Standard 2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
Artifact:
Reflection:
ITEC 7430 Internet Lesson Plan
The Internet Lesson Plan artifact was completed to help me plan, design, and implement a technology enrich lesson for teaching and instruction that is engaging to students. Completing this artifact also helped me to find Web 2.0 tools for the completion of learning tasks that will incorporate critical thinking skills and real-life applications into lessons. I chose to complete the lesson plan over seventh-grade Integers for math students. Additionally, I decided Integers as a focus, because the Integers unit is a unit that majority of seventh-grade students struggle with learning. I selected a learning task to modify and incorporate technology tools and devices to use for the completion of the task because I wanted students to be actively engaged in the learning task. I also elected the learning task as part of enrichment and project for the students to demonstrate their learning of rational numbers.
Through the development of this Internet Lesson Plan, I had the opportunity to take a learning task by the Georgia Department of Education and modify the learning task to correlate with the use of technology tools and resources. I thought of activities that would be energetic, engaging, and challenging to students. As I was developing this lesson plan, I began by picking the Georgia Standards of Excellence (GSE's) that the students would be achieving and mastering during the completion of this artifact. The learning standards and objectives that the students would accomplish by the end of the task were: "Students will apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. Students will show that a number and it's opposite have a sum of zero and describe situations in which opposite quantities combine to make zero. Students will understand the subtraction of rational numbers as adding the additive inverse. Students will make sense of problems and preserve in solving them. Students will use critical thinking skills, digital Web 2.0 tools, and technology to complete assignments, and will use appropriate tools strategically." (GSE's MGSE7.NS.1, MGSE7.NS.1a, MGSE7.NS.1b, MGSE7.NS.1c, MGSE7.NS.1b) Once the GSE's were picked, I chose the learning targets (essential questions) that would be addressed during the learning experience.
Next, I began to plan the learning task. While planning the learning task activities, I thought of the students with disabilities and how I will differentiate the learning task to meet not only their needs but all students learning needs. I also thought of the gifted students, and how I would add enrichments into the learning task to challenge their thinking. I also planned the learning Web 2.0 tools and resources that the students would use to complete the experience. The digital tools and resources that the students used for the lesson were Chromebooks, Google Classroom, Google Sheets, Google Docs, Edmodo, Screencast, and calculators. With these tools and resources, students completed a learning task for integers adapted from GADOE.
The actual assignment was for students to work with a partner and each partner to create a real check register using Google Sheets to show and demonstrate the situations in the task. The students would demonstrate the two types of transactions that take place, deposits (money put into accounts) and payments/debits (money that is spent and comes out of the account). The students will understand and demonstrate that the difference between debits/payments and deposits tells the value in the account. Also, they will know that if there are more credits than debits, the account is positive (black) and if there are more payments/debits than credits, the account is negative (red). The students must work through the two provided situations available to them in their Google Classroom. Once the students have worked through the two situations, students then create another checkbook register using Google Sheets to include a monthly budget of $1,500.00 a month. Students use their Chromebooks to find an apartment, create a grocery budget, money set aside for hobbies/interests/going out with friends, $400.00 utilities, all within the $1,500.00 monthly budget. Students use the register to demonstrate the beginning to the ending balance after paying their monthly bills. Once students completed the two given situations and the monthly budget portion of the learning task, students create a screencast to explain their learning task in-depth to share with the class. During the week, students were provided with a discussion question via Edmodo.
The design process of this Internet Lesson Plan artifact helped me understand what it takes to construct an authentic technology enhance the learning experience for students. Although I was satisfied with the outcome of the lesson, I reflected how this learning experience could improve. I learned that a simple learning task that is not very engaging could be modified to fit the needs of each student to provide higher-order thinking, student engagement, and real-life applications to the assignment. This learning task helps the students have an authentic learning experience with adding and subtracting positive and negative rational numbers using real-life situations. However, I have never completed this learning task using this extent of technology and digital tools. I would advise others that would like to have their students complete this learning task to incorporate technology and digital tools when completing this assignment; the students will be more actively engaged.
The work that went into developing, planning, and implementing this Internet Lesson Plan activity had an impact on teacher development and student learning. As I conducted and facilitated throughout this learning experience, I observed student engagement improve. I also saw students communicating and actively thinking. I feel that this learning experience had a positive impact on students because I have completed this same learning experience with students without the use of technology, and some were not actively engaged. With the use of technology and Web 2.0 tools, the students enjoyed the assignment and learned the needed objectives to master the content standards.
