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).
Multimedia Design Project
The Multimedia Design Project was created in the Multimedia and Web Design course. The purpose of this artifact was to design, develop, and pilot test a developmentally appropriate technology-enhanced experience for my students that addresses content standards and technology standards. The assignment consisted of developing a pre-plan and an evaluation and reflection report. The development of the project was organized around the ADDIE Model of Instruction Design. The project had to include audio, graphic, and video. These elements needed to be included in a way to demonstrate effective design. For the artifact, I completed a webquest based on the Reform Movements. This correlated with fourth grade social studies standards. Throughout the completion of the project, students chose a historical figure to study (Harriet Tubman, Elizabeth Cady Stanton, or Sojourner Truth), researched that person using the resources provided in the webquest, created a diary and an artifact to represent their historical figure, and presented their information through a museum walkthrough.
The Multimedia Design Project demonstrates the mastery of Standard 2.4 because I created a technology-enhanced experience that supports higher-order thinking skills, decision making, and critical and creative thinking. By completing the project, students go through a process that begins with basic research, but leads to the synthesis level of higher order thinking as students are creating diaries and artifacts to reflect their knowledge. The students are using digital tools and resources as they go through the steps of the webquest.
Through the completion of the Mulltimedia Design Project, I was able to learn something very important for a technology facilitator - how to design a website. I decided to use Wix Free Website Builder, which does not require coding. It definitely was a learning experience as I have found that formatting a website is not as simple as formatting a Word document. I did have some frustration while developing the site, but, by the end, I was able to figure everything out and develop the end product that I wanted. I think this project also opened my eyes to the fact that implementing technology with my students does not have to be complicated or difficult. I can easily pull resources from the Internet or record audio or video with my iPhone or iPad. One thing I would do differently is use something other than Youtube to broadcast the videos on my webquest. Due to district restrictions, the videos were blocked because they were housed in Youtube. With further research, I could have probably used a school friendly videosharing site and my webquest would have been much more user friendly at school
The work that went into creating the Multimedia Design Project impacts student learning because it provided a higher order thinking skills learning opportunity for my students. I was also able to effectively implement technology within the learning as well as provide standards based activities. Overall, the project was engaging and authentic which impacted the understanding my students had on the reform movements. The impact for this artifact could be assessed by reviewing student data based on these standards as well as comparing student performance last year (when students learned reformed movements through more traditional methods).
The Multimedia Design Project demonstrates the mastery of Standard 2.4 because I created a technology-enhanced experience that supports higher-order thinking skills, decision making, and critical and creative thinking. By completing the project, students go through a process that begins with basic research, but leads to the synthesis level of higher order thinking as students are creating diaries and artifacts to reflect their knowledge. The students are using digital tools and resources as they go through the steps of the webquest.
Through the completion of the Mulltimedia Design Project, I was able to learn something very important for a technology facilitator - how to design a website. I decided to use Wix Free Website Builder, which does not require coding. It definitely was a learning experience as I have found that formatting a website is not as simple as formatting a Word document. I did have some frustration while developing the site, but, by the end, I was able to figure everything out and develop the end product that I wanted. I think this project also opened my eyes to the fact that implementing technology with my students does not have to be complicated or difficult. I can easily pull resources from the Internet or record audio or video with my iPhone or iPad. One thing I would do differently is use something other than Youtube to broadcast the videos on my webquest. Due to district restrictions, the videos were blocked because they were housed in Youtube. With further research, I could have probably used a school friendly videosharing site and my webquest would have been much more user friendly at school
The work that went into creating the Multimedia Design Project impacts student learning because it provided a higher order thinking skills learning opportunity for my students. I was also able to effectively implement technology within the learning as well as provide standards based activities. Overall, the project was engaging and authentic which impacted the understanding my students had on the reform movements. The impact for this artifact could be assessed by reviewing student data based on these standards as well as comparing student performance last year (when students learned reformed movements through more traditional methods).