Goal Setting 2012-2013
Instructional Goals
Instructional Goal(s)
What are the teacher’s measurable goals, as directly related to the subject area GLCE’s or HSCE’s, Common Core, and/or School Improvement Plan as described in Domain 1?
Note: Goals can be individual or developed in conjunction with departments, grade levels, and or Professional Learning Communities.
Instructional Goal(s):
My Instructional Goal for the 2012-2013 school year is the incorporation of more non-fiction into each unit to improve students’ Reading for Information skills. I will utilize articles and op-ed current events articles to allow students to grasp the relevancy of each novel unit. I will use “envelope activities” and various other “close reading” strategies to improve reading for information. Listed below are the Reading for Information Common Core State Standards for Reading for Information which I will use as the foundation for my improvement.
RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.11-12.11: By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
English 10
Within each unit, students will use envelope activities to enhance “close reading” skills.
Each Friday of the first semester, students will read and evaluate at least one current event article related to education, careers, or the current unit of study. Students will complete an Informational Text Bookmark to check their reading skills.
During The Crucible Unit, students will study Arthur Miller’s article for the New York Times “Why I Wrote the Crucible.” Additionally, students will evaluate relevant news articles about The Red Scare and the Salem Witch Trials culminating in the creation of two newspapers – one to illustrate their knowledge of McCarthyism and one to illustrate their knowledge of The Salem Witch Trials.
During the Adventures of Huckleberry Finn Unit, students will study background information about the controversial use of the “N” word in the novel. They will use the New York Times section “Room for Debate” to read several editorials about the controversy. Additionally, students will research information about the life and times of Mark Twain. They will present their findings to their classmates using a variety of web presentation tools. Fellow classmates will be evaluated on the information they learned from their classmates’ presentations.
During the Of Mice and Men/American Poetry Unit, students will study biographies of several American poets. Additionally, they will read several articles about the American Dream and connect this information to non-fiction writings from transcendentalist authors.
Students will study a new addition to the English 10 curriculum: a non-fiction selection titled Into the Wild. Through this novel study, students will read several articles and article excerpts that relate to Chris McCandless’ journey. They will evaluate epigraphs that relate to the American Dream and several other pertinent themes in the novel.
English 12
Within each unit, students will use envelope activities to enhance “close reading” skills.
During the Their Eyes Were Watching God Unit, students will study biographical and historical information about Zora Neale Hurston and the town of Eatonville. They will also research historical information about the Harlem Renaissance. Students will create VoiceThread presentations to present their new found knowledge.
During the Things Fall Apart Unit, students will read and study non-fiction articles about epic heroes. They will read about and study Aristotle’s definition of a tragic hero, then illustrate the connections to the novel in an MLA formatted argumentative essay.
During the 1984 Unit, students will read several articles relating the events of 1984 to current society. They will evaluate sources to determine validity. Then they will relate thematic similarities between the novel and our present world within the last 100 years in a speech using at least one form of integrated technology. They will cite evidence from the novel and their sources in their speeches.
During the The Great Gatsby unit, students will read several articles about the current status of The American Dream in the 21st Century. Students will also read and research background information of the time period of the Roaring Twenties. Students will work collaboratively with their fellow classmates to prepare and plan a Roaring Twenties party in which they relate and present elements of the novel to historical and cultural events of the 1920’s.
During the Research Paper Unit, students will read and research information about a social or environmental problem. They will research two charitable organizations that are working to remedy this problem. All information will be presented in an MLA researched essay. To bring closure to the unit, students will present the results of their research paper using a combination of technology/oral presentation.
During the Night Unit, students will read and evaluate the effectiveness of several speeches written by Elie Wiesel, then relate the information to Wiesel’s memoir,Night.
Measure (Data Driven): How will the teacher specifically measure each goal? (i.e. pre/post tests, common assessments, unit/chapter tests, portfolio, etc.?
Each Unit includes the following assessments:
1. Pre-post unit evaluations using Google Docs to assess the student’s basic comprehension and knowledge level of the unit material before and after the unit.
