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.
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)
The Emerging Technology artifact was an assignment from the ITEC 7445 class. For this assignment I focused on a website called Manga High. Manga High is a math site committed to making math fun through games and embedded lessons based on grade level standards. From what I researched through the website and what I saw in my math classroom, I made a Prezi with the information gathered to inform educators about the site.
Manga High incorporates student standards into all guided activities and games. When enrolling students you can choose what standards you would like for your students to focus on, included remediation or acceleration for certain students as well. Focusing on these student content standards is what makes this more than a fun math game site and allows it to be a real teaching tool.
As with any online program or website, student technology standards should be taught and reinforced. Manga High does have an option for the teacher to guide what activities their students are doing and to block other parts of the site (games, etc.) until they have completed a certain time frame of working on the content first.
Finally, when working on the Emerging Technologies assignment, I modeled for my students how to use the site in order to facilitate instruction. For my peer teachers viewing the assignment, I designed an implementation plan involving professional development and access to a technology coach for any questions or concerns.
From completing this artifact I learned that not all emerging technologies are equal. Many new programs and sites do not offer the data tracking, differentiation, and lesson planning that Manga High does. As a teacher it is our responsibility to provide quality resources for our students. To improve the quality of this artifact, I would also include a video of how Manga High looks. I do state in the artifact that it can be difficult to navigate, so a video of how to set up your classroom would be beneficial to new teachers. I also think it would be beneficial to include some of my students’ opinions about the site and how it has helped them.
The work that went in to creating the Emerging Technologies- Manga High artifact impacted student learning. This could be assessed by looking at the students’ scores when they joined Manga High and when they complete each lesson, or their on-going data. It could also be assessed when completing unit tests by including a pre-test and post-test.
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.
(PSC 2.2/ISTE 2b)
In ITEC 7400, I created an Engaged Learning Project. In this assignment, I proposed an activity that combined math and language arts. The activity was to come up with the student’s “dream home,” complete with descriptions of the rooms, the layout, the square footage, and approximate cost of the home. This combined the math skills of multiplying 2 digit numbers, finding area of standard figures, and finding area of compound figures with using descriptive vocabulary to write informative text.
The Engaged Learning Project is an appropriate model to facilitate learner-centered strategies because the students guide their own projects by picking out what they want in their “dream homes.” Allowing students to choose what is included also lets them decide how complex their assignment becomes.
If working in groups, the students collaborated to discuss and choose the details of their homes. Collaboration is a research-based strategy that encourages students to dialogue in a productive manner. Allowing students to collaborate in this way also addresses the diversity in the classroom. Students are able to assist each other and find out each other views in a safe, comfortable way. Students can share about what they would like in a home and why. Perhaps a student would like an office in his or her home because in their real home, dad stays home to work. Possibly a student would like an extra bedroom than the ones at home, so he or she could have her own room.
By completing this artifact, I learned that by incorporating something that has been used in years past as a paper-pencil activity with technology, the activity has been given new life. Students are able to manipulate things on the computer easier than on paper because they are able to “see” it. Allowing them to work as a group is also easier to handle because there isn’t a problem of space on the paper, or if there is a class set of computers, there isn’t the problem of one computer to work on.
To improve the quality of this artifact, I would also include my grading rubrics and an exemplar for students and teachers to model after. I think it could also help to have requirements be posted in a clearer manner. For example, how many rooms are needed in the house, are there certain shapes that must be present in the house (square, rectangle, triangle, etc.)? Finally, unless the students have worked with Prezi and understand it or the teacher would like to tackle it, it may be more effective to use Google Slides or a similar application.
This artifact was created to impact student learning. After the students are taught about area of a figure and a compound figure and have practiced it, this is a great way to assess their learning and to incorporate some Language Arts standards while they are doing it. To see the impact, an informal pre and post assessment could be given.
2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
(PSC 2.3/ISTE 2c)
In ITEC 7400, I created an Engaged Learning Project. In this assignment, I proposed an activity that combined math and language arts. The activity was to come up with the student’s “dream home,” complete with descriptions of the rooms, the layout, the square footage, and approximate cost of the home. This combined the math skills of multiplying 2 digit numbers, finding area of standard figures, and finding area of compound figures with using descriptive vocabulary to write informative text.
Before when presenting this project to my students, we used paper to draw our “dream homes” and came up with estimates for the wall measurements. However, now I can take one of my students’ creations and model it through architect programs online to make their dream come to life. After modeling for the students, I can facilitate a deeper discussion on how we can use this in real life.
