Standard 2.1:Content Standards and 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.
Artifact: Hoot Introduction Module
Reflection:
The Hoot Introduction Module was completed in the spring semester of 2015 on a Coursera MOOC offered by the University System of Georgia. This course took the place of ITEC 7480, Introduction to Online Learning. The Hoot Introduction served in helping me create an online module that I would eventually incorporate into my co-taught sixth grade Language Arts classroom.
This module allowed students to learn some key information about the setting of the novel that we were beginning the following week. This module required the students to think critically to comprehend texts as the complete a Web Quest, collaborate with peers by using a discussion board, begin to learn the unit vocabulary, and take a comprehension quiz that aligns with the first chapter of the novel. All of this can be done online at a flexible pace for all students and aligns with the sixth grade Language Arts Common Core Standards. This module shows my mastery of Standard 2.1 because it reflects my ability to design and implement online modules that are aligned with both the student content standards and student technology standards. Additionally, this introduction was differentiated so that all students can be successful. I was also able to model and facilitate during the implementation of the project to ensure student were learning how to navigate their first web quest efficiently. This web quest was involved with the following content standards:
As students were completing this module, they were also meeting the student technology standards. These student standards are set forth by ISTE for student technology use. Those standards can be seen below:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students apply digital tools to gather, evaluate, and use information.
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
I created this technology based lesson that required students to interact online, do research, interact with one another, and work toward mastery of their content area standards as well as the ISTE net standards.
When I was working on my project, I was thinking that my students wouldn't have much difficulty navigating the web quest since they were born in the "Digital Age." However, I found that most of my students are very proficient on tablets and phones; however, they lack basic skills they need to work on a desktop. My co-teacher and I knew this was our students' first time working on an online module like this, so we made it in an in class assignment. The students did need more support than we had anticipated; however, it was quickly resolved when we projected the laptop screen and walked them through the first couple of steps. Going forward, I have learned how to spend some time modeling when I am doing something new in technology. Because I have learned form this experience and have applied it to my practice this year, I have seen an increase in productivity and confidence when completing an assignment that requires technology.
Despite the unexpected confusion during the beginning stages, this was a very empowering project for my students. Last year, I was in a co-taught setting that had a huge discrepancy in student motivation and ability. This self-paced module engaged students that need to work at an accelerated pace and students that require remediation to complete the assignment at a speed that suited their individual learning needs. The students who needed extra support at different stages in the assignment could have our full attention, which was powerful and helpful to their learning process.
Reflection:
The Hoot Introduction Module was completed in the spring semester of 2015 on a Coursera MOOC offered by the University System of Georgia. This course took the place of ITEC 7480, Introduction to Online Learning. The Hoot Introduction served in helping me create an online module that I would eventually incorporate into my co-taught sixth grade Language Arts classroom.
This module allowed students to learn some key information about the setting of the novel that we were beginning the following week. This module required the students to think critically to comprehend texts as the complete a Web Quest, collaborate with peers by using a discussion board, begin to learn the unit vocabulary, and take a comprehension quiz that aligns with the first chapter of the novel. All of this can be done online at a flexible pace for all students and aligns with the sixth grade Language Arts Common Core Standards. This module shows my mastery of Standard 2.1 because it reflects my ability to design and implement online modules that are aligned with both the student content standards and student technology standards. Additionally, this introduction was differentiated so that all students can be successful. I was also able to model and facilitate during the implementation of the project to ensure student were learning how to navigate their first web quest efficiently. This web quest was involved with the following content standards:
- ELACC6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
- ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.
- ELACC6RI7: Intergrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
- ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
- ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
- ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
- ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
As students were completing this module, they were also meeting the student technology standards. These student standards are set forth by ISTE for student technology use. Those standards can be seen below:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
- Apply existing knowledge to generate new ideas, products, or processes
- Create original works as a means of personal or group expression
- Use models and simulations to explore complex systems and issues
- Identify trends and forecast possibilities
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
- Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
- Communicate information and ideas effectively to multiple audiences using a variety of media and formats
- Develop cultural understanding and global awareness by engaging with learners of other cultures
- Contribute to project teams to produce original works or solve problems
Students apply digital tools to gather, evaluate, and use information.
- Plan strategies to guide inquiry
- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
- Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
- Process data and report results
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
- Advocate and practice safe, legal, and responsible use of information and technology
- Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
- Demonstrate personal responsibility for lifelong learning
- Exhibit leadership for digital citizenship
I created this technology based lesson that required students to interact online, do research, interact with one another, and work toward mastery of their content area standards as well as the ISTE net standards.
When I was working on my project, I was thinking that my students wouldn't have much difficulty navigating the web quest since they were born in the "Digital Age." However, I found that most of my students are very proficient on tablets and phones; however, they lack basic skills they need to work on a desktop. My co-teacher and I knew this was our students' first time working on an online module like this, so we made it in an in class assignment. The students did need more support than we had anticipated; however, it was quickly resolved when we projected the laptop screen and walked them through the first couple of steps. Going forward, I have learned how to spend some time modeling when I am doing something new in technology. Because I have learned form this experience and have applied it to my practice this year, I have seen an increase in productivity and confidence when completing an assignment that requires technology.
Despite the unexpected confusion during the beginning stages, this was a very empowering project for my students. Last year, I was in a co-taught setting that had a huge discrepancy in student motivation and ability. This self-paced module engaged students that need to work at an accelerated pace and students that require remediation to complete the assignment at a speed that suited their individual learning needs. The students who needed extra support at different stages in the assignment could have our full attention, which was powerful and helpful to their learning process.