Standard 3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: ITEC 7430 Internet Lesson Plan
Reflection:
The Internet Lesson Plan I created for ITEC 7430 demonstrates my ability to effectively manage digital tools and resources within the context of student learning experiences. I created this lesson for my Spanish III Class. In this learning experience, students discover famous Spanish and Latin artists while also learning which art movements these artists are associated with. I created this unit to guide students in their learning experience and to also take an active role in deciding what information they feel is important.
Students selected an artist to research and explore; they then selected pertinent information about that artist and posted it via the digital tools that I selected to use: the class Wikipage that I managed. They also responded to discussion questions that I posted on the Schoology page that I also manage. I also provided credible websites for students to use in their research and reviewed the importance of citing their information. By using the digital tools that I provided, students were guided and supplied place to inform their peers of what they had learned.
I think that this lesson is a great introduction to art history – a topic that many students do not see until college. I genuinely feel that students were interested and eager to learn about the topic. They did not look forward to the artists test. However, I do feel that this test is necessary to gauge retention of information discussed in class. I probably would add a grammatical component to the test or even an essay section to test for deeper content knowledge or even just for comprehension of grammatical concepts. I would recommend this lesson to any other Spanish teacher or even art history teacher because I do think that it provides authentic learning tasks for students. It is important for whomever that teaches this lesson to have knowledge of art history. I would love to also have more time to discuss students’ projects one on one with them. I feel that I did not have much time to do that. Next time, I will also incorporate a peer review section for the projects. This could be a great opportunity for students to “grade” or offer feedback for their peers. I would also make this unit a little longer if time permitted. Overall, I think that it was a great lesson – fun to teach and fun to learn!
The work that went into this lesson greatly impacted the Spanish Department. We are in the middle of transitioning to a blended learning environment and incorporating more of a student-led learning environment. Now we have a useful and effective lesson to implement into our upper level curriculum. I was also able to teach my peers about some of the Web 2.0 Tools utilized and websites utilized so they can be incorporated into the curriculum as well in different ways. The impact on the Spanish Department can be measured and seen by the increase of implementation of online units such as this. The Spanish Department now has at least two online components in every unit (an average, not a requirement), and has developed some units that are entirely in an online format. We are now incorporating more of a student-led learning environment with the teacher role as more of a facilitator.
The Internet Lesson Plan I created for ITEC 7430 demonstrates my ability to effectively manage digital tools and resources within the context of student learning experiences. I created this lesson for my Spanish III Class. In this learning experience, students discover famous Spanish and Latin artists while also learning which art movements these artists are associated with. I created this unit to guide students in their learning experience and to also take an active role in deciding what information they feel is important.
Students selected an artist to research and explore; they then selected pertinent information about that artist and posted it via the digital tools that I selected to use: the class Wikipage that I managed. They also responded to discussion questions that I posted on the Schoology page that I also manage. I also provided credible websites for students to use in their research and reviewed the importance of citing their information. By using the digital tools that I provided, students were guided and supplied place to inform their peers of what they had learned.
I think that this lesson is a great introduction to art history – a topic that many students do not see until college. I genuinely feel that students were interested and eager to learn about the topic. They did not look forward to the artists test. However, I do feel that this test is necessary to gauge retention of information discussed in class. I probably would add a grammatical component to the test or even an essay section to test for deeper content knowledge or even just for comprehension of grammatical concepts. I would recommend this lesson to any other Spanish teacher or even art history teacher because I do think that it provides authentic learning tasks for students. It is important for whomever that teaches this lesson to have knowledge of art history. I would love to also have more time to discuss students’ projects one on one with them. I feel that I did not have much time to do that. Next time, I will also incorporate a peer review section for the projects. This could be a great opportunity for students to “grade” or offer feedback for their peers. I would also make this unit a little longer if time permitted. Overall, I think that it was a great lesson – fun to teach and fun to learn!
The work that went into this lesson greatly impacted the Spanish Department. We are in the middle of transitioning to a blended learning environment and incorporating more of a student-led learning environment. Now we have a useful and effective lesson to implement into our upper level curriculum. I was also able to teach my peers about some of the Web 2.0 Tools utilized and websites utilized so they can be incorporated into the curriculum as well in different ways. The impact on the Spanish Department can be measured and seen by the increase of implementation of online units such as this. The Spanish Department now has at least two online components in every unit (an average, not a requirement), and has developed some units that are entirely in an online format. We are now incorporating more of a student-led learning environment with the teacher role as more of a facilitator.