Standard 2
Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
During the Technology to Enhance Learning course, I was asked to prepare a Case Report. The Case Report Assignment asks you to write a brief summary describing how someone (including yourself) used technology to enhance learning, and to compare your summary to stories found in the KITE data base. If you wish, your report can focus on a situation where technology actually impeded learning. Well, I actually took the lesson that I found from the KITE database and used it with a group of marketing students, 9th-12th grades. The results were good. They created commercials for the products that they created: Wake 'n Bake Alarm Clock, Split A Cup, Everlasting Gum, etc.
Prior to presenting their commercials, they were asked to create a PRESENTATION that would tell us about their products: the product cost, projected mark-up, selling price, marketing plan, etc. It was an excellent experience and the end product was a great assessment to the knowledge they gained.
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
During a Case Report I designed for my first level marketing students, a lesson utilizing real-world application was assessed for the use of technology, learning goals, and how to facilitate learning. After reviewing each of these areas, it was determined that the learning goal was met and the lesson facilitated learning. The students were to make a two- to three-minute commercial showing branding of a particular product. The learning goal was: The students will demonstrate branding of a product by creating a commercial of that particular product.
Through a Technology Usage Assessment I was able to gain a better understanding of engaging students through the use of technology. By examining a case of 4th grade math class taking a graphing unit and utilized spreadsheet technology to create graphs, demonstrating the proper set up of graphs and the correct components, I was able to determine that just because you institute software into your lessons does mean students are engaged in learning. They began by surveying the whole school about favorite things. They did this using tally marks and fundamental mathematical skills. Then, they took that information and made graphs using software, Appleworks. This assessment showed me how to score various types of learning based on a level of engagement and interaction.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
While taking Teaching Online Courses, we had to design a Synchronous Instructional Session (SIS). The content area of focus was to obtain a better understanding of Photoshop layers by creating the layers of a sandwich on a plate. Utilizing layers effectively is a key skill to have in order to create efficient and fully editable graphics. The purpose of this session was direct instruction, targeting those students who learn through listening and viewing the material. Upon request the students were able to receive the tutorial file to read during and after the session. Upon completing this session students will be able to: a. use layering tool to produce a multi-layered image, b. manipulate backgrounds using the masking tool, and c. effectively demonstrate the brush tool for added effect. I will admit that I received the most out of the SIS reflection. The reflection enabled me to look back at the lesson I taught and suggest changes I would make if taught again in the future or to different audiences.
Another adventure in my Teaching Online Courses class, I was tasked to complete an Instructional Strategy/Intervention. I chose 9-12th grade Career Management as my area of interest. This course prepares students to locate, secure, keep, and change careers. Emphasis is placed on self-assessment of characteristics, interests, and values; education and career exploration; evaluation of career information and creation of a career plan. Based on the National Career Development Guidelines, skills learned in this course include, but are not limited to communications, interpersonal skills, problem solving, personal management and teamwork. English language arts are reinforced. My goal would be to find methods that would engage students in a way the face-to-face instruction could not. Some teachers utilize textbooks and some do not. Each of these strategies requires a computer and Internet access. The assumption is that these resources are provided by the school, either through the classroom or library, if they are not available in the home. Each of the solutions in my Instruction Strategy/Intervention uses elements of a learner-centered approach and seeks to stimulate the students' creativity and deeper retention, therefore relieving boredom and increasing understanding.
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
During Introduction to Technology in Schools, I created a Technology Integration Learning Plan to utilize with my students. In this unit I focused on the North Carolina Career and Technical Education Standards for Digital Media. It consisted of a tablet and pen lesson that enables students to take images within a photo and place them in a different setting with the greatest precision as to not notice the change. Prior to the lesson, a KWL assessment will highlight knowledge that my student's are lacking. This will guide my teaching as to fill in gaps of missing knowledge so that students are not confused. My goal for integrating technology into my lesson is to allow students complete control over the interaction with the digital content on their computer. The surface of the tablet maps to the desktop of the computer and the pen becomes the cursor. After the lesson is completed, the technology integration will allow real world experiences of graphic designer expectations, help to show the difference between technology regarding precision editing, and help the students to fully understand how to use the tools of Adobe Photoshop to edit photos. Students will be assessed by providing the project, peer feedback, and a multiple choice assessment aligned with NC's state assessment questions.
I also help out a lot with our Career and Technical education department by holding regular meetings with Northside's CTE teachers to prepare them for state testing and how to analyze testing data to plan future lessons.
