2.

4 Higher-Order Thinking Skills

Model and facilitate the effective use of digital tools and resources to support and enhance higher order
thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making);
and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and
reflection).

For this artifact I created a review of several instructional technology tools. For each of the tools I
explained what the tool is and how it can be used. Each of the tools highlighted in this artifact were
selected with diverse populations in mind. I took the time to implement each of the tools into my own
classroom before I completed the write up for each tool to promote the authenticity of facilitating
teachers with implementing the tools into their own classrooms.

This artifact demonstrates my mastery of this standard because it displays my ability to promote the use
of digital tools through modeling my own use of them in my classroom. As an instructional technology
coach, being able to facilitate other teachers’ use of instructional technology depends on our own
ability to identify and evaluate tools that promote higher order thinking skills not only for students but
also for teachers. In order to support diverse populations teachers must be open to using a variety of
tools that can help their students learn how to use their higher order thinking skills to achieve more. For
teachers to be able to change their mental habits of mind about instructional technology, it is important
that they can see and understand the value of a tool before the put effort into learning how the tools
can improve their quality and reach of their instruction. The process of a teacher opening up to trying
new things often begins with seeing someone successfully implement the strategies and tools they want
to explore. Therefore, creating this type of artifact can be critical in helping teachers begin to change
their mindset about instructional technology.

In constructing this artifact I learned what the digital divide is and how it directly impacts my school and
the community surrounding my school. I was able to find out about specialized programs geared
towards offering equitable access to all students regardless of their socioeconomic status. If I were going
to add to this artifact or do something different with the same intention, I would simplify the reviews of
each tool so that a teacher could quickly glance at the document and learn the basics about the tool and
how they could implement the use of said tool into their own instruction.

The work that went into creating this artifact impacted (and continues to impact) faculty in my school
because it allows them to safely explore various tools that they might be interested in implementing in
their own classrooms. The impact of this artifact can be assessed through teachers’ continuous use of
this artifact, and similar tools, to help guide them with their instructional technology integration. As I
continue learning about instructional technology I add to an artifact similar to this so that teachers can
stay up to date.