3.2 Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: Webquest
Reflection:
As a culminating project in ITEC 7445, I was tasked with designing a WebQuest to serve as technology-enhanced learning experience for my students. I used Weebly to design my WebQuest, which is meant for my fourth grade music students to learn about the percussion family of instruments (flinnwebquests.weebly.com). The design process included creating various engaging multimedia elements such as expository and descriptive videos, audio recordings, and images. The design process also involved making sure my WebQuest included each of the necessary steps of a traditional WebQuest while also adhering to the principles of visual design.
This artifact demonstrates my ability to effectively manage digital tools and resources, as I took many steps both during development and during implementation to make sure that the WebQuest was easily manageable for myself and for my students completing the WebQuest. For example, I reserved the computer lab for several weeks to give my students ample time to complete the Process section of the WebQuest. I assured that there were enough working computers in the lab to accommodate all of my students, and I also made sure that each computer was equipped with a pair of headphones. In the event that students wish to work in pairs or small groups, I made sure that headphone splitters were available. I knew that YouTube is generally unblocked for student use, but occasionally firewall issues block access. So, I asked the Media Specialist to “clear” all the videos embedded in my WebQuest so that they were unblocked at all times. I created a link on the student computers’ desktops so that students could easily access the WebQuest URL. Although there is a link to print out the Guiding Questions worksheet on the Wiki, I went ahead and made double-sided copies of the Guiding Questions sheet before starting in the computer lab rather than having the students print out copies themselves. This saved both time and paper. Due to the multimedia capabilities afforded by the WebQuest format, I was able to add different elements of multimedia to this project. I used iMovie to create two videos that capture the attention of the students and explain the content of the WebQuest. For the second video (“Process” step 2), I included screenshots of the websites included in that step to get the students excited about visiting the websites. For the audio portion, I used Audacity to combine recordings of my voice with recordings of percussion instruments from the school curriculum resource packs. I uploaded the Audacity file to Audioboo so that I could easily post the recording on the website. In addition to these self-created multimedia elements, I also included several YouTube videos that help deliver information about the percussion family. For the “commercial” portion of the WebQuest, I reserved the laptop cart for students who wanted to create a Power Point Presentation and I reserved several digital cameras, tripods, flip cameras, and other film equipment for the students who would rather film a commercial for two weeks. These materials were available through the school Media Center.
Through the process of designing my own WebQuest, I gained in-depth experience with this particular instructional design. Although I had used Weebly to create other websites in the past, it was interesting to use Weebly to create a learning task for my students that was housed entirely online. I tried to include as many design principles as I could that would make navigation easier for my students; however, when I implemented it with my classes after the WebQuest design process had ended, I realized that it still was somewhat confusing for my students. Specifically, students were confused about which links in the Process applied to which question on the Guiding Questions worksheet. I amended the problem by adding this information to the link descriptions, but in the future I will take measures to make sure the navigation does not get in the way of the student’s success with the WebQuest.
This WebQuest was designed to help my students learn about the percussion family of instruments. In the design of the WebQuest, I also created several assessment measures to gauge student learning. First, students would demonstrate their learning with their responses to the Guiding Questions worksheet that asks students to find answers to questions about the percussion family through their research using the provided links and resources. They would also demonstrate their understanding of the percussion family by creating their own original instruments. This would show that they understand what qualifies an instrument as “percussion” as well as how they are made and played. Finally, they would demonstrate their understanding of the percussion family by using technology to create a “commercial” for their new instrument invention that would provide information about their instrument that would further show understanding of the percussion family, such as: How is it played (strike, shake, or scrape)? Is it pitched or unpitched? Who is this instrument made for? (Examples: professional orchestra percussionist, cartoon sound effect directors, elementary school students) Any other details you think are important.
As a culminating project in ITEC 7445, I was tasked with designing a WebQuest to serve as technology-enhanced learning experience for my students. I used Weebly to design my WebQuest, which is meant for my fourth grade music students to learn about the percussion family of instruments (flinnwebquests.weebly.com). The design process included creating various engaging multimedia elements such as expository and descriptive videos, audio recordings, and images. The design process also involved making sure my WebQuest included each of the necessary steps of a traditional WebQuest while also adhering to the principles of visual design.
This artifact demonstrates my ability to effectively manage digital tools and resources, as I took many steps both during development and during implementation to make sure that the WebQuest was easily manageable for myself and for my students completing the WebQuest. For example, I reserved the computer lab for several weeks to give my students ample time to complete the Process section of the WebQuest. I assured that there were enough working computers in the lab to accommodate all of my students, and I also made sure that each computer was equipped with a pair of headphones. In the event that students wish to work in pairs or small groups, I made sure that headphone splitters were available. I knew that YouTube is generally unblocked for student use, but occasionally firewall issues block access. So, I asked the Media Specialist to “clear” all the videos embedded in my WebQuest so that they were unblocked at all times. I created a link on the student computers’ desktops so that students could easily access the WebQuest URL. Although there is a link to print out the Guiding Questions worksheet on the Wiki, I went ahead and made double-sided copies of the Guiding Questions sheet before starting in the computer lab rather than having the students print out copies themselves. This saved both time and paper. Due to the multimedia capabilities afforded by the WebQuest format, I was able to add different elements of multimedia to this project. I used iMovie to create two videos that capture the attention of the students and explain the content of the WebQuest. For the second video (“Process” step 2), I included screenshots of the websites included in that step to get the students excited about visiting the websites. For the audio portion, I used Audacity to combine recordings of my voice with recordings of percussion instruments from the school curriculum resource packs. I uploaded the Audacity file to Audioboo so that I could easily post the recording on the website. In addition to these self-created multimedia elements, I also included several YouTube videos that help deliver information about the percussion family. For the “commercial” portion of the WebQuest, I reserved the laptop cart for students who wanted to create a Power Point Presentation and I reserved several digital cameras, tripods, flip cameras, and other film equipment for the students who would rather film a commercial for two weeks. These materials were available through the school Media Center.
Through the process of designing my own WebQuest, I gained in-depth experience with this particular instructional design. Although I had used Weebly to create other websites in the past, it was interesting to use Weebly to create a learning task for my students that was housed entirely online. I tried to include as many design principles as I could that would make navigation easier for my students; however, when I implemented it with my classes after the WebQuest design process had ended, I realized that it still was somewhat confusing for my students. Specifically, students were confused about which links in the Process applied to which question on the Guiding Questions worksheet. I amended the problem by adding this information to the link descriptions, but in the future I will take measures to make sure the navigation does not get in the way of the student’s success with the WebQuest.
This WebQuest was designed to help my students learn about the percussion family of instruments. In the design of the WebQuest, I also created several assessment measures to gauge student learning. First, students would demonstrate their learning with their responses to the Guiding Questions worksheet that asks students to find answers to questions about the percussion family through their research using the provided links and resources. They would also demonstrate their understanding of the percussion family by creating their own original instruments. This would show that they understand what qualifies an instrument as “percussion” as well as how they are made and played. Finally, they would demonstrate their understanding of the percussion family by using technology to create a “commercial” for their new instrument invention that would provide information about their instrument that would further show understanding of the percussion family, such as: How is it played (strike, shake, or scrape)? Is it pitched or unpitched? Who is this instrument made for? (Examples: professional orchestra percussionist, cartoon sound effect directors, elementary school students) Any other details you think are important.