.15s, 10.16s, 10.35s, 10.41s, 11.26s, 11.34s

Artifact #3

Descriptors: Internet information search using Google search engine and sites given in the course; research on video equipment through print sources (Videomaker Magazine); online discussions with classmates to explore video equipment and software pros and cons; budget information compiled into a spreadsheet using Microsoft Excel; budget presented as an Excel file and also as an Adobe pdf for universal readability; use of class discussion emails in formulating answers to the "problem" of developing a budget for a video class with a total figure of $30,000 as specified in our assignment description; revising a previously created budget to include new information gained throughout the video class; and posting as an email in the proper TATC discussion area.

Title: Revised Budget for Video Classroom

Course: 205-1 Extended Video

Date Created: May 21, 2003

Source: Individual TATC project

Media: Posted as email to proper discussion area, Internet information searches, Microsoft Excel spreadsheet, Adobe Acrobat pdf file

Description: This artifact was actually built on a previous budget assignment we had completed earlier in the extended video course. After several assigned discussions that further refined our knowledge of products and their pros and cons, we were asked to revise our budget and discuss the "why" of our changes in our posting. The original discussion gave us a budget limit of $30,000 and challenged us to use it wisely to fund equipment in a video clasroom. We were expected to research and evaluate different software and hardware that can be used in the video class and make informed decisions regarding our budget, and "problem-solve" in the area of budget tradeoffs that we encountered as we worked with our allocated figure.

Rationale: I chose to use this particular artifact for Standard 3 because I used "task-appropriate tools to synthesize knowledge" through my use of the Internet, discussion emails, spreadsheets, and pdf files to create my budget. In addition, I "applied search strategies" and "created and modifed solutions" through the original budget and its revision. I also "evaluated" these results in a way that "supports the works of individuals and groups in problem-solving situations" through my revision and discussion throughout the creation and revision process. Working up a budget is definitely a problem-solving situation that both individual teachers and groups of educators and administrators face!

Implications for future: I will use this standard as I face problematic issues like budgets each year. My teaching assignment for next year is our Career Investigations class for eighth grade students. The TEKS for this course also involve Internet use and problem solving abilities related to exploring careers and discovering students' career interests and aptitudes. I know I will continue to use and teach concepts related to this standard. It is important for teachers to model this standard in their classroom to help teach students the value of using task appropriate tools to problem solve for themselves.

Reviewer's Comments: WOW! You put a lot of long hours into the assignment. Looks like you have all of your information. Great idea, adding the link to the vendor. Will save a lot of trouble later.

Reviewer's Name: Wanda Corn

Title: TATC Learner '02, TATC Mentor '03

Date Reviewed: June 13, 2003