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. (PSC 3.3/ISTE 3c)
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. (PSC 3.3/ISTE 3c)
I created the Internet Lesson Plan artifact in response my school’s switch to digital learning in the spring when coronavirus hit. Typically, in an in-person classroom setting, students would have delivered speeches describing their research with visuals, on Google Slides. However, in an online learning environment, I decided to give students more options of Web 2.0 tools to display knowledge of their research topics. Although much of the groundwork for this student project took place in person or in a blended learning environment, students, ultimately, presented their learning digitally in a fully online environment. As such, I was strategic with presentation options; I wanted to accommodate students with different topics with varying levels of access to reliable Wi-Fi and devices. While I created this lesson alone, I drew from the experienced network of educational technology specialists, on Twitter, Feedly, and professional blogs, in order to fine-tune the lesson plan.
I have mastered Standard 3.3: Online & Blended Leaning, as seen in this artifact. First, I have developed, modeled, and facilitated the use of online and blended learning and digital content to support and extent student learning. For the Internet Lesson Plan project, above, which I created on a Google Site, I offered students a variety of digital presentation tools to present their learning; furthermore, I include video tutorials to support students as they learn a new technology. Some of the digital tools led to more creative presentation than would have been possible in person; for example, some students chose to create videos or podcasts about their learning, thus extending their thinking about their topic into a new, creative product.
Next, I have developed, modeled and facilitated learning networks to support student learning and expend opportunities for professional learning for teachers and administrators. Through this program, in the class Internet Tools in the Classroom particularly, I have found networks of instructional technology professional with which to share and receive feedback on the digital content in my lessons. The interactions I have had on blogs and social media with peers and professionals have helped me support student learning. Furthermore, these networks have helped my expand opportunities and choice for professional learning for teachers and administrators at my school. One of my contacts and I have decided that we would like to implement at data team at our school. We have since approach administrators and the technology team with the idea. It is our hope that by the next school year, we can launch a data driven decision-making program that will benefit school leaders, teachers, and students.
From completing this artifact, I learned that sometimes adapting in-person learning to a digital format is not a one-to-one translation. Through creating this lesson, I found that the digital version of my in-person lesson needed to have more variety and support in order for students—with a variety of learning and technology needs—to be successful. I was very happy with the level of creativity in the final products. One thing I would do differently to improve the quality of this lesson would be to adapt the in-person presentation rubric to the online version of the lesson.
The work that went into creating the artifact certainly helped my students get to the end of a very difficult semester, learning a new technology tool in the process. The work I put into planning the digital content of this lesson helped my students become more digitally literate. The impact of this learning can be assessed by looking at their digital products and grading them against a rubric.
I have mastered Standard 3.3: Online & Blended Leaning, as seen in this artifact. First, I have developed, modeled, and facilitated the use of online and blended learning and digital content to support and extent student learning. For the Internet Lesson Plan project, above, which I created on a Google Site, I offered students a variety of digital presentation tools to present their learning; furthermore, I include video tutorials to support students as they learn a new technology. Some of the digital tools led to more creative presentation than would have been possible in person; for example, some students chose to create videos or podcasts about their learning, thus extending their thinking about their topic into a new, creative product.
Next, I have developed, modeled and facilitated learning networks to support student learning and expend opportunities for professional learning for teachers and administrators. Through this program, in the class Internet Tools in the Classroom particularly, I have found networks of instructional technology professional with which to share and receive feedback on the digital content in my lessons. The interactions I have had on blogs and social media with peers and professionals have helped me support student learning. Furthermore, these networks have helped my expand opportunities and choice for professional learning for teachers and administrators at my school. One of my contacts and I have decided that we would like to implement at data team at our school. We have since approach administrators and the technology team with the idea. It is our hope that by the next school year, we can launch a data driven decision-making program that will benefit school leaders, teachers, and students.
From completing this artifact, I learned that sometimes adapting in-person learning to a digital format is not a one-to-one translation. Through creating this lesson, I found that the digital version of my in-person lesson needed to have more variety and support in order for students—with a variety of learning and technology needs—to be successful. I was very happy with the level of creativity in the final products. One thing I would do differently to improve the quality of this lesson would be to adapt the in-person presentation rubric to the online version of the lesson.
The work that went into creating the artifact certainly helped my students get to the end of a very difficult semester, learning a new technology tool in the process. The work I put into planning the digital content of this lesson helped my students become more digitally literate. The impact of this learning can be assessed by looking at their digital products and grading them against a rubric.