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)
Artifacts
Reflection:
I was able to create two artifacts to show a technology enhanced learning experience. First I was able to create a political webquest designed to help students understand political issues, what their political stance is and create a campaign for their classroom election based on these principles. The unit applies multiple technologies such as moviemaker, kahoot, web surfing, google docs and google forms. The second artifact was my online lesson plan which I created for my World History class. This project was designed to help students understand the concepts of the cold war and how WWII led to the cold war. This site had uses of synchronous meetings, timeglider for timeline creation, youtube videos, and discussion boards. I was able to create both of these sites for my students to guide their own learning and use these new technologies to show their learning of each of these topics.
Both the webquest and online lesson plan were designed to help introduce a specific learning standard. For the online lesson plan this unit helped create an understanding of how the cold war began and the impact of the cold war addressing the following student content standard: (SSUSH20: The student will analyze the domestic and international impact of the Cold War on the United States.). The webquest was designed to help students understand the election process and specific issues discussed during the election. This addresses the following student content standard: SSCG8 the student will demonstrate knowledge of local, state, and national elections. Both of these sites also address many of the ISTE student technology standards. The student technology standards covered by both of these sources are one having the student become an empowered learner by allowing them to create their own election and to discuss how the cold war affected us today. They are knowledge constructor because they are using technologies like timeglider or moviemaker. They also are using these technologies to solve problems answering the concept of innovative design by ISTE. Also the use of the discussion board or google docs to collaborate and communicate, both of which also covered under ISTE. In order to design both of these technology enhanced learning experiences I first researched the content standard and derived the best plan to achieve the content goals. Then using weebly and various resources I had accumulated I blended them into the website. Finally I implemented this website in my class with the webquest being completed through a flipped classroom concept and the online lesson being completed during class time. I was able to model this lesson to teachers at my school when introducing flipped classroom to teachers at the school, and I was able to model it to my students in class first before I gave them the assignment to take home. In order to facilitate the implementing of these websites I gave the students a week long time period to complete the assignments, I also allowed for class time to be used and opened my classroom up in the morning and afternoon to accommodate students who didn’t have the technology resources.
I learned from both of these artifacts the steps needed to create a successful online website as well as how to challenge students to guide their own learning using my current platform. I also learned how to create an online teaching unit that incorporates multiple details such as assessment, differentiation and ways for students to collaborate outside the classroom. Ways I would improve the webquest would be to provide direct links to the candidate’s sites as well as provide more discussion boards to allow for group discussions showing learning throughout the process. With the online lesson I would create more ways for students to show learning through the creation of a product.
The work I did on these projects helped improved student learning as it allows for differentiated learning as well as the creation of student driven learning. By allowing the students to work at their pace and in methods that challenge them or allow them to catch up they can truly show the knowledge they have gained. Also the student led project will help provide proof of learning as well. These lessons will also help provide higher schools on these topics which are both EOC course and this improvement is a strong part of the school improvement plan. Finally using my knowledge of the webquest, I can use these topics during professional development to help teachers find new methods to help them think critically another aspect promoted during the school improvement plan.
I was able to create two artifacts to show a technology enhanced learning experience. First I was able to create a political webquest designed to help students understand political issues, what their political stance is and create a campaign for their classroom election based on these principles. The unit applies multiple technologies such as moviemaker, kahoot, web surfing, google docs and google forms. The second artifact was my online lesson plan which I created for my World History class. This project was designed to help students understand the concepts of the cold war and how WWII led to the cold war. This site had uses of synchronous meetings, timeglider for timeline creation, youtube videos, and discussion boards. I was able to create both of these sites for my students to guide their own learning and use these new technologies to show their learning of each of these topics.
Both the webquest and online lesson plan were designed to help introduce a specific learning standard. For the online lesson plan this unit helped create an understanding of how the cold war began and the impact of the cold war addressing the following student content standard: (SSUSH20: The student will analyze the domestic and international impact of the Cold War on the United States.). The webquest was designed to help students understand the election process and specific issues discussed during the election. This addresses the following student content standard: SSCG8 the student will demonstrate knowledge of local, state, and national elections. Both of these sites also address many of the ISTE student technology standards. The student technology standards covered by both of these sources are one having the student become an empowered learner by allowing them to create their own election and to discuss how the cold war affected us today. They are knowledge constructor because they are using technologies like timeglider or moviemaker. They also are using these technologies to solve problems answering the concept of innovative design by ISTE. Also the use of the discussion board or google docs to collaborate and communicate, both of which also covered under ISTE. In order to design both of these technology enhanced learning experiences I first researched the content standard and derived the best plan to achieve the content goals. Then using weebly and various resources I had accumulated I blended them into the website. Finally I implemented this website in my class with the webquest being completed through a flipped classroom concept and the online lesson being completed during class time. I was able to model this lesson to teachers at my school when introducing flipped classroom to teachers at the school, and I was able to model it to my students in class first before I gave them the assignment to take home. In order to facilitate the implementing of these websites I gave the students a week long time period to complete the assignments, I also allowed for class time to be used and opened my classroom up in the morning and afternoon to accommodate students who didn’t have the technology resources.
I learned from both of these artifacts the steps needed to create a successful online website as well as how to challenge students to guide their own learning using my current platform. I also learned how to create an online teaching unit that incorporates multiple details such as assessment, differentiation and ways for students to collaborate outside the classroom. Ways I would improve the webquest would be to provide direct links to the candidate’s sites as well as provide more discussion boards to allow for group discussions showing learning throughout the process. With the online lesson I would create more ways for students to show learning through the creation of a product.
The work I did on these projects helped improved student learning as it allows for differentiated learning as well as the creation of student driven learning. By allowing the students to work at their pace and in methods that challenge them or allow them to catch up they can truly show the knowledge they have gained. Also the student led project will help provide proof of learning as well. These lessons will also help provide higher schools on these topics which are both EOC course and this improvement is a strong part of the school improvement plan. Finally using my knowledge of the webquest, I can use these topics during professional development to help teachers find new methods to help them think critically another aspect promoted during the school improvement plan.