2. Project based learning incorporating technology (using web tools, word processing, internet research, etc.).
3. Objective tests and quizzes.
4. Written response including compare/contrast, personal narrative, argumentative, expository.
5. Edmodo surveys to determine direction of learning.
6. Writer’s Workshop for process writing.
What are the teacher’s measurable goals, as directly related to the subject area GLCE’s or HSCE’s, Common Core, and/or School Improvement Plan as described in Domain 1?
Note: Goals can be individual or developed in conjunction with departments, grade levels, and or Professional Learning Communities.
Instructional Goal(s):
My Instructional Goal for the 2012-2013 school year is the incorporation of more non-fiction into each unit to improve students’ Reading for Information skills. I will utilize articles and op-ed current events articles to allow students to grasp the relevancy of each novel unit. I will use “envelope activities” and various other “close reading” strategies to improve reading for information. Listed below are the Reading for Information Common Core State Standards for Reading for Information which I will use as the foundation for my improvement.
RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.11-12.11: By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
English 10
Within each unit, students will use envelope activities to enhance “close reading” skills.
Each Friday of the first semester, students will read and evaluate at least one current event article related to education, careers, or the current unit of study. Students will complete an Informational Text Bookmark to check their reading skills.
During The Crucible Unit, students will study Arthur Miller’s article for the New York Times “Why I Wrote the Crucible.” Additionally, students will evaluate relevant news articles about The Red Scare and the Salem Witch Trials culminating in the creation of two newspapers – one to illustrate their knowledge of McCarthyism and one to illustrate their knowledge of The Salem Witch Trials.
During the Adventures of Huckleberry Finn Unit, students will study background information about the controversial use of the “N” word in the novel. They will use the New York Times section “Room for Debate” to read several editorials about the controversy. Additionally, students will research information about the life and times of Mark Twain. They will present their findings to their classmates using a variety of web presentation tools. Fellow classmates will be evaluated on the information they learned from their classmates’ presentations.
During the Of Mice and Men/American Poetry Unit, students will study biographies of several American poets. Additionally, they will read several articles about the American Dream and connect this information to non-fiction writings from transcendentalist authors.
Students will study a new addition to the English 10 curriculum: a non-fiction selection titled Into the Wild. Through this novel study, students will read several articles and article excerpts that relate to Chris McCandless’ journey. They will evaluate epigraphs that relate to the American Dream and several other pertinent themes in the novel.
English 12
Within each unit, students will use envelope activities to enhance “close reading” skills.
During the Their Eyes Were Watching God Unit, students will study biographical and historical information about Zora Neale Hurston and the town of Eatonville. They will also research historical information about the Harlem Renaissance. Students will create VoiceThread presentations to present their new found knowledge.
During the Things Fall Apart Unit, students will read and study non-fiction articles about epic heroes. They will read about and study Aristotle’s definition of a tragic hero, then illustrate the connections to the novel in an MLA formatted argumentative essay.
During the 1984 Unit, students will read several articles relating the events of 1984 to current society. They will evaluate sources to determine validity. Then they will relate thematic similarities between the novel and our present world within the last 100 years in a speech using at least one form of integrated technology. They will cite evidence from the novel and their sources in their speeches.
During the The Great Gatsby unit, students will read several articles about the current status of The American Dream in the 21st Century. Students will also read and research background information of the time period of the Roaring Twenties. Students will work collaboratively with their fellow classmates to prepare and plan a Roaring Twenties party in which they relate and present elements of the novel to historical and cultural events of the 1920’s.
During the Research Paper Unit, students will read and research information about a social or environmental problem. They will research two charitable organizations that are working to remedy this problem. All information will be presented in an MLA researched essay. To bring closure to the unit, students will present the results of their research paper using a combination of technology/oral presentation.
During the Night Unit, students will read and evaluate the effectiveness of several speeches written by Elie Wiesel, then relate the information to Wiesel’s memoir,Night.
Measure (Data Driven): How will the teacher specifically measure each goal? (i.e. pre/post tests, common assessments, unit/chapter tests, portfolio, etc.?
Each Unit includes the following assessments:
1. Pre-post unit evaluations using Google Docs to assess the student’s basic comprehension and knowledge level of the unit material before and after the unit.
2. Project based learning incorporating technology (using web tools, word processing, internet research, etc.).
3. Objective tests and quizzes.
4. Written response including compare/contrast, personal narrative, argumentative, expository.
5. Edmodo surveys to determine direction of learning.
6. Writer’s Workshop for process writing.
Professional Goals
Professional Goal(s)
What are the teacher’s measurable goals, as directly related to Domain 3?
