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. (PSC 2.1/ISTE 2a)
Artifact:
Online Teaching Portfolio
Reflection:
This artifact is my Online Teaching Portfolio. It was created in ITEC 7482. The Online Teaching Portfolio was created while I was completing my Online Teaching Endorsement. I had the opportunity to teach a blended online course with third grade students at Westside Elementary School. This artifact in its entirety was created by me during the course.
The Online Teaching Portfolio documents the blended online course that I taught. I designed every component of my online class from the syllabus, to the modules. I modeled and facilitated the design and implementation of technology-enhanced student learning with my blended class. Students were able to learn the student content standards (MGSE3.NF.1, MGSE3.NF.2, MGSE3.NF.3) by using higher level thinking skills. These students were also introduced to student technology standards (ISTE Student Standards 1a, 1b, 1c, 2a, 2b, 2d, 3b, 3c, 4a, and 4b)during the online unit. This online unit was implemented in a third grade resource classroom. Due to the circumstances of my schedule at the time, it was only implemented with a limited number of students. I modeled how the online experience would work for the first few days of implementation and students were able to effectively teach students the expectations for the online setting. Once the expectations were modeled and set in place, I was able to facilitate student learning in a technology enhanced classroom. Students learned about fractions and were able to take their learning outside of the classroom into real-world context.
While completing this artifact, I was able to experience teaching in an online environment. My class was a blended class. We worked through the modules during class time and I was able to facilitate with students. If I had this experience to do again, I would have put my modules in a different order and pulled in more outside resources. This would have given students a more well rounded experience. I would have also implemented this with an full size class of students if my schedule had allowed for it.
This artifact impacted student learning from the get-go. The students were able to work at their own pace and move ahead when they are ready to. It gave me the opportunity to show my administrators how effective online and blended instruction can be. This will impact the school improvement plan and professional development as further plans are put into place by the administration.
This artifact is my Online Teaching Portfolio. It was created in ITEC 7482. The Online Teaching Portfolio was created while I was completing my Online Teaching Endorsement. I had the opportunity to teach a blended online course with third grade students at Westside Elementary School. This artifact in its entirety was created by me during the course.
The Online Teaching Portfolio documents the blended online course that I taught. I designed every component of my online class from the syllabus, to the modules. I modeled and facilitated the design and implementation of technology-enhanced student learning with my blended class. Students were able to learn the student content standards (MGSE3.NF.1, MGSE3.NF.2, MGSE3.NF.3) by using higher level thinking skills. These students were also introduced to student technology standards (ISTE Student Standards 1a, 1b, 1c, 2a, 2b, 2d, 3b, 3c, 4a, and 4b)during the online unit. This online unit was implemented in a third grade resource classroom. Due to the circumstances of my schedule at the time, it was only implemented with a limited number of students. I modeled how the online experience would work for the first few days of implementation and students were able to effectively teach students the expectations for the online setting. Once the expectations were modeled and set in place, I was able to facilitate student learning in a technology enhanced classroom. Students learned about fractions and were able to take their learning outside of the classroom into real-world context.
While completing this artifact, I was able to experience teaching in an online environment. My class was a blended class. We worked through the modules during class time and I was able to facilitate with students. If I had this experience to do again, I would have put my modules in a different order and pulled in more outside resources. This would have given students a more well rounded experience. I would have also implemented this with an full size class of students if my schedule had allowed for it.
This artifact impacted student learning from the get-go. The students were able to work at their own pace and move ahead when they are ready to. It gave me the opportunity to show my administrators how effective online and blended instruction can be. This will impact the school improvement plan and professional development as further plans are put into place by the administration.