Standard 1
1. A way that I promoted, supported, and modeled creative and innovative thinking was with the activity where I had the students make their own desert ecosystem. This allowed the students to pick what they wanted in their ecosystem and create a scene using Pixie. It was totally up to them on what to have in this and how to arrange it.
2. I engaged the students with real-world issues using digital tools and resources by having them create a timeline based a government system. They had to look at different issues within a government system that they picked and they picked and ordered the events onto a timeline with brief descriptions.
3. I promoted students reflection using collaborative tools to reveal and clarify students' conceptual understanding by having them create their own desert ecosystem. This assignment was a reflection of what they learned throughout the lesson. During the lesson we read a book about the desert that talked about different desert animals and they plants they use to survive. We then went over how to make their own ecosystem by making a forest one as a class. They then went and created their own desert ecosystem by reflecting on what they already knew, what they learned from the book, and what they learned in the class discussion.
4. A way that I could have modeled collaborative knowledge by engaging the students in other face-to-face virtual environments is to have a lesson where my students go on a virtual field trip. With this they would be able to talk and communication with someone, say at the zoo. They would be able to ask questions and see what is going on in real time. They would be able to get their questions answered right then and there and not have to conduct research.
Standard 2
1. Both of the lesson I taught to my group were designed and adapted to relevant learning experiences that used digital tools to better promote their learning and creativity. I especially think this with the desert ecosystem. I am sure it was easier for some students to make this on the computer because not everyone is confident in their drawing and creative skills. This activity allowed the students to be completely creative and use whatever kinds of tools they wanted, as long as they ended up producing a desert ecosystem.
2. Both of the lessons I conducted within the classroom were technology enriched. Almost everything we did was on the computer, except for reading a book. All of the research and actual assignment they made were on the computer. My "students" got to learn new technology tools and different ways to do things that I would hope they can also use later on in their teaching experiences.
3. Although I did not have to really customize or personalize any activities for my current students that I taught the lessons too, I always had in my lesson plans how to accommodate these lessons for gifted, ELL, and cognitive delayed students. With these accommodations, I always tried to make sure it would be a way that they would also be able to participate and get the same learning experience as everyone else. Of course, these were just guesses for me, but if I actually had a student like this, I would make sure that the lesson was specially adjusted to their needs.
4. The activity that I really used both formative and summative assessments was the desert ecosystem. As a class, we read a book on a desert and the different animals and plants that are in it. After the book was read, we had a class discussion on what we learned and why we thought some of the plants went with those certain animals. This showed me if I had to go back through the book and clarify some things. We then also made our own ecosystem of the forest on the computer. I chose to do the forest since we currently live in one and it would show me if they understood what an ecosystem really was, but in a different context. Then, for summative assessment, that was the students creating their own desert ecosystem based off what they had learned.
Standard 3
1. In both of my lessons, the students used the knowledge they have about their personal computers and applied it to working on the SmartBoard. Students were able to come up during the group activity and work with the SmartBoard. They were allowed to do different things on the SmartBoard that they couldn't do on their computer like draw.
2. Based on my time limits, I did not have a lot of student collaboration. But with another activity, I would maybe have my students use Google Docs where they could all be working on the same document at the same time. Each student will have a different component to the project and will work on it collaboratively toward a common goal. They would be able to see what the other students are working on and talk with each other to be able to complete and the assignment.
3. My students communicated relevant information and ideas to other peers using a variety of digital-age media and formats when they created their timelines. They were using a variety of sources to find information to put on their digital timeline. If I had more time in the lesson, they would have also created a Word Document with added information about each event they chose to put on their timeline. They would have then share what they created with their peers.
4. To model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning by having my students rotate centers that used the iPads, tablets, SmartBoard, and computers. I would model how to use all of these technologies before the students used them to either do math, science, social studies, or language arts centers.
Standard 4
1. Before my lesson on timelines, I made sure to tell my students about how to be safe on the Internet. If I did this lesson with younger students, I would have given them specific websites to do their research on so they were openly searching the web. I did not think of it for my hour long lesson, but I would have also had the students document where they got their sources from. Not only so I know where they were getting their information, but so they learn that you cannot just steal someones else's information, they have to give credit to them.
2. To address the needs of all learners by using learner-centered strategies providing equitable access to appropriate and digital tools, I would have allowed students to use a iPad or SmartBoard if it better met their needs opposed to a computer. If I had a students with visual issues, I would let them use the SmartBoard. If I had a gifted student, I would let them use the iPad to navigate and find information.
3. To promote and model digital etiquette and responsible social interactions, I would teach and show my students that they are to be responsible on the Internet and if they come across someone who wants to talk to them, not too, especially at school. They should also just be conducting research on their given topic and not using the computers do play games if they are not asked to do so.
4. To develop and model cultural understanding and global awareness with students I would have students use different websites where maybe they can connect with others and learn about where they are both from. They could also just do research and maybe look at blogs from others around the world.
