Heather Eld Weebly: eldenglish.weebly.

com

IMPLEMENTATION PLAN FOR WEEBLY:

What did I know about this piece of technology before I started the assignment?
Prior to this assignment I had not created more than two websites, and never one on my own;
however, during this assignment I was able to try this activity independently following guidelines
from a well developed site. I have broadened my skill set! I am a fan of the various options I
found at my fingertips. The ease of the site was a relief, as I am often disinclined to learn new
technological techniques..

What was most useful to me in my learning process?

I cant say specifically what was the most useful for me in my learning process, because I am still
weighing the experience (and I am technically still putting the finishing touches on the site for
this class). I can predict that I will use additional website building for my classroom and/or my
students, but it is difficult to say for certain how and when that will be. I guess just having
another option is appealing, but I will keep my mind and my options open going forward.

What did I learn about my own learning process during this assignment?
Usually, with no clear application or practice opportunity ahead, I just disengage and resist the
forced opportunity to change. However, I didnt feel that about the chance to use Weebly.
There was a natural learning curve, and I felt comfortable just exploring the site and learning as I
went.

What evidence do I have that I mastered this technology?

I have revisited the site many times to continue adding my work, and I also talked my progress
through with a colleague who was interested in creating a website for our high schools
Knowledge Bowl team. The ability to teach it to another is one of those informal
measurements we encourage our own students to use in determining their own level of
mastery, so I can speculate that I have achieved that status.

How can I apply what Ive learned to my classroom setting? What modifications would I need
to make?
I projected the site during one of my classes and discussed how websites are a good was to
organize students pre-collegiate activities and accomplishments as a resource prior to applying
to post-high school opportunities. I modeled the ease of the site as an example of using
available online tools to promote themselves- which is always good for these students who are
entering the real-world soon.

How do I feel about teaching this technology to my students?

I think I could show it to my other classes- to let them decide about its practical applications for
 themselves rather than my predetermining its value (or lack thereof) for them. I should not
discount its potential value for students even if I believe they have had prior experience with
other site-building opportunities and/or strategies through other classes. Then again, it is still a
reasonable claim that Im not a technology teacher, so if it does not support the goals or
curriculum of my classroom, I may not endeavor to work this learning in to my classes.

What do the students know about this piece of technology before I began my direct
instruction? How do you know this?
Many students have prior experience s with building/creating websites. A specialty piece of our
freshman curriculum encourages (soon requires) them to create a BHS website of their collected
best works across their K-12 experience- likely banking against the portfolio-style submission
option that may soon become a part of college application processes.

How will this assignment impact student achievement? What evidence could I use to show
student achievement?
It can benefit them by causing them to be more pro-active and self-aware of their
accomplishments by providing them an opportunity to gather those things in one location, and
it might promote some forward-thinking on their parts.

Did I achieve the student learning objectives for this assignment? If yes, what did I achieve? If
no, what got in the way of achieving those objectives?
Not applicable at this time.

What sorts of support did you provide students? How much support did you have to provide
beyond the initial direct instruction?
Not applicable at this time.

Did this technology project provide exploration, problem solving or thinking processes? Did
the project stimulate motivation, self-esteem, or prepare students for the future?
Of course it would provide exploration opportunities and thinking processes. The creation of a
websites is nearly completely thought-driven and exploratory: regarding options for style,
content ideas, and other various criteria. It is a great way to apply critical thinking to what
exactly it is that should be included.

Was the technology project for a cooperative group or individual student? If it was for a
group, what challenges did you come up against?
It would be best accomplished individually, but there is certainly room for a peer-collaboration
element and/or check-in/review system prior to publication.

What evidence do I have that my students mastered the technology? How will I evaluate their
mastery?
At this point, that is unnecessary.
 What sort of feedback did I provide for my students? How will students receive this
feedback?
We discussed the demonstration as a group a few days later. I asked them to reflect on their
likeliness for participation, and it was a very positive conversation, generously. I think a
discussion model is best to review this kind of creative opportunity because it gives everyone an
easy way-in while allowing the large group to benefit from the critical analysis of othersrather
than by individual responses. It garnered a good amount of conversation across the room.

