Standard Three
Digital Learning Environments

Image computer screen

Reflection:

The ISTE Standard 3 specifies that, "Technology coaches create and support effective digital age learning environments to maximize the learning of all students." Standard 3 includes seven annotations. Collectively, the annotations address the use of digital tools, digital content, collaborative learning networks, use of adaptive and assistive technologies, and the maintenance of the school technology infrastructure." Collectively, the annotations address the use and management of digital tools, blended learning and collaborative learning networks, adaptive and assistive technologies, management of basic software, hardware and connectivity problems, the alignment of new tools with existing technology infrastructure, and the use of digital communication and collaboration tools.

I worked with a professor teaching UWG 1101 in the fall of 2016 to create a new assignment designed to respond to the fact that many first-year university students have difficulty selecting a major. My collaboration with the professor teaching UWG 1101 became an assignment in MEDT 7490. The tie to MEDT 7490 is the use of introducing visual literacy in an innovative way to help students approach the challenge of selecting a major by envisioning a career. I planned the project using the ADDIE model. The instructional problem was that the usual presentation by Career Services to the students apparently did not provide students enough information to prepare them to make a decision regarding a major. The idea is that life can be thought of as a journey and that the selection of a major is a point of decision that helps lead to a career destination. By finding or creating three photographs representing the journey, the point of decision, and the destination students may be discover what it is they hope to achieve in a career by drawing on less-conscious mental resources. The students had opportunity to use their cherished smartphones for an academic purpose. This is the technology of choice for the present generation of first-year students and it is important that we reach out to them using the technologies they prefer. The professor used the assignment I designed and the instructional resources I prepared and collected some data regarding student work and student attitudes toward the assignment. Some students used their smartphones to take photographs representing pathway, choice, and destination. Some of the students demonstrated impressive technical skills and created meaningful visual metaphors. Feedback from the students regarding the assignment was positive. They enjoyed the assignment and found it easy to complete.

The first artifact below is the plan of the project including the identification of the need, the analysis, the design, the development phase, and the implementation. The paper also includes the outcomes of the assignment, my reflection on the assignment, and slides that I prepared that were incorporated into an instructional resource for the students in UWG 1101. There is a link within the paper to that instructional video at the following URL.
https://www.youtube.com/watch?v=tiJL6AWxsd4&feature=youtu.be

The second artifact is an additional video I prepared for students in UWG 1101. My intent in the video was to connect with students by using technology to communicate empathy, care and understanding. I tried to provide insights without adding to the pressure first-year students are likely to already be experiencing.

The paper and the two videos associated with this assignment are evidence of my abilities to create and support effective digital-age learning environments to maximize the learning of all students. I remember the challenges of selecting a major and anticipating a career path in my own life. It was not an easy passage for me. My efforts to design and implement this assignment were grounded in the memory of my own experiences. I spoke to the students what might have be helpful to me years ago. Although I do not presently teach undergraduates this assignment has "heart" for me because of the memory of my own experiences and because of the importance of self-knowledge when selecting a major and a career aspiration. This project primarily reflects my commitment to Field-based Inquiry, as per the Conceptual Framework.

Artifacts:

Artifact Title: Plan for a Comprehensive Packet
Artifact Description: This paper is the textual and visual record of a client project I completed involving introducing undergraduate students to the basic elements of visual literacy in the context of an assignment regarding choice of major and career path.
Course Number and Title: MEDT 7490 Visual and Media Literacy for Teaching and Learning
Relevant Conceptual Framework Descriptors within Commitment to Field-based Inquiry:
Inquisitive
Adaptive
Proactive
Artifact Link: Artifact 1

 

Artifact Title: The Choice of a Major
Artifact Description: Video produced to be made available to students by a professor at University of West Georgia in a UWG 1101 assignment that I designed regarding envisioning a career and choice of a major.
Course Number and Title: MEDT 7490 Visual and Media Literacy for Teaching and Learning
Relevant Conceptual Framework Descriptors within Commitment to Field-based Inquiry:
Inquisitive
Adaptive
Proactive
Artifact Link: Artifact 2

 


Source of image: Pexels.com