By using digital tools to “build” students houses, we are able to help them visualize their concepts and make their learning more authentic. Instead of only dreaming about what it may look like, technology can make it in to something that means more to my students than a picture on a page. Students and teachers can build on this experience to talk about architects, contractors, and construction workers. This also connects the math concepts with more of their background knowledge, making the learning even more authentic.
To improve the quality of this artifact, I would also include my grading rubrics and an exemplar for students and teachers to model after. I think it could also help to have requirements be posted in a clearer manner. For example, how many rooms are needed in the house, are there certain shapes that must be present in the house (square, rectangle, triangle, etc.)? Also, unless the students have worked with Prezi and understand it or the teacher would like to tackle it, it may be more effective to use Google Slides or a similar application. Finally, attaching a video of a house from the preliminary drawings to the computerized model would be a great way to engage students.
This artifact was created to impact student learning. After the students are taught about area of a figure and a compound figure and have practiced it, this is a great way to assess their learning and to incorporate some Language Arts standards while they are doing it. To see the impact, an informal pre and post assessment could be given. To delve deeper into the Language Arts standards, we could also ask questions about the different jobs who use this information and perhaps allow them to write a persuasive essay or narrative about selling their dream home.
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). (PSC 2.4/ISTE 2d)
The Webquest artifact is a webpage I designed to center around the Landform Unit that is used each year. The students are able to use the Webquest to review characteristics of the landforms, identify landforms, and create a mystery project for the class. This was for the Multimedia Design Project assignment for ITEC 7445. I gathered all of the information and found supplemental websites to reinforce students’ knowledge. I also created rubrics for the mystery project.
The Landforms Webquest models and facilitates use of digital tools by incorporating websites and activities pertaining to the specific landforms covered in the unit. The websites will provide the students with important knowledge and allow them to analyze of why certain landforms are found in certain areas. It will also help them decide what landform they will be researching to present to peers.
After researching and reviewing landforms, the students will use higher order thinking skills, processes, and mental habits of the mind to create their landform mystery project. Using their creative thinking processes, the students will make a project describing a landform without naming what landform it is. After creating their project, the students will present it to their peers. Finally the peers will guess what landform they presented.
To improve this artifact I would include more information to accelerate learning. The steps in the webquest would benefit from having choices for the end project, perhaps creating a model of the landform and charting where a landform could be. I think that this project were better served as a review at the end of the unit before and unit tests.
This artifact was developed to impact student learning. The student learning could be assessed before the project and after by simple formative questions. An example could be, “What types of landforms are found at convergent boundaries?”
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. (PSC 2.5/ISTE 2e)
This artifact was created for the Internet Lesson Plan assignment in ITEC 7430. For this assignment, I created a lesson for my math class on the subject, Order of Operations. My students had already been taught the steps to Order of Operations, but this lesson supported their learning and helped them review the concepts before the end of the year assessment. The students were put in to groups and given a multistep problem. By creating a video, students showed each step and performed it on paper while a friend videotaped.
Using the internet lesson plan, I modeled and facilitated during the lesson by showing students pieces of the assignment as we went along. By designing and implementing this lesson, my students were able to view the steps to order of operations over and over.
Whether students were grouped according to ability or working individually, they were given questions that were appropriate for their level. If students needed help or assistance they were able to look back in their math notebooks for the steps to order of operations problems. All of these things are differentiation strategies adjusting content, process, and product. Depending on each individual student and their interests, they were able to customize the layout of their video and add graphics. Students were able to make it their own by adding these things and tailoring it to their personalities.
I learned that students really enjoy seeing themselves in videos. By getting them to produce and star in these videos, they knew the content thoroughly. Something I would change before using this lesson again would be having a completed example to show the students before beginning the assignment. Guiding them through the steps was okay, but it did involve a lot of trial and error that I would like to avoid next time. The students also would have benefited from using the tools beforehand. They didn’t understand how the program worked at first, so learning that was also difficult.
This artifact impacted student learning. It had been a few months since learning this content, and the assignment was used as a review before the end of the year test. To assess the students’ learning in this area you could allow students to solve multi-step problems before working in groups or before reviewing as class to assess what they remember from the prior lessons. After they have completed their group video or review, then assess the videos as they will be a direct product of their knowledge.
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. (PSC 2.6/ISTE 2f)
This artifact was created for the Internet Lesson Plan assignment in ITEC 7430. For this assignment, I created a lesson for my math class on the subject, Order of Operations. My students had already been taught the steps to Order of Operations, but this lesson supported their learning and helped them review the concepts before the end of the year assessment. The students were put in to groups and given a multistep problem. By creating a video, students showed each step and performed it on paper while a friend videotaped.
