3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences (PSC 3.2/ ISTE 3a)
Artifact:
| bennett_s_lessonplan.docx |
Reflection:
This artifact included the Internet Lesson Plan developed in
conjunction with the requirements of ITEC 7430. The artifact was created in the
context of 8th grade physical science as a part of a chemistry unit on the
elements of the Periodic Table. My contribution was the planning,
design and facilitated implementation of a lesson plan that infused multiple
technologies to be used by the students in support of the standards for that
unit. The lesson plan involved the
creation of a collaborative team project that produced a class website to
display their research and their various individual and team products that
would then be shared with a younger audience.
The artifact demonstrates my ability to manage digital tools and technology by the successful coordination of multiple technologies infused within the artifact. The digital tools and resources included the use of laptops, Weebly, Prezi, the Internet, Wordle, digital images (Britannica ImageQuest), GoAnimate, YouTube and Weebly applications such as the polling feature, slides and more. Students were successful in using these technologies to collaboratively research and then synthesize their knowledge into the webpages on the class Weebly Periodic Table website. Students additionally produced products on one element of their choosing, and they were able to choose the technology used. The students then uploaded their completed element projects into the project gallery on their Periodic Table website. Success in student learning was evidenced by the rubric assessment, the unit test on the topic, and the final exam and CRCT results.
Additionally, the artifact demonstrates my ability to manage digital tools and technologies by incorporating a number of management strategies to help ensure its successful completion. I first ensured that the technology worked before beginning the lesson by running through it ahead of time. Each day of the lesson, however, I had a back-up plan as the unforeseeable may occur, such as an internet outage. I had rules of technology usage, digital citizenship and online safety posted in the classroom and on my website, and we reviewed those routinely. Any other lab safety concerns were addressed as well. Additionally, certain procedures were documented for their reference, such as inserting images and embedding items such as YouTube. When students entered the classroom, I had them login so that loading begins in order to save time while opening instructions were covered. Their laptops remained partial closed during loading so that the instructions received their full attention.
An additional management strategy is to have the students set up and utilize folders to organize their school files. This simple strategy saves valuable classroom time and establishes good habits for the future. In this artifact most of writing done in Weebly is first done and saved in Word and then copied and pasted into their website. This strategy provides a back-up should something accidentally get deleted on their page. I also encourage having their own USB flash drive for portability of their files to and from school. A final strategy is to end the class several minutes to ensure logouts were done and students could assist in getting set up for the next class.
As I completed this artifact I learned that pre-planning, testing equipment and attention to the management strategies highlighted above can save much valuable instructional time. As mentioned above, however, it is beneficial to always have a back-up plan because the best of plans may be derailed. I learned that it is possible to manage multiple technologies and activities at the same time, but it requires diligence not only in the planning but in oversight of the complete process. Students can be taught to assist with this and become more self-regulating, but the teacher must supervise the use of technology closely as we ultimately would be the one responsible for what occurs in the classroom.
When using this artifact again, there are some things that I will likely try differently. I would likely take the time to allow them to design the project completion steps with my coaching, which should give them a greater sense of control. Additionally, I would change how groups were assigned. I had assessed that they were all gifted and strong performers, and I made the decision to allow them to select their own groups. As it turned out there were some groups more productive than others. I believe I would more strategically place students into groups according to my best judgement on their expected level of contribution. Finally, it was reinforced to me how important it is to look closely at everything they produce before publishing on the Internet. One team was required to re-do a video they had produced with some “borderline” appropriateness in content, with perhaps the intent to be funny. Fortunately I was able to review it and make sure it was taken down before publishing.
The work that went into creating this artifact will positively impact student learning. As the use of digital tools and resources are effectively managed, students will be save valuable lab or class time, experience fewer frustrations which disrupt learning, and will be more productive overall. Additionally a well-organized, positive learning environment is created. The impact on student learning will be assessed via completion of the various rubric components, the results of quizzes and other formative assessments, a unit exam, and ultimately the summative CRCT and final exam for the course. As student learning increases, school improvement is also positively impacted. In our school student performance is a part of each year's School Improvement Plan (SIP), and it is assessed looking at the results of high-stakes tests such as the CRCT, ITBS and the Georgia Writing Test.
