2.1 Content Standards and Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
Artifact: Technology-Enhanced Webquest
Reflection: The artifact
that I chose for standard 2.1 is a webquest that I created for ITEC 7445,
Multimedia and Web Design in Education. In the class we learned about many
technology-enhanced learning experiences for use in our classrooms and with our
students. One of the main experiences that we covered was the webquest. In the
course we learned the parts of a webquest, we evaluated existing webquests, and
eventually created a webquest of our own covering educational standards that
would be included in our subject areas. The webquest that I created was based
on a paper and pencil assignment that I had used in a seventh grade math class
in the past. The assignment tied in to a current event, a local man setting a
new record in the “Cannonball Run,” and the students were engaged based on the
local tie-in as well as the subject matter. In order to create the webquest, I
researched and implemented methods for using technology to enhance the overall
impact of the assignment and integrated those methods into the original
assignment which covered several of the seventh grade mathematics standards.
In the creation of my webquest, I wanted to focus on creating a technology-enhanced learning experience that covered as many of the seventh grade math content standards as possible. In order to accomplish that, I looked back to the lessons and activities that I had used in the past and chose one that seemed to lend itself to technology enhancement and that covered as many standards as possible. In order to enhance the assignment with technology, I added links to existing videos about the local man who set the new record. I also created my own videos to serve as a hook and a conclusion for the webquest. Additionally, I leveraged several technologies that many of my students were familiar with. Many use Gmail for their e-mail and through that use are familiar with Google documents and Google Maps. Likewise, many students use Google Earth in their free time at school, so I embedded Google maps and documents into the webquest.
Additionally, the webquest included some scaffolding methods for students who struggled with math. Those students were afforded the opportunity to use a spreadsheet created with Microsoft Excel to add up the expenses of their trip. Finally, our school is focused on creating lessons at the higher levels of Depths of Knowledge in which students are working with real-world, unpredictable situations, so I built in a friendly competition with bonus points for achieving different tasks that made the completion of the project less predictable.
The implementation of the webquest involved in the artifact is designed to be completed by students as a review of some of the concepts included in the ratios and proportions unit and the numbers and operations unit while providing a preview and teaching opportunity for concepts in the expressions and equations unit. In the process of implementation, the webquest was designed to allow teachers some flexibility in that it can be implemented all at once as the focus of a classroom unit or as an anchor project to be completed over the course of a semester or school year. Flexibility is also provided in the technology that students would be allowed to use in completing the webquest. The majority of the webquest was designed to be implemented and completed using the desktop computer labs available in the school, the netbook carts at the school, the iPad cart at the school, or through students’ own devices allowed through the Bring Your Own Device program.
The main lesson that I learned through the creation of the webquest is to plan ahead as much as possible. Throughout the creation of the webquest, I thought that I had pulled together all of the necessary multi-media tools, files, and features that I would like to include. However, as I worked to assemble the webquest, I thought of more and more features that I would like to add. The process of creating files and features as I assembled the webquest slowed the process. In the future creation of such products, I will, and I have, taken more care to brainstorm and prepare all possible files and features ahead of time.
The largest overall impact of the artifact in question was in student learning. The students enrolled in the seventh grade math classes in which the webquest was implemented experienced different instruction than they would have ordinarily. Whereas they would ordinarily have worked through the concepts included in the webquest through the use of repetition and whole-class instruction, the webquest allowed for a variety of instructional methods. The nature of a webquest allows for students to work at their own pace. Those students who work more quickly are afforded the opportunity to work quickly and add more detail to their project. Conversely, students who required additional assistance could take advantage of the scaffolding tools built in. Finally, the independent nature of the webquest as a whole allowed the teacher the opportunity to work with struggling students in a one on one manner. Evaluation of the success of the webquest will come as students take the unit tests for the standards included and as the results of upcoming standardized tests are released.
In the creation of my webquest, I wanted to focus on creating a technology-enhanced learning experience that covered as many of the seventh grade math content standards as possible. In order to accomplish that, I looked back to the lessons and activities that I had used in the past and chose one that seemed to lend itself to technology enhancement and that covered as many standards as possible. In order to enhance the assignment with technology, I added links to existing videos about the local man who set the new record. I also created my own videos to serve as a hook and a conclusion for the webquest. Additionally, I leveraged several technologies that many of my students were familiar with. Many use Gmail for their e-mail and through that use are familiar with Google documents and Google Maps. Likewise, many students use Google Earth in their free time at school, so I embedded Google maps and documents into the webquest.
Additionally, the webquest included some scaffolding methods for students who struggled with math. Those students were afforded the opportunity to use a spreadsheet created with Microsoft Excel to add up the expenses of their trip. Finally, our school is focused on creating lessons at the higher levels of Depths of Knowledge in which students are working with real-world, unpredictable situations, so I built in a friendly competition with bonus points for achieving different tasks that made the completion of the project less predictable.
The implementation of the webquest involved in the artifact is designed to be completed by students as a review of some of the concepts included in the ratios and proportions unit and the numbers and operations unit while providing a preview and teaching opportunity for concepts in the expressions and equations unit. In the process of implementation, the webquest was designed to allow teachers some flexibility in that it can be implemented all at once as the focus of a classroom unit or as an anchor project to be completed over the course of a semester or school year. Flexibility is also provided in the technology that students would be allowed to use in completing the webquest. The majority of the webquest was designed to be implemented and completed using the desktop computer labs available in the school, the netbook carts at the school, the iPad cart at the school, or through students’ own devices allowed through the Bring Your Own Device program.
The main lesson that I learned through the creation of the webquest is to plan ahead as much as possible. Throughout the creation of the webquest, I thought that I had pulled together all of the necessary multi-media tools, files, and features that I would like to include. However, as I worked to assemble the webquest, I thought of more and more features that I would like to add. The process of creating files and features as I assembled the webquest slowed the process. In the future creation of such products, I will, and I have, taken more care to brainstorm and prepare all possible files and features ahead of time.
The largest overall impact of the artifact in question was in student learning. The students enrolled in the seventh grade math classes in which the webquest was implemented experienced different instruction than they would have ordinarily. Whereas they would ordinarily have worked through the concepts included in the webquest through the use of repetition and whole-class instruction, the webquest allowed for a variety of instructional methods. The nature of a webquest allows for students to work at their own pace. Those students who work more quickly are afforded the opportunity to work quickly and add more detail to their project. Conversely, students who required additional assistance could take advantage of the scaffolding tools built in. Finally, the independent nature of the webquest as a whole allowed the teacher the opportunity to work with struggling students in a one on one manner. Evaluation of the success of the webquest will come as students take the unit tests for the standards included and as the results of upcoming standardized tests are released.