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:
summary_online_learning_experience_morgan_green.docx | |
File Size: | 24 kb |
File Type: | docx |
green__course_schedule..docx | |
File Size: | 19 kb |
File Type: | docx |
Reflection:
The components of the Online Teaching Portfolio provided me the opportunity to utilize our learning management system (LMS), Canvas in a more inclusive way. According to Rice (2012), LMS allows for more opportunities to deliver online instruction through the use of student activity tracking, communication tools, file exchange features, etc. (p. 48-49). The goal with Canvas is to host everything that the students need inside the LMS so they do not have to leave to go to a different tab and leave the Canvas pages. Through the Online Teaching Portfolio, I was more cognizant of how often my students were required to leave the LMS. I specifically designed this unit to keep them in Canvas as much as possible given the tools I wanted to use. I took what the LMS provided and designed it to flow from one topic to the next so that it would be easy for parents and students to navigate as well as providing troubleshooting tips and tricks for them to utilize along the way. The Online Teaching Portfolio is used with 11th grade AP U.S. History students in a blended setting.
Standard 3.2, Managing Digital Tools and Resources provided me the opportunity to effectively manage digital tools and resources within the context of student learning experiences. Within Canvas, I used modules, discussion posts, pages, text headers to provide my students with an organized learning experience. I managed digital tools and resources by hosting my activities, pages, and assessments in modules. Each module consists of text headers to allow students to find information quickly. Within specific pages, I hyperlinked to other pages to make the flow of information easier for the students to follow. I started each module with a ‘Start Here’ page so that students knew what was expected of them and show them what they should be able to do by the end of the unit along with the learning tasks they will be completing. Each learning tasks is linked to allow students to click from there to reach each assignment. The assignments are also listed in the module as well. There are other modules that we have referenced all year in the course that we still use in each unit. These are linked and available for students to access. I created a discussion post for students to utilize to share ideas and resources that they find to help each other out with the AP exam and writing techniques. I also provided my own list of resources for students to access to assist with various parts of the course such as note taking, writing, and gaining content knowledge. The assignments that use outside websites, I utilized the embed feature to keep students inside of Canvas when they are accessing the tool. Flipgrid and Padlet worked excellently with the embed feature. This helped manage digital tools that we were using in my classroom.
Completing the Online Teaching Portfolio provided students with the ability to navigate the unit with ease and organization. The students knew exactly what was expected of them and were provided plenty of resources for them to utilize. I learned how to utilize and organize digital tools and resources in my Canvas to assist in keeping them in the Canvas mainframe. I also linked pages within pages to ease the flow so that students do not feel overwhelmed when navigating. I learned how to appropriately utilize modules and pages to manage digital tools and resources. To further improve the Online Teaching Portfolio, I would like to use the files feature in addition to what I am already using. I believe that by also having files, the students can search for files that they need when they need them. This would be for supplementary resources that they can use instead of housing them in modules. I believe that this would cut down on what they see in modules to make it even more organized than it already is.
This artifact impacts student learning. Through the use of Canvas, I was able to organize manage digital tools and resources to best fit the needs of my students. I organized my unit in modules with text headers. Since the organization is easy to follow, the students can see what is expected of them and then be able to pace themselves in the course. The impact of student learning can be assessed through the accomplishment of each task that the students were able to navigate through. The student starts by building the foundation and working up to the application stage where the students are able to show what they know about the content. I believe that students have the opportunity progress through the material at their own rate because they know what is expected of them at the beginning of the unit.
Reference
Rice, K. (2012). Making the move to K-12 online teaching research-based strategies and practices. New Jersey: Pearson Education.
The components of the Online Teaching Portfolio provided me the opportunity to utilize our learning management system (LMS), Canvas in a more inclusive way. According to Rice (2012), LMS allows for more opportunities to deliver online instruction through the use of student activity tracking, communication tools, file exchange features, etc. (p. 48-49). The goal with Canvas is to host everything that the students need inside the LMS so they do not have to leave to go to a different tab and leave the Canvas pages. Through the Online Teaching Portfolio, I was more cognizant of how often my students were required to leave the LMS. I specifically designed this unit to keep them in Canvas as much as possible given the tools I wanted to use. I took what the LMS provided and designed it to flow from one topic to the next so that it would be easy for parents and students to navigate as well as providing troubleshooting tips and tricks for them to utilize along the way. The Online Teaching Portfolio is used with 11th grade AP U.S. History students in a blended setting.
Standard 3.2, Managing Digital Tools and Resources provided me the opportunity to effectively manage digital tools and resources within the context of student learning experiences. Within Canvas, I used modules, discussion posts, pages, text headers to provide my students with an organized learning experience. I managed digital tools and resources by hosting my activities, pages, and assessments in modules. Each module consists of text headers to allow students to find information quickly. Within specific pages, I hyperlinked to other pages to make the flow of information easier for the students to follow. I started each module with a ‘Start Here’ page so that students knew what was expected of them and show them what they should be able to do by the end of the unit along with the learning tasks they will be completing. Each learning tasks is linked to allow students to click from there to reach each assignment. The assignments are also listed in the module as well. There are other modules that we have referenced all year in the course that we still use in each unit. These are linked and available for students to access. I created a discussion post for students to utilize to share ideas and resources that they find to help each other out with the AP exam and writing techniques. I also provided my own list of resources for students to access to assist with various parts of the course such as note taking, writing, and gaining content knowledge. The assignments that use outside websites, I utilized the embed feature to keep students inside of Canvas when they are accessing the tool. Flipgrid and Padlet worked excellently with the embed feature. This helped manage digital tools that we were using in my classroom.
Completing the Online Teaching Portfolio provided students with the ability to navigate the unit with ease and organization. The students knew exactly what was expected of them and were provided plenty of resources for them to utilize. I learned how to utilize and organize digital tools and resources in my Canvas to assist in keeping them in the Canvas mainframe. I also linked pages within pages to ease the flow so that students do not feel overwhelmed when navigating. I learned how to appropriately utilize modules and pages to manage digital tools and resources. To further improve the Online Teaching Portfolio, I would like to use the files feature in addition to what I am already using. I believe that by also having files, the students can search for files that they need when they need them. This would be for supplementary resources that they can use instead of housing them in modules. I believe that this would cut down on what they see in modules to make it even more organized than it already is.
This artifact impacts student learning. Through the use of Canvas, I was able to organize manage digital tools and resources to best fit the needs of my students. I organized my unit in modules with text headers. Since the organization is easy to follow, the students can see what is expected of them and then be able to pace themselves in the course. The impact of student learning can be assessed through the accomplishment of each task that the students were able to navigate through. The student starts by building the foundation and working up to the application stage where the students are able to show what they know about the content. I believe that students have the opportunity progress through the material at their own rate because they know what is expected of them at the beginning of the unit.
Reference
Rice, K. (2012). Making the move to K-12 online teaching research-based strategies and practices. New Jersey: Pearson Education.