2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)
Artifact: Multimedia Design Project/Webquest
In ITEC 7445 I designed and implemented a WebQuest aligned to student content standards, specifically, the 8th grade Social Studies Georgia Standards of Excellence that focused on the Great Depression in the United States, specifically the state of Georgia. Within this WebQuest, I embedded several multimedia elements to enhance the overall impact of the WebQuest. Photos were included to engage students and to get them thinking about the topic, while videos were included to keep students interested. Students were required to design a presentation using a Web 2.0 tool of their choice. This gave students ownership of the project. In addition, audio clips were embedded to enhance equitable access and to better align with Universal Design principles. This WebQuest was an excellent way for students to explore and research causes and issues related to the Great Depression in Georgia further. WebQuests can switch up student learning and give them something new to do.
This artifact shows mastery of Standard 2.4 because it required use and knowledge of both student content standards and student technology standards, as well as mental habits of mind. I developed this WebQuest so that students were not only learning social studies content standards, but they were also utilizing their technology standards through working online as well as creating a presentation using a Web 2.0 tool. Completing this task required students to use higher-order thinking skills in order to produce quality work, since there were many steps that students had to follow in order to produce a finished product. During this web quest I modeled several Web 2.0 tools that students could use to create their presentation as well as facilitated discussions while students worked in collaborative groups on their chosen topic. During the process of researching and creating their presentations, students had to continually use technology standards including basic troubleshooting, creativity, communication and collaboration, and research fluency.
I learned several things through the completion of this artifact. First, I realized that knowing how to use basic HTML code can help you do so much. I never understood what all of it meant before this class, and now I can use basic code to alter my website based on my needs. This was not an easy process however. I did become frustrated several times as I tried to find a good website to host audio links for the WebQuest. While the process of creating this WebQuest was a bit long, and something that most certainly takes time to plan out, I was quite pleased with the end result and was happy that my fellow Social Studies teacher wanted to use it in her class after I began using it with my students. Having other teachers enjoy something I created using technology reaffirms my desire to become a technology facilitator/coach. I also learned that technology integration often takes much more time than initially anticipated, so it is essential to always plan accordingly. Some students require more assistance when utilizing technology. This artifact could be strengthened by allowing students to share their presentations on our class Schoology page. Allowing them to publish their work for community members to view would add to the overall quality of the assignment.
This artifact impacted student learning by allowing them to learn more about their content standards while applying technology standards along the way. Students were able to research on their own, so they were able to take ownership of their learning and their final product. Using a Web 2.0 tool to publish their work added to the appeal of this assignment to most students thus enticing students to create higher quality products. The impact on student learning can be assessed by viewing student work or surveying students to gauge their learning on the content standards as well as their understanding of the technology standards.
In ITEC 7445 I designed and implemented a WebQuest aligned to student content standards, specifically, the 8th grade Social Studies Georgia Standards of Excellence that focused on the Great Depression in the United States, specifically the state of Georgia. Within this WebQuest, I embedded several multimedia elements to enhance the overall impact of the WebQuest. Photos were included to engage students and to get them thinking about the topic, while videos were included to keep students interested. Students were required to design a presentation using a Web 2.0 tool of their choice. This gave students ownership of the project. In addition, audio clips were embedded to enhance equitable access and to better align with Universal Design principles. This WebQuest was an excellent way for students to explore and research causes and issues related to the Great Depression in Georgia further. WebQuests can switch up student learning and give them something new to do.
This artifact shows mastery of Standard 2.4 because it required use and knowledge of both student content standards and student technology standards, as well as mental habits of mind. I developed this WebQuest so that students were not only learning social studies content standards, but they were also utilizing their technology standards through working online as well as creating a presentation using a Web 2.0 tool. Completing this task required students to use higher-order thinking skills in order to produce quality work, since there were many steps that students had to follow in order to produce a finished product. During this web quest I modeled several Web 2.0 tools that students could use to create their presentation as well as facilitated discussions while students worked in collaborative groups on their chosen topic. During the process of researching and creating their presentations, students had to continually use technology standards including basic troubleshooting, creativity, communication and collaboration, and research fluency.
I learned several things through the completion of this artifact. First, I realized that knowing how to use basic HTML code can help you do so much. I never understood what all of it meant before this class, and now I can use basic code to alter my website based on my needs. This was not an easy process however. I did become frustrated several times as I tried to find a good website to host audio links for the WebQuest. While the process of creating this WebQuest was a bit long, and something that most certainly takes time to plan out, I was quite pleased with the end result and was happy that my fellow Social Studies teacher wanted to use it in her class after I began using it with my students. Having other teachers enjoy something I created using technology reaffirms my desire to become a technology facilitator/coach. I also learned that technology integration often takes much more time than initially anticipated, so it is essential to always plan accordingly. Some students require more assistance when utilizing technology. This artifact could be strengthened by allowing students to share their presentations on our class Schoology page. Allowing them to publish their work for community members to view would add to the overall quality of the assignment.
This artifact impacted student learning by allowing them to learn more about their content standards while applying technology standards along the way. Students were able to research on their own, so they were able to take ownership of their learning and their final product. Using a Web 2.0 tool to publish their work added to the appeal of this assignment to most students thus enticing students to create higher quality products. The impact on student learning can be assessed by viewing student work or surveying students to gauge their learning on the content standards as well as their understanding of the technology standards.