This artifact is appropriate for the Instructional Design standard because of its grouping and how the students are collaborating. Grouping students to encourage collaboration is a research-based practice. By being more of a facilitator I was able to guide my students through the steps but allowing them to explore the tools for our videos and use them. Modeling was necessary in some parts but mostly done to Illustrate proper use of the instructional tools.
From completing this artifact I learned that students learn and review better when they are in the teacher position. Allowing them to “teach” others with their videos put the learning responsibility in their hands and they did well with it. Something that I would change next time would be to help familiarize my students with the programs first, so that we did not waste needed time teaching the basics.
This artifact impacted student learning by helping them to review for an assessment. To assess the impact you could allow students to take an assessment without the review and then one with. Or you could assess the students’ videos to see how well the content was mastered.
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. (PSC 2.7/ISTE 2g)
The Data Inventory is an assignment from ITEC 7305. In it, I identified the current data sources at my school. The data sources are current initiatives that are in use. These data sources should be used to guide instruction and identify any students who may need more assistance or acceleration.
By using the Data Inventory, I can identify the effective uses of our diagnostic, formative, or summative assessments. Assessments that do not have effective uses should be abandoned for more useful assessments. At our school we are gathering data to identify passing or failing students, students who need remediation, and truancy, etc.
The assessments that I charted are helpful in measuring student learning. Benchmarks, gradebooks, and Milestones scores help determine student achievement and if they pass or fail. By using the data inventory, I can model and facilitate the effective use of assessments in technology literacy. By identifying students’ technology literacy we can determine the next steps in our technology education at TCMS.
From completing this assignment, I learned more about assessment sources are available at our school and what they are used for. Instead of looking at the assessment sources that we use as an entire school, I think it would be beneficial to look in to what each grade is doing and to update my chart with the new initiatives already started as well. Asking grade-level leaders and department leaders would give me more insight in to which specific groups assess their students.
The work that went into creating this artifact impacts school improvement by identifying with assessments should be kept and disregarded. It also helps keep the school accountable by having a running tab of what is current at our school. This impact could be assessed by showing how often the school uses the Data Inventory and how the school consults it to make decisions on keeping initiatives.
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. (PSC 2.8/ISTE 2h)
The Data Overview assignment was completed for ITEC 7305 as part of the Action Plan assignment. In the Data Overview, I reviewed the past 3 years of state assessment scores and disaggregated some of the data so that my audience (parents and educators) would be able to get as much information as possible. I identified patterns and made suggestions from the identified patterns.
Collecting, analyzing and interpreting the assessment data involved many steps. First to collect the data, I needed to go through our assessment records and gather fifth grade scores. Next, I needed to analyze the data by charting the scores in to graphs that were easy to read. Finally, using those graphs I was able to interpret our fifth grade scores.
After collecting, analyzing, and interpreting the scores, I needed to communicate my findings to my audience (parents and educators). In order to communicate my findings, I made a PowerPoint that included my combined graphs and I explained what each graph meant. At the beginning of my PowerPoint I informed the audience that we were going to look through the data and see what it meant and how we would use that information in our school.
Lastly, now that the parents and educators have seen the graphs and understand what each of them means, I made suggestions to implement appropriate interventions. These interventions were suggested to improve the lower scores made by subgroups that affect the overall fifth grade TCMS score. Interventions included: intentional groupings, formative assessments and practice, and staying in contact with family/parents.
From completing this artifact I was able to gain more knowledge about my specific grade’s achievement as judged by state assessments. I understand the importance of state assessments and by seeing the scores, can also understand the pressure for administrators and educators to perform “up to par.” Also from this assignment I gained more insight into how it can be difficult to explain scores to parents who are not educators and to help them understand our current initiatives and interventions to increase students’ achievement. One thing that I would improve in my Data Overview is to include notes about what each graph means. Even though I can explain it verbally, I am sure it would be more helpful to have it published on our website with notes explaining each grade and how it affects our total score.
This artifact impacted school improvement and faculty development. The Data Overview was made to guide the fifth grade’s interventions for improvement. To assess this, we could take the next state assessment and see if any of the interventions did help scores to increase. The Data Overview also helped to inform faculty of areas of concern and subgroups of concern and how we can further assist these. To assess faculty development, we could have a quick formative survey on what information was helpful from this overview and what improvements are suggested.
