STANDARD 3
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Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.
Element 3.1 Classroom Management & Collaborative Learning - Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. Element 3.2 Managing Digital Tools and Resources - Candidates effectively manage digital tools and resources within the context of student learning experiences. Element 3.3 Online & Blended Learning - Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. Element 3.4 Adaptive and Assistive Technology - Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. Element 3.5 Basic Troubleshooting - Candidates troubleshoot basic software and hardware problems common in digital learning environments. Element 3.6 Selecting and Evaluating Digital Tools & Resources - Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. Element 3.7 Communication & Collaboration - Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. |
EVIDENCE
#1 | Student Thesis Statement Online Unit
Featured Web 2.0 Tool: Powtoons, Remind, Zoom, & Google Classroom
Summery: This online unit uses its own website as an access hub enhanced with other online applications. Powtoons is utilized for presentations hosted on Zoom. Google classroom serves as an paralel learning management platform for assignments. Remind allows the parents to connect and join in the classroom discussions. |
#2 | FRIT 7330 Civil Rights Lesson
Featured Web 2.0 Tool: Sutori & Flipgrid
Summery: When creating a curation of resources, Sutori does an amazing job to not only visualize the information but to provide elements to allow interaction within the curated list. The resizing of element blocks allow you to control the emphasis on different information. Students can communicate with each other via comments and check for understanding with mini matching and multiple choice question interwoven in to the curation. View my live example featuring primary sources concerning civil rights. The Flipgrid link is curated from another teacher featuring the same video in my online unit. It allows a alternative format of response and reflection. |
#3 | FRIT 7739 Digital Citizenship Collaborative Unit
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#4 | Blog Posts | Creating and supporting Digital Environments
Summery: In both the highschool and the elementary school I did my observations at, I contributed directly to the creating, managing and troubleshooting for digital tools and environments.
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REFLECTION
If I had to choose the standards I felt the strongest performance in it would be Standard 3, digital learning environments. This practicum allowed me to utilize my abilities in many several unique ways. I've learned many new technologies to add to my teaching tool belt as well as unique ways to apply research based learning strategies to instructional technology. Most of my projects for standard 2 also apply to this standard.
For my first piece of evidence I present a thesis literacy online unit. It highlighted Elements 3.1-4 as well as 3.6. This online unit uses its own website as an access hub enhanced with other online applications. Powtoons is utilized for presentations hosted on Zoom. Google classroom serves as a parallel learning management platform for assignments. Remind promotes communication with stakeholders and allows the parent to connect and join in the classroom discussions. The use of assistive technologies and blended learning is detailed within the website providing information and tools for students with special needs.
My second piece of evidence is the civil rights unit utilizing online environments such as Sutori, Flipgrid, and a guided unit on Weebly. The guided unit allows an instructor to utilize blended teaching practices coexisting with instructional technology as students complete an in person news article about human rights representing Element 3.2 and 3.3. When creating a curation of resources, Sutori does an amazing job to not only visualize the information but to provide elements to allow interaction within the curated list. The resizing of element blocks allows you to control the emphasis on different information. Students can communicate with each other via comments and check for understanding with matching and multiple choice questions that are interwoven representing Element 3.1 and 3.7. View my live example featuring primary sources concerning civil rights. The Flipgrid link is curated from another teacher featuring the same video in my online unit. It allows for an alternative format of response and reflection.
My third piece of evidence is my digital citizenship collaborative unit. Embodying Element 3.6 and 3.7, I designed this unit within the confines of a teacher's technology infrastructure. It stretched my ability as a resource developer to utilize voice and video editing software to create fake videos relevant to the student population (Element 3.2 and 3.3). Flipgrid’s unique response structure allowed me to address the need for adaptive technology for certain students with special needs (Element 3.4). As I handed this unit over to my collaborating teacher I served in the background as a managing facilitator of all digital tools and technology and kept all communication lines open in case a troubleshooting issue arose (Element 3.1 and 3.5).
