MALONEY MASTER’S PORTFOLIO 1

Annotated Bibliography

Goal 1.1 Philosophy of Education

The teacher demonstrates an understanding of how to promote learners’ growth and
development showing a commitment to using learners’ strengths as a basis for growth, and
their misconceptions as opportunities for learning and the recognition of the value of the
input and contributions of families, colleagues, and other professionals in understanding and
supporting each learner’s development.
Fisher, D., et al. (2018). Engagement by Design. Corwin.

It’s my philosophy that students' engagement isn’t just them paying attention.

Engagement by Design provides all the means of engagement that I believe students can

benefit from, as well as how and why personal connections to students can significantly

improve engagement.

Hallquist, R. (2021). Optimism: The how and the why. The Art of Education University.

https://theartofeducation.edu/2021/01/18/optimism-the-why-and-the-how/

The Art of Education University is built by art teachers, for the purpose of courses, PD,

and degrees focused specifically on art education. In this article, Rachel Hallquist, a K-12

Curriculum Director, explicitly describes how and why positivity in the classroom is key-

especially after a global pandemic. The article supports my philosophy of growth

mindset and making any situation a learning experience.

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.

This book uses neuroscience to explain the role of culture in students' learning. It

encourages the reader/ educator to confront their own biases and go beyond simple

awareness of culture in the classroom. This book doesn’t just support my philosophy of

education; it’s the foundation of it. The understanding that culture isn’t just decorating
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the room to make a student feel comfortable. The book provides neurological evidence

that culture is the majority of a student’s way of learning.

Goal 1.2 Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.

Mutch, C., & Peung, S. (2021). Maslow Before Bloom: Implementing a caring pedagogy during

Covid-19. New Zealand Journal of Teachers’ Work, 18(2), 69-90.

https://doi-org.ezproxy.uas.alaska.edu/10.24135/teacherswork.v18i2.334

After collecting qualitative data from teacher interviews post-pandemic, Mutch and

Peung’s research shows that the social aspect of students’ lives- including the school

setting- can significantly affect their academic growth and development. The article

supports my belief that the classroom, where students spend nearly half their year,

should be an open and welcoming environment. Mutch and Peung build on the idea that

meeting Maslow’s hierarchy of needs should be prioritized over Bloom’s taxonomy.

Vanderbuilt, K. L. (2005). Connecting learning: Brain-based strategies for linking prior knowledge

in the library media center. School Library Media Activities Monthly, 21(7), p. 21-23.

https://eric.ed.gov/?id=EJ720763

I’ve always believed that students will be willing to learn, and better able to retain,

information if they are interested and personally connected to the subject and content.

Vanderbuilt’s article provides a report on students actively connecting old knowledge to

the newer content they’re being asked to learn.

Goal 2 & 8 Diversity and Differentiation

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A teacher teaches with respect for their individual and cultural characteristics. Candidates
demonstrate an understanding of the need to consider individual differences and diverse
communities to ensure inclusive learning environments that allow each learner to meet high
standards and of how providing differentiation of instruction in the areas of content, process,
product, or learning environment is in the best interests of the students

Best practices for serving LGBTQ students: A Teaching Tolerance Guide. Teaching Tolerance.

(n.d.).

https://www.learningforjustice.org/sites/default/files/2018-09/TT-LGBTQ-Best-Practices-

Guide.pdf

Teaching Tolerance (now, Learning for Justice) publishes an educational magazine and

creates teaching tools, materials, lessons, and other digital resources. This resource is a

guide that I frequently use in my classroom to provide teachers with best practices on

teaching LGBTQ students.

Cox, D. A. (2021). Public Still at Odds About LGBTQ Issues in Public School. Survey Center on

American Life.

https://www.americansurveycenter.org/public-still-at-odds-about-lgbtq-issues-in-public-

school/

This article was necessary in my essay to emphasize the importance of making any

students that may be LGBTQ feel welcome, even with something as simple as a flag. The

site, and thus the article, provides statistics on support for the LGBTQ+ community in

schools- both from parents and teachers.

