Digital Learning Environment
Standard 3: Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.
- Element 3.1 Classroom Management & Collaborative Learning - Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources.
- Element 3.2 Managing Digital Tools and Resources - Candidates effectively manage digital tools and resources within the context of student learning experiences.
- Element 3.3 Online & Blended Learning - Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators.
- Element 3.4 Adaptive and Assistive Technology - Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs.
- Element 3.5 Basic Troubleshooting - Candidates troubleshoot basic software and hardware problems common in digital learning environments.
- Element 3.6 Selecting and Evaluating Digital Tools & Resources - Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure.
- Element 3.7 Communication & Collaboration - Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.
FRIT 7235: Online Module
Below is a screen shot of the online module that I created for the FRIT 7235 Final Project. The fully functional website can be seen at the following link. http://frit7235onlinemodulejernigan.weebly.com/.
As stated earlier this module was created based upon the factors uncovered within the KA 2 development. The main issue being the need for a portfolio based web repository for students looking to audition for summer workshops/internships, or colleges /employment upon graduating combined with very limited student knowledge base for web design and computer usability. Delivery was comprised of all the following modes. One article, one web page, one video, and one linked document. Finally, synthesis of student sites would be submitted via completed URLS, workflow/ site navigation documents, and ultimately completed web repositories.
As stated earlier this module was created based upon the factors uncovered within the KA 2 development. The main issue being the need for a portfolio based web repository for students looking to audition for summer workshops/internships, or colleges /employment upon graduating combined with very limited student knowledge base for web design and computer usability. Delivery was comprised of all the following modes. One article, one web page, one video, and one linked document. Finally, synthesis of student sites would be submitted via completed URLS, workflow/ site navigation documents, and ultimately completed web repositories.
Completed Student Samples of the Original Module
The following links are several completed student samples of the online module. They were completes by females ages 16-17. The students progressed at their own pace and cited several key points such as easily followed instructions, sensible workflow, and engaging instructional materials, as contributing factors of their success. The final link includes a screen shot and demonstrates proficiency well above the rest. While all of the students possessed the same knowledge base before the module, the student exhibited the most attention to detail creating a portfolio that is exemplary. I can honestly say that it rivals many of the Weebly based portfolios that I have completed and stands as proof that the module provides sound instruction and prepares those that invest with powerful tools to further their artistic future.
http://hannapiper.weebly.com/
http://meganbarbeedance.weebly.com/
http://madelinekelso.weebly.com/
http://emilybrown727.weebly.com/index.html
http://meganbarbeedance.weebly.com/
http://madelinekelso.weebly.com/
http://emilybrown727.weebly.com/index.html
Standards Achieved
Elements 3.1, 3.2, 3.3, 3.4, 3.6, 3.7
FRIT 7739:Online Staff Development Workshop
Upon completion of the online module the technology coordinator and a technology coach at my work site completed the summative evaluation. At this time, the SCCPSS district is pushing for all students to complete an online class by 2015 and create a digital portfolio/repository by 2016. As a result, they were eager to utilize the materials that I had already compiled and attempt a pilot roll out.
These factors lead to a complete revamping of the prior online module to create an online staff development workshop. These components were also taught and shared in a face to face professional development workshop, then disseminated across several school's student body.
A major dilemma arose as the module began being instituted by the district when a few revisions evolved into several, while several completed components were suddenly rendered obsolete due to the constant flux in internet filtering practices. Those include the elimination of You Tube due to internet blockage of all streaming video within the campuses, as well as omission of any full names or contact information. The largest challenge was their insistence that the module include a blog page for students to have weekly additions of artistic works accompanied by a reflection. This constant barrage of ever increasing work load and change convinced me that I would not consider a technology position from this district.
. A screen shot is included below but the full page can be seen here. www.createadigitalportfolio.weebly.com
These factors lead to a complete revamping of the prior online module to create an online staff development workshop. These components were also taught and shared in a face to face professional development workshop, then disseminated across several school's student body.
A major dilemma arose as the module began being instituted by the district when a few revisions evolved into several, while several completed components were suddenly rendered obsolete due to the constant flux in internet filtering practices. Those include the elimination of You Tube due to internet blockage of all streaming video within the campuses, as well as omission of any full names or contact information. The largest challenge was their insistence that the module include a blog page for students to have weekly additions of artistic works accompanied by a reflection. This constant barrage of ever increasing work load and change convinced me that I would not consider a technology position from this district.
. A screen shot is included below but the full page can be seen here. www.createadigitalportfolio.weebly.com
Standards Achieved
Elements 3.1, 3.2, 3.3, 3.4, 3.6, 3.7