My fourth piece of evidence is outlined in my blog with my interactions in both the high school and elementary school instructional technology Learning Commons. Embodying Elements 3.1, 3.2, 3.5, and 3.7, I assisted in troubleshooting Google Drive software issues for teachers, fixing three augmented reality machines, Setting up promethean boards and digital microscopes for classroom instructional practices as well as facilitating a zoom call interactive read aloud with volunteers outside of the school. In addition to these experiences I also manage a professional social media account on Twitter. Here I post regularly about instructional technology innovations and relevant distance-learning teaching practices. Using my social media promoting knowledge to expand my voice, I have garnered a following audience of over hundred stakeholders relevant to education including the senior director of Microsoft for education, numerous principals, the edTech companies icivics and Kalido, as well as Georgia Association of Educators. In addition to this companies such as Adobe, The Smithsonian, Flipgrid, and Newsela have liked and retweeted my posts. This embodies my ability to apply element 3.7 and gives me the tools to be an effective visionary leader in the edTech community as a whole. Social Media is not going anywhere and it must be utilized as a tool to connect and assist other like minded professionals from all over the world.
For my first piece of evidence I present a thesis literacy online unit. It highlighted Elements 3.1-4 as well as 3.6. This online unit uses its own website as an access hub enhanced with other online applications. Powtoons is utilized for presentations hosted on Zoom. Google classroom serves as a parallel learning management platform for assignments. Remind promotes communication with stakeholders and allows the parent to connect and join in the classroom discussions. The use of assistive technologies and blended learning is detailed within the website providing information and tools for students with special needs.
My second piece of evidence is the civil rights unit utilizing online environments such as Sutori, Flipgrid, and a guided unit on Weebly. The guided unit allows an instructor to utilize blended teaching practices coexisting with instructional technology as students complete an in person news article about human rights representing Element 3.2 and 3.3. When creating a curation of resources, Sutori does an amazing job to not only visualize the information but to provide elements to allow interaction within the curated list. The resizing of element blocks allows you to control the emphasis on different information. Students can communicate with each other via comments and check for understanding with matching and multiple choice questions that are interwoven representing Element 3.1 and 3.7. View my live example featuring primary sources concerning civil rights. The Flipgrid link is curated from another teacher featuring the same video in my online unit. It allows for an alternative format of response and reflection.
My third piece of evidence is my digital citizenship collaborative unit. Embodying Element 3.6 and 3.7, I designed this unit within the confines of a teacher's technology infrastructure. It stretched my ability as a resource developer to utilize voice and video editing software to create fake videos relevant to the student population (Element 3.2 and 3.3). Flipgrid’s unique response structure allowed me to address the need for adaptive technology for certain students with special needs (Element 3.4). As I handed this unit over to my collaborating teacher I served in the background as a managing facilitator of all digital tools and technology and kept all communication lines open in case a troubleshooting issue arose (Element 3.1 and 3.5).
My fourth piece of evidence is outlined in my blog with my interactions in both the high school and elementary school instructional technology Learning Commons. Embodying Elements 3.1, 3.2, 3.5, and 3.7, I assisted in troubleshooting Google Drive software issues for teachers, fixing three augmented reality machines, Setting up promethean boards and digital microscopes for classroom instructional practices as well as facilitating a zoom call interactive read aloud with volunteers outside of the school. In addition to these experiences I also manage a professional social media account on Twitter. Here I post regularly about instructional technology innovations and relevant distance-learning teaching practices. Using my social media promoting knowledge to expand my voice, I have garnered a following audience of over hundred stakeholders relevant to education including the senior director of Microsoft for education, numerous principals, the edTech companies icivics and Kalido, as well as Georgia Association of Educators. In addition to this companies such as Adobe, The Smithsonian, Flipgrid, and Newsela have liked and retweeted my posts. This embodies my ability to apply element 3.7 and gives me the tools to be an effective visionary leader in the edTech community as a whole. Social Media is not going anywhere and it must be utilized as a tool to connect and assist other like minded professionals from all over the world.