Design & Technology:
This is the page that I will use to reflect and provide artifacts demonstrating my ability to design instruction using technology.
Embedded Files
In ETEC 524, Introduction to Educational Technology, we were instructed to create a series of 3 blogs. We were also given an extra-credit opportunity to explore "Content Tools". The first blog, as seen in the "Artifact 1" link above, had us explore "blogs" as a whole, identify the affordances of using a blog in the classroom. The second blog, as seen in the "Artifact 2" link above, had us explore the potential of portfolios in the classroom. The third blog, as seen in the "Artifact 3" link above, had us explore creativity tools, identify the affordances of having students create using technology in the classroom. The final blog for this course was my blog exploring tools directly related to the content I teach: Science! Within all 4 blogs I created 2 lessons using the SAMR model integrating blogs in the classroom. While I encourage you to read my entire blog pieces, there is a section specifically tied to my lower level and higher level "blog" and "creativity tools" technology integration lessons. After reflecting on all three of my blog posts I am excited to implement these lessons and the tools associated them throughout my future years as an educator.
In my ETEC 524 Extra-Credit Blog, we were assigned to explore content objects and to "reflect on how the teacher needs to structure work around those [tools] that allows students to play with the concepts under study and to draw conclusions. [The teacher should] structure work around the simulation tool so that students can explore but also complete the work and understand the important concepts [as demonstrated in the standards]." While my blog 4 as a whole can be seen as an artifact on the informed Decision-Making page of my portfolio, I did feel as if the two lessons that I created for the post fit better here. The final stage of the 4th blog was to create two lessons demonstrating how I could use my chosen tool within my classroom. The two lessons had to reflect different stages of SAMR.
The embedded slides on the left are flowing through my substitution/augmentation level lesson where the student journal questions for Gizmos were transformed into a digital slide deck that the students completed online. The students now have access to type, speech to text, spell check, and other word processing features when working through the Gizmo with the help of my step by step guide.
The embedded slides on the right are flowing through my modification level lesson where the students will read the instructions for how to work through the simulation in Gizmos and then complete a choice board to demonstrate their knowledge that they gained during exploration. Each of the 9 choice assignments utilizes a different technology tool, but the students demonstration of knowledge would be consistent across all of the options. This second lesson written at the higher SAMR lesson is valuable for instruction and should be the assignment used within in a classroom instead of the lesson on the left. The choice board assignment lets students evaluate, justify, think critically, and create in order to demonstrate their understanding of the circulatory system. The learning that occurs from the lesson on the right is more meaningful for students and will allow teachers to gain more insight into student knowledge and misconceptions than the lower leveled Q and A styled lesson.
In my ETEC 527 Web 2.0 course, we evaluated a variety of technology tools such as Twitter, YouTube, Diigo (social bookmarking), Blogs, HyperDocs and many many more. This class pushed me to intentionally design my lessons with the technologies that were both comfortable and new to me. I used rubrics to evaluate many pieces of technology and created a lesson plan that incorporated a lot of technology tools. By clicking on the Artifact 5 button, you will be able to explore my project proposal, evaluation rubrics, demonstration video, and my final multimedia presentation. I have also attached the HyperDoc Lesson that I created below. In my ETEC 562 applying instructional media and technology course we were also tasked with selecting technology, creating a lesson, and connecting these pieces with the instructional design and learning theories. While the lesson and tools that I used are the same within both, the focus is less on the evaluation of the tools within the lesson and more on the "how" and/or "why" of the lesson sequence. I have attached the multimedia presentation for this course below to see how I took this technology rich lesson and connected it to a Constructivist approach. I have also embedded the video that was developed for the ETEC 562 course below.
BatsonM_LIS527_FinalProject_Wonder.pdfIn LIS527 we created a lesson plan for a digital alternative to the typical book report. This project was fun to work on, and I would love to continue by making my examples for the "Alphabet" project even more in depth and creative. In this book report alternative students have a lot of choice in what they choose to highlight and focus on from their book. Students go down the letters of the alphabet and demonstrate a word or phrase that gives insight into the book's plot, setting, characters, etc. My original assignment examples I chose the book Wonder and simply used Google Slides to pull my alphabet breakdown together. My examples provide context for my students and to demonstrate what the expectation is. The options, however, are endless. Students could create a Prezi and narrate their report as a condensed version of the story they chose to tell, or they could use Canva to create beautiful posters to demonstrate their knowledge and understanding of key identifying features of the book. By using technology in ways that goes above and beyond simply typing up a report, students have the creative freedom to express their likes, dislikes, and insight of any story they read through meaningful methods.
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