STANDARD 2
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Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.
Element 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. Element 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). Element 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. Element 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. Element 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. Element 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. |
EVIDENCE
#1 | FRIT 7234 Inquiry & Information Fluency Lessons / Resources
#2 | FRIT 7739 Digital Citizenship Collaborative Unit
#3 | ITEC 7430 Instructional Design Unit
#4 | ITEC 7436 Technology-Based Assessment & Analysis
REFLECTION
The teaching, learning, and assessment standard is something that I have been preparing for throughout all my years as being an educator. The integration of technology in my teaching has always existed and always continues to grow and develop. Once you start along the path of technology utilization you must never stop learning yourself. Education has always been decades behind new innovations in technology and not just in hardware. We suffer from a stagnated mentality of traditional methods that do not reach the current generation of students that walk through our classroom doors. Growth mentality should extend beyond our students. As educators we must continually grow to meet the needs of our evolving audience.
My first piece of evidence that exemplifies this standard is an inquiry and information fluency unit addressing literacy, social studies, ITSE, digital fluency, and citizenship standards tying this evidence to Element 2.1. Element 2.2-6:With project-based learning, higher order thinking skills, and authentic learning experiences in mind, students will utilize a chromebook or tablet to interact with all elements of the lesson. Virtual environments were created on Webb 2.0 software such as Padlet, Google classroom, and Sutori. The concluding activity utilizes a brand new discourse debate tracker by Kialo that provides live debate arguments as the students defend their sides. In addition, the students will create in Adobe Spark video culminating all the knowledge that they have learned in this unit. All elements of this unit are technology enhanced for a very specific and targeted purpose. Element 2.7-9: Assessment information is provided after every lesson for future data analysis and improvement upon the unit.
My second piece of evidence is my digital citizenship collaborative unit I did for this practicum. It addresses every element in this standard in the following ways. This was designed top to bottom in collaboration with the Brooklet Elementary School STEM teacher, and after several emails and in-person discussions we arrived at the topic of deep fakes concerning the domain of digital security and fluency. Deep fakes are a very recent phenomenon, and very scant resources exist for educational purposes, even less for the elementary school grades. I was excited to tackle this challenge knowing that I had to create all of the resources for this to be effective. Knowing that I wanted to take a learner centered approach that challenged a student's ability to analyze and decide on problems, I chose Flipgrid as my central assignment hub to organize each of the unit tasks. After conducting hours of research about deep fakes myself, I tried my hand at creating one with something unique to the students prior learning to engage them in the learning process immediately. Each assignment then builds upon this knowledge asking the students to analyze situations and articles relevant to them as learners and citizens. I received over 200 response videos featuring students discussing each of the elements in this unit. This technology creates a learning experience that allows students of all levels and learning abilities to interact with the content flawlessly. Assessments were integrated at every step to measure student learning and technology literacy. Numerous technologies were utilized to create this authentic learning experience including Newsela, YouTube, Genially, Adobe, Quizlet, and Quizizz.
Evidence number three is an in-depth instructional design unit that is the manifestation of this standard's elements. It focuses on the many intricate strategies involved with needs assessment, learning outcomes, instruction analysis, learner and context Analysis, objectives, assessments, instruction materials, evaluation, and revision. Each of the sections are backed by specific research based evidence. This crafted unit uses PowToons as a Digital environment for performance evaluation and a self crafted website on Weebly as the online unit hub for assignment execution.
My final piece of evidence is a technology based assessment and data analysis. This deep dives into elements 2.5, 2.7, and 2.8. An assessment is created featuring all the different types of assessment items such as multiple-choice, short answer, essay, higher order thinking, and performance tasks. Each assessment item is analyzed for revision. This assessment plan includes improving reliability, validity, differentiation, and overall student learning.
My first piece of evidence that exemplifies this standard is an inquiry and information fluency unit addressing literacy, social studies, ITSE, digital fluency, and citizenship standards tying this evidence to Element 2.1. Element 2.2-6:With project-based learning, higher order thinking skills, and authentic learning experiences in mind, students will utilize a chromebook or tablet to interact with all elements of the lesson. Virtual environments were created on Webb 2.0 software such as Padlet, Google classroom, and Sutori. The concluding activity utilizes a brand new discourse debate tracker by Kialo that provides live debate arguments as the students defend their sides. In addition, the students will create in Adobe Spark video culminating all the knowledge that they have learned in this unit. All elements of this unit are technology enhanced for a very specific and targeted purpose. Element 2.7-9: Assessment information is provided after every lesson for future data analysis and improvement upon the unit.
My second piece of evidence is my digital citizenship collaborative unit I did for this practicum. It addresses every element in this standard in the following ways. This was designed top to bottom in collaboration with the Brooklet Elementary School STEM teacher, and after several emails and in-person discussions we arrived at the topic of deep fakes concerning the domain of digital security and fluency. Deep fakes are a very recent phenomenon, and very scant resources exist for educational purposes, even less for the elementary school grades. I was excited to tackle this challenge knowing that I had to create all of the resources for this to be effective. Knowing that I wanted to take a learner centered approach that challenged a student's ability to analyze and decide on problems, I chose Flipgrid as my central assignment hub to organize each of the unit tasks. After conducting hours of research about deep fakes myself, I tried my hand at creating one with something unique to the students prior learning to engage them in the learning process immediately. Each assignment then builds upon this knowledge asking the students to analyze situations and articles relevant to them as learners and citizens. I received over 200 response videos featuring students discussing each of the elements in this unit. This technology creates a learning experience that allows students of all levels and learning abilities to interact with the content flawlessly. Assessments were integrated at every step to measure student learning and technology literacy. Numerous technologies were utilized to create this authentic learning experience including Newsela, YouTube, Genially, Adobe, Quizlet, and Quizizz.
Evidence number three is an in-depth instructional design unit that is the manifestation of this standard's elements. It focuses on the many intricate strategies involved with needs assessment, learning outcomes, instruction analysis, learner and context Analysis, objectives, assessments, instruction materials, evaluation, and revision. Each of the sections are backed by specific research based evidence. This crafted unit uses PowToons as a Digital environment for performance evaluation and a self crafted website on Weebly as the online unit hub for assignment execution.
My final piece of evidence is a technology based assessment and data analysis. This deep dives into elements 2.5, 2.7, and 2.8. An assessment is created featuring all the different types of assessment items such as multiple-choice, short answer, essay, higher order thinking, and performance tasks. Each assessment item is analyzed for revision. This assessment plan includes improving reliability, validity, differentiation, and overall student learning.