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: Multiplication and Division Culminating Task
Reflection:
The artifact used to provide evidence of mastery for this standard is a culminating multiplication and division lesson plan. This plan was created for a third grade mathematics class to be implemented after students have completed multiplication and division.This lesson models and facilitates a technology-enhanced learning experience for students by using student content standards and student technology standards. Students were given various options for using technology during this project such as Jing, PowerPoint, Google Docs, or another presentation technology. By taking the information they already knew regarding multiplication and division, the knowledge allowed them to create an authentic project. Throughout the project, students were continually displaying real-life skills not only by using technology, but also by using mathematical concepts.
Students met an array of technology standards during the implementation of this project. Students were able to display creativity and innovation. Students completed this by applying the mathematical content standards toward their technology project. Students also used technology to create an original work which modeled their knowledge. Through creativity and innovation, students created an authentic learning experience with which they shared with other students. Students also exhibited communication and collaboration by working with others in the classroom as well as outside of the classroom.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
During this activity, as a teacher, I became the facilitator. Since this was a culminating task, it was imperative students displayed what they had learned through their technology project. My students took on three roles. They were explorers, teachers, and producers. Students had the freedom to take the knowledge they had learned throughout this unit and create anything they would like with it. Some will be teachers because they are helping their partner learn and apply concepts also. They were producers because they were making a product which was useful to them and their peers. Students were using all aspects of Bloom’s Taxonomy. Students used their knowledge to solve problems. While they were creating their own word problems, they were applying the knowledge they had learned throughout the unit. Technology gave my students a more motivating option for displaying their knowledge. It gave them the chance to add pictures or other things which made it their own personal work. They became more accountable. Students were using technology to create a product which will be useful to them and others in the future. Students collaborated with their partners. Also, students shared their project with students in my other math classes. This helped them share ideas and possibly learn from each other.
This lesson was very successful in the classroom. The lesson provided students with a review of the Common Core Standards as well as provided them with creating an authentic technology-based project. Students were also given a self-assessment to determine their thoughts and ideas regarding the project. This enabled them to take responsibility for their own learning. In order to make the project more user-friendly, it will be important to ensure students understand how to navigate each technology choice they have.
With the implementation of the Common Core Standards, rigor is expected to be increased in all classrooms. Through the use of technology enhanced lessons, students will be able to achieve the rigor expected. Additionally, students will be creating work which is authentic and meaningful to them. With this, they can connect concepts learned in the classroom with real world experiences.
Artifact: Multiplication and Division Culminating Task
Reflection:
The artifact used to provide evidence of mastery for this standard is a culminating multiplication and division lesson plan. This plan was created for a third grade mathematics class to be implemented after students have completed multiplication and division.This lesson models and facilitates a technology-enhanced learning experience for students by using student content standards and student technology standards. Students were given various options for using technology during this project such as Jing, PowerPoint, Google Docs, or another presentation technology. By taking the information they already knew regarding multiplication and division, the knowledge allowed them to create an authentic project. Throughout the project, students were continually displaying real-life skills not only by using technology, but also by using mathematical concepts.
Students met an array of technology standards during the implementation of this project. Students were able to display creativity and innovation. Students completed this by applying the mathematical content standards toward their technology project. Students also used technology to create an original work which modeled their knowledge. Through creativity and innovation, students created an authentic learning experience with which they shared with other students. Students also exhibited communication and collaboration by working with others in the classroom as well as outside of the classroom.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
During this activity, as a teacher, I became the facilitator. Since this was a culminating task, it was imperative students displayed what they had learned through their technology project. My students took on three roles. They were explorers, teachers, and producers. Students had the freedom to take the knowledge they had learned throughout this unit and create anything they would like with it. Some will be teachers because they are helping their partner learn and apply concepts also. They were producers because they were making a product which was useful to them and their peers. Students were using all aspects of Bloom’s Taxonomy. Students used their knowledge to solve problems. While they were creating their own word problems, they were applying the knowledge they had learned throughout the unit. Technology gave my students a more motivating option for displaying their knowledge. It gave them the chance to add pictures or other things which made it their own personal work. They became more accountable. Students were using technology to create a product which will be useful to them and others in the future. Students collaborated with their partners. Also, students shared their project with students in my other math classes. This helped them share ideas and possibly learn from each other.
This lesson was very successful in the classroom. The lesson provided students with a review of the Common Core Standards as well as provided them with creating an authentic technology-based project. Students were also given a self-assessment to determine their thoughts and ideas regarding the project. This enabled them to take responsibility for their own learning. In order to make the project more user-friendly, it will be important to ensure students understand how to navigate each technology choice they have.
With the implementation of the Common Core Standards, rigor is expected to be increased in all classrooms. Through the use of technology enhanced lessons, students will be able to achieve the rigor expected. Additionally, students will be creating work which is authentic and meaningful to them. With this, they can connect concepts learned in the classroom with real world experiences.