2011 Teaching and Learning with Technology Awards
As educators of the 21st century, we need to inspire, inquire, integrate, innovate and influence teaching and learning with technology. The School of Education 2011 two awardees have done just that.
Learning with Technology Award: Cromwell Valeriano
The Learning with Technology Award is presented to a student who demonstrated a greater understanding of his/her own teaching and learning as demonstrated through educational technology projects. The following are modified excerpts from Dr. Wesley Pitts' nomination. Cromwell Valeriano has excelled in the graduate program in science education and demonstrated a drive and commitment to innovation and learning with technology, clarity of thinking and writing in his pursuit of academic excellence and personal development.
Development of ePortfolio
Cromwell has successfully worked to complete his professional electronic portfolio (ePortfolio) entries consisting of three major rubric areas: Use of New Pedagogical Knowledge in Designing Instruction and Assessment, Reflective Practice and Understanding of Science Education Theory and Literature. In the first rubric area Cromwell explored how his teaching and assessment practices have improved with regard to the use of technology in the classroom. He used baseline evidence showing how he used technology (overhead projector) in the past to engage students mainly in utilizing low order thinking skills. Cromwell illustrated his increased competency by presenting two corresponding selections of post-baseline evidence.The set of post-baseline evidence showed the outcome of learning SMARTBoard Technology via professional development and a sample lesson illustrating more interactive use of SMARTBoard Technology to, not only engage students with higher order thinking prompts, but associated assessments using principles from Gardner’s Multiple Intelligence Theory and differentiated instruction.
Development of anOrganic Acid-Base Laboratory Technology
Cromwell worked with Prof. Dewprashad, from BMCC, and Prof. Pitts, his Lehman College supervisor, to develop a unique colorful and engaging activity where high school students make extracts from a single flower and use to paint multicolored pictures. The activity is based on the pH dependant structural and accompanying color changes that occur in the dye molecules of flower. In this activity, students will extract dye from a particular flower and used to make a painting. Painting over portions of the drawing with solutions of different pH will transform the drawing into a multicolored one. The activity will be used to teach acidity, "basicity," indicators and Le-Chatelier’s principle. Cromwell has worked to learn the chemistry of the flowers and to develop an acid-base color wheel chemistry technology from household products that can be included in this activity. In spring 2011, he conducted this laboratory activity with his students. This activity will be submitted for publication in the Journal of Chemical Education with Cromwell as coauthor.
Teaching (School Counseling) with Technology Award: Valerie Rey
The Teaching with Technology Award is presented to a student who demonstrated outstanding technology integration in a student teaching, fieldwork or teaching experience. The following are modified excerpts from Dr. Stuart Chen-Hayes award presentation speech.
Valerie Rey is this year's recipient because of her leadership in using technology to advance the practice of school counseling as a school counselor intern at her site, PS 5. Her developmental school counseling class required that she develop a full school counseling program website and digital brochure to educate all stakeholders about school counseling programs and college access/readiness. At this school, there is no full time school counselor. So Valerie used technology effectively to educate all stakeholders about what they are missing. Her use of VOKI, which is a free digital software program that creates an avatar in the likeness of the user and allows for an audio recording of the user's voice introduced stakeholders to her and her work on her home page. She taught the rest of her Counselor Education/School Counseling colleagues about this innovation and many colleagues also used it successfully. But most of all, Valerie's pages used outstanding color, text, and graphics to simply and powerfully convey the essential role of transformed school counseling programs: Giving away academic, career, college access, and personal/social competencies to every student every semester via advising for every student, developmental school counseling curriculum classroom lessons, and group and individual counseling interventions. Each page included, at the top, a specific quote or explanation of the webpage to ensure that the oldest to the youngest stakeholders could easily navigate and understand the rationale for each website section. In addition, as a bilingual school counselor candidate, Valerie ensured that her website could be read in two languages--English and Spanish--via Google translator. Her academic, career, college access, and personal/social resources and links provided an easy way for all stakeholders to understand the power of a school counseling program to help all students reach their academic, career, and college dreams.