Tech Class / ASSURE Personal Project - Phase 5

Materials and Artifacts from Lessons

Phase 5

Evaluate and Revise

• Review conventional and authentic assessments from the lesson to determine learner achievement of standards and objectives.

Within this lesson, students were substantially involved in rating themselves without having to write something down or fill out an exit ticket. By assessing in this fashion, I can quickly generate results from my dancers while in the process of working and save paper. I took a consensus of what students new about PowerPont at the beginning of the lesson to gauge my teaching using a 1-5 finger rating system. Assessing students in this manner kept the flow of the class going and again requiring very little set-up on my part or labor from my students. I frequently use this method because it aligns closely with our schools 1-4 standard grading system and can quickly be used in various ways to establish groups or guide the lesson. By the end of the lesson, I could see a definite change in thinking and use of PowerPoint once important nuances were explained and time was given to play around with various PowePoint tools and options.

• Examine the instructional process and impact of using tech and media.

When dancers sign up to take my class, they are not expecting to learn all of the ins and outs about dancer greater than movement. I originally created this project for dancers who had missed to much rehearsal time to pick up choreography and dancers who have anxiety at a level that could cause more harm than good. In the end, I realized how impactful the media projects were to our first-semester performance and thought all of my students could benefit from learning about other aspects of dance greater than the movement. After doing this project, my dancers should gain a greater appreciation for the behind the scenes work done to put on a quality performance.

                    

• List modifications to lesson to address any concerns.

No changes were made to this particular lesson plan. If I could go back to when I originally created this project for a group of three students, I would have created a clearer timeline of when things were due. I created this project on the fly to give three failing seniors an opportunity to not have my class being a determining factor on why they didn't graduate. I needed something they could do with little supervision and help on my part but failed to keep them truly accountable for getting things done on time.

ISTE 5 Module Digital Citizenship

ISTE 5 Module Digital Citizenship

Triggering Event:

How can we help students understand safety, cultural, and privacy issues related to technology and practice legal and ethical behavior?

Resource:

• Ribble, M. & Miller, T.N. (2013) Educational Leadership in an Online World: Connecting Students to Technology Responsibly, Safely, and Ethically. Journal of Asynchronous Learning Networks, 17:1 (2013): 137-45.

My Triggering Event Question: What expectations and rules can I teach students when doing web-based projects. in regards to using the web safely and protecting personal information?

Standard 5 is such an important element of teaching when implementing technology in the classroom. Teachers are always being pulled in various directions and can never truly monitor each student while they are on the computer. By giving students the resources and expectations needed to search the web appropriately, student productivity and quality of work should increase. The site "Get Safe Online," https://www.getsafeonline.org/protecting-yourself/searching-the-internet/ outlines eight valuable tips on how students can think more critically about what they do when searching the web. 

In the required reading Ribble and Miller remind us that the web has become a breeding ground for Cyber Bullying. This kind of attack on students is harsh because it is not happening on the playground or the classroom in the classic sense, making it harder for teachers to take control of the situation. My concern was the effects my students will feel because they are so willing to share their personal information not only when accessing the internet at school but also in their social media during their own time. Ribble and Miller say " technology has begun to affect students in other aspects of their lives as well (e.g., health, safety, and respect for others)." And I agree. On Snap Chat you can see where my students live, their bedrooms and where they are located or on their way to. This kind of information in the wrong hands, in particular for a young woman, can create a serious issue.

I created my "Triggering Event Question" with the intention to find strategies to teach my students better ways to use the internet/websites in school. Crazily, I got sidetracked by many articles on social media and the number of unfortunate events that accrue. Sadly adolescents are so carefree with who they invite into their lives through social media things like bullying,sex trafficking, and many other horrible events have crept into our student's lives.

In the grand scheme of things, I did not answer my question past my initial search, but I for sure will be more diligent in reminding my students to think before they post and be mindful of who they are sharing information with.