Note: Goals can be individual or developed in conjunction with departments, grade levels, and or Professional Learning Communities.
Professional Goal(s):
My Professional Goal for the 2012-2013 school year is to complete a three-credit university course designed to improve ACT alignment with the current curriculum in Kingsford High School’s English Department.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
I completed the course Improving School Performance (EDUC 494C-385) through Louisiana Tech University which afforded me the opportunity to examine the ACT Career and College Readiness Standards in depth and evaluate how the KHS English Department is aligned with these standards. Additionally, this course allowed me to examine the CCSS in a bit more depth than I have had opportunity to do in the past.
Progress Toward Goal: What steps have been taken or activities implemented that show that progress has been made toward reaching goal.
I completed the course Improving School Performance (EDUC 494C-385) through Louisiana Tech University. The final assessment involved creating a network of information for parents and students regarding the ACT, PLAN, and EXPLORE tests, the College and Career Readiness Standards, and the Common Core State Standards. I developed this project as an addendum to my Weebly Flivver Foundations and English Resource pages. This can be viewed at http://kendalynnsutton.weebly.com/flivver-foundations-act-plan-info.html From this course, I learned the English Department has room for improvement in grammar instruction and expository writing. This will be a focus for next year’s instructional goal.
What are the teacher’s measurable goals, as directly related to Domain 3?
Note: Goals can be individual or developed in conjunction with departments, grade levels, and or Professional Learning Communities.
Professional Goal(s):
My Professional Goal for the 2012-2013 school year is to complete a three-credit university course designed to improve ACT alignment with the current curriculum in Kingsford High School’s English Department.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
I completed the course Improving School Performance (EDUC 494C-385) through Louisiana Tech University which afforded me the opportunity to examine the ACT Career and College Readiness Standards in depth and evaluate how the KHS English Department is aligned with these standards. Additionally, this course allowed me to examine the CCSS in a bit more depth than I have had opportunity to do in the past.
Progress Toward Goal: What steps have been taken or activities implemented that show that progress has been made toward reaching goal.
I completed the course Improving School Performance (EDUC 494C-385) through Louisiana Tech University. The final assessment involved creating a network of information for parents and students regarding the ACT, PLAN, and EXPLORE tests, the College and Career Readiness Standards, and the Common Core State Standards. I developed this project as an addendum to my Weebly Flivver Foundations and English Resource pages. This can be viewed at http://kendalynnsutton.weebly.com/flivver-foundations-act-plan-info.html From this course, I learned the English Department has room for improvement in grammar instruction and expository writing. This will be a focus for next year’s instructional goal.
Classroom Management Goals
Classroom Management and Environment Goal(s)
What are the teacher’s measurable goals, as directly related to Domain 2?
Note: Goals can be individual or developed in conjunction with departments, grade levels, and or Professional Learning Communities.
Instructional Goal(s):
My Classroom Management Goal for the 2012-2013 school year is to utilize classroom management software (beyond e-mail) to build relationships with students, provide more timely feedback for projects and assignments, and connect to parents. I will use Edmodo, Remind 101, and my Weebly website and blog, among others to manage my classroom.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
Using Remind 101, I will notify students of last minute changes to lesson plans, or changes to classroom scheduled events. I will inform my students, through Remind 101, to check recent updates to Edmodo assignments or assignment deadlines. I will attempt not to “overuse” this tool, so as to maintain the “emergency nature” for which I intend to use it. In the future, I intend to use this tool to communicate with parents regarding important classroom information.
Using Edmodo will allow me to extend my classroom instruction to the virtual world. I will post assignments, resources, timely information, and troubleshooting advice through Edmodo. Students will interact collaboratively with me, the teacher, and each other. They can use Edmodo as a forum to ask questions of me and their fellow classmates, allowing for timely feedback and collaboration. They will post links to completed projects which will allow classmates to view and comment on each other’s work. Since I can view student’s log in times and durations, Edmodo will also allow me to check students’ involvement and participation in classroom activities and assignment requiring the use of resources on the site. Record keeping will be easier and accountability will be easier to track. I will also use this tool to provide immediate feedback through surveys and quick quizzes to determine the direction of my instruction. In the future, I intend to use this tool to communicate with parents about daily classroom activity.
