3.2 Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: Multimedia Design Project
Reflection:
In ITEC 7445, Multimedia and Web Design, I created a Multimedia Design Project. The task has the students develop a model to teach others how the organelles work together. The artifact included multiple uses of technology sources and was built on Weebly. Students worked through various mini-lessons and activities to gain the knowledge needed to complete the task. At the end of the unit, a summative assessment was given on Canvas.
The artifact or reflection shows how I managed digital tools and resources for each student to have an engaging and equitable learning experience. I selected videos based on content relevancy and target audience. I embedded the videos for easy usability. Students could download all documents to Office365, where students with reading difficulties could use Microsoft Immersive Reader, and all students could use spell and grammar check. I chose Quizlet as the vocab review, and I managed this resource to ensure It had what I needed them to have. I created the artifact on Weebly because it allowed me to manage digital tools and resources I included. Weebly supported all file types for video files and documents. I did not have to have students go to other sites or locations, and managing ensured what content they saw.
Completing this artifact taught me how to incorporate technology resources into a lesson better and select the appropriate ones. I would add more mini-lessons with resources that had them practice more. Nearpod could be used for this as it has fill in the blank, matching, and drawing. Students can review and receive feedback before moving on to the final task. By adding more formative activities, students could receive feedback before moving on to show mastery.
I presented this in PLC to the other teachers when we planned the week. The teachers wanted to try using it. Three of the teachers tried with me. The only one that didn't was worried about the students working independently on a project like this. The Multimedia Design Project has had a considerable impact. Since doing it, my PLC has created a few online WebQuest like this, and they all include higher-level tasks to increase students' level of thinking according to Bloom's Taxonomy. Even the teacher who hesitated at first has the confidence to use a task like the Multimedia Design Project.
In ITEC 7445, Multimedia and Web Design, I created a Multimedia Design Project. The task has the students develop a model to teach others how the organelles work together. The artifact included multiple uses of technology sources and was built on Weebly. Students worked through various mini-lessons and activities to gain the knowledge needed to complete the task. At the end of the unit, a summative assessment was given on Canvas.
The artifact or reflection shows how I managed digital tools and resources for each student to have an engaging and equitable learning experience. I selected videos based on content relevancy and target audience. I embedded the videos for easy usability. Students could download all documents to Office365, where students with reading difficulties could use Microsoft Immersive Reader, and all students could use spell and grammar check. I chose Quizlet as the vocab review, and I managed this resource to ensure It had what I needed them to have. I created the artifact on Weebly because it allowed me to manage digital tools and resources I included. Weebly supported all file types for video files and documents. I did not have to have students go to other sites or locations, and managing ensured what content they saw.
Completing this artifact taught me how to incorporate technology resources into a lesson better and select the appropriate ones. I would add more mini-lessons with resources that had them practice more. Nearpod could be used for this as it has fill in the blank, matching, and drawing. Students can review and receive feedback before moving on to the final task. By adding more formative activities, students could receive feedback before moving on to show mastery.
I presented this in PLC to the other teachers when we planned the week. The teachers wanted to try using it. Three of the teachers tried with me. The only one that didn't was worried about the students working independently on a project like this. The Multimedia Design Project has had a considerable impact. Since doing it, my PLC has created a few online WebQuest like this, and they all include higher-level tasks to increase students' level of thinking according to Bloom's Taxonomy. Even the teacher who hesitated at first has the confidence to use a task like the Multimedia Design Project.