How would I evaluate my performance with this assignment? Why did I give myself the grade
that I did?
I feel I did A work. I like that my thinking about the usefulness of this technology is aligned
with our districts goal to do whats best for kids. If we keep trying to deliver the most
relevant and helpful opportunities to our students, we are fulfilling the best part of our
obligation to our students. My trying to deliver more technological options to my students
shows I am open to utilizing new means of addressing classroom functions- which will always
include electronically processing information. I think these are good processes for me- and all
teachers- to be reviewing!

Summary- Do I feel that what I learned in and through this course will have applications to my
teaching or to other areas of my life? If so where will I apply this knowledge?
Ways in which this learning will have relevance in my life and/or in my classroom is not
something about which I am yet sure. Using a growth mindset as my lens, I will simply say that
it certainly could be

IMPLEMENTATION PLAN FOR ONLINE RUBRICS:

What did I know about this piece of technology before I started the assignment?
Prior to this assignment I had created many rubrics; however, during this assignment I was able
to avail myself of the pre-created options from a well developed site. I have lined-up text boxes
in a blank Word document for the last time! I am also a fan of the diverse options I found at my
fingertips. The plug-in or paste ease of the site was quite useful.

What was most useful to me in my learning process?

I found that bits of my preexisting work could be used to make an improved version of what will
be useful to me in class. I also learned that good work comes from both revisiting prior work
and seeing it through new lenses of available ideas and data.

What did I learn about my own learning process during this assignment?
I usually feel pressure to create my own work from scratch, so to speak. I am reluctant to rely
on pre-made materials to build them for me. I found it beneficial to realize this is merely an
internalized pressure I put on myself, and that it is something I can learn to let go of.
 What evidence do I have that I mastered this technology?
I have revisited the site to review my work, and I also demonstrated it to a colleague who was
interested in it after a conversation about rubrics. The ability to tell it to another or teach it
to someone else are those measures we ask of our own students to help determine their level
of mastery, so I think I have reached that stage.

How can I apply what Ive learned to my classroom setting? What modifications would I need
to make?
I have projected the site during class and collaboratively built a rubric with my students. We
determined our own criteria for an assignment while I simultaneously modeled using available
online tools- which is always good for these students who are entering the real-world soon.

How do I feel about teaching this technology to my students?

I feel like there is a tremendously important component to showing them they can have
ownership of their own grading criteria. I know it requires them to critically think about what is
substantively important about the learning outcomes for the given project, and it also asks them
to define what quality work really contains and looks like. I am quite excited about this on-
going opportunity for this level of student involvement.

What do the students know about this piece of technology before I began my direct
instruction? How do you know this?
I know students most often expect to be handed a rubric on a sheet of paper- and usually only
after an assignment is done and assessed. I dont think my students ever much wondered about
from where the rubrics came or whether or not there were technological sites to aid in their
creation. I know this because of my twenty-plus years of teaching and the decades-long
consistent lack of curiosity of young learners in what their teachers use to do make the
materials used in class. If I asked, How do you think I created this rubric? I would receive a lot
of blank stares! And because theyre high schoolers, Id get at least one, How should I know!

How will this assignment impact student achievement? What evidence could I use to show
student achievement?
I predict that it could have a positive effect on their assessed grades for a given project. If I
include students in the creation of rubrics, they are more likely to be willing to believe in the
value of the final project- for they helped decide on what was important enough to measure!
Evidence could be shown in support of that benefit of community building to the willingness of
students to contribute- both empirically and practically.

Did I achieve the student learning objectives for this assignment? If yes, what did I achieve? If
no, what got in the way of achieving those objectives?
I think so. Every lesson I try to use gets better the second, third and fourth time I execute it; so,
realistically, it matters more if I am intending to try again to apply what I intended with this
 assignment. I accomplished my entry point for familiarizing students with the ideas, and we
began practice with application. I can try again on a multitude of additional assignments down
the road to fine-tune and vary the uses of this opportunity.

