FRIT 7236 Digital Learning Enviroments
Instructional Design 7231 by Josh Davis on Scribd |
The document to the left is an artifact from FRIT 7231. This class alone, was something that almost made me rethink joining, and completing my masters through the ITEC Program. This was probably one of the hardest, yet rewarding tasks that I have completed in my educational career. I can distinctly remember stressing, calling Dr. Mete, and then after a while it started to flow. I also used this to screencast, and transform this into a webinar.
|
I started this curation during the fall of 2015 during the course FRIT 7233 Selection & Dev. of Digital Tools & Res. I will used this curation tool, symbaloo, to build a very neat and useful set of learning, presentation, and design toolbox that I would use through the duration of the Instructional Technology course, I put together several resource curations of resources that can, and will be used in the future. The tools that were curated range from online presentation tools to audio production tools.
|
|
To the left is a curated list of resources that can be used to successfully inter rate technology in the classroom. Technology can be effectively integrated into any classroom with ease and these applications and lessons show you how. Applications like Moby Max and the lessons that are listed are great examples of how just a little bit of work can make our jobs easier and more efficient a teachers.
|
Reflection
The artifacts on this page were created show my understanding and use of technology in the classroom. The Instructional Design Plan listed first show how I took a needs assessment, built a learning plan, and then used Instructional Design principles to create a plan to teach a professional development on EDMODO to classroom teachers. It was really tough in the beginning, but after working through the tough tasks and working with Dr. Mete, I was able to persevere, and make what I think a very beneficial learning plan to teach Teachers a very modern day tool. The curation was started in my second semester, during my FRIT 7233 Selection & Dev. of Digital Tools & Res. I had never "curated" resources before, so to learn what curation meant, and then put it into action was a big step for me. I took the new found tool, and begun to research other curation tools that could be used collect other resources like the last artifact on the page, List.ly. I used this curation tool many times during my coursework, most notably in FRIT 7235 Digital Learning. In this course we had to find ways to integrate technology in the classroom. With this tool, I have curated a good amount of resources of great examples of integrating technology into the classrooms. These reuses range from videos to listen plans. I have attached artifacts above that show mastery of the standards listed below. To show mastery of Elements 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, and 2.8, I attached the online module EDMODO 101. This module was created over several classes. to create this module I had to take the ISTE standards, align the standards, and research best practice strategies to implement the technology. I also had to create assessments, create differentiation in regards to the instruction and the assessments, and I had to take the data which came from the surveys and assessments to reevaluate the module. I also attached the tools page on my symbaloo account. These tools were curated over the duration of my coursework, and is full of web 2,.0 tools( that can be used in and outside of the classroom (element 2.3). The list I have attached is a curated list of researched strategies to integrate technology. This is direct mastery of Elements 2.2 and 2.4. All the strategies listed have been researched and found to have a solid basis of positive performance in the means of integrating technology.
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.