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.
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.
Artifact - Lesson Plan Project
I designed and implemented the lesson plan field experience in the second semester of my studies for ITEC 7430, Internet Tools for the Classroom. The purpose of this lesson plan was to teach the content standards using 3 or more Web 2.0 tools in the process. As a media specialist, this assignment required that I collaborate with a classroom teacher. I worked with a 12th grade English teacher whom I knew to embrace technology in her classroom.
The lesson plan project I designed exhibits mastery of standard 2.1 which is to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. In this lesson plan project, the students studied a biography of William Shakespeare called Shakespeare: The World as Stage. Using a total of four Web 2.0 tools including Wikispaces, Timetoast, Prezi, and Screencast-o-matic, they collaborated in groups to complete the majority of their assignments. Each group was assigned a chapter of the book to read and was responsible for teaching that chapter to the rest of the class. My collaborating teacher developed the assessment rubrics and I created the Wikispaces pages, tested all Web 2.0 tools to make sure everything worked, and gave tutorials on each Web 2.0 tool in the classroom before students began work on their assignments. Once we moved to the computer lab I coached students and performed technical troubleshooting tasks as needed.
Students were required to complete 5 tasks to illustrate their learning. These tasks included contributing to a timeline on Timetoast, creating a group Prezi incorporating a visual metaphor, making a handout on Microsoft Word designed to support their classmates’ learning, designing a five-question quiz for SMART Response System, and recording a self-evaluation using Screencast-o-matic.
This project addressed the English Language Arts (ELA) standards of writing to develop a topic by determining the most significant facts and details for an audience, of using technology to publish and share writing products, and of citing evidence from a text to support analysis. ELA listening standards were also required as students made strategic use of digital media in presentations and presented findings to convey a clear and distinct perspective that listeners could follow. In addition, the lesson addressed the NETS-S standards of creativity and innovation, communication and collaboration, research and information fluency, critical thinking and decision making, digital citizenship, and technology concepts and operations.
Technology supported the lesson by providing tools which allowed students to create their visual metaphor, timeline, pamphlet, and screencast while also facilitating group collaboration. Though students had plenty of time in the computer labs and media center, all of the tools were available from home and each tool except Screencast-o-matic allowed each member to edit the contents. The students learned new skills in online collaboration, making effective presentations, and creating tutorials and demonstrations using screencasting.
This experience reinforced what I have learned about using technology to engage students and to challenge them to work cooperatively, be creative, and think critically. Web 2.0 tools are the key to designing effective instruction and creating stimulating digital citizenship in our students. My collaborating teacher and I learned to work together as partners to deliver effective instruction. When we do it again, we will make some changes. We will drop the Timetoast element as this tool did not work as well for the assignment as we had thought it would. We have also discussed using Kahoot! in place of the SMART Response pads.
I really enjoyed this project. Working with Ms. Schapley was a wonderful experience and one I plan to repeat next year. It impacted professional learning for both of us. I feel I was truly an instructional technology coach as we worked together. This experience impacted student learning by offering an opportunity for learners to engage in collaboration, digital citizenship, and critical and creative thinking. They clearly enjoyed the experience making the atmosphere congenial and productive. Requiring students to teach the class their part of the book required them to master the content. Students were challenged to evaluate their own learning and also their groups’ performances.
I designed and implemented the lesson plan field experience in the second semester of my studies for ITEC 7430, Internet Tools for the Classroom. The purpose of this lesson plan was to teach the content standards using 3 or more Web 2.0 tools in the process. As a media specialist, this assignment required that I collaborate with a classroom teacher. I worked with a 12th grade English teacher whom I knew to embrace technology in her classroom.
The lesson plan project I designed exhibits mastery of standard 2.1 which is to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. In this lesson plan project, the students studied a biography of William Shakespeare called Shakespeare: The World as Stage. Using a total of four Web 2.0 tools including Wikispaces, Timetoast, Prezi, and Screencast-o-matic, they collaborated in groups to complete the majority of their assignments. Each group was assigned a chapter of the book to read and was responsible for teaching that chapter to the rest of the class. My collaborating teacher developed the assessment rubrics and I created the Wikispaces pages, tested all Web 2.0 tools to make sure everything worked, and gave tutorials on each Web 2.0 tool in the classroom before students began work on their assignments. Once we moved to the computer lab I coached students and performed technical troubleshooting tasks as needed.
Students were required to complete 5 tasks to illustrate their learning. These tasks included contributing to a timeline on Timetoast, creating a group Prezi incorporating a visual metaphor, making a handout on Microsoft Word designed to support their classmates’ learning, designing a five-question quiz for SMART Response System, and recording a self-evaluation using Screencast-o-matic.
This project addressed the English Language Arts (ELA) standards of writing to develop a topic by determining the most significant facts and details for an audience, of using technology to publish and share writing products, and of citing evidence from a text to support analysis. ELA listening standards were also required as students made strategic use of digital media in presentations and presented findings to convey a clear and distinct perspective that listeners could follow. In addition, the lesson addressed the NETS-S standards of creativity and innovation, communication and collaboration, research and information fluency, critical thinking and decision making, digital citizenship, and technology concepts and operations.
Technology supported the lesson by providing tools which allowed students to create their visual metaphor, timeline, pamphlet, and screencast while also facilitating group collaboration. Though students had plenty of time in the computer labs and media center, all of the tools were available from home and each tool except Screencast-o-matic allowed each member to edit the contents. The students learned new skills in online collaboration, making effective presentations, and creating tutorials and demonstrations using screencasting.
This experience reinforced what I have learned about using technology to engage students and to challenge them to work cooperatively, be creative, and think critically. Web 2.0 tools are the key to designing effective instruction and creating stimulating digital citizenship in our students. My collaborating teacher and I learned to work together as partners to deliver effective instruction. When we do it again, we will make some changes. We will drop the Timetoast element as this tool did not work as well for the assignment as we had thought it would. We have also discussed using Kahoot! in place of the SMART Response pads.
I really enjoyed this project. Working with Ms. Schapley was a wonderful experience and one I plan to repeat next year. It impacted professional learning for both of us. I feel I was truly an instructional technology coach as we worked together. This experience impacted student learning by offering an opportunity for learners to engage in collaboration, digital citizenship, and critical and creative thinking. They clearly enjoyed the experience making the atmosphere congenial and productive. Requiring students to teach the class their part of the book required them to master the content. Students were challenged to evaluate their own learning and also their groups’ performances.