This Anchor #5 Assignment has two parts: the essay (75 points) and the ISTE/MALDT Crosswalk Audit document (25 points)
In this final essay, you will reflect on your initial vision of ed tech, revise it, and project into your future. This will set you up for success in EDU 642 and 643, and give you something that — a year from now — you can look back at to gauge your success in the MALDT program. Remember, in the first essay, we asked you to define your teaching context and offer a potential solution focusing on instructional design, authentic learning, and assessment practices. Now, you are going to take that initial vision and, quite literally, use “track changes” to revise it, and add more details. Here are the steps.
Create a copy of your first essay and, using the following standards, make some substantive revisions to different segments of your essay. As you make changes, you will want to ensure that you make at least one change for five (5) of the standards listed below. Your original essay was about 500 to 750 words, and you will be adding about 200 to 250 words in these “tracked changes.”
For instance, in your first essay, you may have said something like
“As I integrated <tool> into my instruction this spring, I wanted to get my students engaged in remote lessons.”
In your revision, if you were connecting to Learner 1a, you could revise that to say
“As I integrated <tool> into my instruction this spring, I found out more about <topic/tool from 590> and now realize that I needed to think more clearly about the need to engage students in meaningful learning. I had not considered approaches like ‘co-learning’ that could ensure that students understood both the tool itself as well as <topic> I was aiming to teach (ISTE 6a).”
Throughout your essay, you will make at least one revision, adding 10-30 words, for at least five (5) of the following nine (9) standards that have been our main focus in EDU 590:
1a) Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1b) Pursue professional interests by creating and actively participating in local and global learning networks.
2b) Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c) Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
3d) Model and promote management of personal data and digital identity and protect student data privacy.
4d) Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
5a) Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
6a) Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b) Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
In other words, please make at least five revisions to your essay, weaving in at least five of these standards, demonstrating how your thinking has changed throughout EDU 590. Then, add a bit more from Part 2.
At the end of your essay, you will add at least 1-2 paragraphs (approximately 200-250 words). To begin the online course design process utilized in EDU 643, you will take a step back and use accountable talk to empathize around student experiences with online learning (in support of ISTE Educator 2.3a).
In the Citizen Pathway, we explored framing our communications with positive and accountable talk:
RISE - Restate, Inquire about a wondering you have, Say something helpful, Encourage others
SAY - Say something constructive, Ask a question, Yay-give praise
SAFE - Say something you learned, Ask a question, provide Feedback, Empathize with others
TAG - Tell something you learned, Ask a Question, Give a compliment
Using accountable and positive talk through a student lens, choose from the list below and describe/critique your EDU 590 online experience:
What are two personal learning goals you have for your MALDT journey? What actions and steps will you take to meet those goals?
What are two key takeaways you have from this course and how/why did they impact you? What do you hope to research or learn more about?
What were your successes and challenges in this online course? What emotions did you experience as you worked through this class?
If you could recommend two things to your teacher for the next time this class is taught online, describe what would they be and how you would suggest implementing them?
No additional references are required and, again, please use "track changes" or "suggesting" mode to show where you have made changes from your original essay. Share an "editable link" in your assignment field in Bb.
Review the materials in the CMU - MALDT ISTE Program document.
Note the following assignments for EDU 590 that have been identified for ISTE Certification in the Program Review:
#1 - EDU 590 - Establishing a Web Presence/Blog (Anchor 2 assignment)
#2 - EDU 590 - Assistive Technology Review (Anchor 3 assignment)
#3 - EDU 590 - Technology Equity Survey (Anchor 4 assignment)
Make your own copy of the ISTE MALDT Crosswalk/Audit template, Hyperlink your assignments for EDU 590 in the document to your Anchor 2, Anchor 3, and Anchor 4 Assignments. Submit the link with your Anchor 5 essay in the assignments of the Bb course.
As you continue through MALDT, continue to update your assignments in the document.
Note - you will be asked to submit this document in your EDU 710 Course.