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: Multimedia Design Project/Webquest
Reflection:
During the Summer of 2019, I created the Multimedia Design Project as part of the ITEC 7445 Multimedia and Web Design in Education course. The MDP was a Webquest designed for my 12th grade Advanced Mathematical Decision Making course. I chose to create a webquest for the first unit of AMDM, that also covered the standards that my students typically have the most trouble mastering during that unit. The artifact required me to follow the steps of the ADDIE Instructional Design Model (Analysis, Design, Development, Implementation, and Evaluation). I was tasked with creating a Webquest with an authentic and engaging context, task, objectives and evaluation. This assignment was completed individually, but during the next school year expanded to encompass the AMDM team for the creation of additional webquest for AMDM units.
Standard 2.1, Content Standards & Student Technology Standards, establishes candidate expectations to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. The MDP/Webquest was created as a lesson for AMDM students and is aligned with GSE AMDM content standards MAMDMN1a and MAMDMN1c. With this task, students use proportional reasoning to solve problems involving ratios and solve problems involving large quantities that are not easily measured. They accomplish this by using Fermi estimate practices to solve problems involving large quantities. For example, how many gumballs would fill up a 55 gallon drum container or how many people attended the Macy’s Day Parade last year? It is also aligned with ISTE’s technology standards for students 1a, 1c, 3a, and 3d. The activity is designed as a Webquest, utilizing online resources and web applications. Under the technology standards, as empowered learners, this requires that (1a) students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. Students must also (1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. As Knowledge Constructors, students (3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits and (3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. In creating the Webquest activity, I used Google Sites to organize the learning and assessment process and to model the design and implementation of a technology-enhanced learning experience. This activity was used in a collaborative PD with peer math teachers to explain and facilitate the design and implementation of additional technology-enhanced student learning activities. As a result, our team created 4 additional webquests for AMDM, one for each unit of study.
In creating the multimedia project, I learned to create a Google Site and embed web resources and links to create an engaging learning experience for students. Prior to creating this webquest I had only attempted to use Google Sites one other time and I had previously built one other webquest, almost 10 years prior during a previous college course. Because of this artifact, I became more confident in building websites with Google Sites and implementing webquests in the classroom. I was also commended for its looks and ease of use by my students and peer teachers. If I had the opportunity to change anything about the webquest or creation process, I would embed the documents as images, rather than links, and I would create the site and documents on my own personal Google account, rather than the school provided one. This is because, when I left my school, I was not able to retain complete ownership of my work, and some of the linked documents may have been lost in transfer to my personal account.
The creation of this artifact impacted faculty development and student learning. I was able to use my artifact to model an engaging product and facilitate further development of technology-enhanced student activities with the AMDM curriculum team. The peer teachers that I worked with also became more familiar and more confident with creating Google Sites to guide student learning. It also impacted student learning in providing students with an engaging, fun activity that promoted a positive learning experience. This impact could be measured through student surveys or pre/post assessments, although those aspects were not explored during this activity.
During the Summer of 2019, I created the Multimedia Design Project as part of the ITEC 7445 Multimedia and Web Design in Education course. The MDP was a Webquest designed for my 12th grade Advanced Mathematical Decision Making course. I chose to create a webquest for the first unit of AMDM, that also covered the standards that my students typically have the most trouble mastering during that unit. The artifact required me to follow the steps of the ADDIE Instructional Design Model (Analysis, Design, Development, Implementation, and Evaluation). I was tasked with creating a Webquest with an authentic and engaging context, task, objectives and evaluation. This assignment was completed individually, but during the next school year expanded to encompass the AMDM team for the creation of additional webquest for AMDM units.
Standard 2.1, Content Standards & Student Technology Standards, establishes candidate expectations to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. The MDP/Webquest was created as a lesson for AMDM students and is aligned with GSE AMDM content standards MAMDMN1a and MAMDMN1c. With this task, students use proportional reasoning to solve problems involving ratios and solve problems involving large quantities that are not easily measured. They accomplish this by using Fermi estimate practices to solve problems involving large quantities. For example, how many gumballs would fill up a 55 gallon drum container or how many people attended the Macy’s Day Parade last year? It is also aligned with ISTE’s technology standards for students 1a, 1c, 3a, and 3d. The activity is designed as a Webquest, utilizing online resources and web applications. Under the technology standards, as empowered learners, this requires that (1a) students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. Students must also (1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. As Knowledge Constructors, students (3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits and (3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. In creating the Webquest activity, I used Google Sites to organize the learning and assessment process and to model the design and implementation of a technology-enhanced learning experience. This activity was used in a collaborative PD with peer math teachers to explain and facilitate the design and implementation of additional technology-enhanced student learning activities. As a result, our team created 4 additional webquests for AMDM, one for each unit of study.
In creating the multimedia project, I learned to create a Google Site and embed web resources and links to create an engaging learning experience for students. Prior to creating this webquest I had only attempted to use Google Sites one other time and I had previously built one other webquest, almost 10 years prior during a previous college course. Because of this artifact, I became more confident in building websites with Google Sites and implementing webquests in the classroom. I was also commended for its looks and ease of use by my students and peer teachers. If I had the opportunity to change anything about the webquest or creation process, I would embed the documents as images, rather than links, and I would create the site and documents on my own personal Google account, rather than the school provided one. This is because, when I left my school, I was not able to retain complete ownership of my work, and some of the linked documents may have been lost in transfer to my personal account.
The creation of this artifact impacted faculty development and student learning. I was able to use my artifact to model an engaging product and facilitate further development of technology-enhanced student activities with the AMDM curriculum team. The peer teachers that I worked with also became more familiar and more confident with creating Google Sites to guide student learning. It also impacted student learning in providing students with an engaging, fun activity that promoted a positive learning experience. This impact could be measured through student surveys or pre/post assessments, although those aspects were not explored during this activity.