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.
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)
The Emerging Technology artifact was an assignment from the ITEC 7445 class. For this assignment I focused on a website called Manga High. Manga High is a math site committed to making math fun through games and embedded lessons based on grade level standards. From what I researched through the website and what I saw in my math classroom, I made a Prezi with the information gathered to inform educators about the site.
Manga High incorporates student standards into all guided activities and games. When enrolling students you can choose what standards you would like for your students to focus on, included remediation or acceleration for certain students as well. Focusing on these student content standards is what makes this more than a fun math game site and allows it to be a real teaching tool.
As with any online program or website, student technology standards should be taught and reinforced. Manga High does have an option for the teacher to guide what activities their students are doing and to block other parts of the site (games, etc.) until they have completed a certain time frame of working on the content first.
Finally, when working on the Emerging Technologies assignment, I modeled for my students how to use the site in order to facilitate instruction. For my peer teachers viewing the assignment, I designed an implementation plan involving professional development and access to a technology coach for any questions or concerns.
From completing this artifact I learned that not all emerging technologies are equal. Many new programs and sites do not offer the data tracking, differentiation, and lesson planning that Manga High does. As a teacher it is our responsibility to provide quality resources for our students. To improve the quality of this artifact, I would also include a video of how Manga High looks. I do state in the artifact that it can be difficult to navigate, so a video of how to set up your classroom would be beneficial to new teachers. I also think it would be beneficial to include some of my students’ opinions about the site and how it has helped them.
The work that went in to creating the Emerging Technologies- Manga High artifact impacted student learning. This could be assessed by looking at the students’ scores when they joined Manga High and when they complete each lesson, or their on-going data. It could also be assessed when completing unit tests by including a pre-test and post-test.
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.
(PSC 2.2/ISTE 2b)
In ITEC 7400, I created an Engaged Learning Project. In this assignment, I proposed an activity that combined math and language arts. The activity was to come up with the student’s “dream home,” complete with descriptions of the rooms, the layout, the square footage, and approximate cost of the home. This combined the math skills of multiplying 2 digit numbers, finding area of standard figures, and finding area of compound figures with using descriptive vocabulary to write informative text.
The Engaged Learning Project is an appropriate model to facilitate learner-centered strategies because the students guide their own projects by picking out what they want in their “dream homes.” Allowing students to choose what is included also lets them decide how complex their assignment becomes.
If working in groups, the students collaborated to discuss and choose the details of their homes. Collaboration is a research-based strategy that encourages students to dialogue in a productive manner. Allowing students to collaborate in this way also addresses the diversity in the classroom. Students are able to assist each other and find out each other views in a safe, comfortable way. Students can share about what they would like in a home and why. Perhaps a student would like an office in his or her home because in their real home, dad stays home to work. Possibly a student would like an extra bedroom than the ones at home, so he or she could have her own room.
By completing this artifact, I learned that by incorporating something that has been used in years past as a paper-pencil activity with technology, the activity has been given new life. Students are able to manipulate things on the computer easier than on paper because they are able to “see” it. Allowing them to work as a group is also easier to handle because there isn’t a problem of space on the paper, or if there is a class set of computers, there isn’t the problem of one computer to work on.
To improve the quality of this artifact, I would also include my grading rubrics and an exemplar for students and teachers to model after. I think it could also help to have requirements be posted in a clearer manner. For example, how many rooms are needed in the house, are there certain shapes that must be present in the house (square, rectangle, triangle, etc.)? Finally, unless the students have worked with Prezi and understand it or the teacher would like to tackle it, it may be more effective to use Google Slides or a similar application.
This artifact was created to impact student learning. After the students are taught about area of a figure and a compound figure and have practiced it, this is a great way to assess their learning and to incorporate some Language Arts standards while they are doing it. To see the impact, an informal pre and post assessment could be given.
2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
(PSC 2.3/ISTE 2c)
In ITEC 7400, I created an Engaged Learning Project. In this assignment, I proposed an activity that combined math and language arts. The activity was to come up with the student’s “dream home,” complete with descriptions of the rooms, the layout, the square footage, and approximate cost of the home. This combined the math skills of multiplying 2 digit numbers, finding area of standard figures, and finding area of compound figures with using descriptive vocabulary to write informative text.
Before when presenting this project to my students, we used paper to draw our “dream homes” and came up with estimates for the wall measurements. However, now I can take one of my students’ creations and model it through architect programs online to make their dream come to life. After modeling for the students, I can facilitate a deeper discussion on how we can use this in real life.
