Theresa L.

Abernathy

FRIT 7738: Practicum in Instructional Technology

Staff Development Understanding by Design

Incorporating Web 2.0 Applications into Digital Portfolios for Students

Spring 2013

Incorporating Web Grade 2.0 Applications into Level Digital Portfolios for Students Technology across the Curriculu Time curriculum m Area Fram e

Title of Unit

Faculty

60-90 minutes

Stage 1- Desired Results Nets Educational Technology Standards

Content Standards:

NETS-T1

Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

NETS-T2 Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress Customize and personalize learning activitiesto address students diverse learning styles, working strategies, and abilities using digital tools and resources Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

c.

d.

NETS-T5 Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community

by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community

c.

d.

Understandings
Students will understand that: Web 2.0 applications allow for an increase in creativity and innovative presentation. Digital Portfolios provide a platform for collaboration, learning, and peer review. Students can profile their work in an alternative format that allows for innovation and reflection. Students can take ownership of their own level of production and design to achieve understanding of the curriculum standards.

Essential Questions

Overarching Questions: How can a digital portfolio enhance the learning experience? How does the implementation of Web 2.0 applications promote creativity and critical thinking skills?

Topical Questions: What is a Web 2.0 application? How do you embed a video or presentation into a Weebly site? How can I use Web 2.0 applications to increase student learning?

Knowledge and Skills Knowledge

Students will know: Key terms related to Web 2.0 applications. How to design and publish a Weebly website. How to use various media tools and applications for digital portfolios.

Skills
Students will be able to: Embed their Web 2.0 applications and presentations into their Weebly site. Publish their site live to the Internet. Allow for student feedback and collaboration on site design. Create opportunities for students to use technology to design their own levels of learning.

Stage 2 - Evidence

Performance Task(s)

Goal: Role: Audience: Situation: Product Performance and Purpose: Standards and Criteria for Success:

Goal: To learn how to teach students to incorporate various Web 2.0 applications to enhance their students technology and critical thinking skills. Role: To teach your students how to demonstrate mastery of content standards through the presentation of their Digital Portfolio.

Audience: Staff and faculty members at Chamblee Middle School Situation: Participants will create a Weebly website to showcase various assignments related to the embedding of Web 2.0 applications into their respective sites.

Product Performance and Purpose: To create a Digital Portfolio where students apply their content knowledge in designing and creating various presentations through multi-media venues, which demonstrates comprehension of the Georgia Performance Standards. Standards and Criteria for Success: The students final project must be a live, uploaded website that is well designed for optimum navigation and demonstrates the students mastery of content. The website will be peer reviewed and graded by the instructor based on the following criteria: 1. Design and format

2. 3. 4. 5.

Content and subject knowledge Graphics, audio, and other interactive media Resource Documentation Presentation of final product

Performance Task(s) Rubric(s)

(0 Point) (1-2 Points) No planning Some or design planning creativity evident evident Format is Project is somewhat arranged erratic illogically User has The format is some trouble not user finding friendly useful information (3-4 Points) Website flows easily User has some difficulty with format Design is original but not innovative (5 Points) Website is well designed and user friendly Shows creative, original ideas in planning process and developme nt Content Content is presented is relevant relevant and thorough Informat Subject ion is incomplete or mastery is lacking in evident in Score

Design and Format

/5

Content Subject knowledge

No evidence of relevant content presented

Some information presented No logical sequencing for information

/5

critical areas

Graphics Audio

Few, if any visuals presented No audio implement ed

Some visuals used Graphics were minimal and lacked significance Audio presented at a minimum Some sources have not been properly cited

Resource Documentation

Sources have not been properly cited Does not list all resources

Presentation

Project not presented

Poor presentatio n of website Lacked fluidity and knowledge of content

Graphics used to represent topic Visual are appropriate, but illogically placed Audio used in necessary locations Most sources and property cited Page details most resources used Project presented with clear knowledge of content and web design Some problems with content were evident

transfer of knowledge throughout project Excellent use of graphics and audio Placed with precision and thought to enhance the visitors experience

/5

All sources are properly cited Page details all resources used Excellent presentatio n of final project Showed creativity and content knowledge Published website shows content mastery

/5

/5

Total Score

/25

Other Evidence
(e.g. tests, quizzes, work samples, observations) Students will answer questionnaires prior to the introductions of the workshop. Students will design and publish their own Weebly site. Students will create several Web 2.0 applications for practice. Students will embed their presentations into their sites for public viewing.

