Evidence 1: Instructional video
I created two instructional videos through this semester, one on how to avoid common childhood injuries and the other over how to pronounce consonant phonemes and simple combinations of phonemes. For my video about avoiding common childhood injuries, I printed out images that I wanted to use in my video and then cut them out. I attached these pictures to fishing line so I was able to move the pictures without my hand in the shot. Then, I recorded the video in multiple different scenes on my IPhone. Next, I imported the footage on to wevideo.com and pieced together the scenes and added sound effects as well as transitions and a voice over to the video. Then, I uploaded the video to my YouTube channel for my classroom. For my phoneme instructional video, I used Google Slides to create a powerpoint presentation with all of the phonemes I wanted on it. Next, I used screencast-omatic to record myself talking along with the powerpoint so students could hear how each phoneme is pronounced correctly. Then, I also uploaded this video to my YouTube channel. This satisfies standards 1a and 1c because it promotes creative and innovative thinking, as I used my creativity to make these videos. It also helps clarify students' conceptual understanding, as visual learners and audio learners could benefit from these videos because they play to these specific senses.
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Evidence 2: Picktochart
Picktochart allows teachers and students to create infographics of topics of all types. Personally, I created an inforgraphic about my classroom rules when it comes to technology. With Picktochart, I was able to change backgrounds, add images, text boxes, and destriptions to best illustrate my classroom technology rules as well as the consequences that came along with these rules if they were broken. The visual aspect of the infographic models satisfies standards 1a and 1d as it promotes thinking, planning, and the creative process. They model collaborative knowledge construction by engaging in the learning of classroom rules with the students through virtual elements. This tool allowed me to be creative in the presentation of my classroom rules, a topic that is generally boring and dry for students to go over.
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Evidence 3: Ebook creation
I created an ebook for my students over how caterpillars turn into butterflies. This ebook was created on google slides, so this way students can go through the book digitally or print out the book and put the pages together. I also enjoyed the color options that were available on google slides. This way, I could make the book interesting for my students. I also liked how Google Slides allowed me to add so many pictures and transitions along with the book, so then I was able to make the animation of pages turning when going from slide to slide. This ebook helps meet standards 1b and 1c by engaging students in exploring real-world issues and solving authentic problems using digital tools and resources by investigating their own questions they have about the natural world, such as how caterpillars turn into butterflies. It also helps students be productive and express themselves through the creative process if they were to make their own ebooks.
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ISTE Standards
1. Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Evidence 1: Service Learning Project
Through the Service Learning Project, a partner and I created a lesson plan off of ideas given to me by a teacher. Given the teacher's technological situation, I had to find ways for the students to interact with technology through the lesson. We had to investigate different sources for learning phonemes and decide which would be best for first grade students who are just learning different phonemes and their individual sounds and combinations. We created a process by which students will participate in classroom games and use online resources and teacher resources to accomplish Indiana reading standards. The final product that students will end up with is a book, made of sentences they have made out of words they have compiled out of individual phonemes. This lesson allowed for a high amount of personalization to the teacher that we were making the lesson for, meeting standard 2c. I found this very helpful because we were able to provide certain resources catered to her students, who had access to IPads, as well as her students with special needs. Through this lesson plan, we incorporated a multitude of digital tools for students and the teacher. We also customized and personalized the learning activities to address the students' individual learning styles and provided the teacher and the students with a number of different ways to learn and assess their learning.
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Evidence 2: Kahoot
In past classes, I have made kahoots to help students review material. Kahoot is engaging and interactive for students, thus helping them pay more attention to the subject at hand. Through creating these Kahoots, I was able to insert my own images and videos as well as view results of the quiz and view a report of which student was doing the best in the subject versus who was doing the worst, and which questions they got incorrect. I was also able to view how many people got each question wrong, which helped me decide which topics needed more reviewing. Through Kahoot, I was able to meet standards 2c and 2d and customize the kahoot quiz to troubles that my students were having as well as playing videos before the question to appeal to visual and audio learners. I was also able to provide my students with different types of questions and assessment, from true/false to multiple choice and more.
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Evidence 3: Quizlet
In the past, I have used Quizlet to assess both myself and my students. Quizlet allows students to make their own digital flashcards. It also allows teachers to make class rosters and distribute flashcard decks to their students. Then, Quizlet allows students to play scatter games with the terms and their definitions, as well as a race game. There is a feature that lets students star the flashcards they do not know the definition of so they can come back to it later, and even more. My experience on the website has been amazing, I was able to make flashcards with the specific terms and definitions that I wanted my students to know. I was then also able to track my students' progress on the quizlet website or app. The app for the website came in handy a lot due to my students having access to IPads. Through Quizlet, I was able to meet stardard 2c- develop a technology-enriched learning environment that enable all students to become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, while I could assess their progress along with them.
2. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
Evidence 1: Teacher website
Through my teacher website, I was able to personalize my message to my students and their parents. Through this website, I was able to showcase the projects that I have made for my future students. I found my teacher website a great place to collect all of the sources I found handy to implement in my classroom. I also found it a great resource to help parents understand my way of integrating technology into my classroom as well as to give them a look of what to expect from me project-wise. Through the creation of my teacher website, I found a way to demonstrate my fluency in technology systems (standard 3a) by embedding different sources and examples I have found into my website. I was also able to collaborate with students, peers, parents, and community members using digital tools and resources in order to help my students succeed and help encourage innovation (standard 3b). I was also able to communicate relevant information to my classroom to my students, their parents, and more through this piece of technology as well as other technology options that I have embedded on my website (standard 3c). Last but not least, I modeled and facilitated the effective and use of current and emerging digtal education tools in order to locate, analyze, evaluate, and use information to assist my students in researching and learning from multiple different resources and online databases- meeting standard 3d. By making a "class materials" page and a "tech resources" page, I am helping my students access resources and information from across all over the internet from reliable places.
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Evidence 2: Smores
Smores is a website that allows teachers to make a class weekly newsletter in order to distribute class photos, information about activities, field trips, as well as an an "about me" section for the teacher! Through the creation of this newsletter, I found a way to meet standard 3c- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats, one being the smores website. Through my newsletter, I was able to communicate any ideas or concerns that I had within the classroom to parents. Also through this website, I can provide directions through a google map and a picture gallery so parents can view pictures of their children participating in class.
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Evidence 3: Twitter
Through Twitter, I am able to reach my students in a modern way. Twitter is very convenient for both me and my students because I am able to reach them on a social networking site that they are already on almost daily. My students are also able to set notifications so every time I tweet, they are notified right away. Twitter limits all posts to 140 characters, therefore I am able to hold my students' attention in a short message and be able to get to the point quickly. Twitter has allowed me to communicate relevant information and ideas effectively to my students using digital age media, while still being able to converse with students as they are able to reply to my tweet, and even re-tweet my tweet in order to spread the word to other classmates, thus meeting standard 3c.
4. Promote and model digital citizenship and responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Evidence 1: Creative Commons
Creative Commons is a website that allows digital creators to copyright their work and control what it should be used for and whether or not the work can be reproduced, used for commercial purposes, and more. I have embedded a creative commons license in the footer of my e-portfolio and in the sidebar of my teacher website, controlling how my own work is used in the future. Through Creative Commons, I have met standard 4a and advocated for and modeled safe, legal, and ethical use of digital information and technology. This also promotes digital etiquette and the responsible use of online information, through which I have also met standard 4c.
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Evidence 2: Skype
Through Skype, I have helped my students interact with other students from across the world. For some of my geography lessons that I have taught, I had correlated with a teacher in another state and we skyped their classroom, giving descriptions of the state in which they lived until my students guessed what state these students were from. Through this activity and the use of Skype to connect our classrooms, I have achieved standard 4d- developing and modeling cultural understanding and awareness by assisting my students in engaging with colleagues of other cultures.
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Evidence 3: Digital Footprint and Internet Reputation Infographic (Picktochart)
On Picktochart, I was able to create an online infographic that brought awareness to my students about their digital footprint and internet reputation. This infographic included information over deleting material, being responsible with what you post, and the cardinal rules for what to post. Through my infographic, I have advocated for and taught safe and ethical use of technology (standard 4a) as well as promoted appropriate digital etiquette and responsible social interactions (standard 4c). I personally believe it is crucial students are aware that what they post stays on the internet forever. In hopes of spreading the message of digital responsibility, I created this infographic.
5. Engage in professional growth and leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Evidence 1: LinkedIn
Through LinkedIn, I have been able to share my professional profile and network. I have created my own LinkedIn profile and added my skills, organizations, education, and much more in order to furter assist my positive digital footprint. This way, when someone googles my name or a potential employer looks at my profile, they are able to view my achievements as well as my affiliations. Through the creation of my LinkedIn profile, I have contributed to the self-renewal and vitality of my own teaching profession as well as exhibited my use of emerging digital tools and resources, thus meeting standards 5c and 5d.
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Evidence 2: E-portfolio
Through creating this e-portfolio on wix, I have been able to personalize my image for my possible future employers. I have been able to display my greatest strengths and projects that I am proud of in order to impress those who may potentially hire me in the future. I have created a different page for my introduction, where future employers can learn more about me as a person and why I teach. Then, I created a professional development page, where I am able to show my progression with technology in education through the track of a semester as well as my ability to meet goals when applied to a real world concept. Through my gallery page, I am able to show off my projects and lesson plans that I have worked so hard to create. Through my ITSE standards page, I am able to show off my fluency in technology in education and show my future employers that I am prepared to teach digital natives in a classroom with integrated technology. This has helped me contribute to the effectiveness, vitality, and self-renewal of my personal teaching career (standard 5d) as well as helped me show my fluency in digital tools that may be integrated in the classroom (standard 5c).
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Evidence 3: Pinterest
Pinterest is a social networking website that allows users to create "boards" full of ideas, pictures, articles, and more. On Pinterest, I am able to share classroom decoration ideas, lesson plans, holiday party activities, ways to keep my students' attention, and more. Through this website, I have connected with other teachers and have found their lesson plans useful in my own classroom. Through Pinterest, I have found teacher blogs, classroom management tips, apps that I could use with class IPads, and more. This website has allowed me to participate in local and global learning communities (standard 5a), as well as digital communities, to explore creative applications of technology to improve student learning. I have also contributed to the effectiveness, vitality, and self-renewal of the teaching profession and of my school and community through making my ideas and others' ideas available to other teachers in my district and around the world (standard 5d).