My Room 100 Blog will allow me to post and display information about projects, activities, and events taking place in all my classes. No longer will a unit culminate in a student’s presentation to his/her fellow classmates; now the world at large will have access to view students’ insights and creativities. Parents, grandparents, former students, college admissions officers, and scholarship committee members will now be able to view and comment on some of the students’ best work. Students can use the Room 100 Blog to build digital citizenship skills and an on line portfolio for future college and career opportunities. This Blog can also serve as a resource for fellow English teachers for examples of student work and collaboration. http://kendalynnsutton.weebly.com/room-100-blog.html
My Weebly site will serve as a resource for current students/parents as well as prospective students/parents and fellow teachers to communicate daily lesson plans, syllabus information, resources, and long-term assignment information. Students and parents will use my site as a “one-stop shop” location to access pertinent classroom information, study tips, learning resources and link to Edmodo, Remind 101, and other useful web tools. http://kendalynnsutton.weebly.com/index.html
Google Docs will be used frequently throughout the year to provide immediate, useful feedback on pre and post learning. Students will access the link through the Edmodo assignment page.
Progress Toward Goal: What steps have been taken or activities implemented that show that progress has been made toward reaching goal.
Throughout the year, I have used Edmodo, Remind 101, Google Docs and my Weebly site to maintain and manage my classroom communications. Students have come to rely on Edmodo for assignment communication and collaboration. Many students appreciate the visible track record that Edmodo allows – they can scroll down to see past assignment postings and resources with questions and answers. My Room 100 Blog is in its infancy, but I have recently posted some examples of student work and projects. In the future, my Blog will be an opportunity for true collaboration. Additionally, in the future I will build more resources into my Weebly to expand communication and collaboration with students, parents, and other teachers.
What are the teacher’s measurable goals, as directly related to Domain 2?
Note: Goals can be individual or developed in conjunction with departments, grade levels, and or Professional Learning Communities.
Instructional Goal(s):
My Classroom Management Goal for the 2012-2013 school year is to utilize classroom management software (beyond e-mail) to build relationships with students, provide more timely feedback for projects and assignments, and connect to parents. I will use Edmodo, Remind 101, and my Weebly website and blog, among others to manage my classroom.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
Using Remind 101, I will notify students of last minute changes to lesson plans, or changes to classroom scheduled events. I will inform my students, through Remind 101, to check recent updates to Edmodo assignments or assignment deadlines. I will attempt not to “overuse” this tool, so as to maintain the “emergency nature” for which I intend to use it. In the future, I intend to use this tool to communicate with parents regarding important classroom information.
Using Edmodo will allow me to extend my classroom instruction to the virtual world. I will post assignments, resources, timely information, and troubleshooting advice through Edmodo. Students will interact collaboratively with me, the teacher, and each other. They can use Edmodo as a forum to ask questions of me and their fellow classmates, allowing for timely feedback and collaboration. They will post links to completed projects which will allow classmates to view and comment on each other’s work. Since I can view student’s log in times and durations, Edmodo will also allow me to check students’ involvement and participation in classroom activities and assignment requiring the use of resources on the site. Record keeping will be easier and accountability will be easier to track. I will also use this tool to provide immediate feedback through surveys and quick quizzes to determine the direction of my instruction. In the future, I intend to use this tool to communicate with parents about daily classroom activity.
My Room 100 Blog will allow me to post and display information about projects, activities, and events taking place in all my classes. No longer will a unit culminate in a student’s presentation to his/her fellow classmates; now the world at large will have access to view students’ insights and creativities. Parents, grandparents, former students, college admissions officers, and scholarship committee members will now be able to view and comment on some of the students’ best work. Students can use the Room 100 Blog to build digital citizenship skills and an on line portfolio for future college and career opportunities. This Blog can also serve as a resource for fellow English teachers for examples of student work and collaboration. http://kendalynnsutton.weebly.com/room-100-blog.html
My Weebly site will serve as a resource for current students/parents as well as prospective students/parents and fellow teachers to communicate daily lesson plans, syllabus information, resources, and long-term assignment information. Students and parents will use my site as a “one-stop shop” location to access pertinent classroom information, study tips, learning resources and link to Edmodo, Remind 101, and other useful web tools. http://kendalynnsutton.weebly.com/index.html
Google Docs will be used frequently throughout the year to provide immediate, useful feedback on pre and post learning. Students will access the link through the Edmodo assignment page.
