Standard 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: Internet Lesson Plan
Reflection:
This artifact is the lesson plan that I created in ITEC 7430: Internet Tools in the Classroom. The purpose of this project was to gain experience in both creating and implementing a lesson that integrated technology into a specific content area. I designed this lesson for a 4th grade reading/writing class, and I implemented it into several of the 4th grade reading classes that I taught. This lesson required students to read a chapter book and then choose a technology tool to create a response to parts of their book. The project culminated with students getting in groups to create a Movenote presentation for the purpose of recommending the book to their classmates.This lesson plan shows mastery of Standard 2.1, which states that "candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards" because this project consisted of both creating a learning experience and then implementing it in the classroom.
First, I modeled and facilitated the design of a specific technology-enhanced learning experience. This is a lesson plan that I created on my own, but then I also shared it with other members of my grade level who wanted to use it with their own students. I compiled checklists for how I would assess student work, and then I made them available to other teachers to use and/or modify for their own groups of students. As I put this learning experience together, I looked at both student content standards and student technology standards. Since this lesson plan applied to the content areas of reading and writing, I used 4th grade Common Core reading, writing, speaking, and listening standards as I determined what students needed to master by the completion of the activities involved in this learning experience. I also used the NET*S standards to assist me in determining the technology skills the students should be mastering by the completion of the lesson.
Then, I implemented this learning experience with several 4th grade reading classes that I taught. These activities were mainly done during the guided reading part of my reader's workshop, and it took several weeks to complete. I believe that technology enhanced this learning experience because students were able to create their very own product using a technology program such as Kidblog, Glogster, or Thinglink. They were able to take ownership of their own learning because they could choose which technology program they wanted to use to make their book responses, making it much more exciting and engaging than just writing a response on a piece of paper. Students were also able to look at one another's projects and provide feedback, which allowed them to practice their communication skills.
Through creating this learning experience, I realized how important it is to include technology into my lesson plans. I saw how much excitement it created for my students, and the work that they put into their products was outstanding. In looking at their final products, I was able to get a very good idea of which students had mastered the reading/writing standards and which students still needed more guidance and review. I also loved how students were able to collaborate and assist one another as they completed their activities. As stated in my lesson plan, if I could do this over again, I would have spent more time modeling how to use Movenote with my students before having them use it to do a culminating activity. I had a lot of ESOL students in the classes that I implemented this lesson with, and as a result, a lot of modeling and practice is key.
The work that went into creating this artifact impacted faculty development and student learning. I was able to share this lesson with some of the other teachers at my school in addition to some county-wide conferences that I have been able to present at. In addition, as I implemented this lesson, I was able to watch my students truly take ownership of their learning. This lesson allowed my students to choose how they were going to present their information and that freedom allowed them to take pride in the work they did.
This artifact is the lesson plan that I created in ITEC 7430: Internet Tools in the Classroom. The purpose of this project was to gain experience in both creating and implementing a lesson that integrated technology into a specific content area. I designed this lesson for a 4th grade reading/writing class, and I implemented it into several of the 4th grade reading classes that I taught. This lesson required students to read a chapter book and then choose a technology tool to create a response to parts of their book. The project culminated with students getting in groups to create a Movenote presentation for the purpose of recommending the book to their classmates.This lesson plan shows mastery of Standard 2.1, which states that "candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards" because this project consisted of both creating a learning experience and then implementing it in the classroom.
First, I modeled and facilitated the design of a specific technology-enhanced learning experience. This is a lesson plan that I created on my own, but then I also shared it with other members of my grade level who wanted to use it with their own students. I compiled checklists for how I would assess student work, and then I made them available to other teachers to use and/or modify for their own groups of students. As I put this learning experience together, I looked at both student content standards and student technology standards. Since this lesson plan applied to the content areas of reading and writing, I used 4th grade Common Core reading, writing, speaking, and listening standards as I determined what students needed to master by the completion of the activities involved in this learning experience. I also used the NET*S standards to assist me in determining the technology skills the students should be mastering by the completion of the lesson.
Then, I implemented this learning experience with several 4th grade reading classes that I taught. These activities were mainly done during the guided reading part of my reader's workshop, and it took several weeks to complete. I believe that technology enhanced this learning experience because students were able to create their very own product using a technology program such as Kidblog, Glogster, or Thinglink. They were able to take ownership of their own learning because they could choose which technology program they wanted to use to make their book responses, making it much more exciting and engaging than just writing a response on a piece of paper. Students were also able to look at one another's projects and provide feedback, which allowed them to practice their communication skills.
Through creating this learning experience, I realized how important it is to include technology into my lesson plans. I saw how much excitement it created for my students, and the work that they put into their products was outstanding. In looking at their final products, I was able to get a very good idea of which students had mastered the reading/writing standards and which students still needed more guidance and review. I also loved how students were able to collaborate and assist one another as they completed their activities. As stated in my lesson plan, if I could do this over again, I would have spent more time modeling how to use Movenote with my students before having them use it to do a culminating activity. I had a lot of ESOL students in the classes that I implemented this lesson with, and as a result, a lot of modeling and practice is key.
The work that went into creating this artifact impacted faculty development and student learning. I was able to share this lesson with some of the other teachers at my school in addition to some county-wide conferences that I have been able to present at. In addition, as I implemented this lesson, I was able to watch my students truly take ownership of their learning. This lesson allowed my students to choose how they were going to present their information and that freedom allowed them to take pride in the work they did.