ITSE Standard 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
NETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.
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
NETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.
Artifacts to demonstrate ITSE Standard 1:
ARTIFACT 1:
STEAM Lesson: a. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Students researched the topic of water pollution using selected websites and some websites of their choice. They then followed the process of polluting (literally) a body of water (as represented by a gallon jar) in the historical context of the James River in Massachusetts. After aiding and abetting the pollution of the body of water, students were tasked to design, build, and test a filter that removes as much of the pollution as possible. They were directed to research water filtration systems online becore coming back to class the next day. Attached is the 3 - day lesson plan and a PPT of some of the students and their results. b.
STEAM Lesson: a. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Students researched the topic of water pollution using selected websites and some websites of their choice. They then followed the process of polluting (literally) a body of water (as represented by a gallon jar) in the historical context of the James River in Massachusetts. After aiding and abetting the pollution of the body of water, students were tasked to design, build, and test a filter that removes as much of the pollution as possible. They were directed to research water filtration systems online becore coming back to class the next day. Attached is the 3 - day lesson plan and a PPT of some of the students and their results. b.
ARTIFACT 2:
Spiderscribe Concept Mapping: b. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning and creative processes.
Students chose topics in Earth science that they thought were their weakest and strongest topics and were matched with a classmate or two who had stengths and weaknesses that were in opposite areas. Students were then introduced to Spiderscribe and encouraged to use the online textbook to map out the content of their weakest area. They would then turn the Spiderscribe concept map into a jpeg file and upload it onto a shared google drawing where their partner(s) would offer comments, suggestions, and encouragement. When all was said and done on the concept map, students narrowed the topic to one branch of the concept map and wrote research papers. Included below are a few student created Spiderscribe concept maps.
Spiderscribe Concept Mapping: b. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning and creative processes.
Students chose topics in Earth science that they thought were their weakest and strongest topics and were matched with a classmate or two who had stengths and weaknesses that were in opposite areas. Students were then introduced to Spiderscribe and encouraged to use the online textbook to map out the content of their weakest area. They would then turn the Spiderscribe concept map into a jpeg file and upload it onto a shared google drawing where their partner(s) would offer comments, suggestions, and encouragement. When all was said and done on the concept map, students narrowed the topic to one branch of the concept map and wrote research papers. Included below are a few student created Spiderscribe concept maps.
Reflection
When thinking about the art of incorporating technology in classrooms to advance student learning, creativity and innovation, I can only be grateful for the opportunities afforded to me by the many free online resources for teaching and the remarkable individuals who put their work out in the open to share with others. It is through this spirit of giving generously that the collective intelligence and skill grow in our culture and communities. As a teacher, I am eager to impart what I know to my students. What they do with their new knowledge, I hope, is to make the world better a better place for all as many of its inhabitants as possible.