Educational Technology Showcase
Throughout my education at Michigan State University (MSU) and career, I have created several digital artifacts that I would like to showcase. Each artifact shows how I have grown as an educator and learner throughout my educational journey at MSU. I have been able to become familiar with many different technology tools and found that I am most interested in Game Based Learning and Instructional Design within education. Simply click on an image to be directed to the specific artifact.
Game Based Learning
Game Based Learning Dynamics
I created a website to educate other teachers on a method of learning. My group focused on Game Based Learning (GBL) and the benefits it has on teachers, students, content, and context of the classroom. Online learning communities such as the MAET program have sparked interest in other nontraditional contexts of learning such as GBL. This assignment sparked my interest in the use of GBL in my technology classes to learn about Digital Citizenship. Some of the key aspects of GBL both online and locally are flexibility for the teacher & motivation for the learner through the sense of learner control, sense of challenge, ability to connect subject matter with reality, and the sense of exploration that leads to learning new knowledge though discovery.
Reimagine Online Learning through Game Based Learning
I researched a possible solution to a "Wicked Problem" that occurs regularly in the classroom. The problem I dealt with was to Reimagine Online Learning and the solution I came up with was the use of effective Game Based Learning. I was able to participate in research to find that there is a need for teachers, including myself, to shift their mindset away from the idea that technology is only a tool. Through authentic Game Based Learning lessons can increase motivation and engagement in students, provide active learning and immediate feedback, allow for differentiate instruction, create experiences that are otherwise impossible to generate, and promotes critical thinking, problem solving, and collaboration skills.
Thinking About Assessment First
I focused on Critical Thinking in Game Design and used the TPACK model and other resources to design my assessment by "planning backwards". To do this I had to work on my summative assessment first and create formative assessments throughout the unit. I focused on the Content Knowledge I wanted my students to possess: understanding of the role of a Game Developer, Pedagogical Knowledge I wanted to participate in: facilitate students' self reflections of learning and progress through designing their own game, and Technology use I wanted my students to partake in: use of Keynote to record daily self reflections.
Minecraft Can Be More Than a Game
I used Michigan State University's server for MinecraftEDU. As many people know Minecraft is a very popular game among students and the idea of using it in the classroom might seem absurd. By the end of this course I was able to see the benefits and various possibilites Minecraft has in education. I created a screencase video to show the creative module (mod) which allowed me to create my possible assessment. My assessment focused on my students showing me the parts of the computer along with the flow of input/output of data of those specific devices: monitor, mouse, keyboard, and speakers.
Instructional Design
Instructional Resource for Earth Science
I created a StAIR project to supplement a science unit the students were learning on Earth's surface changes. StAIR stands for Stand-Alone Instructional Resource. This resource is used for students to learn a specific lesson completely independently. It includes information about the subject addressed, independent practice questions, and right/wrong feedback as well.
Note: The file was too large to upload directly to this website. When you click the image to the left you will be directed to Merlot. There you may download the artifact.
Trying a New Content Management System
I became familar with a new Content Management System (CMS) called Haiku. I have been using Edmodo for years and wanted to see if using another CMS was beneficial. I focused this CMS on a unit about Computer Devices' Processing Data Flow. This CMS also included a summative assessment I created within the CMS as well as a formative assessment using Bubbl.us, an online graphic organizer.
Learning Fractions with Food
I created a digital story to tell a story of a student's journey to learn a new concept. I was also required to show differences in student's previous understanding of the concept. I didn't have my own classroom at the time, so I decided to capture the journey of my younger sister in learning about fractions. I pre-assessed my sister and found some misconceptions in the basics of fractions and lack of knowledge of common terminology (i.e. numerator, denominator). My sister has a learning disability and struggles with problem solving and confidence in her abilities academically. Many students struggle with conceptualizing concepts that are taught in school and connecting them to practical use.
Address a Problem of Practice using the Design Model
I used the Stanford Design Model to develop a technology curriculum for the three Catholic schools I teach in. The schools did not have a technology curriculum or set of technology standards they wanted me to use. This gave me the freedom to teach what I believe the students should learn, but I felt that I needed some guidance and pacing for my instruction throughout the year. To create a technology curriculum I worked through the five stages of the Stanford Design Model: empathize, define, ideate, prototype, test. This process resulted in a rough framework of the main ideas I wanted students to learn in grades kindergarten through fifth.