4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c)
Artifact
Reflection
The Diversity Blog Posting includes digital tools and resources that support a variety of student needs through Google Tours and Virtual/Augmented Reality, both of which give students access to other cultures around the world. The blog also discusses digital equity in the classroom and beyond. This artifact was created individually in response to an assignment in ITEC 7430.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to support diverse student needs. In creating and implementing a Google Tour for my students, I modeled and facilitated use of a virtual learning tool to give students the chance to visit museums around the world, which serves to enhance cultural understanding and increase global awareness. This tour connected technology and visual art standards by giving students an interactive experience at six museums within Europe and the United States, while allowing for students to add in their own stop at a museum of choice. For students with disabilities and English language learners, Read-Aloud and Translator extensions can be used. In facilitation of another virtual reality experience called MUVE, students can view experiences from another person’s perspective, and make decisions from that perspective, which also enhances cultural understanding. Both digital tools support diverse student needs as they allow students to support each other through communication and collaboration, and the use of visual images benefits those who learn by seeing or need scaffolding. Because our school has 1:1 student access to technology within the classroom, the overarching need is for student access outside of school. By researching and implementing programs that provide low-cost internet or loaner devices, I can further support diverse student needs as an effort to close the digital divide.
From completing this artifact, I learned how to implement Google Tours and Virtual Reality games within the classroom as a means of using technology for an authentic, real-world learning experience. In analyzing aspects of digital equity within my school, I developed ideas for closing the digital divide by exploring ways for students to access the internet outside of school. To improve the process of creating this artifact, I would include input from colleagues, administration, and parents as to their perspectives about diversity and digital equity.
This artifact impacts student learning in that it includes two digital resources that directly impact student engagement through authentic, real-world experiences. School improvement is also impacted as the discussion of digital equity applies to every teacher in every learning environment, and suggested actions can be taken within the classroom and the community. This impact could be assessed through student, teacher, and parent surveys, as well as through student-created Google Tours or screencasts that present cultural knowledge gained.
The Diversity Blog Posting includes digital tools and resources that support a variety of student needs through Google Tours and Virtual/Augmented Reality, both of which give students access to other cultures around the world. The blog also discusses digital equity in the classroom and beyond. This artifact was created individually in response to an assignment in ITEC 7430.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to support diverse student needs. In creating and implementing a Google Tour for my students, I modeled and facilitated use of a virtual learning tool to give students the chance to visit museums around the world, which serves to enhance cultural understanding and increase global awareness. This tour connected technology and visual art standards by giving students an interactive experience at six museums within Europe and the United States, while allowing for students to add in their own stop at a museum of choice. For students with disabilities and English language learners, Read-Aloud and Translator extensions can be used. In facilitation of another virtual reality experience called MUVE, students can view experiences from another person’s perspective, and make decisions from that perspective, which also enhances cultural understanding. Both digital tools support diverse student needs as they allow students to support each other through communication and collaboration, and the use of visual images benefits those who learn by seeing or need scaffolding. Because our school has 1:1 student access to technology within the classroom, the overarching need is for student access outside of school. By researching and implementing programs that provide low-cost internet or loaner devices, I can further support diverse student needs as an effort to close the digital divide.
From completing this artifact, I learned how to implement Google Tours and Virtual Reality games within the classroom as a means of using technology for an authentic, real-world learning experience. In analyzing aspects of digital equity within my school, I developed ideas for closing the digital divide by exploring ways for students to access the internet outside of school. To improve the process of creating this artifact, I would include input from colleagues, administration, and parents as to their perspectives about diversity and digital equity.
This artifact impacts student learning in that it includes two digital resources that directly impact student engagement through authentic, real-world experiences. School improvement is also impacted as the discussion of digital equity applies to every teacher in every learning environment, and suggested actions can be taken within the classroom and the community. This impact could be assessed through student, teacher, and parent surveys, as well as through student-created Google Tours or screencasts that present cultural knowledge gained.