2.1 Learner
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:
2.1.a, Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
2.1.b, Pursue professional interests by creating and actively participating in local and global learning networks.
2.1.c, Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
2.1.a, Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
2.1.b, Pursue professional interests by creating and actively participating in local and global learning networks.
2.1.c, Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
I took the apple teacher course, which is a resource that teaches educators how to use apple software products. This resource enables educators to better understand the products in order to implement them in the classroom setting. This is a learning resource that I utilized to develop skills that will enable me to assist students with the software's uses for education.
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Hour of Code is an online website designed to teach coding. I was able to take an introductory course on coding. With coding, students are able to begin understanding the basics of computers and processing. Coding is an important skill to gain proficiency in, and I was able to begin developing basic understanding in this area.
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2.2 Leader
Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:
2.2.a, Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
2.2.b, Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2.2.c, Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
2.2.a, Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
2.2.b, Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2.2.c, Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
This blog was written in order to share with other students or educators my perspective on developing a growth mindset in exploring new technology resources and my implementing them to create an Online Lesson. Education blogs are resources that educators can engage with to learn about and share new technology, pedagogical ideas being implemented by others, and for purposes of advocacy.
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By creating an Interactive Image through Thinglink, I was able to combine several different pieces of media to form a cohesive, visually appealing exploration tool for students. Interactive images are images that can combine text, images, audio, and internet links together in an accessible form. Students can use this interactive image to learn about different animals from different environments and watch live stream videos of the animals in zoo habitats. This resource allows for a learning opportunity for students that would not be possible without technology, bringing the possibility of students that might not otherwise to be able to see animals from around the world live.
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2.3 Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:
2.3.a, Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
2.3.b, Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
2.3.c, Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
2.3.d, Model and promote management of personal data and digital identity and protect student data privacy.
2.3.a, Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
2.3.b, Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
2.3.c, Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
2.3.d, Model and promote management of personal data and digital identity and protect student data privacy.
GoogleEdu is a course that I took that involved Digital Citizenship & Safety. This course educates on safe practices when using technology and the internet. By taking this course, I will be better equipped to support students in the classroom to engage in safe practices when using the internet.
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I used Padlet to create an online discussion board to allow students to respond to a question about the content of the Online Lesson that I created. Padlet is a resource that allows for students to contribute and collaborate with one another in an online format. Padlet allows for online discussion boards to be created and contributed to. This resource can be used to support students in engaging in positive online interactions with peers.
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2.4 Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:
2.4.a, Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
2.4.b, Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
2.4.c, Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
2.4.d, Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
2.4.a, Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
2.4.b, Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
2.4.c, Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
2.4.d, Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
I created a Symbaloo page to store many different resources that I have used throughout the W200 course when exploring technology and its uses. This resource will allow me to find the resources that I have explored easily. Symbaloo is a resource that can be used by educators to organize many different resources for the educators use, or for student use, into a central easy-to-access location. This tool can be used to track student learning and allows for a measurable progress benchmark for student self-assessment.
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During my virtual field experience, I used Zoom and Epic! to engage in a reading activity with an elementary student. The student and I were able to read a non-fiction story together while video calling through Zoom with the assistance of the reading platform Epic!. The student and I were able to learn about the material that we were reading and also about video conferencing and the use of the online platform Epic!. The student was able to read the story, with my assistance with difficult words. I facilitated the student to think deeply about the material, and to collaborate about what content mattered most to them.
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2.5 designer
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
2.5.a, Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
2.5.b, Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
2.5.c, Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
2.5.a, Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
2.5.b, Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
2.5.c, Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
The Infographic that I designed was to assist students in understanding the differences between predator and prey, and that an animal could be in both groups. Infographics are images can be used to create posters, charts, and images for teaching content. Infographics are clear, easy-to-read images that organize material for student consumption. Infographics support students in understanding how to organize material and can be used in a variety of ways to engage students deeply with content.
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I created a Jamboard that students could use to explore the concepts of Predator and Prey visually, by organizing the information. Jamboard is an online platform that allows students to explore content in new ways, contribute and respond to online discussions, and collaborate with peers providing feedback. Students can use the Jamboard I created to learn independently and also demonstrate understanding of material.
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2.6 Facilitator
Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators:
2.6.a, Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
2.6.b, Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
2.6.c, Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
2.6.d, Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
2.6.a, Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
2.6.b, Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
2.6.c, Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
2.6.d, Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
I created an Online Lesson project through Google Slides that had the objective of teaching students about animal groups that could be engaged in by students asynchronously. Through the lesson, students can learn the content at their own pace. There are many different resources included within the lesson including: a Jamboard activity, a Padlet activity, a student project with freedom for student creativity, and an Exit Ticket. These activities facilitate student learning through digital platforms and virtual environments.
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By using a screen cast video and select images and questions addressing student observations about animal group characteristics, I sought to engage students in computational thinking within the Online Lesson Project that I created. I sought for students to engage in pattern recognition about animal group characteristics. By engaging students in this kind of thinking initially I sought to encourage students to engage in this pattern recognition skill throughout the lesson, and to encourage deep critical-thinking skills within students leading to better understanding.
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2.7 analyst
Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:
2.7.a, Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
2.7.b, Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
2.7.c, Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
2.7.a, Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
2.7.b, Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
2.7.c, Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
I created a Nearpod lesson on the animal groups of Predator and Prey. This lesson is designed for students to be able to learn at their own pace, demonstrating understanding through multiple activities including a poll and a quiz. The lesson allows for students to collaborate with peers and personalize the learning experience. The lesson has multiple formative assessments throughout, as well as a summative assessment at the end.
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For the Online Lesson project, I created an eBook to house the final project for students. Within the eBook, I was able to add tutorials for using the technology necessary to submit the final projects as well as multiple examples of ways for the student to demonstrate their understanding of the material through the project. The project is a summative assessment of student understanding that allows for freedom in student expression, so that students have increased agency in their work and investment into their learning. In order for students to access the eBook, I created instructions that included: *Click on the Ebook link
*Sign in with your email address *Go to add library *Enter code: YNF8RVL |
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