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 - DNA
Reflection:
The Internet Lesson Plan is an online module created to provide an online option to teach ninth grade biology students about deoxyribonucleic acid (DNA). This online module was generated for a class assignment but in collaboration with my co-teacher. In this task we were to create an online module in which students could access content and complete assignments that covered one lesson in a unit. We were to give a brief overview of the task, list technology requirements, prerequisite skills, content standards, objectives, downloads needed to complete the module, and learning tasks in a way that would be simple for students to complete the module.
Standard 2.1, the Content Standards and Student Technology Standards, candidates are asked to demonstrate their ability to “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). In the online module, students are asked to complete tasks that show their mastery of the content standard related to DNA, specifically the Next Generation Science Standard HS-LS1-1: Construct an argument based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. In the module, students explore the structure of DNA by examining the history of its discovery, watch an online lecture about DNA, a video about the structure of DNA, and complete a pre-lab reading about DNA extraction. Students demonstrate mastery of student content standards by completing an online quiz over the content, participating in a group forum discussion post, and completing an online quiz over the pre-lab content. This particular student experience is a technology-centered learning experience in which students not only demonstrate mastery of student content standards but is also aligned to many student technology standards, namely the communication and collaboration standard. According to NETS-S Standard 2, Creativity and Innovation, students should be able to “use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others” which they do throughout the module by accessing various content, publishing personal reflections and ideas, and responding to others’ posts (ISTE, 2012). Students are also asked to demonstrate mastery of digital citizenship in their responses on the blog post, showing that they are able to “exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity (ISTE, 2012). The online module also outlines various pre-requisite technology skills needed to complete the module, which shows an understanding of NETS-S Standard 6, Technology Operations and Concepts.
This particular online module was never implemented due to a change in my position. However, the creation of the artifact demonstrates my ability to model the design of a technology-centered learning experience. The online module is entirely technology-centered until its completion, where students are required to complete an in-class lab experience. The module was designed to be completed entirely online up to that point. If the module were to be implemented, I would do so by first ensuring that students had the required log-in information to the three portals required for the completion of the module, Edmodo, Kidblog and Google. Throughout the module, I would facilitate student content and technology standard mastery by providing support through the discussion portals on Google and Kidblog or in person if needed.
Though I had created online modules prior to this learning experience, I learned how valuable it is to be organized with both content chosen and the structure of the module. Upon creating this artifact, I found that the way I was instructed to create it was far more organized and easy for students to understand and complete than the way I normally structure online modules. If I were to go back and do it now, I would actually make use of Google Classroom for the module. At the time this artifact was created, our system did not make use of this learning management system but now do it on a widespread basis. Students are familiar and comfortable with the portal. In addition, it would require one log-in and one portal, rather than three, which would be far simpler for students to access and use.
I think that though this particular module was never implemented, its impact on faculty development and school improvement could be assessed, though in a different way. The knowledge I gained in this module has been put to use in the creation of online modules now used for faculty development. Teachers are now able to access curriculum online, allowing differentiation of professional development in a way our system has not seen previously. In addition, administrators are now beginning to use online modules to allow teachers to submit various forms and documentation. As teachers experience the online modules themselves, they gain confidence in using them and are beginning to explore or are already implementing them in their own courses, ultimately leading to an improvement in student learning.
The Internet Lesson Plan is an online module created to provide an online option to teach ninth grade biology students about deoxyribonucleic acid (DNA). This online module was generated for a class assignment but in collaboration with my co-teacher. In this task we were to create an online module in which students could access content and complete assignments that covered one lesson in a unit. We were to give a brief overview of the task, list technology requirements, prerequisite skills, content standards, objectives, downloads needed to complete the module, and learning tasks in a way that would be simple for students to complete the module.
Standard 2.1, the Content Standards and Student Technology Standards, candidates are asked to demonstrate their ability to “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). In the online module, students are asked to complete tasks that show their mastery of the content standard related to DNA, specifically the Next Generation Science Standard HS-LS1-1: Construct an argument based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. In the module, students explore the structure of DNA by examining the history of its discovery, watch an online lecture about DNA, a video about the structure of DNA, and complete a pre-lab reading about DNA extraction. Students demonstrate mastery of student content standards by completing an online quiz over the content, participating in a group forum discussion post, and completing an online quiz over the pre-lab content. This particular student experience is a technology-centered learning experience in which students not only demonstrate mastery of student content standards but is also aligned to many student technology standards, namely the communication and collaboration standard. According to NETS-S Standard 2, Creativity and Innovation, students should be able to “use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others” which they do throughout the module by accessing various content, publishing personal reflections and ideas, and responding to others’ posts (ISTE, 2012). Students are also asked to demonstrate mastery of digital citizenship in their responses on the blog post, showing that they are able to “exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity (ISTE, 2012). The online module also outlines various pre-requisite technology skills needed to complete the module, which shows an understanding of NETS-S Standard 6, Technology Operations and Concepts.
This particular online module was never implemented due to a change in my position. However, the creation of the artifact demonstrates my ability to model the design of a technology-centered learning experience. The online module is entirely technology-centered until its completion, where students are required to complete an in-class lab experience. The module was designed to be completed entirely online up to that point. If the module were to be implemented, I would do so by first ensuring that students had the required log-in information to the three portals required for the completion of the module, Edmodo, Kidblog and Google. Throughout the module, I would facilitate student content and technology standard mastery by providing support through the discussion portals on Google and Kidblog or in person if needed.
Though I had created online modules prior to this learning experience, I learned how valuable it is to be organized with both content chosen and the structure of the module. Upon creating this artifact, I found that the way I was instructed to create it was far more organized and easy for students to understand and complete than the way I normally structure online modules. If I were to go back and do it now, I would actually make use of Google Classroom for the module. At the time this artifact was created, our system did not make use of this learning management system but now do it on a widespread basis. Students are familiar and comfortable with the portal. In addition, it would require one log-in and one portal, rather than three, which would be far simpler for students to access and use.
I think that though this particular module was never implemented, its impact on faculty development and school improvement could be assessed, though in a different way. The knowledge I gained in this module has been put to use in the creation of online modules now used for faculty development. Teachers are now able to access curriculum online, allowing differentiation of professional development in a way our system has not seen previously. In addition, administrators are now beginning to use online modules to allow teachers to submit various forms and documentation. As teachers experience the online modules themselves, they gain confidence in using them and are beginning to explore or are already implementing them in their own courses, ultimately leading to an improvement in student learning.