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. (PSC 2.6/ISTE 2f)
Artifact: INteractive whiteboard project
Reflection:
In the course ITEC7400, 21st Century Teaching and Learning, I developed the artifact for Standard 2.6. This course helped me explore the instructional software and basic productivity tools available at my school. I researched and determined best practices to facilitated technology-enriched learning. This research led me to creating an Interactive Whiteboard (IWB) lesson where students utilized the technology to facilitate their learning during Math instruction.
Prior to creating the artifact, I read multiple research articles to determine the proper way to drive student learning using the IWB in the classroom. After research was completed, I concluded that there was a need to provide opportunities for student-centered learning utilizing the device. I determined best-practices in instructional design when designing and developing this resource and technology-enhanced learning experience. Teachers in my grade level and at my school often used the available IWB, the SMARTBoard, to conduce whole-group lessons. Most of my prior training on the device was to use the tool in a whole-group, direct instruction setting. Teachers often presented a video or a PowerPoint presentation using the IWB and did not utilize it to the fullest of its capabilities. Students were not creating, evaluating, and assessing using the device. This research and project allowed me to create a learning resource that gave students the opportunity to use the digital tool to provide a technology-enhanced learning experience.
To ensure that my students meet and exceed math standards, I try to incorporate as many manipulatives as I possibly can within my instruction. For this artifact, I created a Notebook file for the SMARTBoard to provide independent practice in the content area of Mathematics. Titled “Subtraction!” this file is targeted for first grade students. It addresses the following mathematics standards: MCC1.OA.7, 8; MCC1.NBT.4, 5; MCC1.OA.1, 2, 6. In this file, students practiced solving equations using subtraction as well as solving word problems and adding and subtracting within 20. The notebook file was designed to serve as independent practice for students, and was engaging and attractive. Each age-appropriate page serves as an assessment, for students are directly being asked to perform work and record answers. This can be within units of study as formative assessments or as summative assessment to determine progress over time. The facilitation of this file shows research-based best practices in instructional design were implemented. When designing and developing this resource using the digital tool, students were engaged in high quality, technology-enhanced learning experiences.
As children become more comfortable using technology, their competency will increase, as will the quality of their work production. This artifact has helped me see that as students interact with technology to enhance their learning, the result is virtually limitless. This particular project required me to think critically about the designs of my Notebook files. Generally the files I create are for teacher use with students, but I created the file with the intent of student independent practice. The subtraction unit required some modeling with students initially, but students were able to use technology to learn. I now am more confident creating files for student use and implementation within the classroom setting. If I were completing the artifact again, I would likely simplify it to allow for ease of accessibility for student use. I would likely shorten it or create files that address one standard at a time instead of a series of standards.
I learned a great deal about appropriate technology use with students and was able to share that knowledge with the staff at my school. I was able to provide professional developments to individuals, teams of teachers, as well as larger groups of teachers by sharing resources that I created. Teachers were able to implement the IWB project with students and experience student-centered learning first hand. The artifact not only positively affected the learning of my class, but the learning of the students that used the resources that I created and shared. Teachers received quality lessons to use with their students, and students were able to drive their own learning through the use of the digital tool. Impact can be assessed with the overall progress and mastery of standards that are addressed in the resource that I created.
In the course ITEC7400, 21st Century Teaching and Learning, I developed the artifact for Standard 2.6. This course helped me explore the instructional software and basic productivity tools available at my school. I researched and determined best practices to facilitated technology-enriched learning. This research led me to creating an Interactive Whiteboard (IWB) lesson where students utilized the technology to facilitate their learning during Math instruction.
Prior to creating the artifact, I read multiple research articles to determine the proper way to drive student learning using the IWB in the classroom. After research was completed, I concluded that there was a need to provide opportunities for student-centered learning utilizing the device. I determined best-practices in instructional design when designing and developing this resource and technology-enhanced learning experience. Teachers in my grade level and at my school often used the available IWB, the SMARTBoard, to conduce whole-group lessons. Most of my prior training on the device was to use the tool in a whole-group, direct instruction setting. Teachers often presented a video or a PowerPoint presentation using the IWB and did not utilize it to the fullest of its capabilities. Students were not creating, evaluating, and assessing using the device. This research and project allowed me to create a learning resource that gave students the opportunity to use the digital tool to provide a technology-enhanced learning experience.
To ensure that my students meet and exceed math standards, I try to incorporate as many manipulatives as I possibly can within my instruction. For this artifact, I created a Notebook file for the SMARTBoard to provide independent practice in the content area of Mathematics. Titled “Subtraction!” this file is targeted for first grade students. It addresses the following mathematics standards: MCC1.OA.7, 8; MCC1.NBT.4, 5; MCC1.OA.1, 2, 6. In this file, students practiced solving equations using subtraction as well as solving word problems and adding and subtracting within 20. The notebook file was designed to serve as independent practice for students, and was engaging and attractive. Each age-appropriate page serves as an assessment, for students are directly being asked to perform work and record answers. This can be within units of study as formative assessments or as summative assessment to determine progress over time. The facilitation of this file shows research-based best practices in instructional design were implemented. When designing and developing this resource using the digital tool, students were engaged in high quality, technology-enhanced learning experiences.
As children become more comfortable using technology, their competency will increase, as will the quality of their work production. This artifact has helped me see that as students interact with technology to enhance their learning, the result is virtually limitless. This particular project required me to think critically about the designs of my Notebook files. Generally the files I create are for teacher use with students, but I created the file with the intent of student independent practice. The subtraction unit required some modeling with students initially, but students were able to use technology to learn. I now am more confident creating files for student use and implementation within the classroom setting. If I were completing the artifact again, I would likely simplify it to allow for ease of accessibility for student use. I would likely shorten it or create files that address one standard at a time instead of a series of standards.
I learned a great deal about appropriate technology use with students and was able to share that knowledge with the staff at my school. I was able to provide professional developments to individuals, teams of teachers, as well as larger groups of teachers by sharing resources that I created. Teachers were able to implement the IWB project with students and experience student-centered learning first hand. The artifact not only positively affected the learning of my class, but the learning of the students that used the resources that I created and shared. Teachers received quality lessons to use with their students, and students were able to drive their own learning through the use of the digital tool. Impact can be assessed with the overall progress and mastery of standards that are addressed in the resource that I created.