Competency 8: Apply Computer-Based Technologies and Media to the Solution of Instructional Problems.
- Plans and designs effective learning environments and experiences supported by technology
I designed the professional development website forwardclasrrom.weebly.com for teachers to use as a place for them to gain quick access to technology tools, tutorials and resources for their classrooms that are being emphasized in our school corporation. It includes the latest educational terms, research findings, and instructional ideas. I chose to host the content through this website service to allow for easy teacher access from any device.
The Media Lesson Three Video is a sample of an effective presentation learning object included in my EDCI 57300 six-part unit practicum. The video introduces students to the concept of authority in considering the credibility of online sources. This lesson is part of an exploration of the ISTE Standards for Students. It serves as the introductory activity in a lesson during which students apply knowledge by evaluating three sample sources and then compete in a rapid-fire quiz game in Kahoot! The video is brief, because it has been designed for fifth-grade students in a once-weekly media class with little experience in using online tools.
Additionally, the Google Intro. Proctor Training supplemented an onsite training during which I trained a media proctor on the use of Google Drive and Google Docs. The PDF slides support the training so that the proctor can review training and reference procedures. The slide presentation also contains a link to a video reviewing procedures and a survey through which she can respond to training and communicate concerns.
- Applies technology to facilitate a variety of effective assessment and evaluation strategies
The screenshots are two sample results from questions on different SurveyMoneky professional development feedback surveys. I routinely use SurveyMonkey to collect results from professional development sessions and to inform topics for further offerings. The anonymous results free teachers from the pressure of conforming their answers to expectations; instead, they can provide critical, actionable responses and suggestions that can make limited professional development time most meaningful. In moving forward, I will use assessment even more frequently and strive to make them more easily accessible for users. I will also increase and formalize a share-out plan with stakeholders. Currently, I have utilized e-mails, parent nights and teacher meetings as a time to share vision and feedback; however, I have not formalized a plan and set timelines. I plan to do that this spring. I have also included a syllabus of a middle school Introduction to Media Course that I created and taught. The syllabus includes information about each lesson and the assessments used in order that students may demonstrate competency in the learning objectives
- Demonstrates understanding of social, ethical, legal and human issues surrounding the use of technology and applies it in practice.
Before using any online tools, I confirm that all students' guardians have signed the user agreement (SP Internet Permission Form). I also discuss with students the usage policies and CIPA. In using either My Big Campus or Google Classroom, students are operating in an environment that requires a log in and that does not allow for anonymity. We discuss the legal and ethical implications of lying about your identity in other online environments. When completing course work at school, students are utilizing resources within the school filter and according to the social, ethical, legal and human issues that we discuss and explore on an ongoing basis. For example, in constructing projects, students are guided to resources free of copyright restrictions. Access barriers are also considered and addressed through such tools as text readers, audio books and speech-to-text tools. Social, ethical, legal and human issues are also explored with teachers in PD sessions. For example, the copyright implications of sharing resources within a course management systems versus a public website and equal access for all students. The Media Course Lesson Two is a screen shot of lesson two in my EDCI 57300 six-part unit practicum hosted in Google Classroom. The lesson focuses on ISTE Standards for Students number five: digital citizenship. I created the Powtoon clip of digital safety and appropriate online behavior as part of the lesson. It is used to gain student's attention and focus their thinking on social and ethical issues related to online tools. In the lesson students are then directed to an online PBS Webonauts game in which they apply their understanding of appropriate online behavior to "observe, respect and contribute" as they navigate an animated space environment and avoid the villain "The Great Static." In lesson two, students are also linked to a video by Kevin Honeycutt during which he discusses social aspects of online tools and why it is important for students to create a positive digital legacy. In the follow-up discussion, we considered how the social features of online tools have benefits and responsibilities. Finally, in lesson two student collaborate on a Google slide presentation in compiling their own list of digital safety and etiquette rules.
forwardclassroom.weebly.com
EDCI 57300 Media Lesson Three Video
EDCI 57300 Google Intro. Proctor Training
SurveyMonkey Sample Results
Introduction to Media Course Syllabus
EDCI 57300 Media Course Lesson Two
EDCI 57300 Powtoon Clip on Digital Safety
SP Internet Permission Form
I designed the professional development website forwardclasrrom.weebly.com for teachers to use as a place for them to gain quick access to technology tools, tutorials and resources for their classrooms that are being emphasized in our school corporation. It includes the latest educational terms, research findings, and instructional ideas. I chose to host the content through this website service to allow for easy teacher access from any device.
