ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers
II. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
A - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Reflection
In my work completing this master's program I developed several lessons that incorporated technology in meaningful ways. The largest and most successful of these lessons is the Virtual Science Fair - pdf . My students examine a topic of interest to themselves over the course of the 12 week term. The project begins with class discussions about what makes a good topic and how to refine a project goal for a successful investigation. They then research areas of interest and post the idea to a class discussion board where they will collaborate further to refine the topics. Then they take these refined ideas and develop a detailed research article on the background information about their topic. This along with a proposed procedure for completing the experiment are again posted to the class Moodle discussion board for further peer review. When they are comfortable with their studies potential, they perform the experiment and collect and analyze the data to be incorporated into a digital poster to be shared with the class. In the projects students use of technology varies but incorporates internet research, data collection and recording, analysis, and presentation. (Student Digital Project Poster on Camouflage and Natural Selection- jpg)
During the first year of eMINTS I developed a lesson for students to research a scientist and create a presentation incorporating a demonstration for the class. (Scientist Lesson - pdf), (Scientist Student Product - lg. ppt) This highlights a more traditional adaptation role for incorporating technology in the classroom. However, students also use digital tools routinely during lab activities. Some labs incorporate digital collection tools such as Vernier Lab Probes to gather data such as pH, Temperature, and Carbon Dioxide levels. Spectrophotometry equipment is used to analyze the absorbance or transparency of pigments to identify activity spectrums or gauge population densities of solutions. Digital microscopes allow students to image specimens for long term evaluation. Each of these tools enhance the ability of the student to gather data and make informed analysis of concepts for discussion in the class. (Student Digital Specimen Image - jpg) (Student Fingerprint Lab Data Set - Excel - pdf )
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.
Reflection
The eMINTS program provided additional opportunities to develop technology into the science classroom for students to enhance their productivity and comprehension. One topic that was always a bit boring or misunderstood for students was the different biomes. In an attempt to connect the students with the features of each biome, I developed a lesson that incorporated a creative story to demonstrate understanding. The lesson evolved to incorporate technology and the stories developed into student movies that combine visuals with the text to improve comprehension. (Biomes Project eMINTS Constructivist Lesson Plan - pdf)
I have worked to develop courses that encourage students to pursue areas of interest to them. Each of these courses build on students current level of understanding for a particular topic and have them track their progress using portfolios. The students set goals at the beginning that provide targets for them as the course develops. Each goal is highlighted in some way in their portfolios and presented at the end of the term. These courses foster student involvement in the learning process through collaboration in the curriculum design. This offers flexibility for different learning styles and abilities. (Reviews of Digital Portfolio Options - pdf)
Finally, I have developed a Science and Technology Independent Study opportunity for Shead's students that enables them the opportunity to examine in greater detail their interests. The course begins with students completing an application process that mimics many grant applications. (Course Application - pdf) During the process, they must reflect on their ideas, articulate their goals, itemize the expectations, develop a budget, research the background material, develop a timeline, and examine alternative methods for the project. Ultimately, they have an investigation that challenges both them and me to better understand the material. Frequently, we are working collectively to grasp a new topic that arises over the course of the project. One example is a student who has applied to begin a study of 3D Graphics. Together, we will be learning to use the open source graphics suite Blender to develop some unique additions to the school website.
C - customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
Reflection
In my instruction it is essential to offer material in a diverse number of ways to meet the needs of our students. Understanding the needs of the exceptional learner in a setting with heterogeneous grouping offers challenges that technology can diminish. Students performing at different rates need to be able to access material within a context that fosters their success. I have developed courses that encourage different roles for the participants with student leaders to guide activities and instruction in meaningful ways. Also, I have used Moodle and my website to offer students access to resources such as notes and quizzes that they can utilize at their convenience when learning is most conducive to their particular needs. I have developed templates for laboratory investigations that guide students to the necessary skills for critical thinking. (Lab Report Template - pdf)
In addition to traditional teaching styles, I incorporate diversity in my lessons through the use of greater hands on integration of material and technology. To allow a diverse group of students to develop a recruiting video for incoming eight grade students, I utilized a jigsaw strategy with storyboarding. The students are current freshmen that are led by two sophomore teaching assistants. To facilitate the success of the students in the development of a video that can ease the transition of incoming students and highlight the benefits of Shead, I produced the following instructional worksheets. (Video Production Student Assignment - pdf), (Storyboard Blank - pdf)
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.
Reflection
The differentiation between assessment and evaluation were clearly articulated in the course Technology and Assessment. The two terms are often used interchangeably in the realm of education discussions, but have clear distinctions. Assessment and evaluation are two terms often used interchangeably in discussions of education. The reality is that assessment is a measure of ability or performance designed to facilitate learning without judgment. Evaluation fulfils the task of assigning judgment and is used to compare individuals for external data not directly related to enhancing learning. Grant Wiggins, and expert on assessment in education and partner in developing the Understanding by Design concept, explains the two this way, “When teachers assess student performance, they're not placing value or judgment on it -- that's evaluating or grading. They're simply reporting a student's profile of achievement.”
Within the Technology and Assessment course, I developed a lesson using an online assessment tool. The University of New Hampshire's Measuring Vegetative Health online tools provide students a means to interact with technology in a way that enhances their understanding and provided evidence for comprehending ecological changes evident in the media. (MVH Online Assessment - pdf) This tool has proven itself to increase the understanding of students in the way that light behaves and how we can use light waves as measurement tools. This is now my opening activity to introduce the work with photosynthetic pigments and spectrophotometry equipment.
Public Service Announcements (psa) are another mechanism that offers students a mechanism to work across content areas while developing product of significance to their communities. They also develop a greater understanding of complex issues by identifying the facets of the systems that will stimulate support and awareness for improving the world. I have had students develop psa's for my science and technology courses as a way to connect their actions to the community and highlight the potential of our students for the community. (PSA Lesson for Recycling Center - pdf)
Lastly, I have worked with my administration to incorporate Northwest Evaluation Association (NWEA) testing in our union. I am the union technology coordinator for the NWEA program and assist in training and data analysis for professional development. I have worked to ensure that the testing is used to guide instruction in a manner consistent with the goals of the school and with the idea of assessment in mind. Beginning this year in our school, students are tested each term of our trimester system and the resulting data is analyzed to help identify instructional strategies that can target the student's identified needs. As a result of our data analysis, we have developed courses with curriculum to specifically target student's strengths and weaknesses. Unlike the traditional course curriculum that covers a base set of material, these courses are able to be individualized to meet needs more directly.
