3.2 Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: ISTE Lesson Plan/ Files
Reflection:
While taking the course ITEC 7430, Internet tools in the Classroom, I created and implemented a series of lesson plans using the ISTE Standards (formerly referred to the NETS standards) from the International Society of for Technology in Education (ISTE). The design, creation, and implementation of this lesson occurred in the fall of 2012. In this lesson, students experienced technology enhanced thinking and learning opportunities covering multiple content areas. It revolved around the Social Studies theme of westward expansion with the explorers Lewis and Clark. The Web 2.0 tools involved in the unit included Bubbl.us, Pebble Go, and Voicethread.
Students were exposed to a BrainPopJr video on Lewis and Clark to activate their knowledge and spark their interest on the subject. To cover reading standards, students learned to infer, generate questions on informational text, cite evidence to prove and justify their reasons about events. In Social Studies, they learned about the contributions and character traits of the relevant Historical figures. In Writing, students participated in shared research projects by utilizing PebbleGo and reported on their knowledge by producing informational text. This information was transferred to a graphic organizer, then a bubbl.us concept map. Finally, students were expected to demonstrate their knowledge through learning tasks utilizing the tool Voicethread. Within Voicethread, students had pictures available of various images of Lewis and Clark as well as Sacagawea. They worked in small groups to comment on an image of choice of Lewis and Clark/ Sacageawea. Students proceeded to answer questions about key details in a text. The questions answered depended on ability level and need. Students were exposed to the prompts in small groups. In the groups, students indicated which prompt they wanted to respond to and were assigned pairs based on responses. The pairs participated in collaborative conversations with diverse partners within the classroom to discuss contributions of Lewis and Clark using Voicethread.
The ISTE lesson plan demonstrates mastery of Standard 3.2 because in order to implement the lesson successfully, I was required to manage learning tools to provide a meaningful learning experience for the students. The assignment and learning resources were designed prior to implementation to engage student learning regarding pertinent standards. This prepared me for the lesson and allowed me time to reflect on management techniques, especially related to student grouping. The implementation of the lesson allowed me to facilitate student learning using digital tools. I had to manage the tools and promote on task behavior in the context of the student learning experience.
I learned that a good technology facilitator embeds technology within lessons. In the artifact that I created, I not only presented students with information to explore concrete topics, but gave them the opportunity to actively use to demonstrate their learning. The technology allowed the students to drive their own learning. Since I created this artifact at the very beginning of my grad school journey, I was able to see first hand how to manage student learning experiences using digital tools. If I were to use the lesson again with students, I would plan to break up the various tasks within the course of multiple days/subject areas. This would allow students to have a concrete focus and master individualized tasks. I also would have found a way to seek out assistance from parent volunteers due to the student comfort level using the technology. Students in first grade require individualized support, and I spent a lot of time trouble shooting as opposed to facilitating learning with small groups as students collaboratively engaged in independent learning activities. I would suggest to anyone completing the lesson to model the processes multiple times with students.
Student learning was s direct result of this learning experience. As students engaged in learning using digital tools, they reinforced and gained content knowledge and in social studies, reading, and writing. A measure of learning occurs on the relevant assessments and rubrics located within the unit, both formally and informally.
While taking the course ITEC 7430, Internet tools in the Classroom, I created and implemented a series of lesson plans using the ISTE Standards (formerly referred to the NETS standards) from the International Society of for Technology in Education (ISTE). The design, creation, and implementation of this lesson occurred in the fall of 2012. In this lesson, students experienced technology enhanced thinking and learning opportunities covering multiple content areas. It revolved around the Social Studies theme of westward expansion with the explorers Lewis and Clark. The Web 2.0 tools involved in the unit included Bubbl.us, Pebble Go, and Voicethread.
Students were exposed to a BrainPopJr video on Lewis and Clark to activate their knowledge and spark their interest on the subject. To cover reading standards, students learned to infer, generate questions on informational text, cite evidence to prove and justify their reasons about events. In Social Studies, they learned about the contributions and character traits of the relevant Historical figures. In Writing, students participated in shared research projects by utilizing PebbleGo and reported on their knowledge by producing informational text. This information was transferred to a graphic organizer, then a bubbl.us concept map. Finally, students were expected to demonstrate their knowledge through learning tasks utilizing the tool Voicethread. Within Voicethread, students had pictures available of various images of Lewis and Clark as well as Sacagawea. They worked in small groups to comment on an image of choice of Lewis and Clark/ Sacageawea. Students proceeded to answer questions about key details in a text. The questions answered depended on ability level and need. Students were exposed to the prompts in small groups. In the groups, students indicated which prompt they wanted to respond to and were assigned pairs based on responses. The pairs participated in collaborative conversations with diverse partners within the classroom to discuss contributions of Lewis and Clark using Voicethread.
The ISTE lesson plan demonstrates mastery of Standard 3.2 because in order to implement the lesson successfully, I was required to manage learning tools to provide a meaningful learning experience for the students. The assignment and learning resources were designed prior to implementation to engage student learning regarding pertinent standards. This prepared me for the lesson and allowed me time to reflect on management techniques, especially related to student grouping. The implementation of the lesson allowed me to facilitate student learning using digital tools. I had to manage the tools and promote on task behavior in the context of the student learning experience.
I learned that a good technology facilitator embeds technology within lessons. In the artifact that I created, I not only presented students with information to explore concrete topics, but gave them the opportunity to actively use to demonstrate their learning. The technology allowed the students to drive their own learning. Since I created this artifact at the very beginning of my grad school journey, I was able to see first hand how to manage student learning experiences using digital tools. If I were to use the lesson again with students, I would plan to break up the various tasks within the course of multiple days/subject areas. This would allow students to have a concrete focus and master individualized tasks. I also would have found a way to seek out assistance from parent volunteers due to the student comfort level using the technology. Students in first grade require individualized support, and I spent a lot of time trouble shooting as opposed to facilitating learning with small groups as students collaboratively engaged in independent learning activities. I would suggest to anyone completing the lesson to model the processes multiple times with students.
Student learning was s direct result of this learning experience. As students engaged in learning using digital tools, they reinforced and gained content knowledge and in social studies, reading, and writing. A measure of learning occurs on the relevant assessments and rubrics located within the unit, both formally and informally.