What sorts of support did you provide students? How much support did you have to provide
beyond the initial direct instruction?
This is an area that does not yet apply to my class to a measurable extent. I certainly will be
using the on-line rubric creation with students working autonomously; however, at this junction
we had only an opportunity to do this creation collaboratively.

Did this technology project provide exploration, problem solving or thinking processes? Did
the project stimulate motivation, self-esteem, or prepare students for the future?
Of course it provided exploration. The creation of a rubric is literally exploration: of options,
content, ideas, and assessment criteria. As I said earlier, it is a wonderful way to apply critical
thinking to what exactly it is that should be assessed and how.

Was the technology project for a cooperative group or individual student? If it was for a
group, what challenges did you come up against?
My group and I worked to develop a rubric that will be useful for the College In Schools
freshman Literature class I teach for the University of Minnesota. The only challenges were how
long to let the students debate the validity of a point of criteria before coming to a resolution to
the discussion. It was very interesting to learn as we processed those ideas.

What evidence do I have that my students mastered the technology? How will I evaluate their
mastery?
At this juncture, that would be premature.

What sort of feedback did I provide for my students? How will students receive this
feedback?
We processed the event out loud through discussion the next day. I asked them to reflect on
their participation and on the rubric we had created, and it was- overall- a very positive
conversation. I think a discussion model is best to review this kind of collaborative creation
because it gives everyone a way-in while allowing us all to benefit from the critical views of
othersrather than, say, through individual exit tickets, or a Google Forms survey, etc.

How would I evaluate my performance with this assignment? Why did I give myself the grade
that I did?
I give myself top marks: an A. I embraced the opportunity to create something new. I did so
with thoughtfulness and effort. I applied my learning to a practical use. I endeavored to bring
what I had learned to others. I received feedback from others about my work, and I am in the
process of adjusting it to be useful again in the future. I think this is the best I could hope for
from a student of my own, so I hope it meets the criteria for what was expected from this
 assignment.

Summary- Do I feel that what I learned in and through this course will have applications to my
teaching or to other areas of my life? If so where will I apply this knowledge?
I have answered the nuances of this question more than adequately through the rest of my
answers on this page. Yes, the learning was valuable; I will apply what I have learned in my own
classes with my own students moving forward in my career.

IMPLEMENTATION PLAN FOR POLLING THE AUDIENCE:

What did I know about this piece of technology before I started the assignment?
Nothing! Other than using a Google Form to make a survey, I had NO significant online survey-
making or responding experiences (Oops, maybe Ive filled out a Survey Monkey form or two
before for administration or co-workers). Anyway, I considered myself a total novice prior to
this assignment.

What was most useful to me in my learning process?

Actually, what was most useful was getting assistance from a peer in my building who can talk
me through the places I get stuck when daunted by technology. I am easily fatigued by the
effort to see through to the end the process of acquiring new technological skills. I need a
strong human component to guide me through this specific unfamiliar terrain.

What did I learn about my own learning process during this assignment?
That I fatigue easily when I struggle with technology challenges- as I stated! But also, that
collaboration is the most successful way to ameliorate that issue.

What evidence do I have that I mastered this technology?

Oh, I wont claim to have mastered this technology; however, I have familiarized myself with
some of the available options well enough to not be intimidated again by the coming
opportunities to use tools like Answer Garden, Survey Monkey, and Doodle.

How can I apply what Ive learned to my classroom setting? What modifications would I need
to make?
I can use Answer Garden to collect student responses that target specific aspects of the learning
that compliments the novels I teach. For the Lord of the Flies, for example, I can use a pre-
reading activity of collecting student-proffered words that define leadership or savage.
With Doodle, I can schedule writing conferences with my students during a work day in the
Media Center or Learning Commons, or I can have an easier time arranging/planning shifts for
my NHS students who assist with the sing-in table and or juice and cookie duty during our Red
Cross blood donation day.
 How do I feel about teaching this technology to my students?
Well, I will admit, I have not begun to teach this to my students yet, as I am still trying to
become skillful myself with these new formats. I look forward to the coming days when I can be
the skillful facilitator of these tools for my classes.