During the Technology to Enhance Learning course, I was asked to prepare a Case Report. The Case Report Assignment asks you to write a brief summary describing how someone (including yourself) used technology to enhance learning, and to compare your summary to stories found in the KITE data base. If you wish, your report can focus on a situation where technology actually impeded learning. Well, I actually took the lesson that I found from the KITE database and used it with a group of marketing students, 9th-12th grades. The results were good. They created commercials for the products that they created: Wake 'n Bake Alarm Clock, Split A Cup, Everlasting Gum, etc.
Prior to presenting their commercials, they were asked to create a PRESENTATION that would tell us about their products: the product cost, projected mark-up, selling price, marketing plan, etc. It was an excellent experience and the end product was a great assessment to the knowledge they gained.
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
During a Case Report I designed for my first level marketing students, a lesson utilizing real-world application was assessed for the use of technology, learning goals, and how to facilitate learning. After reviewing each of these areas, it was determined that the learning goal was met and the lesson facilitated learning. The students were to make a two- to three-minute commercial showing branding of a particular product. The learning goal was: The students will demonstrate branding of a product by creating a commercial of that particular product.
Through a Technology Usage Assessment I was able to gain a better understanding of engaging students through the use of technology. By examining a case of 4th grade math class taking a graphing unit and utilized spreadsheet technology to create graphs, demonstrating the proper set up of graphs and the correct components, I was able to determine that just because you institute software into your lessons does mean students are engaged in learning. They began by surveying the whole school about favorite things. They did this using tally marks and fundamental mathematical skills. Then, they took that information and made graphs using software, Appleworks. This assessment showed me how to score various types of learning based on a level of engagement and interaction.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
While taking Teaching Online Courses, we had to design a Synchronous Instructional Session (SIS). The content area of focus was to obtain a better understanding of Photoshop layers by creating the layers of a sandwich on a plate. Utilizing layers effectively is a key skill to have in order to create efficient and fully editable graphics. The purpose of this session was direct instruction, targeting those students who learn through listening and viewing the material. Upon request the students were able to receive the tutorial file to read during and after the session. Upon completing this session students will be able to: a. use layering tool to produce a multi-layered image, b. manipulate backgrounds using the masking tool, and c. effectively demonstrate the brush tool for added effect. I will admit that I received the most out of the SIS reflection. The reflection enabled me to look back at the lesson I taught and suggest changes I would make if taught again in the future or to different audiences.
Another adventure in my Teaching Online Courses class, I was tasked to complete an Instructional Strategy/Intervention. I chose 9-12th grade Career Management as my area of interest. This course prepares students to locate, secure, keep, and change careers. Emphasis is placed on self-assessment of characteristics, interests, and values; education and career exploration; evaluation of career information and creation of a career plan. Based on the National Career Development Guidelines, skills learned in this course include, but are not limited to communications, interpersonal skills, problem solving, personal management and teamwork. English language arts are reinforced. My goal would be to find methods that would engage students in a way the face-to-face instruction could not. Some teachers utilize textbooks and some do not. Each of these strategies requires a computer and Internet access. The assumption is that these resources are provided by the school, either through the classroom or library, if they are not available in the home. Each of the solutions in my Instruction Strategy/Intervention uses elements of a learner-centered approach and seeks to stimulate the students' creativity and deeper retention, therefore relieving boredom and increasing understanding.
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
During Introduction to Technology in Schools, I created a Technology Integration Learning Plan to utilize with my students. In this unit I focused on the North Carolina Career and Technical Education Standards for Digital Media. It consisted of a tablet and pen lesson that enables students to take images within a photo and place them in a different setting with the greatest precision as to not notice the change. Prior to the lesson, a KWL assessment will highlight knowledge that my student's are lacking. This will guide my teaching as to fill in gaps of missing knowledge so that students are not confused. My goal for integrating technology into my lesson is to allow students complete control over the interaction with the digital content on their computer. The surface of the tablet maps to the desktop of the computer and the pen becomes the cursor. After the lesson is completed, the technology integration will allow real world experiences of graphic designer expectations, help to show the difference between technology regarding precision editing, and help the students to fully understand how to use the tools of Adobe Photoshop to edit photos. Students will be assessed by providing the project, peer feedback, and a multiple choice assessment aligned with NC's state assessment questions.
I also help out a lot with our Career and Technical education department by holding regular meetings with Northside's CTE teachers to prepare them for state testing and how to analyze testing data to plan future lessons.
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*All items found in YELLOW are links. Please feel free to click on them for an enriched ePortfolio experience.