TEACHING, LEARNING, AND ASSESSMENT
Georgia Professional Standard 2
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.
- Element 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.
- Element 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
- Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
- Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).
- Element 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
- Element 2.6 Instructional Design - Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology- enhanced learning experiences.
- Element 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.
- Element 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.
TECHNOLOGY INTEGRATION UNIT: PLAN
The Visual Problem Solving unit was created in FRIT 8530-Applications of Instructional Technology for the Technology Integration assignment. The unit includes a video podcast (vodcast, described below), an assignment worksheet, a graphic organizer, a group project, a reflection activity, and an assessment rubric. The assessment rubric data would be entered into an electronic spreadsheet for analysis.
One of the challenges I had with learning Math as a child was that no one made it visible for me. Though I tend to learn well using many styles of learning, which is the same for most people, I learn best when I can visualize a concept or idea being conveyed to me. This is how I taught myself Math concepts throughout the years. This is also how I taught Math to others. I had become generally familiar with the Singapore Math method and thought it to be a wonderful approach to learning math. I had also become familiar with the Polya's four-step problem solving method through my teaching experience in Middle Grades Math. Problem-solving is an essential 21st century skill and so is technology literacy and visual thinking. This assignment was a great way to intersect the three.
TECHNOLOGY INTEGRATION unit: vodcast
This vodcast is one of the learning resources that accompanies the instructional unit described above. It demonstrates the design and implementation of a math lesson based on Common Core Georgia Performance Standards (CCGPS) for fifth grade math. The vodcast lesson is also aligned with the ISTE NETS-S standard "Technology Operations and Concepts."
In developing this unit, I wanted to make sure that the actual unit design reflected the content. If the unit was about visual problem solving, the content needed to be visually relevant and appealing so that it would hook and engage the learner. The most challenging part was narrating the script. I soon realized why I am not a news journalist. This was one of the assignments I truly enjoyed creating.
instructioanl digital video
This digital video was created in FRIT 7230-Selection and Development of Instructional Technology. The video was designed for members of a Christian-based church technology ministry. The video was inspired by my church's technology ministry team's desire to create a training resource for new volunteers. The ARCS model was used to incorporate elements that would influence volunteer motivation (AECT Standard 1.3.d). The ASSURE model was used as framework for designing the video as a multimedia resource for current and future ministry volunteers. (AECT Standard 2.0.3).
One of the lessons I learned from this project is to invest in a more professional-grade camera. In looking more closely at it, the video is too grainy and blurry in some parts. I used my little Olympus digital camera to shoot all the scenes. That was a bad choice. There was also insufficient lighting in the church. However, the video content itself served its purpose. This project too a great deal of time to complete from start to finish.