Standard 2
II. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
Reflection: Standard II mandates that educators provide students with instruction that utilizes various technological tools in the scope of learning. Teachers must incorporate technology within the instructional design of the classroom and provide meaningful exposure to their students. This type of instructional design provides students with valuable technological experience that can and will be used outside of the classroom, such as in college or career. It also provides students an opportunity to take ownership of their own learning and success.
This standard also asks teachers to utilize multiple types of assessments to monitor the progress of student learning to drive the instructional process. There are several available technological resources that make these tasks easier for instructors. The Rubistar rubric provides students with a guide that shows them exactly what must be done to achieve the highest score. The Scoopit project created is a good example of providing customized instruction. The student is able to decide which topic most interests them to further explore and participate in research in a specific area. The Thinglink project could be used as a challenge activity for academically advanced students. Other multimedia tools created that provide instruction targeted to different learning styles are: the audio podcast, tutorial and interactive videos that we created. These are all examples of how technology can be used to provide differentiated instructional plans for a diverse group of students. Assessments such as the survey and quizzes that were created are varied forms of assessments that allow teachers to obtain data to tailor the instructional plan to accommodate the needs of students.
Artifacts: Links are attached to the title of the artifact.
Rubric
Wevideo
Audio Podcast
Thinglink
Scoop.it
Quizizz (Use code 607037 for access)
Embedded quiz within Course Site
Survey
Future learning goals: It is my goal to better learn how to incorporate these technological tools within my own instructional design. I believe that these tools hold significant relevancy in the science classroom and have a positive impact on learning. It allows the user to create and learn from the experience of the entire process. Also, living in the digital age, it is becoming a part of fundamental knowledge for success outside of the classroom. It is my job to ensure that students are ready for what comes after high school and it is my goal to make sure they succeed.
II. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
Reflection: Standard II mandates that educators provide students with instruction that utilizes various technological tools in the scope of learning. Teachers must incorporate technology within the instructional design of the classroom and provide meaningful exposure to their students. This type of instructional design provides students with valuable technological experience that can and will be used outside of the classroom, such as in college or career. It also provides students an opportunity to take ownership of their own learning and success.
This standard also asks teachers to utilize multiple types of assessments to monitor the progress of student learning to drive the instructional process. There are several available technological resources that make these tasks easier for instructors. The Rubistar rubric provides students with a guide that shows them exactly what must be done to achieve the highest score. The Scoopit project created is a good example of providing customized instruction. The student is able to decide which topic most interests them to further explore and participate in research in a specific area. The Thinglink project could be used as a challenge activity for academically advanced students. Other multimedia tools created that provide instruction targeted to different learning styles are: the audio podcast, tutorial and interactive videos that we created. These are all examples of how technology can be used to provide differentiated instructional plans for a diverse group of students. Assessments such as the survey and quizzes that were created are varied forms of assessments that allow teachers to obtain data to tailor the instructional plan to accommodate the needs of students.
Artifacts: Links are attached to the title of the artifact.
Rubric
Wevideo
Audio Podcast
Thinglink
Scoop.it
Quizizz (Use code 607037 for access)
Embedded quiz within Course Site
Survey
Future learning goals: It is my goal to better learn how to incorporate these technological tools within my own instructional design. I believe that these tools hold significant relevancy in the science classroom and have a positive impact on learning. It allows the user to create and learn from the experience of the entire process. Also, living in the digital age, it is becoming a part of fundamental knowledge for success outside of the classroom. It is my job to ensure that students are ready for what comes after high school and it is my goal to make sure they succeed.