Reflection, Standards and Bibliography
Reflection:
I chose the lesson plan I made for students to create a digital story about a famous person in American history. This lesson
plan includes the three areas identified in TPACK.
Content knowledge focuses on the historical aspect of the project and what students learned about the people that make up history. It also focuses on literacy because students must read about and research their assigned person. This uses many of the Common Core standards for non-fiction reading, as well as research and reasoning. Students are required to write a bibliography to document their sources. This touches on the research aspect and brings in their knowledge of the proper way to use material and not plagiarize, which is a technology standard included in the NETS framework. Writing skills are implemented in the writing of the biography, and this will encompass the 6 + 1 writing traits used and emphasized in my school and classroom.
Pedagogy is addressed by making a “traditional” biography more modern. By doing so, students are more easily engaged. The final product is more exciting than writing a paper. The lesson encompasses different learning styles, and allows for the
teacher to scaffold instruction to meet the different needs of the students.
Technology is integrated into the project in different ways. Students will work in small groups through the use of wikis. This allows students from different classrooms to work together without the need to change locations. It also allows teachers to monitor the work being done on the project. The final product is a digital story, which uses many different types of technology. It would involve software such as iMovie or Windows Live Movie Maker, Audacity, and the use of the internet to search for relevant material.
I think this is a good example because it includes all the elements of TPACK. It also uses literacy across different curriculum areas, and could be easily adapted for different curriculum areas, such as science or math. Students are engaged and active learners in the project, and by posting them onto a class website, teachertube or youtube, they have an authentic audience and reason for creating the project.
plan includes the three areas identified in TPACK.
Content knowledge focuses on the historical aspect of the project and what students learned about the people that make up history. It also focuses on literacy because students must read about and research their assigned person. This uses many of the Common Core standards for non-fiction reading, as well as research and reasoning. Students are required to write a bibliography to document their sources. This touches on the research aspect and brings in their knowledge of the proper way to use material and not plagiarize, which is a technology standard included in the NETS framework. Writing skills are implemented in the writing of the biography, and this will encompass the 6 + 1 writing traits used and emphasized in my school and classroom.
Pedagogy is addressed by making a “traditional” biography more modern. By doing so, students are more easily engaged. The final product is more exciting than writing a paper. The lesson encompasses different learning styles, and allows for the
teacher to scaffold instruction to meet the different needs of the students.
Technology is integrated into the project in different ways. Students will work in small groups through the use of wikis. This allows students from different classrooms to work together without the need to change locations. It also allows teachers to monitor the work being done on the project. The final product is a digital story, which uses many different types of technology. It would involve software such as iMovie or Windows Live Movie Maker, Audacity, and the use of the internet to search for relevant material.
I think this is a good example because it includes all the elements of TPACK. It also uses literacy across different curriculum areas, and could be easily adapted for different curriculum areas, such as science or math. Students are engaged and active learners in the project, and by posting them onto a class website, teachertube or youtube, they have an authentic audience and reason for creating the project.
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.
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.
Bibliography:
50 Ways to Use Wikis for a More Collaborative and Interactive Classroom. (2008, August 4). Retrieved January 13, 2013, from SmartTeaching.org: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
Title II-D Education Technology Standards for Students. (2009, August 26). Retrieved from The Colorado Department of Education: http://www.cde.state.co.us/edtech/StandardsForStudents.htm
NETS for Students. (2012). Retrieved September 28, 2012, from International Society for Technology in Education: http://www.iste.org/standards/nets-for-students
Teachers Guide on the Use of Wikis in the Classroom. (2012). Retrieved January 13, 2013, from Educational Technology and Mobile Learning: http://www.educatorstechnology.com/2012/07/teachers-guide-on-use-of-wikis-in.html
(2013). Retrieved from E-Portfolios.org: http://www.eportfolio.org/index.cfm
(2013). Retrieved from Northwest Evaluation Association: http://www.nwea.org/
(2013). Retrieved from Padlet.com: http://padlet.com/
Beers, S. (2011). Teaching 21st Century Skills. An ASCD Action Tool. Alexandria: ASCD.
