3.2 Managing Digital Tools and Resources
Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. (PSC 3.1/ISTE 3a)
Artifact: Ecology WebQuest
Reflection:
The multimedia design project WebQuest was completed to demonstrate the ability to design, develop, and implement a developmentally appropriate web-based project for a group of K-12 learners. The design of this WebQuest incorporates several digital tools and resources that students must access and navigate while completing the WebQuest. The WebQuest design focuses on creating an environmental Public Service Announcement (PSA) based on research done throughout the WebQuest. The final product PSA communicates all information students learned while completing the WebQuest. I created this WebQuest independently and implemented it with several of my students to test usability.
Standard 3.2 sets the precedent for the management of digital tools and resources within the context of student learning and experiences. I had to effectively manage each resource I included in the WebQuest and guide students through these resources. In addition, I had to manage the use of the tools and be sure students were using each web resource and tool appropriately. The student learning experience of creating the PSA through the WebQuest also required the management of students as they chose the appropriate tool to use to create their PSA.
By completing and implementing the multimedia design WebQuest, I was very surprised by the engagement and products of the students, not to mention being very pleased with the final products of the students. My initial WebQuest experience was not a true WebQuest, but rather a worksheet with websites. This assignment demonstrated how awful my previous “WebQuests” were and just how beneficial and engaging this form of a WebQuest can be for students. Through implementation with my students, I also learned just how talented and creative they are as their final products were wonderful. One thing I would do differently would be to have some sort of showcase of the final products. The students put an incredible amount of effort and creativity into their final PSA’s so it would be beneficial for them to be able to show off their work and be proud of their accomplishments. In addition, community members could also get involved to bring more authenticity to the WebQuest.
The multimedia design WebQuest was beneficial to student learning and improved the overall student understanding of the ecology content. Previous exposure to human impact and ecology involved watching a video and doing some individual research. This particular PSA assignment embedded in the WebQuest demands students think outside of the box and research specific human impact issues in their own backyard and create an action plan to make a change for the better. Students were assessed via a rubric and can be assessed further through the showcase option mentioned above which would involve community members and other adults.
The multimedia design project WebQuest was completed to demonstrate the ability to design, develop, and implement a developmentally appropriate web-based project for a group of K-12 learners. The design of this WebQuest incorporates several digital tools and resources that students must access and navigate while completing the WebQuest. The WebQuest design focuses on creating an environmental Public Service Announcement (PSA) based on research done throughout the WebQuest. The final product PSA communicates all information students learned while completing the WebQuest. I created this WebQuest independently and implemented it with several of my students to test usability.
Standard 3.2 sets the precedent for the management of digital tools and resources within the context of student learning and experiences. I had to effectively manage each resource I included in the WebQuest and guide students through these resources. In addition, I had to manage the use of the tools and be sure students were using each web resource and tool appropriately. The student learning experience of creating the PSA through the WebQuest also required the management of students as they chose the appropriate tool to use to create their PSA.
By completing and implementing the multimedia design WebQuest, I was very surprised by the engagement and products of the students, not to mention being very pleased with the final products of the students. My initial WebQuest experience was not a true WebQuest, but rather a worksheet with websites. This assignment demonstrated how awful my previous “WebQuests” were and just how beneficial and engaging this form of a WebQuest can be for students. Through implementation with my students, I also learned just how talented and creative they are as their final products were wonderful. One thing I would do differently would be to have some sort of showcase of the final products. The students put an incredible amount of effort and creativity into their final PSA’s so it would be beneficial for them to be able to show off their work and be proud of their accomplishments. In addition, community members could also get involved to bring more authenticity to the WebQuest.
The multimedia design WebQuest was beneficial to student learning and improved the overall student understanding of the ecology content. Previous exposure to human impact and ecology involved watching a video and doing some individual research. This particular PSA assignment embedded in the WebQuest demands students think outside of the box and research specific human impact issues in their own backyard and create an action plan to make a change for the better. Students were assessed via a rubric and can be assessed further through the showcase option mentioned above which would involve community members and other adults.