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: WebQuest
Reflection:
I crafted a multimedia design project that contained an original WebQuest that incorporated the Georgia Standards of Excellence (GSE) and ISTE technology standards for students. The WebQuest includes an introduction, task, process, evaluation, conclusion, credits, and teacher page. Although this WebQuest was designed for second-grade students in Georgia, it could be used for any curriculum that focuses on an animal’s life cycle. The science standards that were targeted in this WebQuest was S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms. a. Ask questions to determine the sequence of the life cycle of common animals in your area. The ISTE student standard was (1) 1. c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. (2) 6.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use, and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Standard 2.1 states, “Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.” To model the design of the WebQuest, I had to first create the WebQuest by thinking about a topic that would be engaging yet challenging for my students. I also wanted to incorporate current emerging technologies to enhance learning experiences aligned with student content standards and student technology standards. I came across blendspace, a tool that allow teachers to create interactive lessons using videos, documents, PowerPoints and etc. As a result, I facilitated the design by integrating activities that would allow students to meet the content and technology standards. In the end, students created a PowerPoint.
Creating this artifact allowed me to create a project and utilize elements of multimedia design to create and evaluate an instructional product. Designing this artifact also gave me the chance to research technology-based tools that align with state standards and technology standards to enhance students learning experiences. To improve the quality involved in creating this artifact, I would change the end product. Instead of having my second graders create a PowerPoint, I would have them create a Sway because it is student-friendly and is Web-based, allowing students to access it anywhere.
The work that went into creating this artifact impacted student learning because it allows students to learn through experience. This artifact also helps promote higher-order thinking skills, creativity, and problem-solving. To assess students learning, I would use a rubric to grade their PowerPoint presentations. The rubric will include three categories; content, presentation, and attractiveness. I would also use formal observation and make anecdotal notes throughout the implementation of the project.
I crafted a multimedia design project that contained an original WebQuest that incorporated the Georgia Standards of Excellence (GSE) and ISTE technology standards for students. The WebQuest includes an introduction, task, process, evaluation, conclusion, credits, and teacher page. Although this WebQuest was designed for second-grade students in Georgia, it could be used for any curriculum that focuses on an animal’s life cycle. The science standards that were targeted in this WebQuest was S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms. a. Ask questions to determine the sequence of the life cycle of common animals in your area. The ISTE student standard was (1) 1. c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. (2) 6.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use, and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Standard 2.1 states, “Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.” To model the design of the WebQuest, I had to first create the WebQuest by thinking about a topic that would be engaging yet challenging for my students. I also wanted to incorporate current emerging technologies to enhance learning experiences aligned with student content standards and student technology standards. I came across blendspace, a tool that allow teachers to create interactive lessons using videos, documents, PowerPoints and etc. As a result, I facilitated the design by integrating activities that would allow students to meet the content and technology standards. In the end, students created a PowerPoint.
Creating this artifact allowed me to create a project and utilize elements of multimedia design to create and evaluate an instructional product. Designing this artifact also gave me the chance to research technology-based tools that align with state standards and technology standards to enhance students learning experiences. To improve the quality involved in creating this artifact, I would change the end product. Instead of having my second graders create a PowerPoint, I would have them create a Sway because it is student-friendly and is Web-based, allowing students to access it anywhere.
The work that went into creating this artifact impacted student learning because it allows students to learn through experience. This artifact also helps promote higher-order thinking skills, creativity, and problem-solving. To assess students learning, I would use a rubric to grade their PowerPoint presentations. The rubric will include three categories; content, presentation, and attractiveness. I would also use formal observation and make anecdotal notes throughout the implementation of the project.