Standard 3.2 Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: Multimedia design project
Reflection:
In order to manage the digital tools and resources for this standard, we had to gather laptops from other grade levels. We were grateful that we work with such wonderful peers because borrowing other grade levels laptops was not an issue for us. We did plan this a month in advance, so the other grade levels made adjustments to their technology schedules when we needed to use them. The artifact that was created was a WWII unit the students had to complete. The unit included a Webquest students needed to complete as well as an assessment where students needed to create a video game based on WWII events. My individual contributions to the activity were to create the lesson plan and secure laptops or computer labs so we could complete the task.
In order for students to complete the activity, we had to manage the digital tools and resources by making sure the Webquest was accurate and ready to go with no broken links. This has been a problem in the past on creations that were completed a year ago. We also needed to secure computer labs and laptops in advance so students would have the access they needed to complete the activity. Without securing computer labs and laptops in advance, this activity could have not gone as planned because of the possible lack of devices that would be available to us.
One thing learned from this activity is the management of time. If there is a delay in student login that became an uncontrollable problem. It did not happen often, but when it did it delayed students up to five minutes. I learned that starting on time was an important part of the completion of the activity. One thing I would do differently would be to shorten the Webquest so more groups would have time to complete the Bloxels activity. Not many groups got to that point because they completed the Webquest at their own pace, and some completed it faster than others.
This artifact improved faculty development because our team collaborated when this lesson was created to improve our instruction on WWII. This artifact also impacted student learning because the task asked them to research questions about WWII which were self-paced and students were able to discuss their findings with their group. It also impacted students to work as a team to complete a task over a long period of time. The impact was assessed by utilizing the rubric attached to the lesson students reviewed during the introduction of the lesson, and what they discussed each other’s video games.
In order to manage the digital tools and resources for this standard, we had to gather laptops from other grade levels. We were grateful that we work with such wonderful peers because borrowing other grade levels laptops was not an issue for us. We did plan this a month in advance, so the other grade levels made adjustments to their technology schedules when we needed to use them. The artifact that was created was a WWII unit the students had to complete. The unit included a Webquest students needed to complete as well as an assessment where students needed to create a video game based on WWII events. My individual contributions to the activity were to create the lesson plan and secure laptops or computer labs so we could complete the task.
In order for students to complete the activity, we had to manage the digital tools and resources by making sure the Webquest was accurate and ready to go with no broken links. This has been a problem in the past on creations that were completed a year ago. We also needed to secure computer labs and laptops in advance so students would have the access they needed to complete the activity. Without securing computer labs and laptops in advance, this activity could have not gone as planned because of the possible lack of devices that would be available to us.
One thing learned from this activity is the management of time. If there is a delay in student login that became an uncontrollable problem. It did not happen often, but when it did it delayed students up to five minutes. I learned that starting on time was an important part of the completion of the activity. One thing I would do differently would be to shorten the Webquest so more groups would have time to complete the Bloxels activity. Not many groups got to that point because they completed the Webquest at their own pace, and some completed it faster than others.
This artifact improved faculty development because our team collaborated when this lesson was created to improve our instruction on WWII. This artifact also impacted student learning because the task asked them to research questions about WWII which were self-paced and students were able to discuss their findings with their group. It also impacted students to work as a team to complete a task over a long period of time. The impact was assessed by utilizing the rubric attached to the lesson students reviewed during the introduction of the lesson, and what they discussed each other’s video games.