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. (PSC 2.1/ISTE 2a)
Reflection:
The Multimedia Design project is a web quest created to guide students through social studies content and the students were accessed based upon their final product creation use student technology standards.
This lesson was created as the culminating activity in ITEC 7445: Multimedia & Web Design in Education. The artifacts I have included are the web quest and the Field Experience logs which reflect the work and time in creating the web quest. In this web quest, 7th grade social studies students explore the topics of Apartheid in Africa and Nelson Mandela. Students will explore various primary sources and documents relating to the topics. The student assessed on their learning by creating videos on the topics of Apartheid and Nelson Mandela.
In designing the web quest, I had to identify the content standards and resources which aligned to the content of the web quest include in the design of the web quest. Additionally I identified and created digital resources to support the content and technology standards. These artifacts demonstrates my understanding of the Georgia Performance Standards and the ISTE NETS-S standards when design and implementation of the technology–enhanced-learning experience.
As identified in the Multi-Media Design Project Report, the lesson addressed these standards specifically:
Georgia Performance Standards:
SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.
c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk
NET-S Standards:
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
2. 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:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.
3. Students apply digital tools to gather, evaluate, and use information. Students:
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. Plan and manage activities to develop a solution or complete a project.
This web quest design involved me uses the technology tool called Weebly and the knowledge of the ADDIE design process gained during the competition of the ITEC 7445 course. Part of the ADDIE process, I had to understand who my student were to develop the environment based included recorded instructions along with written instruction to aid my student’s with various needs. This project was also designed to be collaborative the students completed their research individually and create their final video product in groups. In the design process, I wanted to create an engaged and unique learning experience. I included a variety of resources for the student to view including the use of a Nelson Mandela Voki to hook the students at the beginning of the lesson. In developing the web quest, I used a web tool called Weebly. Along with providing students with graphic organizers and worksheets to complete their research, these documents are also posted on the site for additional usage. During the instruction period, I facilitated the learning process in my classroom with my students and was able to assist in their engagement and learning. Lastly, in developing and designing the lesson, I developed an assessment of my students in their creation of a video. At the same time, I created an evaluation page as part of the web quest looking for feedback. The students were able to evaluate the web quest and provide suggestions in the modifications of the lesson. My peers on my grade level content also implement the lesson and the evaluation page allowed their students and my peers to provide feedback.
I originally created the lessons during the summer of 2013, but did not implement the lesson until February of 2014. During this gap, I was able to change some of the content as we moved closer to the time of implementation. However, after implementation I learned that I must ensure all of the elements of the project will work on various types of technologies. I created introductory and instructional Voki’s to be used during the course of the lesson using a Windows computer. However, my students completed the lessons using iPads and the Voki’s would not display.
This project created an engaging student learning environment which has direct impact on student learning. The students were able to take part in an authentic learning environment which was all web-based and introduce students to new tools in their learning. Further impact can be assessed through the students final products in creating video is a reflection and mastery of the material and the use of technology. Furthermore, the increase of technology in student learning is a goal of the school improvement plan and faculty development is impacted due to the fact, I can model and facilitate others in the development and implementation of technology learning experiences in their classrooms.
This lesson was created as the culminating activity in ITEC 7445: Multimedia & Web Design in Education. The artifacts I have included are the web quest and the Field Experience logs which reflect the work and time in creating the web quest. In this web quest, 7th grade social studies students explore the topics of Apartheid in Africa and Nelson Mandela. Students will explore various primary sources and documents relating to the topics. The student assessed on their learning by creating videos on the topics of Apartheid and Nelson Mandela.
In designing the web quest, I had to identify the content standards and resources which aligned to the content of the web quest include in the design of the web quest. Additionally I identified and created digital resources to support the content and technology standards. These artifacts demonstrates my understanding of the Georgia Performance Standards and the ISTE NETS-S standards when design and implementation of the technology–enhanced-learning experience.
As identified in the Multi-Media Design Project Report, the lesson addressed these standards specifically:
Georgia Performance Standards:
SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.
c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk
NET-S Standards:
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
2. 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:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.
3. Students apply digital tools to gather, evaluate, and use information. Students:
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. Plan and manage activities to develop a solution or complete a project.
This web quest design involved me uses the technology tool called Weebly and the knowledge of the ADDIE design process gained during the competition of the ITEC 7445 course. Part of the ADDIE process, I had to understand who my student were to develop the environment based included recorded instructions along with written instruction to aid my student’s with various needs. This project was also designed to be collaborative the students completed their research individually and create their final video product in groups. In the design process, I wanted to create an engaged and unique learning experience. I included a variety of resources for the student to view including the use of a Nelson Mandela Voki to hook the students at the beginning of the lesson. In developing the web quest, I used a web tool called Weebly. Along with providing students with graphic organizers and worksheets to complete their research, these documents are also posted on the site for additional usage. During the instruction period, I facilitated the learning process in my classroom with my students and was able to assist in their engagement and learning. Lastly, in developing and designing the lesson, I developed an assessment of my students in their creation of a video. At the same time, I created an evaluation page as part of the web quest looking for feedback. The students were able to evaluate the web quest and provide suggestions in the modifications of the lesson. My peers on my grade level content also implement the lesson and the evaluation page allowed their students and my peers to provide feedback.
I originally created the lessons during the summer of 2013, but did not implement the lesson until February of 2014. During this gap, I was able to change some of the content as we moved closer to the time of implementation. However, after implementation I learned that I must ensure all of the elements of the project will work on various types of technologies. I created introductory and instructional Voki’s to be used during the course of the lesson using a Windows computer. However, my students completed the lessons using iPads and the Voki’s would not display.
This project created an engaging student learning environment which has direct impact on student learning. The students were able to take part in an authentic learning environment which was all web-based and introduce students to new tools in their learning. Further impact can be assessed through the students final products in creating video is a reflection and mastery of the material and the use of technology. Furthermore, the increase of technology in student learning is a goal of the school improvement plan and faculty development is impacted due to the fact, I can model and facilitate others in the development and implementation of technology learning experiences in their classrooms.
