3.2 Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact:
Multimedia Design Project/WebQuest
Reflection:
The Multimedia Design Project/WebQuest artifact demonstrates my ability to manage digital tools and resources within the context of student learning. The components of the WebQuest are student-centered and incorporates digital tools and resources aligned to ISTE and Georgia Standards of Excellence (GSE). The project included Web 2.0 tools, engaging activities, technology resources, differentiation and formative assessments.
This artifact demonstrates my ability to manage digital tools and resources in a student-centered learning experience. This project required students to utilize Read & Write for Google Chrome, Edpuzzle, and other web 2.0 apps. The students had previous experience with using digital tools and resources from our previous class lessons, therefore, no training was needed. I did however have to model some features within those tools, such as how to use the picture dictionary in Read & Write for Google Chrome so that students were able to have any additional support necessary for engaged learning. While developing the WebQuest, I had to keep in mind that there were limited devices available in the classroom. So, computer use was managed by checking out a laptop cart from the Learning Commons so that all students were able to participate. I used Plickers (digital resource), Exit Tickets, and Think-Pair-Share to assess students’ progress and determine those who needed additional support.
This artifact has taught me valuable skills in incorporating technology within the context of student learning. From designing this project, I learned that in order to create a learning experience enhanced seamlessly with technology, I needed to have tools and resources in one location to make the learning experience more efficient. I was able to add external links directly into the pages on Weebly so that students did not have to leave the platform to access those resources. I enjoyed developing this blended learning experience and I felt that the timing intended for implementation, based off the professor’s instruction for the unit in ITEC 7445, was appropriate. One thing I would do differently is to rearrange the learning to occur over a longer period of time with the implementation of additional operations (multiplication and division) so that students can continue to build upon the standard being taught by engaging in all four operations while enhancing their problem solving skills in Math.
The project impacts faculty and student development in several ways. As I have become better equipped at managing digital tools and resources within the context of student learning, I feel that am able to share my expertise with others. Through coaching sessions, training workshops and professional developments, other teachers within our school are able to develop their knowledge and skills in creating learning experiences that are enhanced with technology. Through technology-rich environments, students become more engaged in authentic and meaningful experiences.
Reflection:
The Multimedia Design Project/WebQuest artifact demonstrates my ability to manage digital tools and resources within the context of student learning. The components of the WebQuest are student-centered and incorporates digital tools and resources aligned to ISTE and Georgia Standards of Excellence (GSE). The project included Web 2.0 tools, engaging activities, technology resources, differentiation and formative assessments.
This artifact demonstrates my ability to manage digital tools and resources in a student-centered learning experience. This project required students to utilize Read & Write for Google Chrome, Edpuzzle, and other web 2.0 apps. The students had previous experience with using digital tools and resources from our previous class lessons, therefore, no training was needed. I did however have to model some features within those tools, such as how to use the picture dictionary in Read & Write for Google Chrome so that students were able to have any additional support necessary for engaged learning. While developing the WebQuest, I had to keep in mind that there were limited devices available in the classroom. So, computer use was managed by checking out a laptop cart from the Learning Commons so that all students were able to participate. I used Plickers (digital resource), Exit Tickets, and Think-Pair-Share to assess students’ progress and determine those who needed additional support.
This artifact has taught me valuable skills in incorporating technology within the context of student learning. From designing this project, I learned that in order to create a learning experience enhanced seamlessly with technology, I needed to have tools and resources in one location to make the learning experience more efficient. I was able to add external links directly into the pages on Weebly so that students did not have to leave the platform to access those resources. I enjoyed developing this blended learning experience and I felt that the timing intended for implementation, based off the professor’s instruction for the unit in ITEC 7445, was appropriate. One thing I would do differently is to rearrange the learning to occur over a longer period of time with the implementation of additional operations (multiplication and division) so that students can continue to build upon the standard being taught by engaging in all four operations while enhancing their problem solving skills in Math.
The project impacts faculty and student development in several ways. As I have become better equipped at managing digital tools and resources within the context of student learning, I feel that am able to share my expertise with others. Through coaching sessions, training workshops and professional developments, other teachers within our school are able to develop their knowledge and skills in creating learning experiences that are enhanced with technology. Through technology-rich environments, students become more engaged in authentic and meaningful experiences.