Teaching, Learning, and Assessment
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.
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.
- Element 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.
- Element 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.
- Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
- Element 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).
- Element 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.
- Element 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.
- Element 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.
- Element 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.
FRIT 7231:Instructional Design Plan
In the semester prior to FRIT 7231 I completed the web design course fully comprehending the need for a portfolio based web repository for not only professionals, but also for students who may be looking to audition for summer workshops/internships, or colleges /employment upon graduating. As a result my Key Assessment for the class was focused on creating a digital portfolio for dance students utilizing Weebly.
The data gathered from the Key Assessment demonstrated very limited student knowledge base for web design and computer usability. This data resulted in each portion of the KA containing a three pronged assessment scheme in each of the four main subjects. An initial chat section would determine student knowledge levels as pre data while required responses would begin to educate students in a peer setting. Multiple choice and short answer tests in the midway point of each module would demonstrate knowledge gained from embedded and linked resources that would include information delivered in several modes. Information 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.
The data gathered from the Key Assessment demonstrated very limited student knowledge base for web design and computer usability. This data resulted in each portion of the KA containing a three pronged assessment scheme in each of the four main subjects. An initial chat section would determine student knowledge levels as pre data while required responses would begin to educate students in a peer setting. Multiple choice and short answer tests in the midway point of each module would demonstrate knowledge gained from embedded and linked resources that would include information delivered in several modes. Information 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.
Standards Achieved
Elements 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
FRIT 7230: Digital Story
The Digital Story below was created in the fall of 2012, to detail the Media Center/Technology Resource center at my current high school. The project gave me the opportunity to incorporate aesthetic principles such as light, contrast , perspective and rules of third into an educational resource. The photos were taken with a Nikon d80 digital SLR while the narration was recording using Garage Band and an Electro Voice RE20. All of the music included are original compositions of my own in a Jazz Guitar Style on an acoustic Taylor.
Most Students have a very low opinion of educational resources, specifically those dealing with subject matter they believe are known to them such as the media center. Many contributing factors include, boring, poorly done, and not necessary. As a result, the project does contain several subtle jokes and humorous references peppered throughout the presentation in an attempt to use humor and well executed graphics to keep students engaged throughout the presentation.
Most Students have a very low opinion of educational resources, specifically those dealing with subject matter they believe are known to them such as the media center. Many contributing factors include, boring, poorly done, and not necessary. As a result, the project does contain several subtle jokes and humorous references peppered throughout the presentation in an attempt to use humor and well executed graphics to keep students engaged throughout the presentation.
Standards Achieved
Elements 2.1, 2.3, 2.5
FRIT 8532: Video Podcast
The video podcast below was created as a precursor to the final project in the Multimedia class. It builds upon the foundations of the previous project continuing to use humor and well executed transitions and source material as a vehicle for student engagement. It was created using a few different video methods including time lapse photography, concert footage, classroom footage, and real time unedited footage from a MAC workstation's built in camera. All of the footage was compiled and processed using iMovie. This software was selected based on its very attractive transitions that are professional, giving the product a very sleek polished look that kids make it comparable to any news cast.
Student response to the completed project has been positive, with several comments demonstrating that humor and high quality product are effective attention sustainers. This completed product would be an excellent resource for students that have never taken ballet before, giving a very accurate interpretation of what is expected from them in a competent ballet class.
As of spring 2014, this video will be a required introduction to all incoming freshman at Savannah Arts Academy. It is has also been incorporated into the introductory materials in all ballet classes at Savannah State University in an attempt to educate students on expectations before they arrive, not while they are in the classroom.
Student response to the completed project has been positive, with several comments demonstrating that humor and high quality product are effective attention sustainers. This completed product would be an excellent resource for students that have never taken ballet before, giving a very accurate interpretation of what is expected from them in a competent ballet class.
As of spring 2014, this video will be a required introduction to all incoming freshman at Savannah Arts Academy. It is has also been incorporated into the introductory materials in all ballet classes at Savannah State University in an attempt to educate students on expectations before they arrive, not while they are in the classroom.