Bell, J. T., & Fogler, H. S. (n.d.). Virtual Reality in The Chemical Engineering Classroom. Retrieved from American Society for Engineering Education: http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F22%2FAC%25201998Paper621.pdf&index=conference_papers&space=129746797203605791716676178&%2Fpdf&charset=
Black, J. (2008, October 28). 33 Ways to Use Blogs in Your Classrom and In the Educational Setting. Retrieved January 13, 2012, from Web 2.0 in the Classroom: http://web20intheclassroom.blogspot.com/2008/10/ways-to-use-blogs-in-your-classroom-and.html
Bogard, J. N., & McMackin, M. C. (2012, February). Combining Traditional and New Literacies in a 21st-Century Writing Workshop. Reading Teacher, 65 (5), pp. 313-323.
Bricken, M. (1991, July). Virtual Reality Learning Environments: Potential and Challenges Volume 25, Issue 3. ACM SIGGRAPH Computer Graphics, pp. 178-184. Retrieved from Computer Graphics SIGGRAPHICS.
Covili, J. (2012). Going Google: Powerful Tools for 21st Century Learning. Thousand Oaks: Corwin.
Crie, M. (2006, October). Using Blogs to Integrate Technology in the Classroom. Retrieved January 13, 2013, from Glencoe Online: http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
Glass, G. V., & Welner, K. G. (2011). Online K-12 Schooling in the U.S.: Uncertain Private Ventures in Need of Public Regulation. Boulder: National Education Policy Center. Retrieved March 6, 2012, from http://nepc.colorado.edu/publication/online-k-12-schooling
Jackson, L. (2012, February 28). Blogging? It's Elementary, My Dear Watson! Retrieved January 13, 2013, from Education World: http://www.educationworld.com/a_tech/tech/tech217.shtml
Keeler, C. G., Richter, J., Anderson-Inman, L., Horney, M. A., & Ditson, M. (2007). Chapter 8 Exceptional Learners: Differetiated Instruction Online. In C. Cavanaugh, & R. Blomeyer (Eds.), What Works in K-12 Online Learning (pp. 125-141). Eugene, OR: International Society for Technology in Education.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: Association for Supervision and Curriculum Development.
Mayer, B. (2011, October). Games and the 21st Century Standards - An Ideal Partnership. Knowledge Quest, 40 (1), pp. 46-51.
National Governors Association Center for Best Practices;Council of Chief State School Officers. (2012). The Standards. Retrieved from Common Core State Standards Initiative: http://www.corestandards.org/
Rice, K. (2006). A Comprehensive Look at Distance Education in the K-12 Context. Journal of Research on Technology in Educaton; Vol 38, Number 4, 425-448.
Ronsisvalle, T., & Watkins, R. (2005). Student Success in Online K-12 Education. The Quarterly Review of Distance Education, Volume 6(2), 117-124.
Soskil, M. (n.d.). Retrieved January 13, 2013, from Mr. Soskil's Class Wikipage: http://mrsoskil.wikispaces.com/home
Stewart, B., H. H., Ezell, S., Di Martino, D., & Bobba, A. (2010, February). Mitigating Challenges of Using Virtual Reality in Online Courses. Innovations in Education and Teaching International, Vol. 47, Number 1, pp. 103-113.
University of Oregon. (2013). Retrieved from easycbm.com: http://www.easycbm.com/
Watson, J. F. (2007). A National Primer on K-12 Online Learning. North American Council for Online Learning. Washington D.C.: NACOL.
Weaver, B. (n.d.). Formal Vs. Informal Assessments. Retrieved from Scholastic.com: http://www.scholastic.com/teachers/article/formal-versus-informal-assessments
Wolsey, T. D. (2012). Transforming Writing Instruction in the Digital Age: Techniques for Grades 5 - 12. The Guilford Press: New York.
Title II-D Education Technology Standards for Students. (2009, August 26). Retrieved from The Colorado Department of Education: http://www.cde.state.co.us/edtech/StandardsForStudents.htm
NETS for Students. (2012). Retrieved September 28, 2012, from International Society for Technology in Education: http://www.iste.org/standards/nets-for-students
Teachers Guide on the Use of Wikis in the Classroom. (2012). Retrieved January 13, 2013, from Educational Technology and Mobile Learning: http://www.educatorstechnology.com/2012/07/teachers-guide-on-use-of-wikis-in.html
(2013). Retrieved from E-Portfolios.org: http://www.eportfolio.org/index.cfm
(2013). Retrieved from Northwest Evaluation Association: http://www.nwea.org/
(2013). Retrieved from Padlet.com: http://padlet.com/
Beers, S. (2011). Teaching 21st Century Skills. An ASCD Action Tool. Alexandria: ASCD.
