"Overall, developing these [assignments] gave me valuable practice applying the standards while teaching about digital citizenship and planning for technology innovation. My instructional design skills grew immensely through this hands-on work."
For this course, I created a digital devices webpage on the Web 2.0 tool called Diigo to showcase my ability to use technology tools for learning. This assignment aligned wth ISTE Educator Standard 2b - "Engage in professional learning networks using digital tools to collaborate with colleagues, share resources and ideas, and solve problems."
Creating this page expanded my skills in using Web 2.0 tools for curation, collaboration, and creation. Diigo's annotation features enables me to compile information from multiple sources in a visually engaging way. This mimics what we ask of students when having them conduct online research, analyze resources, and create something new. Using Diigo also connected to Standard 2a, as a I set a goal to learn a new EdTech tool for a professional project.
In the future, I can see incorporating Diigo into the classroom, such as having students curate webpages on a topic and add annotations. This would promote online research, critical thinking, and digital literacy skills.
For this project, I collaborated with two of my classmates to develop a mock grant proposal for integrating iPads and apps into a K-12 fine arts program. This project connected to several ISTE Educator standards:
Organizational Change (1a) - Our team focused on increasing access, engagement, and personalized learning through the thoughtful integration of iPads. We outlined a strategic plan and logic model for this organizational change. Developing consensus around a shared vision for transforming learning was a valuable part of this process.
Leadership (1b) - I developed leadership skills by taking initiative in communicating with my teammates about deciding roles and developing our website. I also took initiative to research the iPad apps for music education and graphic design and advocate for their benefits. This involved identifying and evaluating digital resources to enrich learning. I also contributed much to the Innovation and Change section and identified measures for success.
Project Management (1c) - Developing this grant proposal involved extensive planning and management. Our team communicated well over Google Chat our shared vision, structure, timeline, and budget. I helped determine our roles, developed the website structure, proofread the details of our sections, and monitored progress. This gave me experience with collaboration tools to manage team workflows.
Creating this mock proposal reinforced the importance of change management, distributed leadership, and project planning for educational technology initiatives. The skills I developed will serve me well for future real-world EdTech projects and grant opportunities.
This assignment aligns with ISTE Educator Standard 2c - "Model and Teach Digital Citizenship and Responsibility." I aimed to create engaging, hands-on lessons to teach my advanced ESOL students about issues like equitable access, online etiquete, and cultural awareness.
Developing this unit challenged me to consider how to make digital citizenship concepts accessible yet meaningful for English language learners. I incorporated videos, collaborative projects, and multimedia creation to provide interactive ways for students to explore these topics. For example, having students create PSA videos on equitable technology access pushed their digital literacy skills while allowing creativity in conveying their message. Designing assessments was also an opportunity to improve. My rubrics aimed to evaluate both content understanding and language development. The cultural interview project assessed students' global perspectives and use of Padlet for showcasing insights. I also emphasized the process by including peer feedback tasks.
Creating this unit strengthened my lesson planning skills, especially considering student needs, technology integration, and assessment. I had to continually reflect and refine the activities and structure throughout the design process. Implementing the unit in my classroom will be the ultimate goal, but the experience equipped me with knowledge and confidence to facilitate technology-enhanced learning on complex themes.
In designing my Global Digital Citizenship unit, I strengthened skills for technology integration tied to ISTE Student and Educator Standards. Having students collaborate on Padlet to share cultural insights addressed Student Standard 1.7 for Global Collaboration. This promoted cultural understanding through digital tools. The usage of videos, simulations, and multimedia creation connected with Student standards for knowledge building, innovative design, and creative communication.
In terms of Educator standards, creating this unit reinforced 1a, 2c, and 3b. I developed learning activities that leverage technology for engagement, equity, and citizenship. Assessing student work like Padlets and videos required evaluating their technology skills and fluency. Additionally, I aimed to design culturally-responsive and accessible lesson for English language learners.
Developing the mock grant proposal for iPads in the Fine Arts aligned with Educator standards 1b and 2a. Our plan focused on increasing equitable device access to improve learning outcomes. Researching and evaluating iPad apps enhanced my own technology knowledge and skills.
Overall, developing these two projects gave me valuable practice applying the standards while teaching about digital citizenship and planning for technology innovation. My instructional design skills grew immensely through this hands-on work.