Reflection, Standards and Bibliography
Reflection:
I included the storyboard for my reading website for the artifact for EDTC616. This storyboard shows one way to organize a website so a good plan is in place before the website is started. As with writing, planning a website is important so the website is effective and includes everything it needs.
This website is a place for students to track books they have read, and write a review of the book. This is a good opportunity to reinforce summary writing for students. It also gives them the opportunity to express their opinion of a book. Other students can look at the website to find new books they may be interested in reading.
The website is very easy to use. It is important to establish the rules of use in the beginning of the year so students understand the expectations for posting on the website. It is a blog website, and all posts must be approved by the administrator/teacher. This gives me the opportunity to view and grade any summaries that are posted. It is a requirement that each student post one review per quarter, but they can post as many reviews as books they read. I archive the posts at the end of the year so new students can read posts, but the focus is on the current class.
This is the first website I created during my Master's program. It was very intimidating at first, but once I got started, it was fun. I learned a lot about creating websites. I am going to begin a new reading website for this school year based on everything I have learned from the program, but it will still be based on this storyboard.
This website is a place for students to track books they have read, and write a review of the book. This is a good opportunity to reinforce summary writing for students. It also gives them the opportunity to express their opinion of a book. Other students can look at the website to find new books they may be interested in reading.
The website is very easy to use. It is important to establish the rules of use in the beginning of the year so students understand the expectations for posting on the website. It is a blog website, and all posts must be approved by the administrator/teacher. This gives me the opportunity to view and grade any summaries that are posted. It is a requirement that each student post one review per quarter, but they can post as many reviews as books they read. I archive the posts at the end of the year so new students can read posts, but the focus is on the current class.
This is the first website I created during my Master's program. It was very intimidating at first, but once I got started, it was fun. I learned a lot about creating websites. I am going to begin a new reading website for this school year based on everything I have learned from the program, but it will still be based on this storyboard.
Standards:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking,
planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and
virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to
use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media
and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking,
planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and
virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to
use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media
and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.