What do the students know about this piece of technology before I began my direct
instruction? How do you know this?
N/A

How will this assignment impact student achievement? What evidence could I use to show
student achievement?
N/A

Did I achieve the student learning objectives for this assignment? If yes, what did I achieve? If
no, what got in the way of achieving those objectives?
N/A

What sorts of support did you provide students? How much support did you have to provide
beyond the initial direct instruction?
N/A

Did this technology project provide exploration, problem solving or thinking processes? Did
the project stimulate motivation, self-esteem, or prepare students for the future?
For me, personally, it sure did. I have been definitely exploring the ways I can insert these new
tools into my established curricular activities. One of the first I plan to use is Answer Garden to
capture, in a meaningful way, my sophomore English students responses to my request to
define POWER prior to our entry into reading William Shakespeares Julius Caesar. It will be a
new way to go visual and prompt a meaningful discussion on the various lenses we all have on
such a simple word and an infinitely complex issue. It is very exciting!

Was the technology project for a cooperative group or individual student? If it was for a
group, what challenges did you come up against?
This assignment I just described will be for a group of about 36, and I will discover the
problems as I go about my implementation.

What evidence do I have that my students mastered the technology? How will I evaluate their
mastery?
If I ask students, eventually in our Julius Caesar unit, to use Answer Garden it would have to be a
way that collects and makes visual key components of one specific aspect of the play; it could
perhaps be all the words that indicate Caesars eventual betrayal, or Cassius corruption, or
Brutus efforts to remain noble. Ill have to ponder more the usefulness of the tool for students.
 What sort of feedback did I provide for my students? How will students receive this
feedback?
I would/will project their work onto the whiteboard, and provide feedback based on the data I
saw- its relevance, etc.

How would I evaluate my performance with this assignment? Why did I give myself the grade
that I did?
Again, I feel I did high quality- A- work. I like having more choices available to use with students
when I am seeking feedback. With the current discussions about the value of formative versus
summative grading, there is always room for additional methods by which an instructor can
gather quick data about classroom content, academic processes, student attitudes, obstacles to
learning, and endless other aspects of classroom function. I think these are a terrific jumping-
in point for me to do more of this! I am learning and applying what I learn; what could be
better?

Summary- Do I feel that what I learned in and through this course will have applications to my
teaching or to other areas of my life? If so where will I apply this knowledge?
Its hard not to rehash the answers Ive previously given for this summary. Yes, I believe the
learning was helpful. Of course I see myself using the learning in my classroom in the future.

IMPLEMENTATION PLAN FOR QUIZLET:

What did I know about this piece of technology before I started the assignment?
I have used Quizlet as a place for my students to explore and find pre-existing flashcards for
several topics in my Grammar classes- ones to reinforce learning about parts of speech,
punctuation, etc.

What was most useful to me in my learning process?

It was nice to discover how to use the site for my own needs as an instructor. What was most
useful was to have new control over the content, rather than just hoping some set had been
made by another teacher that might exactly match my or my students needs.

What did I learn about my own learning process during this assignment?
I learned that because I had prior knowledge with the site, I adopted this bit of learning a bit
more readily than I had some of the other work Ive done when trying the new techniques and
tools for this class. It was less daunting overall.

What evidence do I have that I mastered this technology?

I have created a set of instructions I can follow again in the future to make this kind of review
quiz again. For this kind of technology, I am often too intimidated to return to the site to repeat
the applications, so eventually I forget how to make use of what is available to me. I wanted to
avoid that situation in this instance, so I worked preventatively to ameliorate this from
 happening again.

