2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: MULTIMEDIA DESIGN PROJECT/WEBQUEST
Reflection:
This artifact was completed in ITEC 7445 in the Instructional Technology program at Kennesaw State University. This artifact was created for fifth grade students to use in a social studies classroom. Fifth graders would choose a topic based on fifth grade social studies standards that they are able to research about, use technology to present information on, and then this information would be used for a community-based project. The students would be using productivity tools such as: Google Docs, Glogster, and Seesaw to complete this project.
Standard 2.6, Instructional Design, is when candidates are able to model and facilitate effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. Through this artifact, I was able to demonstrate my ability to model and facilitate research-based best practices. Digital tools and resources were also used to create their Glogster portion of the project. Following completion of the Glogster, students were able to create their own descriptive video using the Seesaw application. This video would then be uploaded to the Glogster presentation in order to complete the community-based project that would be judged by several community members. This artifact allowed students to use their own research to create several different elements to a technology-based community project. To address my ability of modeling and facilitating research-based best practices throughout this artifact, students had to follow the rubric that was provided. Students were fairly familiar with the applications that they were given to use, but problem solving was also present in the students' learning while working to show what he/she knew about these various digital tools and resources. Fifth grade teachers were available throughout the project to offer support and modeling. This artifact also allowed students to present their creativity and self-reflection while sharing their collaborative projects with the class through the use of these digital tools.
From completing this artifact, I was able to learn that the effective use of digital tools and resources require more preparation than most assignments in lessons. According to Mascullo, technology plans should be developed and periodically revised to incorporate ever-evolving programs (Mascullo, 2017). With technology being implemented more each day in education, we as the educators and technology leaders in schools, must look beyond the basics of instruction in order to understand how technology can further engage students than other instructional activities. To improve this artifact, I would further examine the universal design for learning elements and implement more of the best practices into this project, such as more options within the assignment, more frequent feedback, etc. With so many students being involved in this project, I have learned more about the importance of differentiation through the planning and implementation of this artifact. I was also able to use concepts that I have learned about in technology to make this project individualized for each group based on their choice of topic.
This artifact placed the accountability and responsibility for completion on the student. They were provided with a choice, and then given digital tools and resources to use in order to implement research-based best practices. Students were able to produce two artifacts to demonstrate their learning of the chosen topic and higher order thinking abilities. The teachers were also able to learn more about implementation of these technology applications into their classroom throughout this project. The more the teachers familiarize with these programs, the more they will be able to help others implement in their own classrooms. The artifacts and tasks will be assessed using the rubric that is included within the project.
References:
Masullo, C. (2017). CHANGE AGENTS AND OPINION LEADERS: Integration of Classroom Technology. Quarterly Review of Distance Education, 18(3), 57. Retrieved from http://search.ebscohost.com.proxy.kennesaw.edu/login.aspx?direct=true&db=aqh&AN=129082614&site=eds-live&scope=site