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
Reflection
The blog post in ITEC 7430 describes how visual learning equals engaged learning. It describes exploration of Adobe Spark, OneNote, and Sway, including how these digital tools and resources support collaboration and critical thinking as part of the 4 Cs. Discussion of the pros and cons of Bring Your Own Device (BYOD) finishes out the blog, with a focus on how devices can enhance student learning experiences. This blog post was created individually as part of an assignment in the class Internet Tools in the Classroom. I researched each of the digital tools and resources in relation to my subject matter of visual art, designing how the tool would be managed within the classroom.
This artifact demonstrates my ability to manage digital tools and resources within the context of a student learning experience. In using Adobe Spark, I designed a video for grades 3-5 that explains the clay process, as we were beginning a ceramics unit. It demonstrated the steps for creating a clay form through pinch, coil, and slab, and how clay transforms through creating, firing, glazing, and firing again. I also discussed how I would manage this digital tool for student use to show knowledge and learning. In exploring use of the Office 365 digital resource OneNote, I managed student use of the components for collaboration and communication between students, teachers, and parents. The digital resource Sway was used as a presentation tool that involved critical thinking, as students could construct a Sway together to describe a process, answer a question, solve a problem, or present new knowledge in an organized way. The addition of BYOD could make access to these digital tools and resources more prevalent in the effort to engage students in learning. Managing BYOD includes having a designated digital device day, aligning BYOD strategies with state standards and county policy, and developing a plan to measure the impact and effectiveness.
From completing this artifact, I learned how Adobe Spark, One Note, and Sway could be used to digitally enhance students’ learning experiences. In addition, I learned how to use these tools to meet objectives within the art classroom as far as instruction, student demonstration of knowledge and understanding, and assessment/self-assessment. To improve the quality of the artifact, I would include examples of student use for those specific visual art objectives.
The work that went into creating this artifact impacted student learning in that use of these digital tools and resources to meet standards and objectives engages students more fully. The tools give students multiple ways to demonstrate learning, and also provide ways to collaborate and think critically about the concepts being presented.
The blog post in ITEC 7430 describes how visual learning equals engaged learning. It describes exploration of Adobe Spark, OneNote, and Sway, including how these digital tools and resources support collaboration and critical thinking as part of the 4 Cs. Discussion of the pros and cons of Bring Your Own Device (BYOD) finishes out the blog, with a focus on how devices can enhance student learning experiences. This blog post was created individually as part of an assignment in the class Internet Tools in the Classroom. I researched each of the digital tools and resources in relation to my subject matter of visual art, designing how the tool would be managed within the classroom.
This artifact demonstrates my ability to manage digital tools and resources within the context of a student learning experience. In using Adobe Spark, I designed a video for grades 3-5 that explains the clay process, as we were beginning a ceramics unit. It demonstrated the steps for creating a clay form through pinch, coil, and slab, and how clay transforms through creating, firing, glazing, and firing again. I also discussed how I would manage this digital tool for student use to show knowledge and learning. In exploring use of the Office 365 digital resource OneNote, I managed student use of the components for collaboration and communication between students, teachers, and parents. The digital resource Sway was used as a presentation tool that involved critical thinking, as students could construct a Sway together to describe a process, answer a question, solve a problem, or present new knowledge in an organized way. The addition of BYOD could make access to these digital tools and resources more prevalent in the effort to engage students in learning. Managing BYOD includes having a designated digital device day, aligning BYOD strategies with state standards and county policy, and developing a plan to measure the impact and effectiveness.
From completing this artifact, I learned how Adobe Spark, One Note, and Sway could be used to digitally enhance students’ learning experiences. In addition, I learned how to use these tools to meet objectives within the art classroom as far as instruction, student demonstration of knowledge and understanding, and assessment/self-assessment. To improve the quality of the artifact, I would include examples of student use for those specific visual art objectives.
The work that went into creating this artifact impacted student learning in that use of these digital tools and resources to meet standards and objectives engages students more fully. The tools give students multiple ways to demonstrate learning, and also provide ways to collaborate and think critically about the concepts being presented.