2.1 Content Standards and 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. (PSC 2.1/ISTE 2a)
Artifact
I created my Engineering Design Process (EDP) HyperDoc to assist my students in better understanding the EDP. This is a concept that many students struggle with. By creating a HyperDoc, I enhanced the in-person lessons with technology enhanced learning to help facilitate a deeper understanding of this critical content standard. I also differentiated the content by incorporating culturally relevant (Ladson-Billings, 1995) slides to help authenticate the experience. I created the content myself by drawing on research-based strategies combined with many years of experience teaching the EDP in my class.
Standard 2.1, Content Standards & Student Technology Standards ask us to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. One of my foundational standards is the EDP. I incorporate it into most of my lessons and units, and therefore it is fundamental for students to understand it in my class. By aligning student content standards with universal design and technology standards, the EDP HyperDoc is a great resource to use in the classroom. I show my mastery of the technology-enhanced learning by designing and implementing the HyperDoc in a creative way. This artifact also helps demonstrate my ability to model and facilitate how technology-enhanced resources can be used to augment what I already teach and making my class and my content standards more engaging and authentic. Students also develop digital literacy and 21st century skill by using, saving, and working with the HyperDoc, while also learning more about concepts that they build upon over the semester.
For this assignment, we were asked to develop a WebQuest or a HyperDoc. Initially, I was not familiar with exactly what a HyperDoc was, but by studying it for the course and seeing real-world examples, I decided to go with the HyperDoc. I am happy I was introduced to the HyperDoc concept because I feel it is a very strong way to enhance documents in a way that benefits the students, as well as easily links other resources that can help enhance concepts. Even though I created this HyperDoc from scratch, I feel they lend themselves well to enhancing documents that teachers already have. This fact alone makes it a very appealing tool. Overall, I am very pleased with this artifact, but something that I can improve on is that I should probably take some of the outside resources and archive them or host them on my own servers. In time, there is the possibility that some of the resources will be moved or deleted making my links unresolvable. That is something I plan on doing very soon.
The HyperDoc directly impacts students learning. By using Universal Design and culturally relevant strategies, my students were engaged, because I was making the content more relevant to them on a personal level. I have not spent time developing more HyperDoc’s as of the moment; however, I certainly see that the time I spent designing and creating the artifact helped increase engagement to my content standards. I will use the HyperDoc as a model for other interactive projects in the future to help my students understand concepts that they might otherwise not engage with as much as I would like for them to get the most of my class. I can assess how well this artifact impacts there learning by common assessments that occur in tests and many of their projects that they undertake in my class.
References
Highfill, L., Hilton, K. & Landis, S. (2016). The HyperDoc Handbook: Digital Lesson Design Using Google Apps. ISBN: 978-1945167003
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159–165.
Standard 2.1, Content Standards & Student Technology Standards ask us to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. One of my foundational standards is the EDP. I incorporate it into most of my lessons and units, and therefore it is fundamental for students to understand it in my class. By aligning student content standards with universal design and technology standards, the EDP HyperDoc is a great resource to use in the classroom. I show my mastery of the technology-enhanced learning by designing and implementing the HyperDoc in a creative way. This artifact also helps demonstrate my ability to model and facilitate how technology-enhanced resources can be used to augment what I already teach and making my class and my content standards more engaging and authentic. Students also develop digital literacy and 21st century skill by using, saving, and working with the HyperDoc, while also learning more about concepts that they build upon over the semester.
For this assignment, we were asked to develop a WebQuest or a HyperDoc. Initially, I was not familiar with exactly what a HyperDoc was, but by studying it for the course and seeing real-world examples, I decided to go with the HyperDoc. I am happy I was introduced to the HyperDoc concept because I feel it is a very strong way to enhance documents in a way that benefits the students, as well as easily links other resources that can help enhance concepts. Even though I created this HyperDoc from scratch, I feel they lend themselves well to enhancing documents that teachers already have. This fact alone makes it a very appealing tool. Overall, I am very pleased with this artifact, but something that I can improve on is that I should probably take some of the outside resources and archive them or host them on my own servers. In time, there is the possibility that some of the resources will be moved or deleted making my links unresolvable. That is something I plan on doing very soon.
The HyperDoc directly impacts students learning. By using Universal Design and culturally relevant strategies, my students were engaged, because I was making the content more relevant to them on a personal level. I have not spent time developing more HyperDoc’s as of the moment; however, I certainly see that the time I spent designing and creating the artifact helped increase engagement to my content standards. I will use the HyperDoc as a model for other interactive projects in the future to help my students understand concepts that they might otherwise not engage with as much as I would like for them to get the most of my class. I can assess how well this artifact impacts there learning by common assessments that occur in tests and many of their projects that they undertake in my class.
References
Highfill, L., Hilton, K. & Landis, S. (2016). The HyperDoc Handbook: Digital Lesson Design Using Google Apps. ISBN: 978-1945167003
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159–165.
