3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: INTERNET LESSON PLAN
Reflection:
Throughout this process, I was able to allow students to work collaboratively with each other on a project focused on our younger students. They were able to choose a game, research it, create a Powerpoint presentation on the game that they have chosen, and then create a video based on their information. These videos will be placed on a PE webpage, and then played for students throughout the year. This will not only allow students in fifth grade to display their understanding of digital tools and resources, but also allow the younger students to be taught from the older students.
Standard 3.2, Managing Digital Tools and Resources, allows candidates to effectively manage digital tools and resources within the context of student learning experiences. I was able to manage the digital tools and resources for the students to create their work through Powerpoint and Adobe Spark. Each student had a numbered chromebook that they used each day, and this was an easier way to manage how the students were taking care of the chromebooks, who was leaving theirs unplugged and not charging, etc. Assigned chromebooks also make it possible for chromebooks to go home if parents agree to be responsible if anything went wrong. When questions were asked about the programs that we were using, the students came to me to work in small group setting to correct any errors that may have occurred. If it was something that multiple students were struggling with, students were taught a quick mini lesson on the topic. I was also able to create student learning experiences through allowing these fifth grade students to create these videos for the younger students.
Throughout this project, I was able to learn a lot about the roles that my fifth graders enjoy being in. They loved being able to be a good role model and influence on younger students. They have always begged to be able to show the younger students some of the games that they enjoy playing, so this was just a great way for them to present that information while using digital tools and resources. If I had to change anything about this project, I would use Google Slides instead of Powerpoint. I have learned a lot about using Google, and it has become my preferred program when creating presentations such as this.
This project was a great way to allow students to work collaboratively with others. It was also a great opportunity for two block classes to be able to work together on one project that covered multiple standards. Teachers were very interested to learn more about the applications that we used to complete this project. They were familiar with Powerpoint, but a lot of teachers had not used Adobe Spark before. The impact of this project can be assessed by the project rubric that was created, the understanding of the younger students, and a post-project survey that the students can complete.
Throughout this process, I was able to allow students to work collaboratively with each other on a project focused on our younger students. They were able to choose a game, research it, create a Powerpoint presentation on the game that they have chosen, and then create a video based on their information. These videos will be placed on a PE webpage, and then played for students throughout the year. This will not only allow students in fifth grade to display their understanding of digital tools and resources, but also allow the younger students to be taught from the older students.
Standard 3.2, Managing Digital Tools and Resources, allows candidates to effectively manage digital tools and resources within the context of student learning experiences. I was able to manage the digital tools and resources for the students to create their work through Powerpoint and Adobe Spark. Each student had a numbered chromebook that they used each day, and this was an easier way to manage how the students were taking care of the chromebooks, who was leaving theirs unplugged and not charging, etc. Assigned chromebooks also make it possible for chromebooks to go home if parents agree to be responsible if anything went wrong. When questions were asked about the programs that we were using, the students came to me to work in small group setting to correct any errors that may have occurred. If it was something that multiple students were struggling with, students were taught a quick mini lesson on the topic. I was also able to create student learning experiences through allowing these fifth grade students to create these videos for the younger students.
Throughout this project, I was able to learn a lot about the roles that my fifth graders enjoy being in. They loved being able to be a good role model and influence on younger students. They have always begged to be able to show the younger students some of the games that they enjoy playing, so this was just a great way for them to present that information while using digital tools and resources. If I had to change anything about this project, I would use Google Slides instead of Powerpoint. I have learned a lot about using Google, and it has become my preferred program when creating presentations such as this.
This project was a great way to allow students to work collaboratively with others. It was also a great opportunity for two block classes to be able to work together on one project that covered multiple standards. Teachers were very interested to learn more about the applications that we used to complete this project. They were familiar with Powerpoint, but a lot of teachers had not used Adobe Spark before. The impact of this project can be assessed by the project rubric that was created, the understanding of the younger students, and a post-project survey that the students can complete.