Standard 2.5: Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)
Artifact: Emerging Technology - Office Mix
Reflection
The Emerging Technology – Office Mix artifact demonstrates the expectation for modeling and facilitating the use of an emerging digital tool that supports student learning. Equitable access and appropriate grade levels were identified for using this tool. It is a free video recording add in tool on the PowerPoint software and may be used by K-12 students that teachers may use to record instruction. Professional development opportunities were discussed in this artifact to demonstrate appropriate use in a K-12 setting.
Standard 2.1, establishes how Office Mix, a PowerPoint add in tool may be used to address student content standards as well as student technology standards. The assignment objective was to develop a design and implementation plan for on an emerging digital tool. By using the Office Mix add in tool, I modeled and facilitated its use for delivering student content standards using a self-recorded video message with Office Mix. This demonstration of its use was a deliberate effort to design how it may be used for implementation of technology enhanced learning experiences. A specific implementation plan was recommended and professional development support was strongly suggested in this artifact. “teachers need to be trained for conducting lessons via audio and video conferencing, and that teachers and teacher trainers need to identify specific pedagogical behaviours for each of these contexts” (Olga, K. 2016). In addition, I designed an implementation plan for deploying Office Mix in a school. The plan addressed funding needs to ensure equitable access was also discussed in this artifact as this tool is a free add in tool, which is accessible to all students as office Mix is an available productivity tool. Specific examples for its implementation were identified for specific use in specific content (subject areas), process (how to use Office Mix as a digital tool, and product (a video recording using Office Mix to delier instruction); these contexts were addressed as to how they promote learner- centered strategies, language domains, differentiated instruction and communication in the learning environment. Recommendations for compatible equipment such as web cam were made. Technical support concerns were addressed by recommending the Technical Support Specialist to provide trouble shooting assistance.
As I modeled this use of the video recording tool, Office Mix, I learned that technology does not always work as expected and we must be willing to accommodate its deficiencies when disappointments occur; besides, the focus is on the learning not the tool. For instance, Office Mix cuts off the last 2-5 seconds of your recording. Therefore, I’ve learned to hold on a little longer after recording before I stop the recording session; in addition, I emphasized the expectation and supplied ample resources and opportunities for students to demonstrate mastery. Another learning experience from completing the artifact is the importance of professional development when adopting an emerging digital tool. Teachers must be supported by planning and providing ongoing professional development for teachers.
The work that went into developing the artifact impacts school improvement by utilizing digital tools to increase teacher efficiency, communication, differentiation, and interactivity. Therefore, a teacher may use the tool to record directions and expectations for student assignments without being physically present. In addition, the tool adds to student choice in differentiated instruction that enhances student learning experiences. Therefore, student learning continues without disruption even in the absence of the teacher. This impact ay be assessed based how effectively students can complete assignments and demonstrate mastery in a specific content area assignment.
References
Olga, K. 2016: Teachers’ reaction to silence and teachers’ wait time in video and audioconferencing English lessons: Do webcams make a difference? Language pedagogy and the changing landscapes of digital technology, System. Vol. 62.
Artifact: Emerging Technology - Office Mix
Reflection
The Emerging Technology – Office Mix artifact demonstrates the expectation for modeling and facilitating the use of an emerging digital tool that supports student learning. Equitable access and appropriate grade levels were identified for using this tool. It is a free video recording add in tool on the PowerPoint software and may be used by K-12 students that teachers may use to record instruction. Professional development opportunities were discussed in this artifact to demonstrate appropriate use in a K-12 setting.
Standard 2.1, establishes how Office Mix, a PowerPoint add in tool may be used to address student content standards as well as student technology standards. The assignment objective was to develop a design and implementation plan for on an emerging digital tool. By using the Office Mix add in tool, I modeled and facilitated its use for delivering student content standards using a self-recorded video message with Office Mix. This demonstration of its use was a deliberate effort to design how it may be used for implementation of technology enhanced learning experiences. A specific implementation plan was recommended and professional development support was strongly suggested in this artifact. “teachers need to be trained for conducting lessons via audio and video conferencing, and that teachers and teacher trainers need to identify specific pedagogical behaviours for each of these contexts” (Olga, K. 2016). In addition, I designed an implementation plan for deploying Office Mix in a school. The plan addressed funding needs to ensure equitable access was also discussed in this artifact as this tool is a free add in tool, which is accessible to all students as office Mix is an available productivity tool. Specific examples for its implementation were identified for specific use in specific content (subject areas), process (how to use Office Mix as a digital tool, and product (a video recording using Office Mix to delier instruction); these contexts were addressed as to how they promote learner- centered strategies, language domains, differentiated instruction and communication in the learning environment. Recommendations for compatible equipment such as web cam were made. Technical support concerns were addressed by recommending the Technical Support Specialist to provide trouble shooting assistance.
As I modeled this use of the video recording tool, Office Mix, I learned that technology does not always work as expected and we must be willing to accommodate its deficiencies when disappointments occur; besides, the focus is on the learning not the tool. For instance, Office Mix cuts off the last 2-5 seconds of your recording. Therefore, I’ve learned to hold on a little longer after recording before I stop the recording session; in addition, I emphasized the expectation and supplied ample resources and opportunities for students to demonstrate mastery. Another learning experience from completing the artifact is the importance of professional development when adopting an emerging digital tool. Teachers must be supported by planning and providing ongoing professional development for teachers.
The work that went into developing the artifact impacts school improvement by utilizing digital tools to increase teacher efficiency, communication, differentiation, and interactivity. Therefore, a teacher may use the tool to record directions and expectations for student assignments without being physically present. In addition, the tool adds to student choice in differentiated instruction that enhances student learning experiences. Therefore, student learning continues without disruption even in the absence of the teacher. This impact ay be assessed based how effectively students can complete assignments and demonstrate mastery in a specific content area assignment.
References
Olga, K. 2016: Teachers’ reaction to silence and teachers’ wait time in video and audioconferencing English lessons: Do webcams make a difference? Language pedagogy and the changing landscapes of digital technology, System. Vol. 62.