How can I apply what Ive learned to my classroom setting? What modifications would I need
to make?
I can make review quizzes for the parts of speech and/or phrases we learn in my 9 week
grammar and usage class- which processes a lot of difficult content in a very short amount of
time. My example/practice is actually very similar to the kind I would make for my own
students.

How do I feel about teaching this technology to my students?

Actually, for this one, I have many of them who can teach it to me. MANY of my students use
Quizlet on a regular basis for a plethora of applications- as it has an abundance of pre-made
review opportunities warehoused across a multitude of disciplines. They are actually far more
skilled than I at its use and practicality.

What do the students know about this piece of technology before I began my direct
instruction? How do you know this?
As mentioned above, this is a site with which they are already very familiar. I know this because
I have had them discuss it for several years now.

How will this assignment impact student achievement? What evidence could I use to show
student achievement?
Any type of review is good for student learning. Additionally, a review that could be created by
the students themselves is going to engage multiple parts of the brain and activate multiple
learning centers- which again only benefits student learning. The evidence would be inproved
student scores from the additional practice.

Did I achieve the student learning objectives for this assignment? If yes, what did I achieve? If
no, what got in the way of achieving those objectives?
Not applicable.

What sorts of support did you provide students? How much support did you have to provide
beyond the initial direct instruction?
Not applicable.

Did this technology project provide exploration, problem solving or thinking processes? Did
the project stimulate motivation, self-esteem, or prepare students for the future?
Absolutely! It kind of follows that adage that if you can teach it to another, you must
(presumably) know it well. If you can create a set of flashcards with the answers, or created a
set of quiz questions with the answers, you will have basically been teaching/reviewing/re-
teaching it to yourself as you go. Therefore, it is all about problem solving and/or thinking
processes. Im very certain improves knowledge and stronger performance will be very
 motivating to students in the future.

Was the technology project for a cooperative group or individual student? If it was for a
group, what challenges did you come up against?
Groups could use this as easily as individuals could. It is set up for success for either approach.

What evidence do I have that my students mastered the technology? How will I evaluate their
mastery?
I will evaluate their learning by taking their quizzes and/or using their flashcards to verify their
correct use of the associated content and information.

What sort of feedback did I provide for my students? How will students receive this
feedback?
Students will receive feedback via Google Classroom, which is how theyd be posting and
submitting their links to their Quizlet practice work.

How would I evaluate my performance with this assignment? Why did I give myself the grade
that I did?
I give myself an A. I used the opportunity to create something valuable for my teaching in the
future. I did so carefully with the goal of shaping my future practice. I applied this learning to a
practical classroom need- reviewing. I wanted to bring what I had learned into more standard
practice. I think this is the best I could hope for from a tactic/practice I have not used before, so
I hope it meets the expectation for this assignment.

Summary- Do I feel that what I learned in and through this course will have applications to my
teaching or to other areas of my life? If so where will I apply this knowledge?

I have answered this question through the rest of my answers on this page. Yes, the learning
was valuable; I will apply what I have learned in my own classes with my own students moving
forward in my career. I am even excited to do so!

IMPLEMENTATION PLAN FOR PADLET:

What did I know about this piece of technology before I started the assignment?
Nothing! I had NO significant online bulletin board or posting experiences. I considered myself
a helpless novice prior to this assignment. Im still not even sure I have a need for the uses this
resource offers; Im on the fence.

What was most useful to me in my learning process?

I cant say for sure what was the most useful for me, because I am still uncertain about how Id
choose to implement this technology for my classroom and/or my students. I guess just having
 another option is appealing, but I struggled to adopt this as I could not get motivated about its
use- if that makes sense.

What did I learn about my own learning process during this assignment?
I learned that with no clear application or practice opportunity ahead, I bog down and resist the
learning in front of me. (Not pleasant to admit about myself, but its honest!)

What evidence do I have that I mastered this technology?

None. Id have to try using it again to be confident that I have it mastered. I worry I may not
revisit this application/site again in the future. But, Id rather admit that than fabricate a less
truthful response.

