Standard 1: Facilitate and Inspire Student Learning and Creativity
1.) I promoted, supported, and modeled creative and innovative thinking and inventiveness by students taking their own pictures to document their paleontology findings in the cookie fossil lesson. In the measurement lesson, students showed this by choosing their own objects to measure and then drawing, talking, and writing about the difference in length or height in Pixie. In these two lessons, I encouraged students to use a variety ways to show their understanding of the content and give it a deeper meaning.
2.) I engaged students in exploring real-world issues and solving authentic problems using digital tools and resources by teaching the ocean pollution lesson. They learned about the affects of oil in the ocean and how they can do their part by recycling to help the world. They used Pixie to create proposals on saving the ocean animals, recycling, and keeping our world clean and healthy.
3.) I promoted student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes by them answering questions at the end of the cookie fossil lesson that we did not exactly cover in the activity. They had to use their new knowledge to make educated guesses and hypothesis about real life fossils instead of cookie ones using toothpicks. In the ocean pollution lesson, while doing the feather activity the students had to answer questions and take notes on what was happening in the water with oil and the clean water.
4.) I modeled collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments by sometimes working independently, sometimes in groups, and sometimes in partners. In the ocean pollution lesson, the students learned from me reading a book and from a video on the computer. In the measurement lesson, students learned from themselves and by seeing the outcomes first hand of which objects were taller or longer.
Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
1.) I designed or adapted relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity by having the students watch short videos for the cookie fossil lesson and the ocean pollution lesson. For the measurement lesson, the students played educational games on the internet that also taught them vocabulary.
2.) I developed technology-enriched learning environments that enabled 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 by them documenting their own findings throughout the activities. This happened in all of the lessons. In the cookie fossil lesson, students took pictures on cameras as a paleontologist would when at a dig sight. In the measurement lesson, students compared pictures on the iPad of the different objects they chose to measure. In the ocean pollution lesson, students filled out an interactive worksheet on the computer while learning what happened to a feather in clean water and water with oil in it.
3.) I customized and personalized learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources by letting students use the Pixie app for the measurement lesson and the ocean pollution lesson. This app lets students draw, make voice memos, write, take pictures, and more to make slides of their learning. Students could choose how they wanted to express their learning by what worked best for them and their learning style.
4.) I provided students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching by the students taking a measurement vocabulary test online for the measurement lesson. In the ocean pollution lesson, the students had the choice of taking an easy or a hard quiz on how oil affects ocean animals and plants. These formative assessments let me know that we could carry on with the rest of the lesson and the information was being obtained.
Standard 3: Model Digital-Age Work and Learning
1.) I demonstrated fluency in technology systems and the transfer of current knowledge to new technologies and situations by using common technologies such as the computer and the iPads/tablets but teaching students new things that they have to offer. In the fossil cookie lesson, I showed the student a science website that showed a video of how a fish fossil is created. In the measurement lesson, I showed the students a math lesson that had games for every grade level. In the ocean pollution lesson, I showed the students a website that provided all subjects and that was updated weekly with new free information. In the measurement and ocean lesson, I showed students the app Pixie that lets them learn while having free choice.
2.) I collaborated with students, peers, parents, and community members using digital tools and resources to support student success and innovation by using technology that the students are interested in. Most everyone has computers, cameras, tablets, etc. in their home. Sometimes the students know more about the tools than their parents or their teachers. In the case of my three lessons, I asked students before hand if they had ever used the informational websites and apps. The only one that they were familiar with was the brainpopjr for the ocean pollution lesson.
3.) I communicated relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats by letting the students explore the websites and apps further on their own after the lesson was complete so they could see what else it had to offer. In real life, I would have sent a letter home to parents before the lesson explaining what we would be doing and give them the information so that they could look up the websites and apps themselves to get familiar with it to help their child later.
4.) I modeled and facilitated effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning by planning when it would be the best time to teach each lesson in the school year. For the ocean pollution, it worked out perfectly because it was during Earth week and there was a lot of extra learning tools on the brainpopjr website that I used to be apart of my lesson.
Standard 4: Promote and Model Digital Citizenship and Responsibility
1.) I advocated, modeled, and taught safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources by never printing out or stealing lesson plans or worksheets. The students always worked directly off of the technology tools and did so in a safe manner. All of the tools were teacher or students centered so there were no advertisements or ways to get children into trouble.
2.) I addressed the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources by students being able to work together if they were having difficulty understanding or grasping the concept. The app Pixie lets students draw, write, or record notes. This supports many needs from different students on how they best comprehend or share information. When there was a quiz on a website, there was an easy or hard one that let students choose which one they felt more comfortable with without sharing to the whole class what their level was at.
3.) I promoted and modeled digital etiquette and responsible social interactions related to the use of technology and information by in the letting students know the rules before handing out the tools. For the use of cameras, the students were not allowed to take pictures of just anything and had to focus on documenting their paleontology dig. When using the tablets/iPads, the students had to stay on the app that I chose for them and could not go to other ones that they may have been more interested in. The same goes for using the instructed websites on the computers.
4.) I developed and modeled cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools by doing a variety of subjects in my lessons and integrating other activities and subjects in them as we went along. The concepts we covered were relevant to every culture since we mostly focused on science and math. There are fossils all over the world that paleontologist have to excavate. Measurement is used in all parts of the world. Every country is surrounded by the ocean and is affected by it.
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