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:
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Reflection:
The Internet Lesson Plan for 7430 is the primary artifact for Standard 2.1. The assignment involved creating a standards-based internet-based lesson for students that is aligned with technology standards and to model the lesson for teachers. I created the African Travel Brochure internet lesson plan for my virtual school environment and created a recorded presentation on how to complete the lesson for teachers in any school environment.
Standard 2.1, Content Standards & Student Technology standard establishes the expectations for artifact alignment with student content standards and student technology standards. The African Travel Brochure internet lesson plan is aligned with student content standards: SS7G1 Locate selected features of Africa and SS7G2 Explain environmental issues across the continent of Africa. Students take on the role of a travel agent and create a travel brochure to an African country. The brochure highlights political facts, physical features, cultural information, information about environmental concerns and more. The African Travel Brochure lesson plan is also aligned with student technology standards: 1b Students build networks and customize their learning environments in ways that support the learning process, 1d 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, 2a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world, 2b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or networked devices, 3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits, 3b Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits, 4b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks, 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication, and 6d Students publish or present content that customizes the message and medium for their intended audiences. Students research information about the country in their brochure using our LMS and e-text. They have a variety of technology options to create their presentation by using any Microsoft Office Suite of software, Google presentation software, Adobe Spark Video, Google tour, etc. They would then post their final presentation to the class Padlet. Students follow-up their post by commenting on a peer’s presentation and completing an end of assignment Google Form reflecting on their experience.
Standard 2.1, Content Standards & Student Technology standard also establishes the expectations for the artifact to demonstrate the ability to model and facilitate the design and implementation of a technology enhanced learning experience. I designed the African Travel Brochure to be a technology enhanced learning experience for my students in our virtual school setting. The implementation of the assignment for students is conducted via a modification feature on our LMS and I facilitate their learning by hosting Adobe Connect support sessions prior to and while students are implementing the assignment. I also designed and implemented a recorded video presentation of the technology enhanced learning experience for teachers. During the video, I modeled how teachers could facilitate and implement the African Travel Brochure assignment with their students.
During the implementation of the enhanced learning experience, I realized that some students misunderstood the directions. They provided information on problems with economy instead of problems with the environment. I learned that I need to separate words with similar beginnings in the directions for students who skim the instructions. I also learned that after a unit on the economy students were still focused on that content instead of moving forward to new content. I learned that I needed to clarify the focus of the assignment in more written and verbal detail for students.
The work that went into creating the artifact impacted student learning. It impacted student learning by providing an alternate means for students to display mastery of content, show creativity and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, USA TestPrep and benchmarks.
Standard 2.1, Content Standards & Student Technology standard establishes the expectations for artifact alignment with student content standards and student technology standards. The African Travel Brochure internet lesson plan is aligned with student content standards: SS7G1 Locate selected features of Africa and SS7G2 Explain environmental issues across the continent of Africa. Students take on the role of a travel agent and create a travel brochure to an African country. The brochure highlights political facts, physical features, cultural information, information about environmental concerns and more. The African Travel Brochure lesson plan is also aligned with student technology standards: 1b Students build networks and customize their learning environments in ways that support the learning process, 1d 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, 2a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world, 2b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or networked devices, 3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits, 3b Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits, 4b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks, 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication, and 6d Students publish or present content that customizes the message and medium for their intended audiences. Students research information about the country in their brochure using our LMS and e-text. They have a variety of technology options to create their presentation by using any Microsoft Office Suite of software, Google presentation software, Adobe Spark Video, Google tour, etc. They would then post their final presentation to the class Padlet. Students follow-up their post by commenting on a peer’s presentation and completing an end of assignment Google Form reflecting on their experience.
Standard 2.1, Content Standards & Student Technology standard also establishes the expectations for the artifact to demonstrate the ability to model and facilitate the design and implementation of a technology enhanced learning experience. I designed the African Travel Brochure to be a technology enhanced learning experience for my students in our virtual school setting. The implementation of the assignment for students is conducted via a modification feature on our LMS and I facilitate their learning by hosting Adobe Connect support sessions prior to and while students are implementing the assignment. I also designed and implemented a recorded video presentation of the technology enhanced learning experience for teachers. During the video, I modeled how teachers could facilitate and implement the African Travel Brochure assignment with their students.
During the implementation of the enhanced learning experience, I realized that some students misunderstood the directions. They provided information on problems with economy instead of problems with the environment. I learned that I need to separate words with similar beginnings in the directions for students who skim the instructions. I also learned that after a unit on the economy students were still focused on that content instead of moving forward to new content. I learned that I needed to clarify the focus of the assignment in more written and verbal detail for students.
The work that went into creating the artifact impacted student learning. It impacted student learning by providing an alternate means for students to display mastery of content, show creativity and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, USA TestPrep and benchmarks.