By using digital tools to “build” students houses, we are able to help them visualize their concepts and make their learning more authentic. Instead of only dreaming about what it may look like, technology can make it in to something that means more to my students than a picture on a page. Students and teachers can build on this experience to talk about architects, contractors, and construction workers. This also connects the math concepts with more of their background knowledge, making the learning even more authentic.
To improve the quality of this artifact, I would also include my grading rubrics and an exemplar for students and teachers to model after. I think it could also help to have requirements be posted in a clearer manner. For example, how many rooms are needed in the house, are there certain shapes that must be present in the house (square, rectangle, triangle, etc.)? Also, unless the students have worked with Prezi and understand it or the teacher would like to tackle it, it may be more effective to use Google Slides or a similar application. Finally, attaching a video of a house from the preliminary drawings to the computerized model would be a great way to engage students.
This artifact was created to impact student learning. After the students are taught about area of a figure and a compound figure and have practiced it, this is a great way to assess their learning and to incorporate some Language Arts standards while they are doing it. To see the impact, an informal pre and post assessment could be given. To delve deeper into the Language Arts standards, we could also ask questions about the different jobs who use this information and perhaps allow them to write a persuasive essay or narrative about selling their dream home.
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). (PSC 2.4/ISTE 2d)
The Webquest artifact is a webpage I designed to center around the Landform Unit that is used each year. The students are able to use the Webquest to review characteristics of the landforms, identify landforms, and create a mystery project for the class. This was for the Multimedia Design Project assignment for ITEC 7445. I gathered all of the information and found supplemental websites to reinforce students’ knowledge. I also created rubrics for the mystery project.
The Landforms Webquest models and facilitates use of digital tools by incorporating websites and activities pertaining to the specific landforms covered in the unit. The websites will provide the students with important knowledge and allow them to analyze of why certain landforms are found in certain areas. It will also help them decide what landform they will be researching to present to peers.
After researching and reviewing landforms, the students will use higher order thinking skills, processes, and mental habits of the mind to create their landform mystery project. Using their creative thinking processes, the students will make a project describing a landform without naming what landform it is. After creating their project, the students will present it to their peers. Finally the peers will guess what landform they presented.
To improve this artifact I would include more information to accelerate learning. The steps in the webquest would benefit from having choices for the end project, perhaps creating a model of the landform and charting where a landform could be. I think that this project were better served as a review at the end of the unit before and unit tests.
This artifact was developed to impact student learning. The student learning could be assessed before the project and after by simple formative questions. An example could be, “What types of landforms are found at convergent boundaries?”
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. (PSC 2.5/ISTE 2e)
This artifact was created for the Internet Lesson Plan assignment in ITEC 7430. For this assignment, I created a lesson for my math class on the subject, Order of Operations. My students had already been taught the steps to Order of Operations, but this lesson supported their learning and helped them review the concepts before the end of the year assessment. The students were put in to groups and given a multistep problem. By creating a video, students showed each step and performed it on paper while a friend videotaped.
Using the internet lesson plan, I modeled and facilitated during the lesson by showing students pieces of the assignment as we went along. By designing and implementing this lesson, my students were able to view the steps to order of operations over and over.
Whether students were grouped according to ability or working individually, they were given questions that were appropriate for their level. If students needed help or assistance they were able to look back in their math notebooks for the steps to order of operations problems. All of these things are differentiation strategies adjusting content, process, and product. Depending on each individual student and their interests, they were able to customize the layout of their video and add graphics. Students were able to make it their own by adding these things and tailoring it to their personalities.
I learned that students really enjoy seeing themselves in videos. By getting them to produce and star in these videos, they knew the content thoroughly. Something I would change before using this lesson again would be having a completed example to show the students before beginning the assignment. Guiding them through the steps was okay, but it did involve a lot of trial and error that I would like to avoid next time. The students also would have benefited from using the tools beforehand. They didn’t understand how the program worked at first, so learning that was also difficult.
This artifact impacted student learning. It had been a few months since learning this content, and the assignment was used as a review before the end of the year test. To assess the students’ learning in this area you could allow students to solve multi-step problems before working in groups or before reviewing as class to assess what they remember from the prior lessons. After they have completed their group video or review, then assess the videos as they will be a direct product of their knowledge.
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. (PSC 2.6/ISTE 2f)
This artifact was created for the Internet Lesson Plan assignment in ITEC 7430. For this assignment, I created a lesson for my math class on the subject, Order of Operations. My students had already been taught the steps to Order of Operations, but this lesson supported their learning and helped them review the concepts before the end of the year assessment. The students were put in to groups and given a multistep problem. By creating a video, students showed each step and performed it on paper while a friend videotaped.
