Standard 6.3: Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact: Digital Breakout
Reflection:
The digital breakout artifact was designed as a professional learning activity to support teachers with critical thinking activities to engage students. The activity was designed to immerse teachers in a professional learning activity that exposes them to the 5 attributes of technology integration based on the Technology Integration Matrix (TIM). The artifact also incorporated the use of a Learning Management System - OneNote to demonstrate its features for student learning. Teacher will navigate the OneNote platform to locate specific key words associated with the 5 technology integration attributes – Authentic, Collaborative, Active, Goal Directed and Constructive.
ISTE standard 6.3 professional learning establishes the design and implementation of technology based professional learning to engage in field experiences. The digital breakout artifact is a field experience that synthesizes and applies content and professional knowledge to the skills and dispositions of adult learners. The technology integration attributes are the identified content and skills that teachers need to demonstrate with guidance from my role as the Instructional Technology Specialist. By using the OneNote platform to design this professional learning, technology is integrated to support face-to-face and online collaboration as they worked in groups to breakout of each OneNote password protected section. The clues to figure out the password to each section was embedded in an instructional presentation that incorporated games, puzzles and various activities that helped teachers master the technology integration attributes. This artifact also models best principles of adult learning to analyze, design, develop, implement and evaluate professional earning. It promotes best practices by incorporating games and critical thinking activities that promotes best practices in teaching, learning, and assessment.
What I learned from designing and implementing this artifact is that when creating professional learning activities for teachers, it is important to demonstrate and model the pedagogical application of the professional learning. When teachers participated in the breakout activity, they demonstrated learner behaviors that allowed them to recognize how their students perceive specific academic activities. What I would likely do different is to design 2 digital breakout activities – one for teachers and the other for students. This will allow staff to observe and analyze student collaborative efforts for such and activity and evaluate opportunities for improving the activity in the future.
This artifact improves student learning by using professional learning to place teachers in the position of their students. By experiencing similar challenges that their student may experience in the classroom, teachers are ore empathetic to student learning needs when designing instruction. It may be assessed by the number of teachers who were able to break out of the Learning Management Platform by identifying the passwords to each section. It may also be assessed by classroom observation to identify which teachers are able to continue this strategy as best practice for engage students in content related critical thinking activities.
Artifact: Digital Breakout
Reflection:
The digital breakout artifact was designed as a professional learning activity to support teachers with critical thinking activities to engage students. The activity was designed to immerse teachers in a professional learning activity that exposes them to the 5 attributes of technology integration based on the Technology Integration Matrix (TIM). The artifact also incorporated the use of a Learning Management System - OneNote to demonstrate its features for student learning. Teacher will navigate the OneNote platform to locate specific key words associated with the 5 technology integration attributes – Authentic, Collaborative, Active, Goal Directed and Constructive.
ISTE standard 6.3 professional learning establishes the design and implementation of technology based professional learning to engage in field experiences. The digital breakout artifact is a field experience that synthesizes and applies content and professional knowledge to the skills and dispositions of adult learners. The technology integration attributes are the identified content and skills that teachers need to demonstrate with guidance from my role as the Instructional Technology Specialist. By using the OneNote platform to design this professional learning, technology is integrated to support face-to-face and online collaboration as they worked in groups to breakout of each OneNote password protected section. The clues to figure out the password to each section was embedded in an instructional presentation that incorporated games, puzzles and various activities that helped teachers master the technology integration attributes. This artifact also models best principles of adult learning to analyze, design, develop, implement and evaluate professional earning. It promotes best practices by incorporating games and critical thinking activities that promotes best practices in teaching, learning, and assessment.
What I learned from designing and implementing this artifact is that when creating professional learning activities for teachers, it is important to demonstrate and model the pedagogical application of the professional learning. When teachers participated in the breakout activity, they demonstrated learner behaviors that allowed them to recognize how their students perceive specific academic activities. What I would likely do different is to design 2 digital breakout activities – one for teachers and the other for students. This will allow staff to observe and analyze student collaborative efforts for such and activity and evaluate opportunities for improving the activity in the future.
This artifact improves student learning by using professional learning to place teachers in the position of their students. By experiencing similar challenges that their student may experience in the classroom, teachers are ore empathetic to student learning needs when designing instruction. It may be assessed by the number of teachers who were able to break out of the Learning Management Platform by identifying the passwords to each section. It may also be assessed by classroom observation to identify which teachers are able to continue this strategy as best practice for engage students in content related critical thinking activities.