ITEC 7430 Internet Lesson Plan
The Internet Lesson Plan artifact was completed to help me plan, design, and implement a technology enrich lesson for teaching and instruction that is engaging to students. Completing this artifact also helped me to find Web 2.0 tools for the completion of learning tasks that will incorporate critical thinking skills and real-life applications into lessons. I chose to complete the lesson plan over seventh-grade Integers for math students. Additionally, I decided Integers as a focus, because the Integers unit is a unit that majority of seventh-grade students struggle with learning. I selected a learning task to modify and incorporate technology tools and devices to use for the completion of the task because I wanted students to be actively engaged in the learning task. I also elected the learning task as part of enrichment and project for the students to demonstrate their learning of rational numbers.
Through the development of this Internet Lesson Plan, I had the opportunity to take a learning task by the Georgia Department of Education and modify the learning task to correlate with the use of technology tools and resources. I thought of activities that would be energetic, engaging, and challenging to students. As I was developing this lesson plan, I began by picking the Georgia Standards of Excellence (GSE's) that the students would be achieving and mastering during the completion of this artifact. The learning standards and objectives that the students would accomplish by the end of the task were: "Students will apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. Students will show that a number and it's opposite have a sum of zero and describe situations in which opposite quantities combine to make zero. Students will understand the subtraction of rational numbers as adding the additive inverse. Students will make sense of problems and preserve in solving them. Students will use critical thinking skills, digital Web 2.0 tools, and technology to complete assignments, and will use appropriate tools strategically." (GSE's MGSE7.NS.1, MGSE7.NS.1a, MGSE7.NS.1b, MGSE7.NS.1c, MGSE7.NS.1b) Once the GSE's were picked, I chose the learning targets (essential questions) that would be addressed during the learning experience.
Next, I began to plan the learning task. While planning the learning task activities, I thought of the students with disabilities and how I will differentiate the learning task to meet not only their needs but all students learning needs. I also thought of the gifted students, and how I would add enrichments into the learning task to challenge their thinking. I also planned the learning Web 2.0 tools and resources that the students would use to complete the experience. The digital tools and resources that the students used for the lesson were Chromebooks, Google Classroom, Google Sheets, Google Docs, Edmodo, Screencast, and calculators. With these tools and resources, students completed a learning task for integers adapted from GADOE.
The actual assignment was for students to work with a partner and each partner to create a real check register using Google Sheets to show and demonstrate the situations in the task. The students would demonstrate the two types of transactions that take place, deposits (money put into accounts) and payments/debits (money that is spent and comes out of the account). The students will understand and demonstrate that the difference between debits/payments and deposits tells the value in the account. Also, they will know that if there are more credits than debits, the account is positive (black) and if there are more payments/debits than credits, the account is negative (red). The students must work through the two provided situations available to them in their Google Classroom. Once the students have worked through the two situations, students then create another checkbook register using Google Sheets to include a monthly budget of $1,500.00 a month. Students use their Chromebooks to find an apartment, create a grocery budget, money set aside for hobbies/interests/going out with friends, $400.00 utilities, all within the $1,500.00 monthly budget. Students use the register to demonstrate the beginning to the ending balance after paying their monthly bills. Once students completed the two given situations and the monthly budget portion of the learning task, students create a screencast to explain their learning task in-depth to share with the class. During the week, students were provided with a discussion question via Edmodo.
The design process of this Internet Lesson Plan artifact helped me understand what it takes to construct an authentic technology enhance the learning experience for students. Although I was satisfied with the outcome of the lesson, I reflected how this learning experience could improve. I learned that a simple learning task that is not very engaging could be modified to fit the needs of each student to provide higher-order thinking, student engagement, and real-life applications to the assignment. This learning task helps the students have an authentic learning experience with adding and subtracting positive and negative rational numbers using real-life situations. However, I have never completed this learning task using this extent of technology and digital tools. I would advise others that would like to have their students complete this learning task to incorporate technology and digital tools when completing this assignment; the students will be more actively engaged.
The work that went into developing, planning, and implementing this Internet Lesson Plan activity had an impact on teacher development and student learning. As I conducted and facilitated throughout this learning experience, I observed student engagement improve. I also saw students communicating and actively thinking. I feel that this learning experience had a positive impact on students because I have completed this same learning experience with students without the use of technology, and some were not actively engaged. With the use of technology and Web 2.0 tools, the students enjoyed the assignment and learned the needed objectives to master the content standards.