This page describes the standards of high quality effective online and blended educational environments and teaching practices of instructors. For each provided standard, there will be a brief description of the standard, as taken from the provided Educator Standards and/or National Standards. There will be a brief paragraph describing how I have addressed this standard within the course of my educational studies, as well as examples of the standard implemented within my student work. Incorporated will also be future plans to continue growing within the standard.
Standards taken from:
Standards taken from:
Standard 1: Learning Environments
Instructors have a broad understanding of the continuum of learning environments, understand the pedagogical shifts necessary when moving between multiple environments, and demonstrate the ability to establish highly interactive, collaborative, productive, inclusive and safe online and blended learning environments.
During my educational studies, I explored resources relating to the differences between online and blended learning environments compared to face-to-face classrooms and created an infographic depicting salient topics. This exploration relates to the understanding pedagogical shifts aspect of Standard 1: Learning Environments. I became acquainted with different classroom environments and instructional strengths and weaknesses of various frameworks. I created a screencast reviewing different pedagogical concerns that would be present in an online and blended environment and key tips for blended teaching. Through the infographic and the screencast, I demonstrate an understanding of the different instructional concerns when teaching in blended and online spaces. Provided on the right are the screencast and a link to the infographic.
One future goal that I have related to Standard 1: Learning Environments is that I am interested in learning how to create collaborative activities for students to participate with peers in the online forum. I am interested in learning techniques of design for safe, welcoming community in the virtual classroom. Within the classroom, I intend to leverage technology to create spaces for all learners to thrive. |
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Standard 2: Learner Engagement
Instructors have a broad understanding of instructional planning and delivery in online and blended learning environments and demonstrate the ability to deliver individualized instruction that creates rich and meaningful learning experiences, makes effective use of online resources, and helps all students achieve learning goals.
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The Educator Standard 2: Learner Engagement is demonstrated through a screencast video that I created demonstrating important key elements of student-centered learning as well as its importance in the Blended and Online Learning classroom. The utilization of technology strategically and finding resources and methods that enhance the learning experience are especially important when student-regulation and motivation are critical for learning success, as is the case in blended and online learning environments.
In the future, it is my goal to help students to set goals and provide scaffolding for students to learn self-regulation techniques through the use of technology. Also, I intend to demonstrate to students how resources such as online quizzes can support study habits. |
Standard 3: Instructional Design
Instructors have a broad understanding of existing and emerging technologies that support student learning, engagement, and success and demonstrate the ability to use a variety of tools for content development and instructional delivery, facilitation, collaboration, and communication in online and blended learning environments.
![Picture](/uploads/1/4/1/3/141348611/editor/your-story-your-way.png?1671153469)
Through a number of different activities, such as creating online lessons, I have learned different important elements of Standard 3: Instructional Design. I have created Infographics, Google Slides presentations, Padlets, and other collaborative activities. I have also, demonstrated the use of key technologies that can assist in classroom instruction delivery such as the use of Flipgrid, QR Codes, and online videos uploaded to YouTube. The image to the left is a portion of the online lesson that I created designed to teach differences between Fiction and Nonfiction. On the slide depicted I utilized text, audio recordings, a screencast video, a standard video, as well as a QR code to a Flipgrid class that I created for the lesson submission. Attached to the image is a link to the lesson.
As a teacher, I intend to use a variety of tools to enhance lessons and explore resources that would be impossible without technology. A few examples include live-stream videos of animals in zoos, virtual tours of museums in other areas of the world, and science simulations impractical to perform in the classroom.
As a teacher, I intend to use a variety of tools to enhance lessons and explore resources that would be impossible without technology. A few examples include live-stream videos of animals in zoos, virtual tours of museums in other areas of the world, and science simulations impractical to perform in the classroom.
Standard 4: Assessment and Measurement
Instructors have a broad understanding of online assessment practices and demonstrate the ability to use a variety of online assessments to monitor student progress and guide instruction in online and blended courses.
![Picture](/uploads/1/4/1/3/141348611/editor/blog-post-assessment.png?1671156481)
I have addressed Standard 4: Assessment and Measurement in a number of ways through the technology and psychology courses that I have taken. I have personally experienced the benefits of online quizzes, Padlet, and Jamboard responses for formative assessment of student learning, as well as adding these elements into lesson designs, I have created. I have been able to personally create an assessment through a learning management system, though as a student I have had experience with those types of assessments and recognize the value of organized data. The image to the left is a portion of Blog Post #4 in which I address important issues in the realm of assessment such as the importance of creating student-centered assessment and recognizing that assessment is at its core, a tool that allows for the better instruction of students, not a measure of valuation.
In my future classroom, it is vital to implement practices that support all students to assess accurately, designing assessment in a way that does not hinder students, minimizes stress related to assessments, create opportunities for multiple means of expression of learned content, and use data from assessment appropriately to inform future instruction.
In my future classroom, it is vital to implement practices that support all students to assess accurately, designing assessment in a way that does not hinder students, minimizes stress related to assessments, create opportunities for multiple means of expression of learned content, and use data from assessment appropriately to inform future instruction.