The Media Lesson Three Video is a sample of an effective presentation learning object included in my EDCI 57300 six-part unit practicum. The video introduces students to the concept of authority in considering the credibility of online sources. This lesson is part of an exploration of the ISTE Standards for Students. It serves as the introductory activity in a lesson during which students apply knowledge by evaluating three sample sources and then compete in a rapid-fire quiz game in Kahoot! The video is brief, because it has been designed for fifth-grade students in a once-weekly media class with little experience in using online tools.
Additionally, the Google Intro. Proctor Training supplemented an onsite training during which I trained a media proctor on the use of Google Drive and Google Docs. The PDF slides support the training so that the proctor can review training and reference procedures. The slide presentation also contains a link to a video reviewing procedures and a survey through which she can respond to training and communicate concerns.
- Applies technology to facilitate a variety of effective assessment and evaluation strategies
The screenshots are two sample results from questions on different SurveyMoneky professional development feedback surveys. I routinely use SurveyMonkey to collect results from professional development sessions and to inform topics for further offerings. The anonymous results free teachers from the pressure of conforming their answers to expectations; instead, they can provide critical, actionable responses and suggestions that can make limited professional development time most meaningful. In moving forward, I will use assessment even more frequently and strive to make them more easily accessible for users. I will also increase and formalize a share-out plan with stakeholders. Currently, I have utilized e-mails, parent nights and teacher meetings as a time to share vision and feedback; however, I have not formalized a plan and set timelines. I plan to do that this spring. I have also included a syllabus of a middle school Introduction to Media Course that I created and taught. The syllabus includes information about each lesson and the assessments used in order that students may demonstrate competency in the learning objectives
- Demonstrates understanding of social, ethical, legal and human issues surrounding the use of technology and applies it in practice.
Before using any online tools, I confirm that all students' guardians have signed the user agreement (SP Internet Permission Form). I also discuss with students the usage policies and CIPA. In using either My Big Campus or Google Classroom, students are operating in an environment that requires a log in and that does not allow for anonymity. We discuss the legal and ethical implications of lying about your identity in other online environments. When completing course work at school, students are utilizing resources within the school filter and according to the social, ethical, legal and human issues that we discuss and explore on an ongoing basis. For example, in constructing projects, students are guided to resources free of copyright restrictions. Access barriers are also considered and addressed through such tools as text readers, audio books and speech-to-text tools. Social, ethical, legal and human issues are also explored with teachers in PD sessions. For example, the copyright implications of sharing resources within a course management systems versus a public website and equal access for all students. The Media Course Lesson Two is a screen shot of lesson two in my EDCI 57300 six-part unit practicum hosted in Google Classroom. The lesson focuses on ISTE Standards for Students number five: digital citizenship. I created the Powtoon clip of digital safety and appropriate online behavior as part of the lesson. It is used to gain student's attention and focus their thinking on social and ethical issues related to online tools. In the lesson students are then directed to an online PBS Webonauts game in which they apply their understanding of appropriate online behavior to "observe, respect and contribute" as they navigate an animated space environment and avoid the villain "The Great Static." In lesson two, students are also linked to a video by Kevin Honeycutt during which he discusses social aspects of online tools and why it is important for students to create a positive digital legacy. In the follow-up discussion, we considered how the social features of online tools have benefits and responsibilities. Finally, in lesson two student collaborate on a Google slide presentation in compiling their own list of digital safety and etiquette rules.
forwardclassroom.weebly.com
EDCI 57300 Media Lesson Three Video
EDCI 57300 Google Intro. Proctor Training
SurveyMonkey Sample Results
Introduction to Media Course Syllabus
EDCI 57300 Media Course Lesson Two
EDCI 57300 Powtoon Clip on Digital Safety
SP Internet Permission Form