Standards 3.2 Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences.
Artifact:
Reflection:
This artifact, instructional software analysis, was created for 21st century learning course. The standard states that candidates must effectively manage digital tools and resources within the context of student learning experiences. This artifact shows mastery because it gave the full understanding of what digital tools and software are available, how they are used and how to manage them in a student-learning environment.
Throughout the research of tools that were available to Darlington School, I was able to test, analyze and implement new software ideas to see the effects it may or may not have on student learning. For example, for many years the school had implemented typing class in the middle and upper school. This worked extremely well until more technology provided opportunities for younger students. It became clear that some sort of keyboarding instruction should start at a younger age because students as young as the 1st grade were beginning to create documents and do things on the computer. Teachers were using computers and iPads to help those students with cognitive and reading skills at a very young age. One form of software that was analyzed was, “Dance Mat Typing.” This software allowed students at a very young age to gain typing skills meeting the ISTE Standards 6, Technology Operations and Concepts. This software allowed students as young as the 1st grade to learn finger placement on the home row keys, posture at the keyboard and the movement of fingers to type all keys. It has rewards, typing levels and after 13 levels, students were able to get a indication of their speed and accuracy performance.
This artifact also shows that I mastered the standard because I was able to take many different types of software, analyze them to see if it would enhance student learning. By identifying the engaged learning indicators such as, standards-based, challenging, student-directed, and multi-disciplinary I was able to see if it would be beneficial to use in the classroom. This had a great impact on Darlington School because as an Instructional Technology Coordinator I am in charge of reviewing, budgeting, purchasing and training for academic based software for the school. This project taught me how to look at all the aspects of the software to see if it would meet Georgia Performance Standards as well as enhance student engagement as well as student learning.
Throughout the research of tools that were available to Darlington School, I was able to test, analyze and implement new software ideas to see the effects it may or may not have on student learning. For example, for many years the school had implemented typing class in the middle and upper school. This worked extremely well until more technology provided opportunities for younger students. It became clear that some sort of keyboarding instruction should start at a younger age because students as young as the 1st grade were beginning to create documents and do things on the computer. Teachers were using computers and iPads to help those students with cognitive and reading skills at a very young age. One form of software that was analyzed was, “Dance Mat Typing.” This software allowed students at a very young age to gain typing skills meeting the ISTE Standards 6, Technology Operations and Concepts. This software allowed students as young as the 1st grade to learn finger placement on the home row keys, posture at the keyboard and the movement of fingers to type all keys. It has rewards, typing levels and after 13 levels, students were able to get a indication of their speed and accuracy performance.
This artifact also shows that I mastered the standard because I was able to take many different types of software, analyze them to see if it would enhance student learning. By identifying the engaged learning indicators such as, standards-based, challenging, student-directed, and multi-disciplinary I was able to see if it would be beneficial to use in the classroom. This had a great impact on Darlington School because as an Instructional Technology Coordinator I am in charge of reviewing, budgeting, purchasing and training for academic based software for the school. This project taught me how to look at all the aspects of the software to see if it would meet Georgia Performance Standards as well as enhance student engagement as well as student learning.