This artifact is appropriate for the Instructional Design standard because of its grouping and how the students are collaborating. Grouping students to encourage collaboration is a research-based practice. By being more of a facilitator I was able to guide my students through the steps but allowing them to explore the tools for our videos and use them. Modeling was necessary in some parts but mostly done to Illustrate proper use of the instructional tools.
From completing this artifact I learned that students learn and review better when they are in the teacher position. Allowing them to “teach” others with their videos put the learning responsibility in their hands and they did well with it. Something that I would change next time would be to help familiarize my students with the programs first, so that we did not waste needed time teaching the basics.
This artifact impacted student learning by helping them to review for an assessment. To assess the impact you could allow students to take an assessment without the review and then one with. Or you could assess the students’ videos to see how well the content was mastered.
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. (PSC 2.7/ISTE 2g)
The Data Inventory is an assignment from ITEC 7305. In it, I identified the current data sources at my school. The data sources are current initiatives that are in use. These data sources should be used to guide instruction and identify any students who may need more assistance or acceleration.
By using the Data Inventory, I can identify the effective uses of our diagnostic, formative, or summative assessments. Assessments that do not have effective uses should be abandoned for more useful assessments. At our school we are gathering data to identify passing or failing students, students who need remediation, and truancy, etc.
The assessments that I charted are helpful in measuring student learning. Benchmarks, gradebooks, and Milestones scores help determine student achievement and if they pass or fail. By using the data inventory, I can model and facilitate the effective use of assessments in technology literacy. By identifying students’ technology literacy we can determine the next steps in our technology education at TCMS.
From completing this assignment, I learned more about assessment sources are available at our school and what they are used for. Instead of looking at the assessment sources that we use as an entire school, I think it would be beneficial to look in to what each grade is doing and to update my chart with the new initiatives already started as well. Asking grade-level leaders and department leaders would give me more insight in to which specific groups assess their students.
The work that went into creating this artifact impacts school improvement by identifying with assessments should be kept and disregarded. It also helps keep the school accountable by having a running tab of what is current at our school. This impact could be assessed by showing how often the school uses the Data Inventory and how the school consults it to make decisions on keeping initiatives.
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. (PSC 2.8/ISTE 2h)
The Data Overview assignment was completed for ITEC 7305 as part of the Action Plan assignment. In the Data Overview, I reviewed the past 3 years of state assessment scores and disaggregated some of the data so that my audience (parents and educators) would be able to get as much information as possible. I identified patterns and made suggestions from the identified patterns.
Collecting, analyzing and interpreting the assessment data involved many steps. First to collect the data, I needed to go through our assessment records and gather fifth grade scores. Next, I needed to analyze the data by charting the scores in to graphs that were easy to read. Finally, using those graphs I was able to interpret our fifth grade scores.
After collecting, analyzing, and interpreting the scores, I needed to communicate my findings to my audience (parents and educators). In order to communicate my findings, I made a PowerPoint that included my combined graphs and I explained what each graph meant. At the beginning of my PowerPoint I informed the audience that we were going to look through the data and see what it meant and how we would use that information in our school.
Lastly, now that the parents and educators have seen the graphs and understand what each of them means, I made suggestions to implement appropriate interventions. These interventions were suggested to improve the lower scores made by subgroups that affect the overall fifth grade TCMS score. Interventions included: intentional groupings, formative assessments and practice, and staying in contact with family/parents.
From completing this artifact I was able to gain more knowledge about my specific grade’s achievement as judged by state assessments. I understand the importance of state assessments and by seeing the scores, can also understand the pressure for administrators and educators to perform “up to par.” Also from this assignment I gained more insight into how it can be difficult to explain scores to parents who are not educators and to help them understand our current initiatives and interventions to increase students’ achievement. One thing that I would improve in my Data Overview is to include notes about what each graph means. Even though I can explain it verbally, I am sure it would be more helpful to have it published on our website with notes explaining each grade and how it affects our total score.
This artifact impacted school improvement and faculty development. The Data Overview was made to guide the fifth grade’s interventions for improvement. To assess this, we could take the next state assessment and see if any of the interventions did help scores to increase. The Data Overview also helped to inform faculty of areas of concern and subgroups of concern and how we can further assist these. To assess faculty development, we could have a quick formative survey on what information was helpful from this overview and what improvements are suggested.