Schwartz, K. (2015). What do we really mean when we say ‘personalized learning’? KQED.

https://www.kqed.org/mindshift/39142/what-do-we-really-mean-when-we-say-pe

rsonalized-learning
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As a standards-based, multi-level classroom, the idea of teaching students based on

their own pace and individual needs is the only one I work with. The article was

supportive of my differentiation beliefs, because it discusses the contradictions of the

education system’s expectations of creativity and personalization, while pushing

one-size-fits-all curricula and standardized tests.

Goal 3 Learning Environment

The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self-motivation.

Draves, W. A. (1995). Energizing the learning environment. Learning Resources Network.

Energizing the Learning Environment focuses on how the aspects of the classroom

environment can benefit student learning. The most relevant part to me was that Draves

discusses breaking the cycle of a “traditional classroom” and making the space fit for

active, positive learning.

Kaufeldt, M. (2010). Begin with the brain (2nd ed.). Corwin.

Martha Kaufledt covers extensive information on the classroom environment in Begin

with the Brain. She discusses the effects lighting has on energy levels, displays have on

attention, and so much more. The best articulation of my classroom environment beliefs

was discussing the difference between students being calm vs. mellow, and the ways to

ensure calm but attentive.

Sousa, D. A. (2001). How the brain learns (2nd ed.). Sage Publications.

The idea of the classroom being a safe space is supported by Sousa’s How the Brain

Learns. My desire to make my classroom a place of peace has backing in this text stating
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that students feeling comfortable will be able to focus more than those that perceive a

threat in the classroom.

Goal 6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision
making.

DeMink-Carthew, J., & Olofson, M. W. (2020). Hands-joined learning as a framework for

personalizing project-based learning in a middle grades classroom: An exploratory study.

Research in Middle Level Education Online, 43(2), p. 1–17.

https://doi.org/10.1080/19404476.2019.1709776

Olofson and DeMink-Carthew studied student feedback in regards to having a voice in

their learning and having well-scaffolded lessons. It provided evidence for my belief that

students should have a say in how they learn and are assessed.

Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is

transforming education. Altamira Press.

Falk and Dierking emphasize that learning should be up to the learner, and should be

focused on the needs and interests of the individual. I used this text to back my research

in project based learning, stating that students should have a say in the way I assess

their levels of understanding.

University of Texas Rio Grande Valley [UTRGV]. (n.d.). Project-based learning (PBL). Center for

Teaching Excellence: Office of Student Success.

https://www.utrgv.edu/cte/resources-new/approaches-to-learning/project-based-learni

ng/index.htm
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The beauty of project based learning (PBL) in regards to assessment is that the approach

is real-world, inquiry-based lessons and can be collaborative. This mini article from the

University of Texas Rio Grande is a concise summary of PBL, including a description,

criteria, and why it’s beneficial. I used the resource to clarify my definition of PBL.

Goal 4&5 Math

Candidates demonstrate and apply understandings of major mathematics concepts,
algorithms, procedures, applications and mathematical practices in varied contexts, and
connections within and among mathematical domains. (See NCTM Standards)
Elliott, L., Bachman, H. J., & Henry, D. A. (2020). Why and how parents promote math learning

with their young children: A mixed-methods investigation. Parenting: Science & Practice,

20(2), 108–140. https://doi.org/10.1080/15295192.2019.1694830

This article discusses and supports my views on parental role in students' math learning,

especially during the early years of learning. The research studied the effect of games in

teaching math, among other methods of teaching and learning. The research showed

that games in math were a favorite of parents and kids alike, and produced positive

results, as I also saw in my classroom.

Meyer, S., & Aikenhead, G. (2021). Indigenous culture-based school mathematics in action: Part

I: Professional development for creating teaching materials. Mathematics Enthusiast,

18(1&2), 100–118.

https://education.usask.ca/documents/profiles/aikenhead/indigenous-culture-based-sc

h-math-in-action-part-i---prof-development.pdf

Part one of this two part study discusses the research and development of indigenous

resources in teaching math, especially with non-indigenous teachers.

