Standard 2: Teaching, Learning, & Assessment
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.
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.
In FRIT 7233 I was tasked with creating a book trailer for a children's book. This was challenging to me because I wasn't familiar with recording and editing video. I enjoyed the assignment because I was pushed outside of my comfort zone. Differentiation in education is important because it includes learning materials that reach a variety of learners. Technology allows teachers and Media Specialists to differentiate lessons. The book trailer represents Element 2.5 because technology is used to differentiate a lesson to promote a book. During my practicum I witnessed the positive reaction to book trailers. The elementary students become more interested in books and enjoy watching book trailers.
In FRIT 7235 I created a 5th grade geography lesson using technology. The students were asked to choose and research a place/structure/natural landmark in the United States. The students were asked to include google earth images and pictures. The students presented the information in the Storybuddy Application on the Ipad. The geography lesson represents Element 2.3 because technology tools and resources are used to create authentic assessments for the students. The geography lesson also represents Element 2.7 because technology is used to assess knowledge of content and technology literacy. The geography lesson helped me grow as person who supports the classroom with technology. The research I did helped me learn about the multiple technology options for classrooms. I grew as an Instructional Technologist because I researched new technology and found many new ideas to add to my PLN. I chose the Ipad Application because each of my three sites have an Ipad cart for the classrooms to use. I wanted to place myself in the Instructional Technologist role and create lessons with technology the school already has.
In FRIT 7231 I created and instructional design unit. The Instructional Design Unit is similar to the on-line unit, but a complete analysis of the school and the teachers was done before the lessons were created. The Instruction Design Unit consists of detailed research about the school, teachers, demographics, and current trends in the Georgia education system. At the time, Creek View Elementary had changed to the Common Core Standards and the teachers were in the process of changing their curriculum and the lessons. Veteran teachers became first year teachers again because they has to change all their lessons. The Instruction Design Unit was created to help teachers gather, organize, and share resources in order to make the transition easier. The Instructional Design Unit represents Element 2.6 because I used an Instructional Design model to research and create a technology lesson.The Instructional Design Unit removed me from the classroom teacher position. I was placed in the role of creating a lesson for a school or school district. I thought the multiple steps and the research was very important to creating a complete lesson for a large group. The assignment helped me use my previous knowledge as a teacher to think like an administrator.
In FRIT 7236 I was tasked with completing a data analysis on a summer learning program in Istanbul, Turkey. The data analysis represents Element 2.8 because I analyzed data interpreted the results, and made recommendations based on my findings. I used the data to analyze student achievement, interpret the results, and create an intervention plan. The data analysis was a necessary evil in my graduate program. Data analysis and data collection are vital to the role of an Instructional Technology Specialist. Data analysis is also one of my least favorite activities. However, I was happy with the end result and I quickly learned data analysis was beneficial and interesting. I analyzed a program with only data. I was shocked that I could write an educated analysis of students without interacting with them in the classroom.
In FRIT 7235 I created a 5th grade geography lesson using technology. The students were asked to choose and research a place/structure/natural landmark in the United States. The students were asked to include google earth images and pictures. The students presented the information in the Storybuddy Application on the Ipad. The geography lesson represents Element 2.3 because technology tools and resources are used to create authentic assessments for the students. The geography lesson also represents Element 2.7 because technology is used to assess knowledge of content and technology literacy. The geography lesson helped me grow as person who supports the classroom with technology. The research I did helped me learn about the multiple technology options for classrooms. I grew as an Instructional Technologist because I researched new technology and found many new ideas to add to my PLN. I chose the Ipad Application because each of my three sites have an Ipad cart for the classrooms to use. I wanted to place myself in the Instructional Technologist role and create lessons with technology the school already has.
In FRIT 7231 I created and instructional design unit. The Instructional Design Unit is similar to the on-line unit, but a complete analysis of the school and the teachers was done before the lessons were created. The Instruction Design Unit consists of detailed research about the school, teachers, demographics, and current trends in the Georgia education system. At the time, Creek View Elementary had changed to the Common Core Standards and the teachers were in the process of changing their curriculum and the lessons. Veteran teachers became first year teachers again because they has to change all their lessons. The Instruction Design Unit was created to help teachers gather, organize, and share resources in order to make the transition easier. The Instructional Design Unit represents Element 2.6 because I used an Instructional Design model to research and create a technology lesson.The Instructional Design Unit removed me from the classroom teacher position. I was placed in the role of creating a lesson for a school or school district. I thought the multiple steps and the research was very important to creating a complete lesson for a large group. The assignment helped me use my previous knowledge as a teacher to think like an administrator.
In FRIT 7236 I was tasked with completing a data analysis on a summer learning program in Istanbul, Turkey. The data analysis represents Element 2.8 because I analyzed data interpreted the results, and made recommendations based on my findings. I used the data to analyze student achievement, interpret the results, and create an intervention plan. The data analysis was a necessary evil in my graduate program. Data analysis and data collection are vital to the role of an Instructional Technology Specialist. Data analysis is also one of my least favorite activities. However, I was happy with the end result and I quickly learned data analysis was beneficial and interesting. I analyzed a program with only data. I was shocked that I could write an educated analysis of students without interacting with them in the classroom.
Book Trailer
Geography Lesson
Lesson 5th Grade Geography Project by melisaeichele on Scribd
Instructional Design Unit: FRIT
Instructional Design by melisaeichele on Scribd
Flow Chart for KA by melisaeichele on Scribd
Data Analysis
Eichele_KA2 by melisaeichele on Scribd