Standard 2.6:Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.
Artifact: One Hour Technology Workshop
The one hour technology was created for teachers during ITEC 7460 during the fall semester of 2015. This project required me to survey the teachers in my building, navigate the data, design a professional development session, and teach it to my peers. After navigating the surveys sent out to my team, I decided to conduct a session called Engaging Students with Video.
After spending countless hours developing my project, it was time to facilitate my professional development session on having students make videos. I went into the sessions with screencasts, how to guides, and my computer to demonstrate the concept. I had copies prepared for each member of the staff in addition to creating a website that reiterated these points. First, I did a brief introduction on each tool I was using, such as, Screencast, EdPuzzle, and PowToon. Then, I talked about how it could be of value in each content area. Finally, I modeled how to access each site and create a video. When I was done presenting each tool, I gave teachers ten minutes to play and ask questions. This shows that I learned research-based best practices because I first got input from my audience on what they wanted to learn and second gave them time to explore and familiarize themselves with the tools before they moved on.
This was a very insightful session because it was my first time leading a professional development session in front of my peers. Next time I am creating something for teachers, I would create a frequently asked questions page and include this in my handouts. Since I was doing this for class, I also had to record myself and I was having technical difficulties. This resulted in adding extra stress to my session and making it somewhat choppy. In the future, I will not have this to worry about. I loved the tools I used for the session and I think the teachers that were present appreciated them also. Each tool was cross-curricular and relatively simple to use. I also liked watching the teachers get to discover and create during the session. Some of them brought lesson plans with them and made a video they could implement in the next few weeks. I enjoyed getting feedback from everyone, and I would be thrilled to continue presenting in the future.
The professional development session impacted teachers first, then students. At their own pace, teachers became more comfortable using the tools for themselves and then made videos they could use in their classrooms. As the became increasingly comfortable, they began filling the computer labs and letting students make videos to share about research topics.
The one hour technology was created for teachers during ITEC 7460 during the fall semester of 2015. This project required me to survey the teachers in my building, navigate the data, design a professional development session, and teach it to my peers. After navigating the surveys sent out to my team, I decided to conduct a session called Engaging Students with Video.
After spending countless hours developing my project, it was time to facilitate my professional development session on having students make videos. I went into the sessions with screencasts, how to guides, and my computer to demonstrate the concept. I had copies prepared for each member of the staff in addition to creating a website that reiterated these points. First, I did a brief introduction on each tool I was using, such as, Screencast, EdPuzzle, and PowToon. Then, I talked about how it could be of value in each content area. Finally, I modeled how to access each site and create a video. When I was done presenting each tool, I gave teachers ten minutes to play and ask questions. This shows that I learned research-based best practices because I first got input from my audience on what they wanted to learn and second gave them time to explore and familiarize themselves with the tools before they moved on.
This was a very insightful session because it was my first time leading a professional development session in front of my peers. Next time I am creating something for teachers, I would create a frequently asked questions page and include this in my handouts. Since I was doing this for class, I also had to record myself and I was having technical difficulties. This resulted in adding extra stress to my session and making it somewhat choppy. In the future, I will not have this to worry about. I loved the tools I used for the session and I think the teachers that were present appreciated them also. Each tool was cross-curricular and relatively simple to use. I also liked watching the teachers get to discover and create during the session. Some of them brought lesson plans with them and made a video they could implement in the next few weeks. I enjoyed getting feedback from everyone, and I would be thrilled to continue presenting in the future.
The professional development session impacted teachers first, then students. At their own pace, teachers became more comfortable using the tools for themselves and then made videos they could use in their classrooms. As the became increasingly comfortable, they began filling the computer labs and letting students make videos to share about research topics.