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Meyer, S., & Aikenhead, G. (2021). Indigenous culture-based school mathematics in action part

II: The study’s results: What support do teachers need?. Mathematics Enthusiast,

18(1&2), 119-138.

https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1517&context=tme

Part two of this two part study discusses the results of the research and the resources

necessary to train and prepare teachers properly for indigenous inclusion in math. Parts

one and two of the research article were used in my article to make the point that

students must make personal connections to the content to truly understand the

concepts. They both also showed the importance of not just covering indigenous

material, but providing as authentic of an experience as possible, for the students.

National Council of Teachers of Mathematics. (n.d.). Standards and positions: Process. National

Council of Teachers of Mathematics.

https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Process/

These are the five mathematical process standards created by the NCTM. The brief

descriptions provide the expectations and intentions of my students engaging in math

content.

Goal 4&5 Science

Candidates demonstrate and apply understandings and integration of the three dimensions of
science and engineering practices, crosscutting concepts - practices, cross cutting concepts
(differentiation and technology), and major disciplinary core ideas - within the selected
content area(s) of science. (See NGSS Standards)

Carter-Guyette, M. (2019). Place-based learning as an effective methodology for developing

self-efficacy skills in students with learning disabilities. University of New England: All

theses and dissertations. 244. https://dune.une.edu/theses/244

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170 teacher surveys were conducted in this research about the effectiveness of

place-based learning in regards to student success. The results of the study confirmed

teachers' beliefs that place-based learning is overall beneficial for students. I used the

portion of this study that discussed social-emotional learning and the role it plays in

place-based learning. I wanted to link the idea that students' emotions are connected to

their places of culture as well as to their places of learning, and that students will learn

best when both aspects of their lives are tied together with academics.

Echevarría, J., & Graves, A. (2015). Sheltered content instruction: Teaching English learners with

diverse abilities. Pearson.

Echevarría and Graves created this text as a means for teaching English as a second

language. However, it was useful for me when talking about the school environment

mixing culture, language and standards into academic content. The text supports the

importance of immersing students’ identities into modern education.

Puniwai, N., Perry, H. E., & Perry, C. H., (2022, July 19-23). Indigenous Hawaiian Perspectives

[Native perspectives on science, place-based learning, TEK]. Precipitating Change 2,

University of Hawaii at Hilo.

Noe Puniwai, Hoʻoululāhui Erika Perry, and Cheyenne Hiapo Perry are professors at the

University of Hawai’i at Hilo (UHH). I had the honor of hearing them speak at an

educational research conference held at the UHH. The researchers, from the Concord

Consortium that initiated the conference, teamed up with these professors because they

are indigenous Hawaiians and experts on Hawaiian language and culture. This group,

plus eight teachers from Alaska and Hawaii worked together over four days to start a
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new Weathering and Erosion curriculum for middle school students. The importance of

this curriculum is that we are weaving Indigenous sciences into modern scientific beliefs.

Goal 4&5 Social Studies

Candidates demonstrate understanding, capabilities, and practices associated with the central
concepts and tools in Civics, Economics, Geography, and History, within a framework of
informed inquiry. (See NCSS Standards)

Dillard, C. (2022, Spring). Teaching the past to improve the future. Learning for Justice

Magazine, (2), 54-58.

https://www.learningforjustice.org/magazine/spring-2022/teaching-the-past-to-improve

-the-future

Learning for Justice- formerly Teaching Tolerance- is a branch of the Southern Poverty

Law Center that publishes an educational magazine and creates teaching tools,

materials, lessons, and other digital resources for teachers across the country. This

particular article is an excellent example of teachers working to use history as a learning

opportunity for the future. Educators, despite the push back from media and

administration, are determined to teach history in inclusive and accurate ways.

