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. (PSC 2.1/ISTE 2a)
Artifact
Reflection
I created the Audience Webquest as part of my Multimedia Design Project for the class ITEC 7445: Multimedia and Web Design in Education. The project showcases the multimedia content creation skills I learned and practiced in the course in order to effectively teach the concept of audience to 10th grade language arts students. Additionally, the project required a thorough ADDIE-model analysis in order to show that I considered best-practices for designing and implementing a technology-enhanced learning experience.
Because this artifact, the Multimedia Design Project (MDP), is aligned with student content and technology standards--AP English Language and ISTE-S technology standards for students (as seen on the "Teacher Page" of the artifact)--and because it models and facilitates effective design and implementation of technology-enhanced learning, this project demonstrates my mastery of standard 2.1. I designed this project so that students can be their own knowledge constructors (ISTE-S 3b and 3c). In day two of the project, they have to review several websites related to the learning target and determine which information is the most relevant. Then, they will curate information by choosing which productivity tool they use to redeliver a their own version of this information. I incorporate these tasks into the design of the project because I want to blend aspects of the Universal Design for Learning with student technology standards and content standards. Furthermore, I include multimedia at every stage of learning (TedTalk activator, video tutorials and audio scaffolds) in order to differentiate--for ELL and disabled students--and engage learners. I believe this design effectively models best-practices for a technology-enhanced learning experience. This project also serves as a model for implementing a technology-enhanced learning experience. In the MDP reflection (below), I lay out a detailed plan for implementation, including school technology resources, pacing, and assistance from other teachers, as well as what students need to know (content- and technology-wise) before the day of the project in order to make sure that the project is a success. Furthermore, in the project I facilitate others who might be interested in this project's design and implementation by providing teacher support materials and suggestions for implementation and differentiation on the "teacher page."
From completing the MDP, I learned that I need to start early and test often. Since there were so many media content components to this project, it took several weeks to complete. Additionally, through the reflection process (below), I learned more about the ADDIE process. Technology implementation and evaluation were especially new to me. Although I spent several weeks on this project, I still wish I had started sooner and put the project in front of more critical eyes before submitting it. After the class was over, I shared the MDP with my PLC. One of my co-workers immediately said that it would be nice to include an exemplary model of my student product. He was right. I would add a exemplar in order to improve the quality of my artifact so that students will have a better idea of my expectations.
The work that went into creating this artifact impacts faculty development and student learning. I shared what I learned about the use of multimedia to support English language learners and the webquest format with my PLC and showed them my technology-enhanced lesson idea. Although I don't expect my co-workers to make their own webquests, I did tell them that I would support them in making their own media content. Additionally, I'm anticipating that this project with improve my students' learning of this concept, since the tech strategies I used transformed the version of the lesson I used to teach before. In this version students will teach me the concept of audience by selecting relevant information from web sources. To assess the student learning impact, I will score student work according to the two rubric on the "Evaluation" page. Also, I have the advantage of comparing student data from past years before I incorporated technology to student data from after I implement this lesson.
I created the Audience Webquest as part of my Multimedia Design Project for the class ITEC 7445: Multimedia and Web Design in Education. The project showcases the multimedia content creation skills I learned and practiced in the course in order to effectively teach the concept of audience to 10th grade language arts students. Additionally, the project required a thorough ADDIE-model analysis in order to show that I considered best-practices for designing and implementing a technology-enhanced learning experience.
Because this artifact, the Multimedia Design Project (MDP), is aligned with student content and technology standards--AP English Language and ISTE-S technology standards for students (as seen on the "Teacher Page" of the artifact)--and because it models and facilitates effective design and implementation of technology-enhanced learning, this project demonstrates my mastery of standard 2.1. I designed this project so that students can be their own knowledge constructors (ISTE-S 3b and 3c). In day two of the project, they have to review several websites related to the learning target and determine which information is the most relevant. Then, they will curate information by choosing which productivity tool they use to redeliver a their own version of this information. I incorporate these tasks into the design of the project because I want to blend aspects of the Universal Design for Learning with student technology standards and content standards. Furthermore, I include multimedia at every stage of learning (TedTalk activator, video tutorials and audio scaffolds) in order to differentiate--for ELL and disabled students--and engage learners. I believe this design effectively models best-practices for a technology-enhanced learning experience. This project also serves as a model for implementing a technology-enhanced learning experience. In the MDP reflection (below), I lay out a detailed plan for implementation, including school technology resources, pacing, and assistance from other teachers, as well as what students need to know (content- and technology-wise) before the day of the project in order to make sure that the project is a success. Furthermore, in the project I facilitate others who might be interested in this project's design and implementation by providing teacher support materials and suggestions for implementation and differentiation on the "teacher page."
From completing the MDP, I learned that I need to start early and test often. Since there were so many media content components to this project, it took several weeks to complete. Additionally, through the reflection process (below), I learned more about the ADDIE process. Technology implementation and evaluation were especially new to me. Although I spent several weeks on this project, I still wish I had started sooner and put the project in front of more critical eyes before submitting it. After the class was over, I shared the MDP with my PLC. One of my co-workers immediately said that it would be nice to include an exemplary model of my student product. He was right. I would add a exemplar in order to improve the quality of my artifact so that students will have a better idea of my expectations.
The work that went into creating this artifact impacts faculty development and student learning. I shared what I learned about the use of multimedia to support English language learners and the webquest format with my PLC and showed them my technology-enhanced lesson idea. Although I don't expect my co-workers to make their own webquests, I did tell them that I would support them in making their own media content. Additionally, I'm anticipating that this project with improve my students' learning of this concept, since the tech strategies I used transformed the version of the lesson I used to teach before. In this version students will teach me the concept of audience by selecting relevant information from web sources. To assess the student learning impact, I will score student work according to the two rubric on the "Evaluation" page. Also, I have the advantage of comparing student data from past years before I incorporated technology to student data from after I implement this lesson.
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