The artifact demonstrates my ability to manage digital tools and technology by the successful coordination of multiple technologies infused within the artifact. The digital tools and resources included the use of laptops, Weebly, Prezi, the Internet, Wordle, digital images (Britannica ImageQuest), GoAnimate, YouTube and Weebly applications such as the polling feature, slides and more. Students were successful in using these technologies to collaboratively research and then synthesize their knowledge into the webpages on the class Weebly Periodic Table website. Students additionally produced products on one element of their choosing, and they were able to choose the technology used. The students then uploaded their completed element projects into the project gallery on their Periodic Table website. Success in student learning was evidenced by the rubric assessment, the unit test on the topic, and the final exam and CRCT results.
Additionally, the artifact demonstrates my ability to manage digital tools and technologies by incorporating a number of management strategies to help ensure its successful completion. I first ensured that the technology worked before beginning the lesson by running through it ahead of time. Each day of the lesson, however, I had a back-up plan as the unforeseeable may occur, such as an internet outage. I had rules of technology usage, digital citizenship and online safety posted in the classroom and on my website, and we reviewed those routinely. Any other lab safety concerns were addressed as well. Additionally, certain procedures were documented for their reference, such as inserting images and embedding items such as YouTube. When students entered the classroom, I had them login so that loading begins in order to save time while opening instructions were covered. Their laptops remained partial closed during loading so that the instructions received their full attention.
An additional management strategy is to have the students set up and utilize folders to organize their school files. This simple strategy saves valuable classroom time and establishes good habits for the future. In this artifact most of writing done in Weebly is first done and saved in Word and then copied and pasted into their website. This strategy provides a back-up should something accidentally get deleted on their page. I also encourage having their own USB flash drive for portability of their files to and from school. A final strategy is to end the class several minutes to ensure logouts were done and students could assist in getting set up for the next class.
As I completed this artifact I learned that pre-planning, testing equipment and attention to the management strategies highlighted above can save much valuable instructional time. As mentioned above, however, it is beneficial to always have a back-up plan because the best of plans may be derailed. I learned that it is possible to manage multiple technologies and activities at the same time, but it requires diligence not only in the planning but in oversight of the complete process. Students can be taught to assist with this and become more self-regulating, but the teacher must supervise the use of technology closely as we ultimately would be the one responsible for what occurs in the classroom.
When using this artifact again, there are some things that I will likely try differently. I would likely take the time to allow them to design the project completion steps with my coaching, which should give them a greater sense of control. Additionally, I would change how groups were assigned. I had assessed that they were all gifted and strong performers, and I made the decision to allow them to select their own groups. As it turned out there were some groups more productive than others. I believe I would more strategically place students into groups according to my best judgement on their expected level of contribution. Finally, it was reinforced to me how important it is to look closely at everything they produce before publishing on the Internet. One team was required to re-do a video they had produced with some “borderline” appropriateness in content, with perhaps the intent to be funny. Fortunately I was able to review it and make sure it was taken down before publishing.
The work that went into creating this artifact will positively impact student learning. As the use of digital tools and resources are effectively managed, students will be save valuable lab or class time, experience fewer frustrations which disrupt learning, and will be more productive overall. Additionally a well-organized, positive learning environment is created. The impact on student learning will be assessed via completion of the various rubric components, the results of quizzes and other formative assessments, a unit exam, and ultimately the summative CRCT and final exam for the course. As student learning increases, school improvement is also positively impacted. In our school student performance is a part of each year's School Improvement Plan (SIP), and it is assessed looking at the results of high-stakes tests such as the CRCT, ITBS and the Georgia Writing Test.