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 Project
The Multimedia Design Project Assessment Report was created in the ITEC 7445: Multimedia & Web Design course. For this artifact I had to design and implement a Webquest for my students that would include both their student content standards as well as the NET-S standards for my students. For this project, I created a resource for my students to use during our interdisciplinary unit on the United States of America. Within this webquest my students used a variety of Web 2.0 tools to develop and utilize their advanced research skills. They were able to analyze the impact their historical figures had on their chosen state while gaining knowledge about their state’s resources, geographical landmarks, state statistics, and history. For their culminating project my students had to use Google Tour Builder to create their visual tour of their chosen state.
I use technology daily in my classroom to help enrich and engage my students. For this artifact I wanted to go beyond remediation and review and encourage my students to use their creative thinking and problem-solving skills to produce an artifact that showcased their learning. My students have access to both laptops and desktops in my classroom and they all have a variety of technology skills. I chose Web 2.0 tools that they were familiar with as well as some that they had never used before. To facilitate their development and implementation of the Web 2.0 tools I had to model these resources through my own tour. While all of my students chose a particular state to research, so did I. I chose to research the state of Georgia and each week I would model my research skills and provide guidance for my students. Not only did students learn about their chosen state, but they were able to reflect on their knowledge, so they could compare and contrast the states.
While creating this WebQuest I learned a great deal about how to use Weebly, the Web 2.0 tools I selected, and about myself. I enjoyed creating the WebQuest for my students and since this class I have created three more. I enjoyed it because I was able to compile all of my resources in one place and my students are able to work at their own pace or in their collaborative teams. At the end of this unit I realized that I needed to add a survey at the end of the WebQuest for feedback. This will help me make changes for the next year. For example, one of my students suggested that I give them the opportunity to choose their own Web 2.0 tools instead of limiting their choices. Also, I would like to add a tab to showcase my students completed products. It could contain links and pictures of their work.
My Webquest was shared with the other gifted liasions in my system to use with their gifted students. Also, during this summer we met to focus our efforts on updating our gifted units. While we were together I led a professional development session on how to create Webquests and their benefits. The impact that this artifact has had can also be assessed by examining the quality of my students culminating projects using the project rubric and feedback from my students and from me.
I use technology daily in my classroom to help enrich and engage my students. For this artifact I wanted to go beyond remediation and review and encourage my students to use their creative thinking and problem-solving skills to produce an artifact that showcased their learning. My students have access to both laptops and desktops in my classroom and they all have a variety of technology skills. I chose Web 2.0 tools that they were familiar with as well as some that they had never used before. To facilitate their development and implementation of the Web 2.0 tools I had to model these resources through my own tour. While all of my students chose a particular state to research, so did I. I chose to research the state of Georgia and each week I would model my research skills and provide guidance for my students. Not only did students learn about their chosen state, but they were able to reflect on their knowledge, so they could compare and contrast the states.
While creating this WebQuest I learned a great deal about how to use Weebly, the Web 2.0 tools I selected, and about myself. I enjoyed creating the WebQuest for my students and since this class I have created three more. I enjoyed it because I was able to compile all of my resources in one place and my students are able to work at their own pace or in their collaborative teams. At the end of this unit I realized that I needed to add a survey at the end of the WebQuest for feedback. This will help me make changes for the next year. For example, one of my students suggested that I give them the opportunity to choose their own Web 2.0 tools instead of limiting their choices. Also, I would like to add a tab to showcase my students completed products. It could contain links and pictures of their work.
My Webquest was shared with the other gifted liasions in my system to use with their gifted students. Also, during this summer we met to focus our efforts on updating our gifted units. While we were together I led a professional development session on how to create Webquests and their benefits. The impact that this artifact has had can also be assessed by examining the quality of my students culminating projects using the project rubric and feedback from my students and from me.