Lesh, B. A. (2011). Why won’t you just tell us the answer?: Teaching historical thinking in grades

7-12. Stenhouse Publishers.

With Lesh’s real-life teacher connections, Why Won’t You Just Tell Us the Answer?

provides steps to incorporating historical thinking into the classroom, lesson examples,

student samples, and more. Lesh shares his insights into trial and error of teaching new

learning methods, and even his experiences with students working through those

methods. The part I incorporated talked about teachers needing to be passionate about

their job and needing to be as invested in the work as they expect their students to be.
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Zinn, H. (2009). A young people’s history of the United States. Rebecca Stefoff (Adaptor). Seven

Stories Press.

This can stand as a teacher resource, a supplemental resource for the classroom, or the

sole text in middle school or older social studies classes. Howard Zinn believes that no

topic is too graphic for students to learn. Zinn’s work tells history through the eyes of

those conquered, as opposed to the narratives of those who “won”. A Young People’s

History of the United States covers American history from the time of Columbus all the

way through the 20th century. These views of historical events are what framed my

teaching tactics today, as I work to include the voices and political views of the

powerless and the oppressed. I use this to teach my students that criticizing the actions

of our country in the past, the present, and the future is the only way to grow and learn

from history.

Goal 4&5 Language Arts

Content Knowledge: The Candidate demonstrates understanding of the central concepts,
tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and meaningful for learners
to assure mastery of the content in the areas below. Candidates demonstrate and apply
understandings of the elements of literacy critical for purposeful oral, print, and digital
communication.
Abdullah Attiyat, N. M. (2019). The impact of pleasure reading on enhancing writing

achievement and reading comprehension. Arab World English Journal (AWEJ), 10(1),

155-165. DOI: https://dx.doi.org/10.24093/awej/vol10no1.14

This study aims to identify what impact reading for pleasure may have on writing and

reading comprehension. The results state that reading for pleasure, especially text

chosen by the reader, positively affects writing performance, reading comprehension,

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relaxation and comfort, increases learners’ sense of creativity, and dramatically expands

vocabulary. This study supported my decision to implement a reading response journal

(RRJ) during a literacy case study. While my student had more flexibility in the text she

read, the RRJ provided evidence of the claims from this study.

Center for Public Education. (2015). Learning to read, reading to learn: why third-grade is a

pivotal year for mastering literacy. National School Boards Association. shorturl.at/blrz7

The Center for Public Education is a national resource for credible and practical

information about public education. This article provides statistics on the imbalance and

gaps of literacy towards poor students and students of color. I used this article because

the mention that reading is the gateway to all knowledge is my strongest motivator as an

educator. Finally, along with the barriers to literacy, this article provided

evidence/data-based suggestions for school boards and administrators to support their

teachers in closing the literacy gaps.

​Wilfong, L. G. (2015). Using poetry to improve fluency, comprehension, word recognition and

attitude toward reading in struggling English language learners. New England Reading

Association Journal, 51(1), 41–49. https://doi.org/10.1598/RT.62.1.1

This study was conducted to observe the impact that poetry has when used as a

teaching tool to improve literacy. The teachers, students, parents, and volunteers in the

research observed that improvements- some smaller than others- happened in words

correct per minute, word recognition, attitude toward academic reading, and even in the

area of comprehension.

Goal 4&5 Arts Integration

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Candidates engage learners in critical thinking, creativity, collaboration, and communication

to address authentic local and global issues using the arts (music, dance, theater, media arts,
and/or visual arts). (See Alaska Arts Standards)

Harvey, S., & Goudvis, A. (2017). Strategies that work: Teaching comprehension for engagement,

understanding, and building knowledge, grades K-8. (3rd ed.). Stenhouse Publishers.

In Strategies that Work, Harvey and Goudvis provide details, examples and various

strategies for teaching comprehension, as well as numerous examples, lesson plans and

suggestions for differentiation in education. In regards to arts integration, the text brings

up the over-attention given to math and reading, and the neglect of all other subject

areas. As a result, school has become less engaging, and knowledge retention has

decreased. This brings a renewed energy to my teaching tactics when it comes to

utilizing different mediums of art. It is essential for comprehension across curriculum,

building knowledge and engaging learners.