How can I apply what Ive learned to my classroom setting? What modifications would I need
to make?
I would need to decide how I could use this posting/bulletin board to my students advantage or
my own. I think the only connection I can make currently is not with my classroom students, but
perhaps with my NHS students (for the program I co-advise). I could post volunteer
opportunities for them, but it supplants my existing use of the Google Classroom Stream- with
which I am already familiar and accustomed.

How do I feel about teaching this technology to my students?

I think I could show it to them to let them decide about its practical applications rather than
predetermining its value for them. Just because I cant see a personal or academic need of my
own for Padlet does not discount its potential value for students. However, I argue that I am
NOT a technology teacher, so it is not my driving imperative to model a multiplicity of
technological applications for them if it does not align with my classroom needs or goals.

What do the students know about this piece of technology before I began my direct
instruction? How do you know this?
I am not sure, as I have had no opportunity to present this one to my crew.

How will this assignment impact student achievement? What evidence could I use to show
student achievement?
I cant see a supremely-relevant use for this in my current classroom needs or practices;
therefore, I dont have a ready or easy answer for this question.

Did I achieve the student learning objectives for this assignment? If yes, what did I achieve? If
no, what got in the way of achieving those objectives?
This question does not apply to my current situation.

What sorts of support did you provide students? How much support did you have to provide
beyond the initial direct instruction?
 Again, this question does not apply to my current situation.

Did this technology project provide exploration, problem solving or thinking processes? Did
the project stimulate motivation, self-esteem, or prepare students for the future?
I think I have done more serious pondering about this technological application than I have for
so many of the others, simply because I am the least certain that I have need of it. I dont think
that is a product or result of the technology itself, but rather the burning-modern question: Just
because tech can help me do it- is there a need for me to use tech to do it? Is it right or
appropriate to use tech just for techs sake? Probably not.

Was the technology project for a cooperative group or individual student? If it was for a
group, what challenges did you come up against?
This does not apply currently.

What evidence do I have that my students mastered the technology? How will I evaluate their
mastery?
I could evaluate their mastery if I encouraged them to use it simply by viewing their finished
products and having conversations about them with my students.

What sort of feedback did I provide for my students? How will students receive this
feedback?
Couldnt I just post my feedback on their Padlets? (I mean, I could, but its not very private!)

How would I evaluate my performance with this assignment? Why did I give myself the grade
that I did?
Again, I feel I did A- / A work. I like that it challenged my thinking about the usefulness of this
technology option. With the current discussions about the value of teaching in the students
world (the TECH world), there is always room for additional efforts by teachers to utilize other
means of addressing classroom functions- which will always include posting information. I think
these are good questions for me- and all teachers- to be asking! And, I am using my higher-
order thinking skills; whats not to love?

Summary- Do I feel that what I learned in and through this course will have applications to my
teaching or to other areas of my life? If so where will I apply this knowledge?
Its hard not to be repetitive with the answers Ive previously given in this summary. Yes, I
believe the exercise and effort was helpful. But, I cannot say I see myself using the learning in
my classroom in the future. Im just not sure.

IMPLEMENTATION PLAN FOR ANIMOTO:

What did I know about this piece of technology before I started the assignment?
 I have used Powtoon as a way for my students to visualize and be introduced to various topics in
my Grammar classes- to reinforce learning about parts of speech, phrases, punctuation, etc..
This Animoto site reminds me of that same ability.

What was most useful to me in my learning process?

It was motivating to discover how to use the site for my own needs as an instructor. What was
most useful was to have control over the content without a lot of prep work, rather than just
hoping some other visual medium was out there on the web for me to eventually discover that
had been made by another teacher- maybe exactly match my, or my students, needs.

What did I learn about my own learning process during this assignment?
I learned that because I had prior knowledge with a similar type of site, I more readily attended
to this bit of learning- more quickly than I have with some of the other work Ive done for this
class. It was less overwhelming or prohibitive generally.

What evidence do I have that I mastered this technology?

