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: iTEC 7445 Multimedia Design Project

Reflection
I created the Ancient Egypt e-Museum as my Multimedia Design Project for ITEC 7445
Multimedia and Website Design in Education course in the spring of 2016. I utilized my
knowledge of online multimedia tools and resources to construct an integrated learning project
for bilingual students of varying English language proficiency levels. The project was designed
by me and implemented with the collaboration of two tech-savvy teachers and a small student
enrichment group consisting of bilingual Arabic and English speaking Grade 5 students.
This artifact demonstrates my ability to effectively manage digital tools and resources for
student learning by providing evidence of my expertise in developing multimedia projects and
facilitating the digital organization and maintenance of these Web 2.0 tools and resources. The
Multimedia Design Project was designed in a manner that requires high level of technology
integration in the learning process. Thus, in order to successfully implement the project, I had to
ensure that the online tools, devices, and all resources were accessible, updated, and maintained.
This project required that I develop a plan to effectively manage digital tools and resources used
in the experience beforehand and consider the best process for facilitating the student and teacher
use of the tools and resources in order to avoid confusion. This process was made easier by the
assistance of the tech-savvy teachers and students who had been previously training and familiar

with these tools and resources. The use of popular and free online tools and resources such as
Google Drive, Weebly, Audacity, GitHub, etc. increased the ease of the management process
because the participants were familiar with many of the tools and were easily trained to utilize
the rest through preliminary preparations for the project.
The aspects of the multimedia design project that I would change in the future would be
to expand the presentation methods and the publishing expectations to encompass a wider variety
of options for students. The publishing of the presentations would be best if shared with students
in a another part of the globe, or even with experts in the field of Egyptology who could share
their knowledge with the students to provide further enrichment and exploratory opportunities.
This artifact directly improved technology integration and achievement levels in the
school because the small-scale pilot enrichment project opened the doors to additional
implementations. Other educators wanted to create WebQuests using the same Web 2.0 tools I
had used when I made the Ancient Egypt e-Museum website. The families of the students
involved in the enrichment project shared their childs work products with other families. The
successful evaluation results of this Multimedia Design Project emphasized the importance of
providing students with technology-infused learning tasks that encourage personal ownership in
education.. The publication of student work products online to a global audience increased
stakeholder interest in cultivating digital citizenship and culturally responsive pedagogy.