ITSE Standard 2: Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable 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
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
NETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable 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
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
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 2:
Artifact 1:
Rock collecting with digital photography: a. Design or adapt relevant learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in NETS-S.
In this projects students worked in groups of 4 to collect a dozen rocks to include at least one of each type (metamorphic, igneous, and sedimentary rock) of rock and several minerals in an egg carton showcase. Digital cameras were used on "macro" mode to photograph each rock sample and digital editing tools were used to resize the image to fit the 1" square template that was provided. The project with instructions, video, assessment rubrics and digital story guidelines can be accessed here: http://www.sophia.org/tutorials/project-a-rockumentary-with-the-dirty-dozen (Click "See more")
Rock collecting with digital photography: a. Design or adapt relevant learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in NETS-S.
In this projects students worked in groups of 4 to collect a dozen rocks to include at least one of each type (metamorphic, igneous, and sedimentary rock) of rock and several minerals in an egg carton showcase. Digital cameras were used on "macro" mode to photograph each rock sample and digital editing tools were used to resize the image to fit the 1" square template that was provided. The project with instructions, video, assessment rubrics and digital story guidelines can be accessed here: http://www.sophia.org/tutorials/project-a-rockumentary-with-the-dirty-dozen (Click "See more")
Artifact 2:
Quia.com surveys, class calendar, student grade portal, and grade/CRCT test goal setting: d. Develop technology-enriched learning environments that enable 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.
At the beginning of the year, all of my students took surveys where they were able to communicate to me important information about themselves ranging from what goals they have set for themselves to how they learn best. Additionally, I provide a rather complete online calendar for them so they can manage their time and resources. We touch base several times a year to see their progress on their goals and I record the updates. I provide rubrics for every student project and require students to circle the column that they are aiming for in each of the objective. When the project is complete, my students assess their own accomplishments and indicate if they achieved their goal in each area. Only after their self-assessment is completed do I accept their project and assess their work from a professional perspective. Finally, students now have instant access to see their grades via the student portal. This is a phenomenal accomplishment of the county and goes a long way in supporting an ownership culture of students with regards to their academic progress. Attached is an excerpt from one of the many goal setting survey questions and a rubric for one of my projects.
Quia.com surveys, class calendar, student grade portal, and grade/CRCT test goal setting: d. Develop technology-enriched learning environments that enable 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.
At the beginning of the year, all of my students took surveys where they were able to communicate to me important information about themselves ranging from what goals they have set for themselves to how they learn best. Additionally, I provide a rather complete online calendar for them so they can manage their time and resources. We touch base several times a year to see their progress on their goals and I record the updates. I provide rubrics for every student project and require students to circle the column that they are aiming for in each of the objective. When the project is complete, my students assess their own accomplishments and indicate if they achieved their goal in each area. Only after their self-assessment is completed do I accept their project and assess their work from a professional perspective. Finally, students now have instant access to see their grades via the student portal. This is a phenomenal accomplishment of the county and goes a long way in supporting an ownership culture of students with regards to their academic progress. Attached is an excerpt from one of the many goal setting survey questions and a rubric for one of my projects.
Reflection
This year was full of exciting moments for students as they set and achieved their goals over and over again. I was one proud teacher as I guided them through the process of sustained personal growth. Through challenging projects at UWG, I created many lessons for my students that inspire creativity and and help them to assess their progress. The "Dirty Dozen" project is a result of my final project in a photography class taught by Dr. Bradford last summer. Students were extremely engaged, creative, and did an exceptional job in managing their learning throughout the project. They LOVED technology and used it every day!