I decided to create a set of instructions I can follow again in the future to make this kind of visual
presentation again down the road. For this kind of presentation, I am often too stuck on the
same-old Powerpoint to be willing to try new forms of visual applications, so eventually I forget
to add variety to my classroom by making use of what is available to me. I want to avoid that in
the future, so I worked out a spot to keep these direction in my class to remind me to revisit this
opportunity again.

How can I apply what Ive learned to my classroom setting? What modifications would I need
to make?
I can make reviews about characters and their most relevant qualities for novels like Lord of the
Flies, or plays like Julius Caesar, which contain a lot of characters to keep straight in a very
complicated story. My example/practice is not much like I would use in my classroom; however,
I did not think of how to best use it until after I had moved on to this reflection many days later.

How do I feel about teaching this technology to my students?

Really, for this one, I think theyd be very excited to use it. MANY of my students use visual
presentation techniques on a regular basis for a plethora of reasons at school- and it would
certainly be relevant across a multitude of disciplines beyond my English class. They are actually
far more skilled with this type of technological medium than I am.

What do the students know about this piece of technology before I began my direct
instruction? How do you know this?
As mentioned above, this is a siteI think theyd gravitate to. I know this because I have had
them show me other visual presentation formats beyond Prezi and Slideshow, etc.

How will this assignment impact student achievement? What evidence could I use to show
 student achievement?
Any time you can add visuals to learning it is good for students. It appeals to another learning
style or style of smarts. Additionally, a review that could be created by the students- for each
other- is going to engage multiple parts of their brains and benefits student learning by
increasing the recall of the information. The evidence would be in their raised scores on
whatever assessment sprung from whatever content was under review through the Aminoto
presentation.

Did I achieve the student learning objectives for this assignment? If yes, what did I achieve? If
no, what got in the way of achieving those objectives?
Not yet relevant.

What sorts of support did you provide students? How much support did you have to provide
beyond the initial direct instruction?
Not yet relevant.

Did this technology project provide exploration, problem solving or thinking processes? Did
the project stimulate motivation, self-esteem, or prepare students for the future?
Yes! So many of my students are visual learners- in fact, it is arguable that all students now are
raised in a visual-age; therefore, it is almost a mandatory component to add visuals to every
type of presentation. If you can create a memorable review of content with color and pictures,
you will have basically been teaching/reviewing/re-teaching with more than one stimulus to
your memory system. Therefore, in my opinion, it is all about exploration and the thinking
processes. Im confident it improves knowledge and permits stronger performance- which
would be very motivating to students overall.

Was the technology project for a cooperative group or individual student? If it was for a
group, what challenges did you come up against?
Groups would be good at this because they could all contribute to the ideas, the images, and the
storyboard quality/aspects of the project generally.

What evidence do I have that my students mastered the technology? How will I evaluate their
mastery?
Mastery is very easy to assess with visual projects. This would also lend itself easily to the use of
an assessment rubric very well. This would stand as the instructional, creation criterion as well.

What sort of feedback did I provide for my students? How will students receive this
feedback?
As mentioned above, I can foresee a rubric serving the assessment and feedback needs for this
assignment. It would be easy to mark from a listed description of the content expectations.

How would I evaluate my performance with this assignment? Why did I give myself the grade
 that I did?
I feel confident that my efforts- which always include more than just the finished product itself-
was A quality. Please remember that it is not the Animoto project as it stands that I am giving
myself an A for; I have been additionally calculating my bravery for trying things which often lie
FAR outside my comfort zone, my reflections on the overall process mandated by this lengthy
assignment, and the work involved in assessing the relevance and potential placement of these
assignments into my standard classroom practice- sometimes including some initial application
of the work into my classroom itself!

Summary- Do I feel that what I learned in and through this course will have applications to my
teaching or to other areas of my life? If so where will I apply this knowledge?
I hope so. I would greatly anticipate a slew of student-created Animotos for some type of
assignment done by my sophomores. I think it is possibly the one I can most readily adapt into
use (other than the rubrics one) for immediate reinforcement and facilitation for students.