Competency 3 focuses on incorporating technology into your teaching practices.
The first item I have chosen to highlight for this competency is the presentation "Incorporating Technology in your Teaching" given by Dr. Stefanie Baier at the Certification in College Teaching Institute summer 2025. Dr. Baier discussed how, when done thoughtfully, incorporating technology can be valuable for classroom learning and provides strategies for achieving this goal. We discussed the importance of aligning technology use with learning objectives and being thoughtful and intentional about when and how you use it. Dr. Baier walked us though an exercise where we imagined everyday objects that could be used as "technology" in the classroom, emphasizing that technology does not have to be digital to be effective. Our goal was to create a mock lesson plan around the object and be able to clearly articulate how the technology would enhance student learning. For this activity I was given a rubber band as my "technology" and I created a mock lesson plan as to how we could use a rubber band to demonstrate elastic potential energy and Hooke's Law.
Additionally, I have included a mock lesson plan that I developed during ISE 870: Teaching College Science which focuses on teaching kinematics and gravitational acceleration using a hands-on activity. In this lesson, students use a ball, a stopwatch and meter sticks and measure the time it takes for the ball to hit the ground. They can use this data to calculate the acceleration due to gravity and compare their results to the accepted value. Once the students have completed the activity, we include questions for them to reflect on their findings and how their results would change under different circumstances.
I included this lesson plan as it highlights both the incorporation of everyday objects as technology in the classroom as well as the use of digital technology to support student learning. We can think of the ball, stopwatch, and meter sticks as simple technologies that allow students to engage in hands-on learning and data collection. These tools help students help students ground their understanding of kinematics and gravity into something tangible. We also include easily accessible digital technology and introduce students to online graphing tools, like Desmos, to help them visualize their data and perform calculations. I, personally, think Desmos is a great tool as it is free to use, has a user friendly interface, and clearly connects data points and equation to their visual representations. It is clear that with intentionality, we can effectively incorporate both simple and digital technologies to enhance student learning.
Reflecting on the broad category of technology in the classroom, I have come to appreciate that almost anything can serve as an instructional tool with enough creativity. Although technology is often associated with digital tools, physical objects can be equally effective in promoting student learning and engagement. At the same time, thoughtfully integrating digital technology can significantly enhance instruction when it is aligned with learning objectives. As an educator, I want to be intentional about incorporating technology in ways that meaningfully support student learning.
In physics and astronomy, technological literacy is especially important because our field depends heavily on digital tools and instrumentation. Computer programming is central to modern scientific research, supporting data processing, analysis, visualization, and simulations, while specialized instruments are used to collect and interpret observations. Preparing students for these disciplines requires providing opportunities to develop proficiency with the technologies they will encounter throughout their academic and professional careers. As a teacher, I aim to expose students to relevant tools and help them build the skills and confidence to use them effectively.
This topic is particularly relevant given the rapid adoption of generative large language models such as ChatGPT. As educators, we must thoughtfully adapt our teaching and assessment practices to account for these emerging technologies while continuing to foster critical thinking, creativity, and problem-solving skills. Doing so may require rethinking traditional assessments and designing assignments that encourage students to engage meaningfully with course material rather than relying solely on AI-generated responses. Ultimately, I believe that thoughtfully integrating technology into teaching is an essential component of effective instruction, particularly in today's rapidly evolving educational and technological landscape.