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
Reflection
The Internet Lesson Plan was an artifact created individually involving a project-based learning activity that required students to complete a Google Tour of various art museums, and then collaborate with classmates to create a digital brochure for a museum of their choice. The lesson plan includes visual art content standards as well as ISTE Standards for Students. In addition to the Google Tour, students conducted online research and then presented their brochure by means of a screencast. Assessment of the project also included technology through analysis of students’ digital journals in OneNote, and of a form in Office 365 that students used to guide their research. Additional digital tools and resources that supported student learning were iPads, Google Tour, KidsSearch, Screencast-o-matic, Canva, Read-Aloud and Sticky Note extensions, and Translator add-in. Classroom management strategies were necessary to ensure equitable access and resolve technical issues. The instructional strategies and learning activities incorporated the 4Cs – collaboration, communication, critical thinking, and creativity – through use of technology for research, design, and presentation. My role in the project was as facilitator of the Google Tour and demonstrator of research practices, as well as instruction in use of digital tools and providing feedback. In addition to demonstrating understanding of visual art standards through use of technology, students also exhibited digital citizenship through activities that were authentic and meaningful.
This artifact demonstrates my ability to model and facilitate the design and implementation of a technology-enhanced learning experience through development of a lesson plan that uses project-based learning aligned with student content standards and student technology standards. The plan includes five visual art student content standards, which are VA5.CR.2b, VA5.CR.3c, VA5.CN.1e, VA5.CN.2a, and VA5CN.3. The student technology standards represented are ISTE-S 1c, 2b, 2c, 3a, 3c, 4a, 6d, and 7c. The student technology standards were evident in the lesson as students used iPads to complete a Google Tour that provided a virtual field trip experience to various art museums, and then conducted online research using KidsSearch, which included use of Read-Aloud and Sticky Note extensions and Translator add-in. Students used Forms and OneNote in Office 365 to record their research. Students also used the Canva app to design a brochure about their chosen museum, and Screencast-o-matic to create a presentation about their brochure. All use of technology and digital tools was collaborative, which required students to communicate with each other and myself and think critically.
The visual art student content standards are evident through the tour of art museums, and the development of the brochure and screencast. Standard VA5.CN.3 directly relates to use of the 4Cs in the study and production of art, all of which are addressed through the technological components of the lesson plan, especially creativity.
My specific role in modeling and facilitating the design and implementation is evident as I guided students through the Google Tour, as well as how to conduct research through KidsSearch. I also included tutorials for Canva and Screencast within the lesson, which I walked students through initially. I created the Form and OneNote class notebook for students to record their research, and I demonstrated how to use both digital resources. In addition, I modeled and facilitated use of the Read-Aloud and Sticky Note extensions and Translator add-in as necessary. Technical support was provided through actual use of iPads, as well as troubleshooting when problems arose. Further facilitation was evident through assistance with Canva and Screencast-o-matic outside of the tutorial, as students progressed through the lesson.
Through completion of this artifact, I learned how to manage various digital resources with groups of students, and how to troubleshoot effectively. I also learned how to design a lesson that combines student content standards with student technology standards, and to facilitate the components to support students with diverse needs. To improve the quality of the artifact, I would create a Form that required students to be responsible for certain aspects of the brochure design and screencast, or that asked individual students to provide information regarding their specific contribution. This would hold students accountable and provide an additional technology piece. As far as the process, I would provide mini-lessons on research, Canva, and Screencast-o-matic prior to implementing the Google Tour, so that the components of the lesson plan flowed more smoothly from start to finish and weren’t interrupted by digital tools that were new and unfamiliar.
This artifact impacted school improvement in that it involved use of technology and art, and our school is working towards STEAM from STEM. This lesson could be adjusted to include additional content standards from academic areas and is an example to grade-level and subject-area teachers as to how student technology standards can be combined with student content standards in a meaningful way. This artifact impacted student learning in that it provided a project-based learning experience that used technology standards along with content standards and implemented the 4Cs throughout the various components of the lesson plan. This impact can be assessed through the screencast presentation, as it encompassed all aspects of the lesson that were required of the student groups, and through the self-assessment reflection statement.
