2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
Artifact:
Multimedia Design Project/WebQuest
Reflection:
I chose to use the ITEC 7445 Multimedia Design Project to demonstrate my ability to design and implement technology-enhanced learning experiences for a diversity of students. I designed and created a WebQuest that would be relevant and engaging for all third-grade students. To make this project authentic and meaningful, I created tasks and activities that embraced the innocence of students’ imagination by allowing them to pretend that they were superheroes who were given tasks to show off their “superpowers” by demonstrating different ways to problem solve. I referred to it as their superpower problem solving skills.
This artifact demonstrates mastery of the 2.1 standard by aligning all tasks, videos, and activities to the appropriate student content and technology standards. Our school aligns its curriculum with the Georgia Standards of Excellence (GSE). The student content standard used for this project was MGSE3.OA.8 (Solve two-step word problems using the four operations). Also, the student technology standard that was provided in this project came from ISTE (International Society for Technology in Education). I used standard 6 (creative communicator students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals) parts a, b, c, and d. In order to assure that this project was effective to student learning, I researched and analyzed each standard and made sure that the materials provided support for each student’s individual needs.
Although designing the WebQuest was very time consuming, I must admit that it was one of my favorite projects within the ITEC program. The majority of the time spent on the project consist of designing and creating activities, typing up instructions, adding audio for struggling readers or English Language Learners (ELL), and including a few videos of myself giving introductions of different tasks in the WebQuest. During this process, I learned that providing an authentic learning experience requires modeling. As I modeled and facilitated the use of digital tools, the experience appeared to be more relevant and meaningful to my students. Through a modeling session, I was able to differentiate some of the instruction within this WebQuest. I facilitated and modeled the learning experience with a class of twenty- one third grade students. As I implemented this project, I was quickly reminded that new learning experiences required flexibility. The good news is that the experience was a success and that I was able to reflect on what I would adjust in the future.
This artifact demonstrates the knowledge I gained from skill assignments throughout ITEC 7445. Reflecting on the project and the technology used, I can honestly say that I learned and also have a greater understanding of how to design, model, facilitate and implement a technology-enhanced learning experience using Weebly. If I were to make any changes, I would definitely collaborate with other teachers during the designing process to discuss other ideas for activities and tasks that could improve the learning skills embedded within the WebQuest.
The artifact impacted student learning through the WebQuest by allowing students to engage in an authentic learning experience where they were able to use real-word problems skills to develop higher order learning skills. The project was developed through a school wide initiative to build students’ understanding and mastery of problem-solving skills. By aligning this project to the school’s initiative, I supported the academic goals and had a positive impact on our student’s motivation to participate in building their math skills. The impact was assessed using collected data from common assessments from the Cobb Teaching and Learning System (CTLS).
Reflection:
I chose to use the ITEC 7445 Multimedia Design Project to demonstrate my ability to design and implement technology-enhanced learning experiences for a diversity of students. I designed and created a WebQuest that would be relevant and engaging for all third-grade students. To make this project authentic and meaningful, I created tasks and activities that embraced the innocence of students’ imagination by allowing them to pretend that they were superheroes who were given tasks to show off their “superpowers” by demonstrating different ways to problem solve. I referred to it as their superpower problem solving skills.
This artifact demonstrates mastery of the 2.1 standard by aligning all tasks, videos, and activities to the appropriate student content and technology standards. Our school aligns its curriculum with the Georgia Standards of Excellence (GSE). The student content standard used for this project was MGSE3.OA.8 (Solve two-step word problems using the four operations). Also, the student technology standard that was provided in this project came from ISTE (International Society for Technology in Education). I used standard 6 (creative communicator students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals) parts a, b, c, and d. In order to assure that this project was effective to student learning, I researched and analyzed each standard and made sure that the materials provided support for each student’s individual needs.
Although designing the WebQuest was very time consuming, I must admit that it was one of my favorite projects within the ITEC program. The majority of the time spent on the project consist of designing and creating activities, typing up instructions, adding audio for struggling readers or English Language Learners (ELL), and including a few videos of myself giving introductions of different tasks in the WebQuest. During this process, I learned that providing an authentic learning experience requires modeling. As I modeled and facilitated the use of digital tools, the experience appeared to be more relevant and meaningful to my students. Through a modeling session, I was able to differentiate some of the instruction within this WebQuest. I facilitated and modeled the learning experience with a class of twenty- one third grade students. As I implemented this project, I was quickly reminded that new learning experiences required flexibility. The good news is that the experience was a success and that I was able to reflect on what I would adjust in the future.
This artifact demonstrates the knowledge I gained from skill assignments throughout ITEC 7445. Reflecting on the project and the technology used, I can honestly say that I learned and also have a greater understanding of how to design, model, facilitate and implement a technology-enhanced learning experience using Weebly. If I were to make any changes, I would definitely collaborate with other teachers during the designing process to discuss other ideas for activities and tasks that could improve the learning skills embedded within the WebQuest.
The artifact impacted student learning through the WebQuest by allowing students to engage in an authentic learning experience where they were able to use real-word problems skills to develop higher order learning skills. The project was developed through a school wide initiative to build students’ understanding and mastery of problem-solving skills. By aligning this project to the school’s initiative, I supported the academic goals and had a positive impact on our student’s motivation to participate in building their math skills. The impact was assessed using collected data from common assessments from the Cobb Teaching and Learning System (CTLS).