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.
Artifact: Online Course (enrolment password: phillips)
Reflection: For standard 2.1, Content Standards and Student Technology Standards, I am providing a link to the blended learning course I developed as part of my studies in the Instructional Technology Program. This online course was designed and built over multiple semesters from 2012 to 2013. The course was implemented with students in the Spring of 2013. This hybrid course was developed for third grade students and addresses the Social Studies Georgia Performance Standards. The course is built on the Moodle platform and continues to be utilized by select third grade students.
Standard 2.1 outlines expectations for the design and implementation of technology-based learning experiences that align content standards and technology standards. As stated above, the content of this online course aligns to the third grade Georgia Performance Standards for Social Studies. Specifically, the standard outlines expectations for student learning related to a variety of historical figures. This online course focuses on providing a learning experience centered around one of these historical figures, Paul Revere. The delivery of this information and the related learning tasks are technology-based, being delivered primarily in an online setting. This technology-based learning experience is also directly aligned with the related student technology standards. This online learning course was planned and written by integrating and aligning the content expectations and the technology objectives.
The planning, writing, and development of this online course proved to be one of the most significant learning experiences in this program. In addition to in-depth learning about online course design, I learned about aligning content standards and technology standards to provide meaningful learning experiences. While I have previously facilitated technology-based learning experiences, this was my first experience integrating both sets of standards. As opposed to addressing the content and technology standards in isolation, this project taught me innovative ways to infuse the technology standards into content delivery. In the future, I look forward to continuing to infuse the technology standards into content instruction, to increase the effectiveness of the learning experience for my students.
Content standards were created to ensure continuity of expectations for student learning. These content standards provide a foundation upon which instruction occurs. Likewise, they provide a foundation for assessment and ensure that all stakeholders are aware of the learning expectations. The majority of student learning experiences and professional development experiences can be related back to the content standards. Technology standards, while not as widely known, provide expectations for technology-related learning experiences. The standards help prepare students to be successful in an increasingly technology-dependent society. In order for schools to ensure that students are prepared with content knowledge and technology skills, the integration of content standards and technology standards must be inherent in the learning experiences. This online course provides an example of an authentic way in which these standards can be aligned.
Reflection: For standard 2.1, Content Standards and Student Technology Standards, I am providing a link to the blended learning course I developed as part of my studies in the Instructional Technology Program. This online course was designed and built over multiple semesters from 2012 to 2013. The course was implemented with students in the Spring of 2013. This hybrid course was developed for third grade students and addresses the Social Studies Georgia Performance Standards. The course is built on the Moodle platform and continues to be utilized by select third grade students.
Standard 2.1 outlines expectations for the design and implementation of technology-based learning experiences that align content standards and technology standards. As stated above, the content of this online course aligns to the third grade Georgia Performance Standards for Social Studies. Specifically, the standard outlines expectations for student learning related to a variety of historical figures. This online course focuses on providing a learning experience centered around one of these historical figures, Paul Revere. The delivery of this information and the related learning tasks are technology-based, being delivered primarily in an online setting. This technology-based learning experience is also directly aligned with the related student technology standards. This online learning course was planned and written by integrating and aligning the content expectations and the technology objectives.
The planning, writing, and development of this online course proved to be one of the most significant learning experiences in this program. In addition to in-depth learning about online course design, I learned about aligning content standards and technology standards to provide meaningful learning experiences. While I have previously facilitated technology-based learning experiences, this was my first experience integrating both sets of standards. As opposed to addressing the content and technology standards in isolation, this project taught me innovative ways to infuse the technology standards into content delivery. In the future, I look forward to continuing to infuse the technology standards into content instruction, to increase the effectiveness of the learning experience for my students.
Content standards were created to ensure continuity of expectations for student learning. These content standards provide a foundation upon which instruction occurs. Likewise, they provide a foundation for assessment and ensure that all stakeholders are aware of the learning expectations. The majority of student learning experiences and professional development experiences can be related back to the content standards. Technology standards, while not as widely known, provide expectations for technology-related learning experiences. The standards help prepare students to be successful in an increasingly technology-dependent society. In order for schools to ensure that students are prepared with content knowledge and technology skills, the integration of content standards and technology standards must be inherent in the learning experiences. This online course provides an example of an authentic way in which these standards can be aligned.