Perkins, D. (2008). Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm

Webb, N. (2005, July 24). Depth of Knowledge (DOK) Levels. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm

Hess, K. (2009). Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm

Hess, K. (2009). Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - Reading. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm

This paper is a qualitative research study that focuses on the exploration and development of new understandings on the different perspectives of educators and the meaning behind their experiences with regard to technology integration in teaching and learning. In-depth face-to-face interviews, focus group interviews, and online surveys were used to examine and evaluate the relevance and effectiveness of technology integration concerning educators’ experiences in providing differentiation in teaching and learning experiences, engagement and motivation of teachers and students, professional growth and development among teachers, and relevance and impact of technology in teachers’ experiences.

Lead your school with APPropriate tools! Provide your faculty and staff, students, and parents with effective communication and collaboration. Develop innovative ideas, meaningful partnerships, and school communities.

The role of technology in the field of education has developed into different functions and responsibilities (Reinhart, Thomas, & Toriskie, 2011). Based on today’s ever-growing, diverse needs in teaching and learning, there is a constant drive from public school education to integrate technology in core content areas, and to provide technology-based learning opportunities for students and teachers (Mims, Polly, & Grant, 2009). The motivation to use technology in the public school curriculum is to improve the quality of student learning and curriculum instruction (Mims, Polly, & Grant, 2009). This includes: (a) the integration of technology-based instructional strategies and practices that would facilitate creativity and higher order thinking skills among students; (b) the implementation of appropriate and relevant professional development among teachers where technologies are utilized to enhance and support content delivery; (c) the application of collaborative technologies (i.e. wikis, blogs, websites, social media) among educators where they can build effective communication and positive professional learning communities; and, (d) the availability of lessons and activities in different online and web-based resources that educators can access in order to provide more opportunities for student success, student accountability, and active student engagement (Reinhart, Thomas, & Toriskie, 2011).

This presentation is developed to provide participants with a variety of rigorous web-based resources, applications, lessons, activities, and tools that can be used to support content knowledge, student engagement, and content delivery.

New Literacies - New Media: Mediascapes and Infoscapes is a journal article that is written by Carmen Luke. Below is a presentation that I have developed and delivered during my doctoral class in Biliteracy and Academic Development for the Teaching, Learning, and Culture program with the University of Texas at El Paso.