2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)
Artifact: ITEC 7430 ISTE NETS-S lesson Plan
The artifact I am using model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content and technology standards is the ISTE NETS S Lesson plan I designed in ITEC 7430. The purpose of this assignment is to engage students in an advertisement lesson to support literacy and technology standards through the use of YouTube Google Apps and PiktoChart. The lesson addresses various uses for these technologies and supports the state English Language Arts standards for writing.
This artifact supports the facilitation and design of technology-enhanced experience with persuasive writing. This content standard is for fourth grade students and the supporting standards are linking words and a strong concluding statement. The creativity of this persuasive writing activity supports the use of ISTE student technology standards with Google Apps, YouTube and PiktoChart, tools students may use over the course of the lesson. These technology enhancements challenge and engages students as they determine how they will persuade consumers to buy their product. Designing and implementing this lesson with student experience with technology was critical. The technology tools interest students and they are aware of how to use them in the classroom. Implementation occurs during the writing block, but they are encouraged to work in their persuasive projects throughout the day. YouTube enables students to create their advertisements using their scripted persuasive language skills as addressed by the content standards. PiktoChart provides a platform to design brochures to practice more written persuasion that targets people on the go in a creative way. The expectation is that the brochure catches the audience’s eye through an aesthetically pleasing design. Google Classroom houses student’s persuasive works and serves as a forum for communication and grading. This lesson design and implantation promotes a critical understanding of the 4th grade content standards for writing and technology enhanced lesson design to promote engagement and collaboration in digital platforms making it a great artifact to support this standard.
After completing this artifact, I had a very good idea of how to merge content and technology standards for students. One reason this lesson was successful was due to the student’s previous experiences with these tools in class. Students were already aware of how to use their devices to create and upload YouTube videos and how to navigate PiktoChart and Google Apps. This enables students to really focus on the content standards and use technology tools to really engage and support their learning tasks.
The work for this artifact influences school improvement and faculty development because this lesson development occurs during team planning and ideas are constantly tossing around during this time. The technology tools varied by class, but all students in the grade level experience this lesson. Teachers can reflect and make the lesson better after hearing how the project went in another room.
This artifact supports the facilitation and design of technology-enhanced experience with persuasive writing. This content standard is for fourth grade students and the supporting standards are linking words and a strong concluding statement. The creativity of this persuasive writing activity supports the use of ISTE student technology standards with Google Apps, YouTube and PiktoChart, tools students may use over the course of the lesson. These technology enhancements challenge and engages students as they determine how they will persuade consumers to buy their product. Designing and implementing this lesson with student experience with technology was critical. The technology tools interest students and they are aware of how to use them in the classroom. Implementation occurs during the writing block, but they are encouraged to work in their persuasive projects throughout the day. YouTube enables students to create their advertisements using their scripted persuasive language skills as addressed by the content standards. PiktoChart provides a platform to design brochures to practice more written persuasion that targets people on the go in a creative way. The expectation is that the brochure catches the audience’s eye through an aesthetically pleasing design. Google Classroom houses student’s persuasive works and serves as a forum for communication and grading. This lesson design and implantation promotes a critical understanding of the 4th grade content standards for writing and technology enhanced lesson design to promote engagement and collaboration in digital platforms making it a great artifact to support this standard.
After completing this artifact, I had a very good idea of how to merge content and technology standards for students. One reason this lesson was successful was due to the student’s previous experiences with these tools in class. Students were already aware of how to use their devices to create and upload YouTube videos and how to navigate PiktoChart and Google Apps. This enables students to really focus on the content standards and use technology tools to really engage and support their learning tasks.
The work for this artifact influences school improvement and faculty development because this lesson development occurs during team planning and ideas are constantly tossing around during this time. The technology tools varied by class, but all students in the grade level experience this lesson. Teachers can reflect and make the lesson better after hearing how the project went in another room.