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: Multimedia Design Project
Reflection:
Standard 2.1 Reflection: Multimedia Design Project
The Multimedia Design Project artifact was created for the Multimedia and Web Design course. The purpose of the assignment was to design and develop an instructional WebQuest that utilized effective design elements to engage students in an authentic student-centered learning experience. In addition to incorporating effective design principles, the WebQuest required alignment to student technology and content standards. I chose to align my WebQuest with the Georgia Performance Standard that tasks first grade learners with investigating the characteristics, basic needs and parts of plants. By doing so, I was able to align my WebQuest with both student content and student technology standards. The overall result was an authentic, technology-enhanced learning experience that utilized proper design principles and enabled students to effortlessly engage with digital tools and resources.
The exercise of facilitating and organizing a WebQuest was a new experience for me but was extremely beneficial. The format to which the WebQuest adheres to made designing and implementing a technology-enhanced learning experience very attainable. By using tools like Weebly, Vocaroo, iMovie, and YouTube, I was able to create an engaging experience for learners. By having the structured outline of the WebQuest format, this allowed me more time to research and select all of the student content and student technology standards that aligned with the activity. The artifact demonstrates my knowledge, skills, and dispositions as an Instructional Technology professional for a number of reasons. In addition to creating a seamless learning experience for learners using Web 2.0 and other digital resources, I also selected and evaluated appropriate standards from a variety of sources including the GeorgiaNETS, NETS-S, Common Core ELA, and the Georgia Performance Standards. For these reasons, the artifact demonstrates mastery of the Content Standards and Student Technology Standards element. Additionally, by completing the Multimedia Design Project, the knowledge, skills and dispositions that I now possess when designing and developing technology-enhanced learning experiences are now equivalent to the demands of today’s Instructional Technology professional.
In a perfect world, I would have liked to have built my whole WebQuest in either Flash or with HTML5. I have some first grade students who really struggle with reading. By programming the WebQuest in Flash, I would have been able to do voiceover directions much more easily. As it was structured, the child has to seek out the Vocaroo play button to hear the directions. With our digital native/iPad generation, they really need to be fully immersed and be enveloped by audio directions rather than seeking them out. If I were to revisit it the WebQuest with first graders, I would reprogram it in Flash, teach myself HTML5, or find an emerging technology that I could put the WebQuest structure into.
The work that went into creating the WebQuest directly impacted student learning as I was able to implement elements of the project into my instruction. Through teacher observation, I was able to assess and ascertain that my students positively responded to this unit and impacted their learning. While I didn’t adhere entirely to the WebQuest format when implementing with my classes, I did incorporate the process page elements into a one-week unit with the first grade of Buford Elementary. Overall, the processes involved in creating this artifact directly impacted my students and will continue to influence how I facilitate, design, and implement lessons in the computer lab setting.
Standard 2.1 Reflection: Multimedia Design Project
The Multimedia Design Project artifact was created for the Multimedia and Web Design course. The purpose of the assignment was to design and develop an instructional WebQuest that utilized effective design elements to engage students in an authentic student-centered learning experience. In addition to incorporating effective design principles, the WebQuest required alignment to student technology and content standards. I chose to align my WebQuest with the Georgia Performance Standard that tasks first grade learners with investigating the characteristics, basic needs and parts of plants. By doing so, I was able to align my WebQuest with both student content and student technology standards. The overall result was an authentic, technology-enhanced learning experience that utilized proper design principles and enabled students to effortlessly engage with digital tools and resources.
The exercise of facilitating and organizing a WebQuest was a new experience for me but was extremely beneficial. The format to which the WebQuest adheres to made designing and implementing a technology-enhanced learning experience very attainable. By using tools like Weebly, Vocaroo, iMovie, and YouTube, I was able to create an engaging experience for learners. By having the structured outline of the WebQuest format, this allowed me more time to research and select all of the student content and student technology standards that aligned with the activity. The artifact demonstrates my knowledge, skills, and dispositions as an Instructional Technology professional for a number of reasons. In addition to creating a seamless learning experience for learners using Web 2.0 and other digital resources, I also selected and evaluated appropriate standards from a variety of sources including the GeorgiaNETS, NETS-S, Common Core ELA, and the Georgia Performance Standards. For these reasons, the artifact demonstrates mastery of the Content Standards and Student Technology Standards element. Additionally, by completing the Multimedia Design Project, the knowledge, skills and dispositions that I now possess when designing and developing technology-enhanced learning experiences are now equivalent to the demands of today’s Instructional Technology professional.
In a perfect world, I would have liked to have built my whole WebQuest in either Flash or with HTML5. I have some first grade students who really struggle with reading. By programming the WebQuest in Flash, I would have been able to do voiceover directions much more easily. As it was structured, the child has to seek out the Vocaroo play button to hear the directions. With our digital native/iPad generation, they really need to be fully immersed and be enveloped by audio directions rather than seeking them out. If I were to revisit it the WebQuest with first graders, I would reprogram it in Flash, teach myself HTML5, or find an emerging technology that I could put the WebQuest structure into.
The work that went into creating the WebQuest directly impacted student learning as I was able to implement elements of the project into my instruction. Through teacher observation, I was able to assess and ascertain that my students positively responded to this unit and impacted their learning. While I didn’t adhere entirely to the WebQuest format when implementing with my classes, I did incorporate the process page elements into a one-week unit with the first grade of Buford Elementary. Overall, the processes involved in creating this artifact directly impacted my students and will continue to influence how I facilitate, design, and implement lessons in the computer lab setting.