Reif, N., & Grant, L. (2010). Culturally responsive classrooms through art integration. Journal of

Praxis in Multicultural Education, 5(1), 100–115.

https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1035&context=jpme

Reif and Grant go beyond arts integration in the classroom as they emphasize the

importance of culturally responsive teaching practices in that integration. In my essay, I

bring up their points of art benefiting students by developing a stronger sense of

individual identity, enhancing students’ confidence, and the possibility of art as a

connecting bridge across multiple content areas.

Wlodarczyk, A. (2021). What is arts integration and how is it beneficial to my program? The Art

of Education University.
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https://theartofeducation.edu/2021/10/13/oct-what-is-arts-integration-and-how-is-it-be

neficial-to-my-program/

The Art of Education University is built by art teachers, for the purpose of educational

courses, professional development opportunities, and event degrees focused specifically

on art education. Andrea Wlodarczyk, an art educator and curriculum author, explains

art integration in this article as more than just a strategic way of teaching and learning.

She provides specific characteristics of arts integration, including the collaborative and

backwards design of the teaching method. The part of her essay that stuck out for my

purposes was the idea that arts integration aids in comprehension because of the

multi-sensory, meaningful implementation of the tactic. In other words, integrating art

means making personal connections that can aid in comprehension and retention of

new information. It can also serve as a form of assessing information in a meaningful

way.

Goal 7 Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.

Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching.

https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/#overview

Vanderbilt University created this overview of Understanding by Design (UbD) to help

educators understand its differences in instruction when compared to standard

instructional methods. I use the backwards design method because it fits a

standards-based system well. UbD considers the learning goals of the students and then

plans the instructional methods and assessments in response to the goals themselves.
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Mastropieri, M. A., & Scruggs, T. E., (2018). The inclusive classroom: Strategies for effective

differentiated instruction (6th edition). Pearson.

Most school districts, including mine, strongly suggest (if not require) using the provided

curricular materials in the classroom. These curricula are mass-produced materials that

often provide little-to-no connections to students on a personal level. Thus, Mastropieri

and Scruggs created The Inclusive Classroom as a resource for teachers to find inclusive

ways of differentiating their lessons and materials. The most important thing I got from

this, and included in my essay, was that differentiation doesn’t just mean cultural

backgrounds and age differences. It includes levels of understanding and physical

differences in student abilities.

Goal 9&10 Professionalism

The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.

The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.

Ahlfeld, K. (2019). On the field, not in the stands: Shared foundation VI: Engage in the National

School Library standards for learners, school libraries, and school librarians. Journal of

Library Administration, 59(6), 673-683.

https://www.tandfonline.com/doi/abs/10.1080/01930826.2019.1626645?journalCode=

wjla20

The school library was just renovated to be more accessible for students, parents,

community members, and school staff. In order to best serve all parties, the renovation
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team included as many people as wanted to be part of the project. The grant team that

provided the funding for the renovations also took these American Association of School

Library’s expectations and standards into account, as we created training materials for

the library personnel across the district. We utilized training materials that anyone

current or in the future may want to use to better understand the vision we had for the

library renovations across the district.

Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive

Research: Principles and Implications, 1(1), 27.

https://doi.org/10.1186/s41235-016-0031-6

When I created the materials for my fellow teachers and district personnel to use in

library professional development, I made sure to include visuals in the professional

development session. All of the teaching tactics and strategies that I use with my

students are just as important to use with adults. This research conducted by Eliza Bobek

and Barbara Tversky studied the effects of visuals in learning and understanding new

content. They concluded that visual explanations communicate more directly than

auditory language. Any knowledge or information that I couldn’t portray about the

revamp was effectively shown in the images that I compiled throughout the process.

