Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.
Elements:
  • Element 2.1 Content Standards & Student Technology Standards - Candidates model and facilitate the design and implementation of technology- enhanced learning experiences aligned with student content standards and student technology standards.
  • Element 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
  • Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
  • Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).
  • Element 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
  • Element 2.6 Instructional Design - Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology- enhanced learning experiences.
  • Element 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.
  • Element 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.
Elements & Supporting Assignments:
  • FRIT 7233- Book Trailer: 2.1, 2.3, 2.4, 2.5, 2.7
  • FRIT 7231- Instructional Design Plan: 2.2, 2.4, 2.6, 2.8
  • FRIT 7232- Mini Lessons: 2.1, 2.3, 2.4​

Artifacts

FRIT 7233- Book Trailer

Elements: 2.1, 2.3, 2.4, 2.5, 2.7

Everywhere Babies Trailer

Story Board

 Reflection

The process for creating this book trailer was one of my favorite in FRIT 7233. In creating this book trailer I modeled the facilitation and design of technology through the storyboard and the end product (2.1). The trailer models the use of digital tools and resources to engage the learner, which I believe was unique and that students could be asked to do this for their classmates, for books they recommend (2.3). The process of creating the storyboard, the script, adding images and finally producing a cohesive product models element 2.4. Awareness for the intended audience was crucial for this book trailer, as I initially set out to use a different book. My professor for this course wisely encouraged me to consider my audience, as the book I was first going to use was somewhat satirical and had an expletive in the title. Revising my initial plan of work, I created this trailer which used to technology to enhance learning about the book in a way that used appropriate differentiation and was definitely appropriate for my intended audience (1.5).

FRIT 7231- Instructional Design Plan

Elements: 2.2, 2.4, 2.6, 2.8
Reflection
The process of analyzing, researching, and creating an instructional design document for FRIT 7231 models elements 2.2, 2.3, 2.6, and 2.8. There are many moving parts when addressing the needs of a learner. First one must determine what needs should be met through training or instruction and then have information. Creating and synthesizing an appropriate needs or gap analysis only benefits the end product. The design document includes ways to meet the needs of each of the learners, as their general needs are revealed through the learner analysis. Higher order thinking skills are demonstrated throughout the document due to the analysis, research, and application required before developing the training and to support the need for the training, as well as in determining what technology is best used. This is all underscored by the complete document which is based on data analysis, the interpretation of results, and implementation of appropriate strategies or interventions. At the end of this course I was glad that the design document had been created in small chunks and that the entirety of it was not revealed up front. I am certain I would have been overwhelmed at the thought of it. What I value most about the instructional design plan is the thoroughness of it and that I could potentially hand it off to someone else for them to implement in a given setting. 

FRIT 7234- Miniature Lessons with Curated Resources

Elements: 2.1, 2.3, 2.4

Curated Resources
Biomes, Mini Lesson Plan
Click here for direct access to the full set of mini lessons.
Reflection
One of the more challenging, yet rewarding, assignments I completed was the series of mini-lessons in FRIT 7234: Information Fluency & Inquiry learning. Here I modeled elements 2.1. 2.3,  and 2.4. Aligning the lesson with content standards was a new concept for me, as I am not a classroom teacher. In addition to aligning the lesson with the standards, there was a need to make sure that each component of the lesson was engaging for seventh grade students, and that technology was used to either engage, enhance, or extend the learner or learning that was to occur. Similarly, the technology used was to encourage the students to apply what they were learning to the real world in a meaningful way, which required higher order thinking skills for both myself and the students. The curated resource were a bonus, as they gave the students a repository of support information that they could use to extend their learning as well. In the end, this was one of my favorite assignments from the course and almost the program. There was something satisfying about aligning things to the standards and objectives. I believe it because it means things are in order and everything has a purpose. I didn't go into this assignment that way, I had little practices designing lessons according to standards and objectives. I'm very proud of this assignment and the processes I went through to complete it.