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#1 & Artifact#2
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-rich resources 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 artifact myself by drawing on research-based strategies combined with many years of experience teaching the EDP in my class.
Standard 3.2, Managing Digital Tools and Resources - effectively manage digital tools and resources within the context of student learning experiences. This artifact demonstrates that I have the skills to manage digital tools and resources to improve upon other teaching strategies that are helpful to the classroom teacher. I decided to use knowledge and draw of examples of HyperDocs that exist and are used by many teachers, but instead of using Google Slides, I decided to use Adobe InDesign to create an interactive PDF. I have many years of experience using Adobe Creative Suite and enjoy using it in many projects ranging from interactive PDFs to websites (Swan, n.d.) that I have created to augment my classroom instruction. I show my mastery of managing digital tools and resources 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 and make content more accessible to students. Even though this HyperDoc was created from scratch, the HyperDoc approach can also be utilized to improve existing 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, accessibility, 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
International Society for Technology in Education (ISTE). (n.d.). Essential Conditions | ISTE. International Society for Technology in Education. Retrieved from
https://www.iste.org/standards/essential-conditions
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159–165.
Swan, A. (n.d.). Mr. Swan's STEAM Machine. Retrieved from
http://alexswan.com/STEM/
Standard 3.2, Managing Digital Tools and Resources - effectively manage digital tools and resources within the context of student learning experiences. This artifact demonstrates that I have the skills to manage digital tools and resources to improve upon other teaching strategies that are helpful to the classroom teacher. I decided to use knowledge and draw of examples of HyperDocs that exist and are used by many teachers, but instead of using Google Slides, I decided to use Adobe InDesign to create an interactive PDF. I have many years of experience using Adobe Creative Suite and enjoy using it in many projects ranging from interactive PDFs to websites (Swan, n.d.) that I have created to augment my classroom instruction. I show my mastery of managing digital tools and resources 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 and make content more accessible to students. Even though this HyperDoc was created from scratch, the HyperDoc approach can also be utilized to improve existing 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, accessibility, 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
International Society for Technology in Education (ISTE). (n.d.). Essential Conditions | ISTE. International Society for Technology in Education. Retrieved from
https://www.iste.org/standards/essential-conditions
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159–165.
Swan, A. (n.d.). Mr. Swan's STEAM Machine. Retrieved from
http://alexswan.com/STEM/
