3.2 - Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: ITEC 7430 Internet Lesson Plan: Biome Blog Project
Internet Lesson Plan Presentation
Reflection:
The Biome Blog Project, the internet lesson plan for ITEC 7430, was created as an individual class assignment, but was generated collaboratively with my co-teacher and with the support of the instructional supervisor. Students were to use a blog platform to generate an ongoing blog about each of the world’s biomes, discussing the characteristics, plants, animals, and impact of humans of each. Students were able to choose the type of digital tools to incorporate into their blog posts throughout the project. Many tools suggested for use were tools that were used in previous learning experiences but other tools were appropriate tools students with which had no prior experience.
Standard 3.2, Managing Digital Tools and Resources, requires that candidates be able to “effectively manage digital tools and resources within the context of student learning experiences” (PSC 3.2/ISTE 3b). The Biome Blog Project is evidence of my ability to do. In the development of the project, I had to research and select a variety of digital tools from which students could choose for their blog posts. The final list included 13 different digital tools, most web-based and a few that worked on specific types of devices. In addition, I provided them with suggested digital resources for them to use for their research. During implementation of this project, students required assistance with research and using the digital tools to create their multimedia for their blogs. In the weeks that this project was implemented, I effectively managed the use of all the digital tools and resources I suggested, plus additional tools recommended by students. I needed to know how the tools worked and which tool would be most effective at expressing a certain idea.
The most important thing I learned from implementing this project was how valuable student choice was. Students enjoyed having the ability to choose the digital tools they preferred to use and this was powerful for them. Students who felt they weren’t strong writers used digital tools like Glogster to express their ideas. If I were to go back and recreate the project, I would not make suggestions on which digital tool would be appropriate for various blogs but make a comprehensive list and let them think more critically about how to express their ideas.
The impact on student learning was assessed at the completion of the project by examining the blog posts for mastery of content and by interviewing students to get their reactions. Student mastery of content was evident in the blog posts, no matter which product was chosen to complete the post. Students also liked being able to choose their digital tools for each blog post and felt that it better met their learning needs. During the project, students shared with other teachers the types of tools they were using and other teachers began to use them for various projects in their own classrooms. The impact on faculty development and school improvement can be assessed by observing how faculty is implementing these digital tools into their own learning experiences and how they are impacting the school as a whole.
The Biome Blog Project, the internet lesson plan for ITEC 7430, was created as an individual class assignment, but was generated collaboratively with my co-teacher and with the support of the instructional supervisor. Students were to use a blog platform to generate an ongoing blog about each of the world’s biomes, discussing the characteristics, plants, animals, and impact of humans of each. Students were able to choose the type of digital tools to incorporate into their blog posts throughout the project. Many tools suggested for use were tools that were used in previous learning experiences but other tools were appropriate tools students with which had no prior experience.
Standard 3.2, Managing Digital Tools and Resources, requires that candidates be able to “effectively manage digital tools and resources within the context of student learning experiences” (PSC 3.2/ISTE 3b). The Biome Blog Project is evidence of my ability to do. In the development of the project, I had to research and select a variety of digital tools from which students could choose for their blog posts. The final list included 13 different digital tools, most web-based and a few that worked on specific types of devices. In addition, I provided them with suggested digital resources for them to use for their research. During implementation of this project, students required assistance with research and using the digital tools to create their multimedia for their blogs. In the weeks that this project was implemented, I effectively managed the use of all the digital tools and resources I suggested, plus additional tools recommended by students. I needed to know how the tools worked and which tool would be most effective at expressing a certain idea.
The most important thing I learned from implementing this project was how valuable student choice was. Students enjoyed having the ability to choose the digital tools they preferred to use and this was powerful for them. Students who felt they weren’t strong writers used digital tools like Glogster to express their ideas. If I were to go back and recreate the project, I would not make suggestions on which digital tool would be appropriate for various blogs but make a comprehensive list and let them think more critically about how to express their ideas.
The impact on student learning was assessed at the completion of the project by examining the blog posts for mastery of content and by interviewing students to get their reactions. Student mastery of content was evident in the blog posts, no matter which product was chosen to complete the post. Students also liked being able to choose their digital tools for each blog post and felt that it better met their learning needs. During the project, students shared with other teachers the types of tools they were using and other teachers began to use them for various projects in their own classrooms. The impact on faculty development and school improvement can be assessed by observing how faculty is implementing these digital tools into their own learning experiences and how they are impacting the school as a whole.