Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Reflection: I chose to complete the Online Teaching Endorsement. Through this pathway, I developed an online module for fifth grade students covering life science standards found within the Georgia Standards of Excellence. Throughout this module, students participated in synchronous and asynchronous class settings. They worked both collaboratively and independently to complete learning activities utilizing digital tools. They completed final projects with peers through project-based learning strategies. This artifact demonstrates mastery of standard 3.2 because while planning for this module, I had to carefully research and assess the effectiveness of various digital tools and resources to include in the learning tasks located within this project. I ensured to only include tools that were developmentally appropriate, would enhance students’ learning experiences, and were suitable for the content. I also had to learn how to effectively troubleshoot when the tool or resource was not functioning properly and make sure students felt supported throughout these processes. Throughout the creation of this module, I learned that as an online facilitator, you must be explicit in your instructions, both in the synchronous and asynchronous class formats. When teaching students online, it is difficult to gauge students’ comprehensions and engagement levels. Overcommunicating expectations and offering students a variety of methods in different modalities to complete tasks are good strategies to use to ensure that student interest levels are high, that they are engaged in the content, and understand what is expected of them throughout the course. If I were to enhance any features of this module, I would create a section in the course syllabus and in the Google Classroom materials section providing students and parents detailed written instructions and Screencasts showing them how to troubleshoot the tools and resources being used in each section of the module. I believe by offering these opportunities, students would feel more supported by their teacher and enjoy the opportunity to ask questions and communicate with their peers, fostering a positive online classroom community. The technology skills the students both gained and refined through this project directly align to the technology improvement section located within our school’s improvement plan. The impact can be assessed by the student’s products at the conclusion of the project. The impact can also be assessed by feedback from student surveys regarding the effectiveness of the tools or resources and the appropriateness and ease of their implementations.