Merga, M. (2020). How can school libraries support student wellbeing? Evidence and

implications for further research. Journal of Library Administration, 60(6), 660–673.

https://doi.org/10.1080/01930826.2020.1773718

The library revamp process that I participated in was about more than just making the

space look prettier than it did before. Margaret Merga explains the importance of the
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library space by researching the theory that libraries provide a safe and inclusive space

for students and community members. She concludes, as I expressed in my professional

development, that a library and its’ materials promote and resource mental wellbeing. It

can promote reading for knowledge and pleasure, thus improving academics across

content areas.

Goal 10 Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession

Center for Disease Control. (2009). Helping your child feel connected to school. National Center

on Safe Supportive Environments.

https://www.cdc.gov/healthyyouth/protective/pdf/connectedness_parents.pdf

Daresh, J. C. (1986). Effective home-school-community relations for secondary school

improvement. The Clearing House, 59(7), 312-315.

https://www.jstor.org/stable/30186554

Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to

student achievement. National Committee for Citizens in Education.

https://files.eric.ed.gov/fulltext/ED375968.pdf

I believe most people have had the opinion that a strong and supportive family life

increases students’ chances of doing well academically. However, Nancy Berla and Anne

T. Henderson conducted an extensive study that established evidence to demonstrate

this belief. Connections between school and real life can only happen for students if the

adults in their lives model that behavior. Berla and Henderson determine that parents

are much more likely to become involved when teachers encourage and assist parents to
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help their children with schoolwork. Thus, shows evidence that collaboration between

schools and community members should continue to grow.

Pawlas, George E. (2005). The administrator’s guide to school-community relations (2nd ed.).

edition. Routledge. https://rb.gy/fdcqxy

Contentions have grown between parents and educators in the last few years- each

claiming the other needs to step up more. Both parties play a role. George E. Pawlas’

admin guide provides suggestions, do’s-and-don’ts lists, and specific examples of how

schools can make families feel included and welcome in the school environment. He

mentions teachers must maintain a relationship with community members because

students will be more likely to work willingly if they feel like their families and cultures

are welcome in their place of learning.

PTA National Standards for Family-School Partnerships. (2008). National PTA.

https://www.pta.org/docs/default-source/files/programs/national-standards-for-family-

school-partnerships/national_standards_assessment_guide.pdf

These standards are the PTA’s National Standards for Family-School Partnerships. They

offer a framework for how families, schools, and communities can work together to

support student success. I utilized the rubrics for the six standards to

Technology: Cross Cutting Theme

The teacher demonstrates the ability to apply technology to support student learning which
can include: The integration of interactive technologies and resources in instructional plans,
the use of technology options for learners to manage data and direct their own learning, the
use technology to scaffold content understanding and skill development, the employment of
technology to support assessment practices both to engage learners more fully and to assess
and address learner needs, the use of technology to engage learners in meeting learning
objectives, and the effective evaluation of technology resources for quality, accuracy and
effectiveness.
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Kosslyn, S. M. (2021). Active learning online: Five principles that make online courses come alive.

Alinea Learning.

Stephen M. Kosslyn, a former professor at Harvard University, aims to empower

educators to provide better online education. Kosslyn’s five principles- deep processing,

chunking, building associations, dual coding and deliberate practice- offers guidance in

how to motivate students to help them learn digitally. This text was useful because it

was written in the height of online learning during a global pandemic, and encourages

the idea that active learning is more than just learning by doing. Active learning is

learning with a specific purpose in mind, and given that point, students' digital learning

will be more effective.

Page, G. A., & Hill, M. (2008). Information, communication, and educational technologies in

rural Alaska. New Directions for Adult & Continuing Education, 2008(117), 59–70.

https://doi-org.ezproxy.uas.alaska.edu/10.1002/ace.286

Technology in rural Alaska has always been a barrier to equitable access to education for

indigenous students. Page and Hill’s study including interviews with Alaskan educators

provides insights and information on the issues that surround technology in villages.