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: ITEC 7400 Engaged Learning Project
Reflection:
The Engaged Learning (EL) Project that I created for my students while taking the ITEC 7400 class allowed me to bring student-centered learning through technology use to my classroom. I created the unit plan, “Mitas y Leyendas” and then researched various Web 2.0 Tools that I could implement to make this Unit a WebQuest for my students. I created a Weebly site to house the Webquest. I research useful websites regarding Myths and Legends of the Indigenous People of Central and South America. I created survey questions to gauge student learning and mastery of the content and state aligned standards associated with this unit. I developed assessments, both formal and informal to check for student understanding and mastery. I also created discussions to allow for student engagement.
This WebQuest was perfectly aligned with student content standards from the Georgia Performance Standards (GPS) for Modern Languages Level III. I aligned content standards student learning goals and outcomes. The student content standards associate with theis WebQuest are:
In addition to aligning this WebQuest to student content standards, I also aligned it to ISTE Student Technology Standards by incorporating meaningful online activities within the WebQuest. The following ISTE Student standards were aligned with this WebQuest:
b. Create original works as a means of personal or group expression
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
During this WebQuest, students were required to interact with their peers to generate new legends and myths. They also accomplished these standards by comparing and contrasting myths from these regions to myths and legends in the US (ones that they know).
I was able to model and implement the WebQuest by walking students through the process. I designed the process that they needed to talk to achieve mastery of both content and technology standards. I defined these standards as well. I facilitated students’ learning process by helping them troubleshoot and offer student centered options to complete the WebQuest. Giving students different options allowed them to take ownership of how they would learn the material. It also allowed me to implement a truly differentiated unit and online lesson.
After creating and facilitating student completion of the WebQuest, I change the amount of time allotted for certain activities. Some activities I allotted too much time for and others not enough. I would also make certain that students had a copy of what they needed to do in case of network issues. We had network issues a couple of days that slowed the process down and I should have had print materials available to compliment the WebQuest activities and allow for continuation of the process.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Student seemed to enjoy making decision on what and how they would learn. They also stayed on task better than when this unit was delivered in a traditional setting.
The Engaged Learning (EL) Project that I created for my students while taking the ITEC 7400 class allowed me to bring student-centered learning through technology use to my classroom. I created the unit plan, “Mitas y Leyendas” and then researched various Web 2.0 Tools that I could implement to make this Unit a WebQuest for my students. I created a Weebly site to house the Webquest. I research useful websites regarding Myths and Legends of the Indigenous People of Central and South America. I created survey questions to gauge student learning and mastery of the content and state aligned standards associated with this unit. I developed assessments, both formal and informal to check for student understanding and mastery. I also created discussions to allow for student engagement.
This WebQuest was perfectly aligned with student content standards from the Georgia Performance Standards (GPS) for Modern Languages Level III. I aligned content standards student learning goals and outcomes. The student content standards associate with theis WebQuest are:
- MLIII.P1.A – Summarize and communicate main ideas and supporting details from a variety of authentic language materials
- MLIII.P1.C – Write short, organized compositions in the present with increasing accuracy, using visual and technological support as appropriate
- MLIII.P2.A – Prepare and present culturally authentic poetry, skits or stories
- MLIII.P2.B – Prepare and present original essays, poetry, skits, or stories in the target language
- MLIII.CCC1.B – Relate topics studied in other subject areas to those studied in the target language class
- MLIII.CCC2.C – Compare aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation; with the students’ own culture
- MLIII.IP2.A – Participate in extended oral and written activities reflecting the present
- MLIII.IP2.F – Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics
- MLIII.INT1.A – Identify main ideas and supporting details from a variety of sources
- MLIII.INT1.B – Understand culturally authentic materials and information
- MLIII.IP1.D – Give detailed descriptions
- MLIII.IP1.F – Ask questions and provide responses on topics and events found in a variety of print and non-print resources
- MLIII.CCC3 – The students strengthen knowledge of the English language through the study and analysis of increasingly complex elements of the target language
- MLIII.CCC3.A – Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied
- MLIII.CCC4.B – Locate and use resources in the target language, such as individuals and organizations accessible through the community or the Internet, to reinforce cultural knowledge
In addition to aligning this WebQuest to student content standards, I also aligned it to ISTE Student Technology Standards by incorporating meaningful online activities within the WebQuest. The following ISTE Student standards were aligned with this WebQuest:
- Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology
b. Create original works as a means of personal or group expression
- Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
During this WebQuest, students were required to interact with their peers to generate new legends and myths. They also accomplished these standards by comparing and contrasting myths from these regions to myths and legends in the US (ones that they know).
I was able to model and implement the WebQuest by walking students through the process. I designed the process that they needed to talk to achieve mastery of both content and technology standards. I defined these standards as well. I facilitated students’ learning process by helping them troubleshoot and offer student centered options to complete the WebQuest. Giving students different options allowed them to take ownership of how they would learn the material. It also allowed me to implement a truly differentiated unit and online lesson.
After creating and facilitating student completion of the WebQuest, I change the amount of time allotted for certain activities. Some activities I allotted too much time for and others not enough. I would also make certain that students had a copy of what they needed to do in case of network issues. We had network issues a couple of days that slowed the process down and I should have had print materials available to compliment the WebQuest activities and allow for continuation of the process.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Student seemed to enjoy making decision on what and how they would learn. They also stayed on task better than when this unit was delivered in a traditional setting.