2.1 Content Standards & Student Technology Standards
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Artifact : WebQuest on my Teacher Website
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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)
This artifact is the culmination of my first WebQuest creation (ITEC 7445) that I implemented the following school year in my 8th grade classroom. I create and manage many different websites, like my classroom website http://www.exceedthestandard.com. This WebQuest, however, challenged me in ways I had not thought of before as each step in the WebQuest was specific, detailed, and required, for it to be a successful learning opportunity for my 8th grade Social Studies students. The steps of the WebQuest are as follows:
1. Welcome Page & Introduction
2. Task
3. Process
4. Evaluation
5. Conclusion
6. Teacher Resource Page (for others who may want to implement with their students)
Along with the requirements for creating a successful WebQuest, the WebQuest itself had to be aligned to student content standards and student technology standards.
Content Standard:
SS8H1 - The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.
Technology Standards: ISTE-S – 2.a, 2.c, 2.f, 3.c, 3.e, 3.f, 5.b, 5.c, 6.a,6.b
For further documentation on the ISTE Standards for Students, please click on the following link: http://www.iste.org/standards/ISTE-standards/standards-for-students
As I was the creator of this WebQuest it was a natural transition from the creation to the modeling, facilitating, and overall implementation of it. I was able to check out the Chromebook mobile lab for three consecutive days which allowed my students the optimum time to progress through the content standard. I organized my students based on their pre-test assessment from our Data Team process and assisted with specific groups who either needed guidance through the content standards or the technology standards. I was even able to determine, through the Google Docs used in this WebQuest, that some students were online in the evening looking at the tasks associated with the WebQuest. The students were engaged in a relevant learning opportunity which was new to them, which in turn, created interest within the learning objectives.
The design of the audio, video, and collaboratively enhanced WebQuest fits directly into my classroom webpage. The step by step process is fluid and obvious so student learners know exactly what is expected. This was accomplished by the use of effective menu links and rubrics. This entire WebQuest is not only available online, but it is also mobile friendly, iPad, and tablet friendly, all because of the website, http://www.weebly.com.
I learned that it is very important that when technology tools are required for specific purposes and lengths of time, to reserve them. Better yet, become great friends with the technology people in the building as they can make your life a whole bunch easier or all the more troublesome. As to what I would do differently, it has to be involving other teachers during this learning process of WebQuest creation. Together, we could all become knowledgeable and over time, can easily create more for our students to complete as they progress through the standards.
Since this project was at the beginning of the year, and was also the first of 12 history standards in Georgia Studies, students were energized to work through the WebQuest, including every required task. The students were self-regulated learners, for the most part, and assisted each other as requested without hesitation. The impact of this WebQuest alone was extremely positive as they asked when the next one was, and that this method of learning was far better than just sitting there and taking notes. Students are asking to learn. That alone is extremely impactful when it comes to future units to plan, based upon the student surveys and overall excitement of the WebQuest itself.
1. Welcome Page & Introduction
2. Task
3. Process
4. Evaluation
5. Conclusion
6. Teacher Resource Page (for others who may want to implement with their students)
Along with the requirements for creating a successful WebQuest, the WebQuest itself had to be aligned to student content standards and student technology standards.
Content Standard:
SS8H1 - The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.
Technology Standards: ISTE-S – 2.a, 2.c, 2.f, 3.c, 3.e, 3.f, 5.b, 5.c, 6.a,6.b
For further documentation on the ISTE Standards for Students, please click on the following link: http://www.iste.org/standards/ISTE-standards/standards-for-students
As I was the creator of this WebQuest it was a natural transition from the creation to the modeling, facilitating, and overall implementation of it. I was able to check out the Chromebook mobile lab for three consecutive days which allowed my students the optimum time to progress through the content standard. I organized my students based on their pre-test assessment from our Data Team process and assisted with specific groups who either needed guidance through the content standards or the technology standards. I was even able to determine, through the Google Docs used in this WebQuest, that some students were online in the evening looking at the tasks associated with the WebQuest. The students were engaged in a relevant learning opportunity which was new to them, which in turn, created interest within the learning objectives.
The design of the audio, video, and collaboratively enhanced WebQuest fits directly into my classroom webpage. The step by step process is fluid and obvious so student learners know exactly what is expected. This was accomplished by the use of effective menu links and rubrics. This entire WebQuest is not only available online, but it is also mobile friendly, iPad, and tablet friendly, all because of the website, http://www.weebly.com.
I learned that it is very important that when technology tools are required for specific purposes and lengths of time, to reserve them. Better yet, become great friends with the technology people in the building as they can make your life a whole bunch easier or all the more troublesome. As to what I would do differently, it has to be involving other teachers during this learning process of WebQuest creation. Together, we could all become knowledgeable and over time, can easily create more for our students to complete as they progress through the standards.
Since this project was at the beginning of the year, and was also the first of 12 history standards in Georgia Studies, students were energized to work through the WebQuest, including every required task. The students were self-regulated learners, for the most part, and assisted each other as requested without hesitation. The impact of this WebQuest alone was extremely positive as they asked when the next one was, and that this method of learning was far better than just sitting there and taking notes. Students are asking to learn. That alone is extremely impactful when it comes to future units to plan, based upon the student surveys and overall excitement of the WebQuest itself.