3.2: Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: ITEC 7482: Components of Online Teaching Portfolio
This artifact was created as part of a series of three ITEC courses that lead to the Endorsement in Online Teaching and Learning. ITEC 7482 – Facilitating Online Teaching and Learning focused on delivering an online and blended course that had been developed in ITEC 7481 – Designing Online Learning. This artifact is due to be delivered in the third trimester (March to April, 2015) to a group of Year 4 and 5 (Grades 9 and 10) students in the Middle Years Programme (MYP) at Atlanta International School.
https://sites.google.com/a/aischool.org/myp/
This artifact was set up as a blended online learning experience with approximately 3 to 4 hours face-to-face time weekly and two hours online learning, adhering to the homework policy of the school for these grade levels. The digital tools used are Google Sites to house the information and the flow of the course and Google Classroom as the Learning Management System (LMS). Google Classroom is a very new LMS (launched to Google Apps for Education Schools in August 2014), so this is a very new LMS to me and will be a steep learning curve as I deliver this course in to our students. They will have no experience of using this LMS but have experienced using LMS like Moodle and Edmodo in our school environment. When designing this learning experience, I did discuss the use of this very bleeding edge LMS with my mentor and articulated my nervousness in using it. He advised that this was a good way to learn and review its use and therefore made this artifact all the more meaningful experience in terms of this standard to effectively manage digital tools and resources within the context of student learning experiences.
During the design process for this artifact, there were many tools and resources to choose from to integrate into the course of study for student learning. I chose the tools that I felt could best fit the content that I was teaching and also the experiential levels of the learners in the class. I tested components of this with my colleagues during team meetings and also sought the advice of the classroom teacher who will co-deliver this blended online experience with me in March – April 2015.
This reflection will be updated post teaching of this this Unit of Inquiry in late April 2015 to reflect the evaluation of the artifact and possible changes that might need to be navigated and migrated into the learning from that experience. This will also include the possibilities for wider deployment to the faculty and school improvement and an assessment from the student feedback questionnaire as to how this worked for their individual learning styles.
https://sites.google.com/a/aischool.org/myp/
This artifact was set up as a blended online learning experience with approximately 3 to 4 hours face-to-face time weekly and two hours online learning, adhering to the homework policy of the school for these grade levels. The digital tools used are Google Sites to house the information and the flow of the course and Google Classroom as the Learning Management System (LMS). Google Classroom is a very new LMS (launched to Google Apps for Education Schools in August 2014), so this is a very new LMS to me and will be a steep learning curve as I deliver this course in to our students. They will have no experience of using this LMS but have experienced using LMS like Moodle and Edmodo in our school environment. When designing this learning experience, I did discuss the use of this very bleeding edge LMS with my mentor and articulated my nervousness in using it. He advised that this was a good way to learn and review its use and therefore made this artifact all the more meaningful experience in terms of this standard to effectively manage digital tools and resources within the context of student learning experiences.
During the design process for this artifact, there were many tools and resources to choose from to integrate into the course of study for student learning. I chose the tools that I felt could best fit the content that I was teaching and also the experiential levels of the learners in the class. I tested components of this with my colleagues during team meetings and also sought the advice of the classroom teacher who will co-deliver this blended online experience with me in March – April 2015.
This reflection will be updated post teaching of this this Unit of Inquiry in late April 2015 to reflect the evaluation of the artifact and possible changes that might need to be navigated and migrated into the learning from that experience. This will also include the possibilities for wider deployment to the faculty and school improvement and an assessment from the student feedback questionnaire as to how this worked for their individual learning styles.