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.
Reflection

The Internet Lesson Screencast explains the Internet Lesson Plan, which was designed to integrate student
content standards and student technology standards (ISTE, 2014) into a technology-enhanced learning
experience. Students collaborated via Google Docs to write narratives inspired by the images and titles
found in The Mystery of Harris Burdick. Documents, images, how-to screencasts, and daily directions
were made accessible through Edmodo. I provided continuous and individualized feedback using the
commenting sticky note feature on Google Docs, and also encouraged students to provide their peers with
feedback using the sticky notes as well. The students final projects were linked to our class blog to
provide a real audience for their work. I created this project independently; however, I asked for and
utilized peer feedback during the planning stage.

Standard 2.1, Content Standards & Student Technology Standards, establishes the requirement for
candidates to model and facilitate the design and implementation of technology-enhanced learning
experiences aligned with student content standards and student technology standards. These artifacts
demonstrate my ability to model and facilitate the design and implementation of technology-enhanced
learning experiences through the lesson plans preparation, management, instructional strategies and
learning activities, and differentiation sections. These sections show the thorough planning process I use
when designing technology-enhanced learning experiences to ensure I can effectively model and facilitate
the design and implementation of technology-enhanced learning experiences to my students and also
other teachers interested in integrating instructional technology into their lessons. This artifact also
demonstrates my ability to align technology-enhanced learning experiences with student content
standards and student technology standards through the identification of the specific student content
standards and student technology standards that this lesson was designed to teach. These standards were
listed at the beginning of my lesson plan to ensure the instruction and learning remained focused to best
facilitate the student content and technology learning.

Completing this Internet Lesson Plan was an exciting and meaningful learning experience. I strengthened
my ability to integrate a variety of technologies to effectively teach student content standards and student
technology standards. Specifically, the lesson challenged students to meet the fifth grade writing
standards of writing narratives to develop real or imagined experiences using effective technique,
descriptive details, and clear event sequences and to develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying new approaches with guidance and support of peers and
adults. In addition, this lesson promoted NETS-S Standards. Students strengthened their skills in
communication and collaboration by using digital environments to communicate and work
collaboratively, to support individual learning and contribute to the learning of others. The students were
extremely engaged during this project, and produced some of their best work of the year. The
collaborative and technology infused nature of this project, which I meticulously planned, paid off. I
have already employed some of the same strategies I learned during this project to other lessons, with
equally exciting results.
To further improve my lessons, I will continue searching for meaningful technology tools that help me
integrate student content and technology standards. New instructional technologies are emerging every
day, so I must keep informed of these through educator blogs, articles, networking, and conferences.
The work that went into creating this artifact impacted student learning through the collaborative nature
of the project, my continuous feedback, and the engagement created through the use of technology. These
characteristics made the learning differentiated in nearly all aspects to best meet student needs in the area
of writing ability, language level, and technology familiarity. This impact was assessed through the use
of writing and technology rubrics, and the caliber of writing was obviously superior to writing completed
previous to this project.

References

ISTE (2014). Essential conditions: Necessary conditions to effectively leverage technology for learning.
Retrieved from http://www.iste.org/standards/standards-for-students/nets-for-students-essential-
conditions.