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Standard II
Design and Develop Digital-Age Learning Experiences and Assessments
Reflection
With this standard, educators should be moving away from the textbook and providing students with instruction that integrates digital tools and other technological resources. This standard also addresses that students have varied needs and interests. The teacher should facilitate multiple avenues to learning and assessment. Students should learn to set their own goals for learning and evaluate their progress toward those goals.
The podcast that I created is one way an instructor could use digital tools to provide instruction. In the context that this podcast was created, the students were to listen before class in order to have some background knowledge before the lesson began. Later, they were allowed to listen to the podcast to review as needed. This artifact demonstrates using an adaptive learning experience by incorporating digital tools which is one component of this standard, and it also meets this standard because it allows students a personalized learning activity that can address auditory learning styles.
The Dreamweaver site that I created is a way that students can access needed information when they are ready for it. The site (under the student tab) provides tutorials for different library resources, as well as the Big6 information model for research. There are assessments for the students to check their own progress on the site. In my own practice, I teach the Big6 model to my students in grades 3-5, but the site allows them to access the information as needed. This site meets the criteria of standard two because I created a technology- enriched learning environment (though virtual) that allows students to manage their own learning and assess their newly acquired knowledge.
The Easy Test Maker file shows how I would use technology based tools for assessment. The Easy Test Maker program can provide printable tests, such as the file linked below, but an instructor can also provide a link to a hosted assessment. This would allow students to take the assessment from any location at any time. As part of my course site, students were able to access the document from home via the link to the PDF document. This artifact meets this standard by providing another type of assessment the result of which would be used to inform instruction in the future.
Finally, the Rubistar rubric is a way for students to set goals and evaluate their own progress. By providing such a rubric before an assignment is due, the student can see exactly what is required to score the grade they desire. The rubric breaks down the individual elements and what an exemplar project would look like versus a poor project. This information is very valuable to the student as they synthesize the information learned to demonstrate their understanding. This artifact meets the standard because by using it students are able to assess their own progress, and set goals for their intended outcome.
Artifacts
- Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
- Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
- Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
- Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Reflection
With this standard, educators should be moving away from the textbook and providing students with instruction that integrates digital tools and other technological resources. This standard also addresses that students have varied needs and interests. The teacher should facilitate multiple avenues to learning and assessment. Students should learn to set their own goals for learning and evaluate their progress toward those goals.
The podcast that I created is one way an instructor could use digital tools to provide instruction. In the context that this podcast was created, the students were to listen before class in order to have some background knowledge before the lesson began. Later, they were allowed to listen to the podcast to review as needed. This artifact demonstrates using an adaptive learning experience by incorporating digital tools which is one component of this standard, and it also meets this standard because it allows students a personalized learning activity that can address auditory learning styles.
The Dreamweaver site that I created is a way that students can access needed information when they are ready for it. The site (under the student tab) provides tutorials for different library resources, as well as the Big6 information model for research. There are assessments for the students to check their own progress on the site. In my own practice, I teach the Big6 model to my students in grades 3-5, but the site allows them to access the information as needed. This site meets the criteria of standard two because I created a technology- enriched learning environment (though virtual) that allows students to manage their own learning and assess their newly acquired knowledge.
The Easy Test Maker file shows how I would use technology based tools for assessment. The Easy Test Maker program can provide printable tests, such as the file linked below, but an instructor can also provide a link to a hosted assessment. This would allow students to take the assessment from any location at any time. As part of my course site, students were able to access the document from home via the link to the PDF document. This artifact meets this standard by providing another type of assessment the result of which would be used to inform instruction in the future.
Finally, the Rubistar rubric is a way for students to set goals and evaluate their own progress. By providing such a rubric before an assignment is due, the student can see exactly what is required to score the grade they desire. The rubric breaks down the individual elements and what an exemplar project would look like versus a poor project. This information is very valuable to the student as they synthesize the information learned to demonstrate their understanding. This artifact meets the standard because by using it students are able to assess their own progress, and set goals for their intended outcome.
Artifacts
Future Learning Goals
This standard is one of the ways I can be most helpful to my students and teachers in my current position. I hope to learn how to use more online tools in order to provide learning experiences for my students and professional learning opportunities for my colleagues. I would like to adapt some of my online assessments so that the data can be delivered directly to me or another teacher when a student takes an online quiz. I plan to develop an online survey to ask students about their learning preferences. By gathering the data online, I could better analyze a larger portion of my students' preferences. Currently, I serve over 1,000 students, so paper and pencil surveys have not been helpful in this task.
I feel that I have been more successful in the creation of summative assessments, but I have not created as many formative types. My goal is to use the same types of tools to create formative assessments that will better allow me to monitor instruction as it is occuring. This will help me to change course if that is needed for instruction to be more effective.
This standard is one of the ways I can be most helpful to my students and teachers in my current position. I hope to learn how to use more online tools in order to provide learning experiences for my students and professional learning opportunities for my colleagues. I would like to adapt some of my online assessments so that the data can be delivered directly to me or another teacher when a student takes an online quiz. I plan to develop an online survey to ask students about their learning preferences. By gathering the data online, I could better analyze a larger portion of my students' preferences. Currently, I serve over 1,000 students, so paper and pencil surveys have not been helpful in this task.
I feel that I have been more successful in the creation of summative assessments, but I have not created as many formative types. My goal is to use the same types of tools to create formative assessments that will better allow me to monitor instruction as it is occuring. This will help me to change course if that is needed for instruction to be more effective.
©2018 Jennifer Dunkin e-Portfolio for MSIT at The University of Southern Mississippi