Standards Achieved
Elements 2.1, 2.3, 2.5
FRIT 7090: Technology Integration Unit
During the summer of 2013, I completed FRIT 7090, Game Based Learning under the tutelage of Charles Hodges. While the entire philosophy of game based learning is one I do not agree with, the student based results speak for themselves. For the final project I chose to incorporate gameification into ballet classes in an attempt to curb the lack of participation and total lack of enthusiasm that was a typical characteristic of the students when I first arrived at the school. I utilized a classroom management platform entitled Class Dojo. The platform allowed me to not only input classroom demo graphical information, but also inherently tracks point system rankings and daily, weekly, and monthly totals. Data was broken down into basic behavior classification(positive/negative) as well as point values assigned to to each behavior . The platform also boasts customization of student avatars, as well as student and parent tracking of information in real time.
The project as an artifact is very thorough on its rewards basis and its ability to track student performance. The organization of the information is the key selling point of Class Dojo, relaying comprehensive data in a sensible and understandable format. The sample document includes comprehensive data for two weeks of actual classes, while the rewards system included is on the semester based scale, demonstrating the utter commitment that one must exert in order to earn truly advantageous awards.
As a result of implementation The students who participated began to understand just how sporadic their effort levels were. Several of the students eventually turned around their flailing work ethic. the only difficulty is crediting the turn around to exhibit-able data, or the glory of peer pressure. It is in this anomaly that I can credit gamefication's biggest advantage, as well as it biggest draw back. On one hand keeping track of a student's statistics can create a sobering reality of behavior patterns, The eternal question arises, is student motivation, especially in the arts, fueled by passion, envy, or a sense of competition?
The project as an artifact is very thorough on its rewards basis and its ability to track student performance. The organization of the information is the key selling point of Class Dojo, relaying comprehensive data in a sensible and understandable format. The sample document includes comprehensive data for two weeks of actual classes, while the rewards system included is on the semester based scale, demonstrating the utter commitment that one must exert in order to earn truly advantageous awards.
As a result of implementation The students who participated began to understand just how sporadic their effort levels were. Several of the students eventually turned around their flailing work ethic. the only difficulty is crediting the turn around to exhibit-able data, or the glory of peer pressure. It is in this anomaly that I can credit gamefication's biggest advantage, as well as it biggest draw back. On one hand keeping track of a student's statistics can create a sobering reality of behavior patterns, The eternal question arises, is student motivation, especially in the arts, fueled by passion, envy, or a sense of competition?
Standards Achieved
Elements 2.2, 2.7, 2.8
FRIT 7739: Technology Enhanced Unit-Curated Toolkit and Unit Design
As an assignment for FRIT 7739 practicum, I chose to include for a new curational tool. While I have never used Symbaloo before, it did make the newest lists of curational tools. The point of the decision is cemented in my peers discussion posts at the fad based staying power of most Web 2.0 Tools. Several peers commented that many of their projects created using popular Web 2.0 tools just a short two years ago no longer exists or a no longer a viable platform for not only utilization but functional in an OS.
Therefore, the justification in using Symbaloo is not founded in faith in staying power, but faith in evolution. Platforms, software and option will always be in flux, therefore I have attempted to achieve functionality in a completely new platform in order to get accustomed to the everchanging parade of new Web 2.0 tools. This process is especially important when passing these tools to current students who are at the primordial phase of their technology journey.
The unit once again uses the three tiered mode of discussion, example, synthesis of student artifact to encourage students to learn not only from their teacher but also from each other.
Therefore, the justification in using Symbaloo is not founded in faith in staying power, but faith in evolution. Platforms, software and option will always be in flux, therefore I have attempted to achieve functionality in a completely new platform in order to get accustomed to the everchanging parade of new Web 2.0 tools. This process is especially important when passing these tools to current students who are at the primordial phase of their technology journey.
The unit once again uses the three tiered mode of discussion, example, synthesis of student artifact to encourage students to learn not only from their teacher but also from each other.
Teacher Example from Unit
The artifact exemplifies all in one curating and was an excellent choice for the above unit. It contains several resources that I have created and others that are valuable to dancers both seasoned and novice.
Student Sample of Completed Unit
The student sample below demonstrates how the symbaloo platform can assists a choreographer when planning for a Repertory Concert. With multiple dancers appearing in multiple works, it can be very difficult to manage, however by simply adding a cast list to each of the sections the logistics of resources as well as the majority of the planning(8 hours of work)has been erased. Each dancer will know which works they are in, have rehearsal music, provide their sizing, and know how long they have to change between each appearance.
Standards Achieved
Elements 2.1, 2.2, 2.4, 2.6