1. FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
Promote, support, and model creative and innovative thinking and inventiveness.
Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
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My progress towards this standard: Within this class, I believe I have progressed towards this standard immensely. Through learning many technological platforms in which students could apply standards and learn information, I feel like I could facilitate and inspire said learning and creativity. I would encourage for students to give it their all and really integrate technology into every lesson, because with technology, the possibilities are truly endless.
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Evidence:
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Within this lesson, students were to make a video portraying themselves as President James Madison during the War of 1812. The students worked in groups, with each group member playing a different role and ultimately, dedicating themselves to making the most accurate video of how James Madison would respond to the War of 1812 and for strategic battle plans, what he would institute to defend against the Native Americans and the British. This fulfills things such as promoting creative and innovative thinking.
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In the same lesson above, students will be required to complete a "KWL" chart. The "KWL" chart is an acronym for "Know, Want to know, and Learned". The chart is mainly utilized to get a better sense of what students already know, and within this lesson, how this pertains to the War of 1812. Then, following the lesson, I am able to find out what they learned and what I can elaborate on in future lessons about the War of 1812. The KWL chart fits substandard 3, by promoting student reflection since they have to discuss what they want to know and what they learned. Lastly, I get to find out their conceptual understanding and thinking.
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2. DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENT
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the ISTE-S. Teachers:
Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
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My progress towards this standard: I have been able to achieve most of what this standard contains. I feel like with the lesson plans, particularly the Computational Thinking Lesson Plan, I am able to develop in full the technology aspect of the standard. The lesson plan consists of much coding and a Kahoot, which allows for students to engage in the "Digital-Age Learning Experience". Other than completing this lesson plan, I have completed the hour of coding activity, which gives me a better idea of what resources students need. I also plan to work with students heavily when it comes to technology.
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Evidence:
Computational Thinking Lesson Plan:
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In this lesson plan, students had two assessments, one of them being a Kahoot and the other being a coding activity. This fulfills the fourth element of the standard, with giving students varied assessments. These varied assessments allow myself as a teacher to get a better grasp of how students are performing in the class. The digital tools utilized in this include phones/tablets. When using them, students go onto coding activities and further their knowledge there as well as playing a Kahoot.
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With this badge, I tried to integrate technology rather extensively to help students learn. Therefore, attempting to fulfill substandard's 2 and 3. The badge is a video that includes 4 comments and questions embedded within it to help the students remain engaged with the video and to retain the information. Students will be able to manage their learning with the EdPuzzle by pausing the video, sharing it, saving it, and constantly using it as a resource. Along with this, it also requires for students to effectively be able to use digital tools, through the internet and the video.
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3. MODEL DIGITAL-AGE WORK AND LEARNING
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
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My progress towards this standard: To complete this standard, I have done much as it pertains to computational thinking, specifically, the lesson plan. This standard really asks for having a digital presence in both the teaching within the classroom as well as the subsequent learning. Technology will be integrated into my teaching through many things, such as PowerPoint's I make, videos, among other things. Students will also get this technology integration through "Bring Your Own Device" days and through a classroom environment in which technology being used as a resource for learning is encouraged.
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Evidence:
Computational Thinking Lesson Plan PowerPoint:
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This PowerPoint was used to help students learn more about computational thinking definitions, terms, and concepts. The PowerPoint fulfills substandard 3 by communicating these conflicts using the digital-age format of Google Slides. It also model's and facilitate's digital tools as well. With the tools being the internet. If students have access to the internet at home, they will be able to locate, analyze, evaluate, and use the information within the slides to help themselves study and retain the material both at home and at school.
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Computational Thinking Lesson Plan Screencast:
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The main priority of this screencast is in order to aid students with their coding activities. The screencast allows myself as a teacher to use it as a digital tool to support student success. The students will be utilizing the screencast to aid with their lesson ending assessment. If they do not succeed with the coding assessment the first few times, then they will be encouraged to use the screencast.
4. PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
​Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
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My progress towards this standard: To complete this standard, there was a lot of work done within the Digital Citizenship Lesson Plan. Within the lesson, there were many things that attempted to complete substandard's 1, 3, and 4. I am progressing to this standard primarily by including much information regarding bullying, such as videos, the board game, and assessments. I also utilized this particular Digital Citizenship lesson plan for my micro lesson, thereby, furthering my knowledge of this concept.
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Evidence:
Digital Citizenship Lesson Plan
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This lesson plan embodies what this standard is all about. The lesson plan certainly promotes and models digital citizenship and responsibility. To go into detail, the digital citizenship concept discussed within the lesson plan is cyberbullying, then elaborated upon is how to stop it, what it is, along with other issues related to it. The lesson plan fulfills many of the substandard's within this. These include but are not limited to teaching safe, legal, and ethical use of technology. It also has a "differentiation of learners" category, in which students with diverse needs can be aided with. The promotion and model of responsible social interactions is seen with the PowerPoint displayed with the lesson and the videos shown to the students, as it is stressed cyberbullying will not be tolerated.
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Attached to the "Plagiarism in the Classroom" is my badge in which I completed a reflection for how I would incorporate plagiarism prevention in my class. I will complete substandard's 1, 3, and 4 to successfully achieve this standard. The reflection consists of myself discussing the importance of preventing plagiarism and information I will utilize to aid my students with their knowledge of what is plagiarism and what is not, along with appropriate digital citizenship.
5. LEARNING BY DOING
​Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
Participate in local and global learning communities to explore creative applications of technology to improve student learning.
Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
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My progress towards this standard: I have progressed towards this standard in several ways. As will be stated in the "evidence" section, I completed an Hour of Code activity. This activity helped me learn more about teaching coding and to approach discussing it with my students. I have also become more experienced with interface's such as Scratch among other things.
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Evidence:
The Hour of Code activity allows me as a teacher to complete substandard 3, which is making effective use of existing and emerging tools to support student learning. Along with this, I also contribute to the effectiveness and self-renewal of the teaching profession. By completing the Hour of Code activity, I get to learn more material with regards to coding which allows me to further support my students' learning. The completion of the hour of coding also self renews and makes me a more effective teacher, because I add onto my attributes of being a qualified teacher.
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Earlier in the semester, I participated in the class Twitter chat. Within the Twitter chat, I expanded my horizons about W200. I answered questions and attempted to display my knowledge about how I am qualified within this class and in the future. I also interacted with my classmates. I managed to complete substandard #1, by participating in our Twitter Storify community, this enabled me to participate in a global learning community. I was also able to reflect on my work in class and other people's work with our respective answers. Lastly, this kind of chat and a platform like Storify could help contribute to the effectiveness of the teaching profession and my classroom. Within the profession, it allows for communication and within class, it could be used by students as a learning resource and a communication tool as well.
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