Progress Toward Goal: What steps have been taken or activities implemented that show that progress has been made toward reaching goal.
Throughout the year, I have used Edmodo, Remind 101, Google Docs and my Weebly site to maintain and manage my classroom communications. Students have come to rely on Edmodo for assignment communication and collaboration. Many students appreciate the visible track record that Edmodo allows – they can scroll down to see past assignment postings and resources with questions and answers. My Room 100 Blog is in its infancy, but I have recently posted some examples of student work and projects. In the future, my Blog will be an opportunity for true collaboration. Additionally, in the future I will build more resources into my Weebly to expand communication and collaboration with students, parents, and other teachers.
Technology Goals
Additional Goal(s)
Additional Goal(s) may be determined by the staff member in conjunction with the evaluating administrator or deemed necessary by the evaluating administrator as a result of ineffective or partially effective performance.
Professional Goal(s):
Technology Goal:
My Technology Goal for the 2012-2013 school year is tied to all three of the aforementioned goals: Instructional, Classroom Management, and Professional. The ultimate goal is to use technology whenever possible to enhance both my students’ and my own learning.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
I will use the technology tools and equipment in my classroom (document camera, interactive projector, and appleTV) to enhance learning. In order to improve my instruction of students’ Reading for Information skills, students must have access to relevant, timely news and information. I will use several news sites, blogs, and educational websites to make this information available to my students. I will evaluate their learning through project based activities involving technology, monitored through active participation in the classroom management applications mentioned in my Classroom Management Goal. Furthermore, the Louisiana Tech University course I am taking for graduate credit is an on-line course providing opportunities to hone my own technological skills, which can be translated to my teaching and instruction.
Progress Toward Goal: What steps have been taken or activities implemented that show that progress has been made toward reaching goal.
This year, I viewed technology not as a means to an end, but rather as an everyday tool to make teaching easier, clearer, and more applicable for students. Because I incorporated technology into every unit of study, the use of technology was daily, seamless, and dependable for students. I increased students’ comfort levels with various web tools and offered several opportunities for differentiated instruction. In order to build students’ knowledge of technology, I needed to model technological skills which in turn increased my own comfort level and knowledge of technology. Project based learning was monitored through the use of integrated technology to illuminate learning.
Additional Goal(s) may be determined by the staff member in conjunction with the evaluating administrator or deemed necessary by the evaluating administrator as a result of ineffective or partially effective performance.
Professional Goal(s):
Technology Goal:
My Technology Goal for the 2012-2013 school year is tied to all three of the aforementioned goals: Instructional, Classroom Management, and Professional. The ultimate goal is to use technology whenever possible to enhance both my students’ and my own learning.
Strategies/Activities: How will the teacher specifically implement the goals identified above?
I will use the technology tools and equipment in my classroom (document camera, interactive projector, and appleTV) to enhance learning. In order to improve my instruction of students’ Reading for Information skills, students must have access to relevant, timely news and information. I will use several news sites, blogs, and educational websites to make this information available to my students. I will evaluate their learning through project based activities involving technology, monitored through active participation in the classroom management applications mentioned in my Classroom Management Goal. Furthermore, the Louisiana Tech University course I am taking for graduate credit is an on-line course providing opportunities to hone my own technological skills, which can be translated to my teaching and instruction.
Progress Toward Goal: What steps have been taken or activities implemented that show that progress has been made toward reaching goal.
This year, I viewed technology not as a means to an end, but rather as an everyday tool to make teaching easier, clearer, and more applicable for students. Because I incorporated technology into every unit of study, the use of technology was daily, seamless, and dependable for students. I increased students’ comfort levels with various web tools and offered several opportunities for differentiated instruction. In order to build students’ knowledge of technology, I needed to model technological skills which in turn increased my own comfort level and knowledge of technology. Project based learning was monitored through the use of integrated technology to illuminate learning.