Standard 5: Diverse & Equitable Instruction
Instructors have a broad understanding of the diversity of students in online and blended environments and demonstrate the ability to provide instruction that is responsive to student differences and that promotes active learning for all students.
![Picture](/uploads/1/4/1/3/141348611/editor/blog-diversity.png?1671153775)
Through my educational studies, I have learned about diversity and equity issues in education. One major equity issue is lack of technology resources and integration in the education of some populations of students. These differences can greatly affect learning access for blended and online learning opportunities. While inequity in access to computers and internet may cause differences in availability to opportunities, the resources afforded through Open Education Resources also greatly improve access to continued learning opportunities. I have tried to integrate accessibility resources into materials that I have created, such as audio options for online lessons.
As a teacher, I am interested in becoming more proficient at creating accessible documents that can be read by screen-readers, videos that have accurate captioning attached, and sensitive practices that support diverse learners.
As a teacher, I am interested in becoming more proficient at creating accessible documents that can be read by screen-readers, videos that have accurate captioning attached, and sensitive practices that support diverse learners.
Standard 6: Digital Pedagogy
Instructors have a broad understanding of instructional planning and delivery in online and blended learning environments and demonstrate the ability to deliver individualized instruction that creates rich and meaningful learning experiences, makes effective use of online resources, and helps all students achieve learning goals.
For Standard 6: Digital Pedagogy, I have demonstrated this standard through the use of many resources in order to create meaningful engaging online asynchronous lessons for students. I have created instructional activities that correspond with learning objectives and allow students to have choice in path, pace, timing, and means of demonstrating what the students have learned. I have utilized creating videos that have allowed me to be at the public library discussing different types of books, creating collaborative interactive activities to do on Jamboard, and linking free online interactive storybooks for students to engage with.
For my future classroom, I intend to incorporate online activities so that students can collaborate on activities at different times and different locations, allowing students that might not speak up in the classroom during a discussion an equal voice within the class community. I want to learn techniques of blending online and face-to-face activities in ways that transition smoothly, in order to provide the class with the strengths of both in-person and online instruction.
For my future classroom, I intend to incorporate online activities so that students can collaborate on activities at different times and different locations, allowing students that might not speak up in the classroom during a discussion an equal voice within the class community. I want to learn techniques of blending online and face-to-face activities in ways that transition smoothly, in order to provide the class with the strengths of both in-person and online instruction.
Standard 7: Digital Citizenship
Instructors understand societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
![Picture](/uploads/1/4/1/3/141348611/editor/student-privacy.png?1671152833)
I have learned a lot about Standard 7: Digital Citizenship through the educational courses that I have taken, and recognize the importance of instilling in students a respect for the digital environment and tools that are used for instruction. This respect extends not just to the equipment, hardware, and software that is utilized in the online and blended classroom, but also to good citizen practices of respecting oneself and others when communicating online, respecting the permanency of online content (being cognizant of what is and isn't a good idea to share online), and the caution that should be exercised by using safe practices and protecting passwords. I have completed a Google-Edu course designed to teach Digital Citizenship and Safety and have explored various resources that teach good digital practice. The image that is provided to the left, is a response that I had written after searching for educational resources teaching about digital safety. The link is to a video that provides simple tips to identify safe websites.
When I am a teacher, I will teach students about digital safety and to protect passwords. I will also teach students to be respectful and treat others with compassion, and speak politely on the internet, discouraging cyber-bullying. I will also instruct students on the importance of respecting the work of others, understanding concepts of copyright and plagiarism.
When I am a teacher, I will teach students about digital safety and to protect passwords. I will also teach students to be respectful and treat others with compassion, and speak politely on the internet, discouraging cyber-bullying. I will also instruct students on the importance of respecting the work of others, understanding concepts of copyright and plagiarism.
Standard 8: Professional Responsibilities
Instructors have a broad understanding of their professional environment and demonstrate the ability to collaborate with others, model digital citizenship, follow legal and ethical guidelines specific to online and blended learning environments, and engage in continuous professional growth.
![Picture](/uploads/1/4/1/3/141348611/editor/capture3.png?1670990420)
Within the educational courses that I have taken, I have collaborated with others, discussing ideas on blog posts, discussion boards, and Padlet activities. I have also engaged in Professional Development opportunities such as taking the course High Impact Virtual Instructional Practices for Teachers, watching webinars, and reading the book K-12 Blended Teaching Elementary Education Edition. These all demonstrate my continuous professional development. I also chose to become an Undergraduate Lab Assistant at Indiana University for the Fall semester of W200, learning about teaching with technology as a lab assistant.
As a future educator, I am interested in continuing to pursue professional development opportunities, collaborating with other teachers in the classroom, learning from teachers during my service learning and student teaching, attending lectures and seminars as I am able. I am interested in the developing use of technology within the classroom, accessibility supports for students provided by technology, and how to bridge gaps in academic outcomes due to the digital divide.
As a future educator, I am interested in continuing to pursue professional development opportunities, collaborating with other teachers in the classroom, learning from teachers during my service learning and student teaching, attending lectures and seminars as I am able. I am interested in the developing use of technology within the classroom, accessibility supports for students provided by technology, and how to bridge gaps in academic outcomes due to the digital divide.