4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c)
Artifact:
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Reflection:
The artifacts for Standard 4.3 are the Engaged Learning Project for ITEC 7400 and the Global Collaboration Blog and ELL Lesson for ITEC 7430. The Engaged Learning Project involved creating an authentic learning experience to engage my students. I researched and developed a problem-solving experience, the Mexican Business Proposal, for my students in a virtual middle school. The purpose of the Global Collaboration Blog was to introduce lessons that integrate technology to increase the shared learning experience for students on a global scale. The purpose ELL Lesson was to learn about strategies to support the learning experience of an English Language Learner. I collaborated with colleagues and worked closely with an EL student for this assignment.
Standard 4.3, Diversity, Cultural Understanding and Global Awareness, established the expectations that the artifacts address my ability to model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. In the Mexican Business Proposal Engaged Learning Project, where my students created a business proposal for Mexico, I modeled and facilitated the use of digital tools and resources to enhance cultural understanding by having my students use digital resources to research Mexico. They learned about the culture, resources, and economic possibilities of different regions. They were also connected with an expert on Mexican business by asking questions of a member of the Latin Chamber of Commerce in our Adobe Connect classroom. In the Global Collaboration Blog, I modeled and facilitated use of digital tools and resources to increase global awareness by providing information on the usefulness of Flat Connections and Journey North. Both are opportunities for students to connect with classrooms around the globe to share and learn about the culture of other students. Flat Connections lessons allows students to collaborative solve a problem dealing with sustainability and Journey North allows students to document the migration pattern in their environment. In the ELL lesson I modeled and facilitated the use of digital tools and resources to support diverse student needs by providing personalized digital support strategies for an ELL student on my team via modified assessments and one-one-one synchronous sessions in Adobe Connect.
During the creation of the authentic-learning experience, I learned that my school’s LMS created difficulties to make this experience as collaborative as I would like. Since the students work at their own pace and the LMS does not permit students to communicate directly with each other for projects I had to research use of another digital technology tool, Edmodo. I also learned there was a Latin Chamber of Commerce in Atlanta. This was information that I was able to use to collaborate and have my students collaborate with an in-field expert for their Mexican Business Proposal. I learned that feedback from your peers is the best way to reflect on your assignment and make improvements to it. To improve the quality of this learning experience I would have the students post their presentations to Padlet. I learned about Padlet after developing this learning experience. Padlet would allow more students, educators, parents, etc. to collaborate, evaluate and reflect on the students’ proposals while still providing privacy and safety.
The work that went into creating the artifact impacted student learning. The Mexican Business Proposal and Global Collaboration blog can impact student learning by providing an alternate means for students to display mastery of content, increase their cultural awareness and critical thinking skills, and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, and standards-based benchmarks.
Standard 4.3, Diversity, Cultural Understanding and Global Awareness, established the expectations that the artifacts address my ability to model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. In the Mexican Business Proposal Engaged Learning Project, where my students created a business proposal for Mexico, I modeled and facilitated the use of digital tools and resources to enhance cultural understanding by having my students use digital resources to research Mexico. They learned about the culture, resources, and economic possibilities of different regions. They were also connected with an expert on Mexican business by asking questions of a member of the Latin Chamber of Commerce in our Adobe Connect classroom. In the Global Collaboration Blog, I modeled and facilitated use of digital tools and resources to increase global awareness by providing information on the usefulness of Flat Connections and Journey North. Both are opportunities for students to connect with classrooms around the globe to share and learn about the culture of other students. Flat Connections lessons allows students to collaborative solve a problem dealing with sustainability and Journey North allows students to document the migration pattern in their environment. In the ELL lesson I modeled and facilitated the use of digital tools and resources to support diverse student needs by providing personalized digital support strategies for an ELL student on my team via modified assessments and one-one-one synchronous sessions in Adobe Connect.
During the creation of the authentic-learning experience, I learned that my school’s LMS created difficulties to make this experience as collaborative as I would like. Since the students work at their own pace and the LMS does not permit students to communicate directly with each other for projects I had to research use of another digital technology tool, Edmodo. I also learned there was a Latin Chamber of Commerce in Atlanta. This was information that I was able to use to collaborate and have my students collaborate with an in-field expert for their Mexican Business Proposal. I learned that feedback from your peers is the best way to reflect on your assignment and make improvements to it. To improve the quality of this learning experience I would have the students post their presentations to Padlet. I learned about Padlet after developing this learning experience. Padlet would allow more students, educators, parents, etc. to collaborate, evaluate and reflect on the students’ proposals while still providing privacy and safety.
The work that went into creating the artifact impacted student learning. The Mexican Business Proposal and Global Collaboration blog can impact student learning by providing an alternate means for students to display mastery of content, increase their cultural awareness and critical thinking skills, and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, and standards-based benchmarks.