Student Self-Assessment and Reflection

Students will peer review other websites to investigate strengths and weaknesses of their counterparts projects. They will use this observation to compare to their own websites to self-analyze their own work. The hope is that when they see how other people did theirs, they will see new ideas and uncover where they have room for improvement. They will also give feedback and receive feedback from their peers, which will serve as a learning experience.

Stage 3: Plan Learning Experiences

W: How can a teacher use this particular technology in their classroom? H: Students will be shown a screencast on how to set up their Weebly account and basic design formats. E: Students are asked to fill out a questionnaire to establish the experience level of the participants. R: Students will reflect on their own experiences and discuss ways they would like to implement technology in their classes. E: Students will present their final products and evaluate their sites through peer review and reflection. T: Students will be allowed to use applications of their choice, depending on their content and interest level, to accommodate the various learning style and methodology. O: Students will be instructed as follows: Workshop Agenda/Activities:

1. Questionnaire to determine skill level and technology foundations 2. Group brainstorm and discussions on the following: a. How they can use a Weebly for their classroom setting b.Things to include in their Digital Portfolio assignment c. Other ways to showcase student work (application sharing) 3. Participants view the screencast on setting up a Weebly account and getting started with design of their site 4. Demonstration on how I use Weebly as a portfolio assignment in my classes (set up and design) 5. Demo on applications that my students use (student examples) 6. Explanation and usage of several Web 2.0 applications a. Prezi b.Go Animate c. Go View d.Animoto e. Bubbl.us f. Voice Thread g.Slide Rocket 7. Group practice on one application 8. Demonstrate how to embed their application into their website and explain the benefits of embedding 9. Participants will publish their site and share for peer review 10. Question and answering 11. Feedback

Workshop Evaluation and Self-Evaluation Summary

Workshop Evaluation:
Overall, I think my workshop went extremely well. I arrived at the faculty meeting with plenty of time to spare which was fortunate since the Media Specialist was having some technical difficulties setting up the computers with the proper connections in the cafeteria. The staff was broken up into several breakout sessions and we relocated to our assigned location. After a brief introduction, I began my presentation with the objectives and purpose of my workshop and then proceeded through the presentation. The chart below reflects the feedback given to me by my 12 participants. The questions number is on the far right column and the participant number is across the top. The rating scale is between a 0 (low) and 5 (high). *The questions are added below.

Participant 1 (right) Question (below) 1 4

2 3 4 5 6

5 4 2 5 5

5 5 3 5 5

4 4 3 5 5

5 4 1 4 5

3 2 5 3 5

3 3 3 4 4

4 4 3 4 5

5 5 4 5 5

5 5 3 5 5

Participan t (right) Question (below) 1 2 3 4 5 6

10

11

12

5 5 5 4 5 5

4 5 3 0 5 5

5 5 5 4 5 5

Most of the feedback was very positive, as I received mostly 4s and 5s on delivery and organization. The category/question that received the lowest score was question 4 which asked about comfort level of the participant. Many of the participants have limited knowledge of the newer technology available. Because of this, they admitted that they were often overwhelmed when the colleagues mention the use of technology. However, they did acknowledge after the session that the material seemed relevant and engaging and that they did want to learn more about Web 2.0 applications. Because our time was so limited, the participants only had time to complete one short assignment (Go Animate), but they did learn how to create their site and embed the code for their assignment. The participants seemed to enjoy seeing my students portfolios and witnessing their creativity with technology. Judging from some of the comments that the participants made, often, teachers feel like they give up creativity and control when they use technology in the classroom. I believe I showed them that the students are just as creative with technology as they would be with some traditional presentation assignments.

One of the few things I would change is to allow more time for hands on work with the applications and more time for questions at the end. We only had a few minutes remaining to open up the floor, and I could tell that they were really interested in working with more of the Web 2.0 applications. I did share with them one thing that we do at the high school and that is meet regularly to share how we use technology and apps in our classrooms. This sharing of ideas really help educators get a better understanding of what is available and how we can better our students experiences. I feel that my session was a good introduction for the implementation of this assignment, but many need more training in this application. I offered my services for future workshops if the demand was there from the teachers.

Evaluation Please circle the appropriate number with 0 being low and 5 being high.
1. To what extent do you feel the goals/objectives for this workshop were accomplished? 0 1 2 3 4 5

2. How would you rate the overall effectiveness of the instructors preparation, style, and methods? 0 1 2 3 4 5

3. To what extent did this workshop provide you with useful ideas, which you expect to implement in your classroom. 0 1 2 3 4 5

4. What is your comfort level with implementing a digital portfolio in your classroom? 0 1 2 3 4 5

5. How organized was the course content? 0 1 2 3 4 5

6. How knowledgeable in the course content was your instructor? 0 1 2 3 4 5