Scribd
Upload
45 views

Reflection 1 4

The document reflects on the candidate's coursework and how it demonstrates skills in integrating 21st century learning standards. It discusses two projects from an instructional technology course: 1) A Microsoft Word tutorial created collaboratively with other educators, addressing an identified need. 2) A vocabulary unit for 6th grade social studies using Word, Prezi and Glogster to integrate technology and content. The candidate argues these projects support advocating for 21st century literacy skills and collaborating to implement instruction integrating multiple literacies and technologies, as outlined in the AASL standards.

Uploaded by

api-317706870
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
45 views

Reflection 1 4

The document reflects on the candidate's coursework and how it demonstrates skills in integrating 21st century learning standards. It discusses two projects from an instructional technology course: 1) A Microsoft Word tutorial created collaboratively with other educators, addressing an identified need. 2) A vocabulary unit for 6th grade social studies using Word, Prezi and Glogster to integrate technology and content. The candidate argues these projects support advocating for 21st century literacy skills and collaborating to implement instruction integrating multiple literacies and technologies, as outlined in the AASL standards.

Uploaded by

api-317706870
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Kim Hayward - School Library Media Portfolio Reflection 1:4

1.4 Integration of twenty-first century skills and learning standards


Candidates advocate for twenty-first century literacy skills to support the learning
needs of the school community. Candidates demonstrate how to collaborate with
other teachers to plan and implement instruction of the AASL Standards for the 21st
Century Learner and state student curriculum standards. Candidates employ
strategies to integrate multiple literacies with content curriculum. Candidates
integrate the use of emerging technologies as a means for effective and creative
teaching and to support P-12 students conceptual understanding, critical thinking
and creative processes.
Artifacts
ISTC 541 Foundations of Instructional Technology
The Microsoft Word 2010 group project that I helped create in ISTC 541 is an
example of collaboration with other educators to create a lesson for students on the
basics of using Microsoft Word. One group member designed the pre-assessment, I
designed the tutorial, and another group member designed the assessment. The
group leader designed the webpage for the group.
ISTC 541 Foundations of Instructional Technology
In ISTC 541, I created a lesson plan to address an identified need in the 6th grade
social studies curriculum. Assessments showed that vocabulary acquisition in the
social studies was a challenge for our students. This lesson plan used multiple forms
of technology, such as Word, Prezi, and Glogster to integrate technology skills with
the sixth grade social studies content.
Relevance
As a school library media specialist, it is important that we be strong advocates for
integrating technology into the classroom. Students today live in a world where
technology is always around them and they are used to working with it in different
forms. In order for todays students to gain the technology skills that they will need
in the workplace, teachers need to teach them how to use the software and get the
experience necessary to be competitive in the workplace.
The ISTC 541 Microsoft Word 2010 project supports AASL standard 1.4 Integration of
twenty-first century skills and learning standards by working with other educators to
create a comprehensive lesson for teaching students how to use all of the features
of Microsoft Word. This group project required us to pre-assess students, create a
tutorial around the findings of the assessment, and then conduct a post-assessment
to determine whether the lesson had been a success. Together, the group
determined the questions required gathering meaningful data about student needs
and then a lesson was designed to meet those needs. The lesson was created to be
an interactive tutorial where students used the Microsoft Word program to learn as
they went through the lesson.

The ISTC 541 Physical Geography Vocabulary Unit supports AASL standard 1.4
because it demonstrates the use of multiple literacies to acquire social studies
content. Students start with a pencil and paper assignment and then progress
through increasingly more challenging and technology integrated lessons. The
PowerPoint lesson is designed to create conceptual understanding of the differences
between land

and water features in physical geography vocabulary terms. The Prezi assignment
requires a creative approach to demonstrating an understanding of the unique
features of physical geography. This lesson requires a deeper understanding of the
features. The Glogster lesson is the assessment that pulls it together in a creative
way.
Analysis
The creation of these products gave me insight into the process required to teach
critical content using technology. Each step must be taken starting with the
students current level of understanding and building on that with increasingly more
complex skills. As a school librarian, these lessons will be adapted to the level in
which I am teaching and demonstrate the need to break the instruction into smaller
steps to achieve the goal.
The creation of the Microsoft Word 2010 lesson in ISTC 541 allowed me to work
collaboratively with a group of educators in on-line settings, such as Google.docs, as
well as a traditional setting. Wikis were also used to communicate with each other
about the parts of the project. These on-line collaborative sessions were useful for
identifying multiple ways to work collaboratively outside of a classroom. This project
would be used mostly in an elementary setting. Students begin learning how to use
a variety of Microsoft tools in early elementary school during technology lessons in
the library and then build on those skills as they progress.
The creation of the Physical Geography Vocabulary Unit in ISTC 541 would be used
as a collaborative project between the school library media specialist and social
studies teacher. It could be used as a way to introduce technology skills in the
classroom while teaching content. The librarian would be a useful collaborator as
support for the classroom teacher. This lesson could be taught in the library, a
computer lab, or a classroom using laptop or tablet carts or eventually, students
personal technology device.

You might also like