Bell, J. T., & Fogler, H. S. (n.d.). Virtual Reality in The Chemical Engineering Classroom. Retrieved from American Society for Engineering Education: http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F22%2FAC%25201998Paper621.pdf&index=conference_papers&space=129746797203605791716676178&%2Fpdf&charset=
Black, J. (2008, October 28). 33 Ways to Use Blogs in Your Classrom and In the Educational Setting. Retrieved January 13, 2012, from Web 2.0 in the Classroom: http://web20intheclassroom.blogspot.com/2008/10/ways-to-use-blogs-in-your-classroom-and.html
Bogard, J. N., & McMackin, M. C. (2012, February). Combining Traditional and New Literacies in a 21st-Century Writing Workshop. Reading Teacher, 65 (5), pp. 313-323.
Bricken, M. (1991, July). Virtual Reality Learning Environments: Potential and Challenges Volume 25, Issue 3. ACM SIGGRAPH Computer Graphics, pp. 178-184. Retrieved from Computer Graphics SIGGRAPHICS.
Covili, J. (2012). Going Google: Powerful Tools for 21st Century Learning. Thousand Oaks: Corwin.
Crie, M. (2006, October). Using Blogs to Integrate Technology in the Classroom. Retrieved January 13, 2013, from Glencoe Online: http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
Glass, G. V., & Welner, K. G. (2011). Online K-12 Schooling in the U.S.: Uncertain Private Ventures in Need of Public Regulation. Boulder: National Education Policy Center. Retrieved March 6, 2012, from http://nepc.colorado.edu/publication/online-k-12-schooling
Jackson, L. (2012, February 28). Blogging? It's Elementary, My Dear Watson! Retrieved January 13, 2013, from Education World: http://www.educationworld.com/a_tech/tech/tech217.shtml
Keeler, C. G., Richter, J., Anderson-Inman, L., Horney, M. A., & Ditson, M. (2007). Chapter 8 Exceptional Learners: Differetiated Instruction Online. In C. Cavanaugh, & R. Blomeyer (Eds.), What Works in K-12 Online Learning (pp. 125-141). Eugene, OR: International Society for Technology in Education.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: Association for Supervision and Curriculum Development.
Mayer, B. (2011, October). Games and the 21st Century Standards - An Ideal Partnership. Knowledge Quest, 40 (1), pp. 46-51.
National Governors Association Center for Best Practices;Council of Chief State School Officers. (2012). The Standards. Retrieved from Common Core State Standards Initiative: http://www.corestandards.org/
Rice, K. (2006). A Comprehensive Look at Distance Education in the K-12 Context. Journal of Research on Technology in Educaton; Vol 38, Number 4, 425-448.
Ronsisvalle, T., & Watkins, R. (2005). Student Success in Online K-12 Education. The Quarterly Review of Distance Education, Volume 6(2), 117-124.
Soskil, M. (n.d.). Retrieved January 13, 2013, from Mr. Soskil's Class Wikipage: http://mrsoskil.wikispaces.com/home
Stewart, B., H. H., Ezell, S., Di Martino, D., & Bobba, A. (2010, February). Mitigating Challenges of Using Virtual Reality in Online Courses. Innovations in Education and Teaching International, Vol. 47, Number 1, pp. 103-113.
University of Oregon. (2013). Retrieved from easycbm.com: http://www.easycbm.com/
Watson, J. F. (2007). A National Primer on K-12 Online Learning. North American Council for Online Learning. Washington D.C.: NACOL.
Weaver, B. (n.d.). Formal Vs. Informal Assessments. Retrieved from Scholastic.com: http://www.scholastic.com/teachers/article/formal-versus-informal-assessments
Wolsey, T. D. (2012). Transforming Writing Instruction in the Digital Age: Techniques for Grades 5 - 12. The Guilford Press: New York.