8. Apply Computer-Based Technologies and Media to the Solution of Instructional Problems
Sub-competencies
Plans and designs effective learning environments and experiences supported by technology
Applies technology to facilitate a variety of effective assessment and evaluation strategies
Demonstrates understanding of social, ethical, legal, and human issues surrounding LDT issues and practice
Artifacts
|
EDCI 57300 Final Report
|
Supporting Narrative
The competency states that I can plan and design effective learning environments and experiences supported by technology. I made a budget project for my third graders to travel to a European country. In this project the students used a variety of different activities to create a budget. Many of these activities use tools such as Ideaboardz, Glogster, mentimeter.com YouTube, Padlet and many more. These tools demand that students be creative, logical and attentive. These Web 2.0 tools enhance the lesson in a way that would be hard to do otherwise. I believe I redefined basic budget project by utilizing these tools. The collaboration and design opportunities being the most major of differences by introducing technology.
The competency states that I can apply technology to facilitate a variety of effective assessment and evaluation strategies. I once again present the same artifact to demonstrate this sub-competency. Students are asked in the budget project to create and complete many forms of assessments. Some focus more on creating and designing through tools such as Glogster or Padlet. However, when using Ideaboardz.com, students need to sort and use logical teaching skills to meet the requirements for the project. The project is also designed to monitor and evaluate more than academics. This project also allows for the students to help by also evaluating computer goals as well.
The sub-competency states that I also demonstrate understanding of social, ethical, legal and human issues surrounding LDT issues and practice.
I will be using my EDCI 57300 Final Practicum report as my artifact for this sub-competency. My practicum involves working closely with a STEM teacher in my building as well as the outgoing technology integration specialist. This has given me a taste of how instructional designers must talk with the subject matter expert (SME) to make sure all content is being covered as expected. This social piece was important. I had multiple people who acted as a SME and I was constantly trying to be mindful of schedules and communicate in professional ways. I always take social interactions with team members seriously, however, this was the first time I had to really communicate with a team as an instructional designer. I made sure to have most of my meetings with my team members face to face, because a major social issue when it comes to technology is a communication breakdown online. However, most of my signatures would come by way of email. I combatted miscommunications by meeting in person and a goal of mine for the future will be to talk in person with team members whenever possible.
In the STEM curriculum I made five lessons regarding digital citizenship. In these lessons, ethical issues were raised and addressed in ways an elementary student could understand, regarding how they should make a wise decision online. Ethical issues such as bullying were addressed. I designed the curriculum in a way the students could decide what was bullying, how it impacts others and how to overcome these situations. Tips such as the “STOP” method were given to students, so they can make an ethically sound decision on what to do when they are in the middle of a bad situation online. Protecting students in an online world is a duty that I’m glad I can partake in. Teaching students how to protect themselves online is an ongoing goal that I will always have.
Copyright laws are something I always have to keep in mind when making the STEM curriculum. I have been taught the importance of these legal issues. All pictures included in my lessons are pictures that are labeled as free to reuse, personal to me or have been used under the agreement that credit would be given. This is something that I have personally taught a professionally development course on. My goal moving forward is to make sure that students understand how to use their Chromebook to find pictures that are labeled free to use and understand the importance of these legal issues.
Every student learns differently. This is a human issue that instructional designers must understand. My assessments in my practicum are all very different. Some are digital, some are hands on, and some are quizzes. The presentations also will be created to be unique as well. As a teacher for the past 6 years, I understand the importance of appreciating differences in human behaviors. Purdue University has given me the opportunity to watch human behaviors, find legal and ethical ways to help the child through technology enhanced lessons with a strong social climate among teachers as well as positive, social learning atmospheres for students.
The competency states that I can apply technology to facilitate a variety of effective assessment and evaluation strategies. I once again present the same artifact to demonstrate this sub-competency. Students are asked in the budget project to create and complete many forms of assessments. Some focus more on creating and designing through tools such as Glogster or Padlet. However, when using Ideaboardz.com, students need to sort and use logical teaching skills to meet the requirements for the project. The project is also designed to monitor and evaluate more than academics. This project also allows for the students to help by also evaluating computer goals as well.
The sub-competency states that I also demonstrate understanding of social, ethical, legal and human issues surrounding LDT issues and practice.
I will be using my EDCI 57300 Final Practicum report as my artifact for this sub-competency. My practicum involves working closely with a STEM teacher in my building as well as the outgoing technology integration specialist. This has given me a taste of how instructional designers must talk with the subject matter expert (SME) to make sure all content is being covered as expected. This social piece was important. I had multiple people who acted as a SME and I was constantly trying to be mindful of schedules and communicate in professional ways. I always take social interactions with team members seriously, however, this was the first time I had to really communicate with a team as an instructional designer. I made sure to have most of my meetings with my team members face to face, because a major social issue when it comes to technology is a communication breakdown online. However, most of my signatures would come by way of email. I combatted miscommunications by meeting in person and a goal of mine for the future will be to talk in person with team members whenever possible.
In the STEM curriculum I made five lessons regarding digital citizenship. In these lessons, ethical issues were raised and addressed in ways an elementary student could understand, regarding how they should make a wise decision online. Ethical issues such as bullying were addressed. I designed the curriculum in a way the students could decide what was bullying, how it impacts others and how to overcome these situations. Tips such as the “STOP” method were given to students, so they can make an ethically sound decision on what to do when they are in the middle of a bad situation online. Protecting students in an online world is a duty that I’m glad I can partake in. Teaching students how to protect themselves online is an ongoing goal that I will always have.
Copyright laws are something I always have to keep in mind when making the STEM curriculum. I have been taught the importance of these legal issues. All pictures included in my lessons are pictures that are labeled as free to reuse, personal to me or have been used under the agreement that credit would be given. This is something that I have personally taught a professionally development course on. My goal moving forward is to make sure that students understand how to use their Chromebook to find pictures that are labeled free to use and understand the importance of these legal issues.
Every student learns differently. This is a human issue that instructional designers must understand. My assessments in my practicum are all very different. Some are digital, some are hands on, and some are quizzes. The presentations also will be created to be unique as well. As a teacher for the past 6 years, I understand the importance of appreciating differences in human behaviors. Purdue University has given me the opportunity to watch human behaviors, find legal and ethical ways to help the child through technology enhanced lessons with a strong social climate among teachers as well as positive, social learning atmospheres for students.