The Internet Lesson Plan was an artifact created individually involving a project-based learning activity that required students to complete a Google Tour of various art museums, and then collaborate with classmates to create a digital brochure for a museum of their choice. The lesson plan includes visual art content standards as well as ISTE Standards for Students. In addition to the Google Tour, students conducted online research and then presented their brochure by means of a screencast. Assessment of the project also included technology through analysis of students’ digital journals in OneNote, and of a form in Office 365 that students used to guide their research. Additional digital tools and resources that supported student learning were iPads, Google Tour, KidsSearch, Screencast-o-matic, Canva, Read-Aloud and Sticky Note extensions, and Translator add-in. Classroom management strategies were necessary to ensure equitable access and resolve technical issues. The instructional strategies and learning activities incorporated the 4Cs – collaboration, communication, critical thinking, and creativity – through use of technology for research, design, and presentation. My role in the project was as facilitator of the Google Tour and demonstrator of research practices, as well as instruction in use of digital tools and providing feedback. In addition to demonstrating understanding of visual art standards through use of technology, students also exhibited digital citizenship through activities that were authentic and meaningful.
This artifact demonstrates my ability to model and facilitate the design and implementation of a technology-enhanced learning experience through development of a lesson plan that uses project-based learning aligned with student content standards and student technology standards. The plan includes five visual art student content standards, which are VA5.CR.2b, VA5.CR.3c, VA5.CN.1e, VA5.CN.2a, and VA5CN.3. The student technology standards represented are ISTE-S 1c, 2b, 2c, 3a, 3c, 4a, 6d, and 7c. The student technology standards were evident in the lesson as students used iPads to complete a Google Tour that provided a virtual field trip experience to various art museums, and then conducted online research using KidsSearch, which included use of Read-Aloud and Sticky Note extensions and Translator add-in. Students used Forms and OneNote in Office 365 to record their research. Students also used the Canva app to design a brochure about their chosen museum, and Screencast-o-matic to create a presentation about their brochure. All use of technology and digital tools was collaborative, which required students to communicate with each other and myself and think critically.
The visual art student content standards are evident through the tour of art museums, and the development of the brochure and screencast. Standard VA5.CN.3 directly relates to use of the 4Cs in the study and production of art, all of which are addressed through the technological components of the lesson plan, especially creativity.
My specific role in modeling and facilitating the design and implementation is evident as I guided students through the Google Tour, as well as how to conduct research through KidsSearch. I also included tutorials for Canva and Screencast within the lesson, which I walked students through initially. I created the Form and OneNote class notebook for students to record their research, and I demonstrated how to use both digital resources. In addition, I modeled and facilitated use of the Read-Aloud and Sticky Note extensions and Translator add-in as necessary. Technical support was provided through actual use of iPads, as well as troubleshooting when problems arose. Further facilitation was evident through assistance with Canva and Screencast-o-matic outside of the tutorial, as students progressed through the lesson.
Through completion of this artifact, I learned how to manage various digital resources with groups of students, and how to troubleshoot effectively. I also learned how to design a lesson that combines student content standards with student technology standards, and to facilitate the components to support students with diverse needs. To improve the quality of the artifact, I would create a Form that required students to be responsible for certain aspects of the brochure design and screencast, or that asked individual students to provide information regarding their specific contribution. This would hold students accountable and provide an additional technology piece. As far as the process, I would provide mini-lessons on research, Canva, and Screencast-o-matic prior to implementing the Google Tour, so that the components of the lesson plan flowed more smoothly from start to finish and weren’t interrupted by digital tools that were new and unfamiliar.
This artifact impacted school improvement in that it involved use of technology and art, and our school is working towards STEAM from STEM. This lesson could be adjusted to include additional content standards from academic areas and is an example to grade-level and subject-area teachers as to how student technology standards can be combined with student content standards in a meaningful way. This artifact impacted student learning in that it provided a project-based learning experience that used technology standards along with content standards and implemented the 4Cs throughout the various components of the lesson plan. This impact can be assessed through the screencast presentation, as it encompassed all aspects of the lesson that were required of the student groups, and through the self-assessment reflection statement.