Standard 6.3 - Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact - Log: Multimedia Design Project
Reflection
Creating a multimedia learning experience for students has been one of my most rewarding, challenging, and practical experiences. When I started this webquest project I was only slightly aware of the possibilities for using this format for student learning. This artifact is the structured time log documenting my investment of time and effort into creating a learning tool I am proud for my students to use.
This artifact documents in great detail my ability to learn from field experiences and synthesize and apply the content and professional knowledge required to learn to create a webquest. In the past when I have developed lesson plans, I have not focused as much time and concentrated reflection as to this project. Instead of developing a standards-based lesson in a familiar format on a topic with which I am comfortable, for this field experience I was forced outside my comfort zone to experiment with new technologies and topics. Because this was a multimedia project, I had to incorporate a number of different resources that would engage students while delivering content. I had to synthesize all my ideas and consider carefully what to include to support the final project on which students would be assessed.
Creating the webquest required that I apply my learning about multimedia instruction and design to creating an attractive, useful webquest. I had to understand the medium I was using, Weebly, as well as becoming familiar with the social studies standards I had chosen for the student learning task. I also had to consider the student technology learning environment at my school as I developed the webquest.
Completing this field experience was extremely valuable. I learned first of all the amount of time and effort that is required to complete a unit project of this magnitude. Teachers create lesson plans all the time; creating a technology-based multimedia lesson is much more challenging than I expected. Although I am satisfied with this webquest, the next time I create a webquest I will probably use a different layout. I learned that as hard as it was, the webquest is engaging and challenging to students, and I am convinced of the positive effects of using webquests for student learning activities.
The impact of this field experience will be assessed initially as students complete the activity during this school year. Their engagement in an authentic task should yield real understanding of the economic content being presented. Additionally, I will create more webquests. Our students do not have experience using this medium, yet the webquest format is perfectly suited to our project-based curriculum. When other teachers embrace the medium and create webquests for their students, it will document that my first foray into creating a webquest and sharing the benefits and tools has impacted professional learning and school improvement.
Creating a multimedia learning experience for students has been one of my most rewarding, challenging, and practical experiences. When I started this webquest project I was only slightly aware of the possibilities for using this format for student learning. This artifact is the structured time log documenting my investment of time and effort into creating a learning tool I am proud for my students to use.
This artifact documents in great detail my ability to learn from field experiences and synthesize and apply the content and professional knowledge required to learn to create a webquest. In the past when I have developed lesson plans, I have not focused as much time and concentrated reflection as to this project. Instead of developing a standards-based lesson in a familiar format on a topic with which I am comfortable, for this field experience I was forced outside my comfort zone to experiment with new technologies and topics. Because this was a multimedia project, I had to incorporate a number of different resources that would engage students while delivering content. I had to synthesize all my ideas and consider carefully what to include to support the final project on which students would be assessed.
Creating the webquest required that I apply my learning about multimedia instruction and design to creating an attractive, useful webquest. I had to understand the medium I was using, Weebly, as well as becoming familiar with the social studies standards I had chosen for the student learning task. I also had to consider the student technology learning environment at my school as I developed the webquest.
Completing this field experience was extremely valuable. I learned first of all the amount of time and effort that is required to complete a unit project of this magnitude. Teachers create lesson plans all the time; creating a technology-based multimedia lesson is much more challenging than I expected. Although I am satisfied with this webquest, the next time I create a webquest I will probably use a different layout. I learned that as hard as it was, the webquest is engaging and challenging to students, and I am convinced of the positive effects of using webquests for student learning activities.
The impact of this field experience will be assessed initially as students complete the activity during this school year. Their engagement in an authentic task should yield real understanding of the economic content being presented. Additionally, I will create more webquests. Our students do not have experience using this medium, yet the webquest format is perfectly suited to our project-based curriculum. When other teachers embrace the medium and create webquests for their students, it will document that my first foray into creating a webquest and sharing the benefits and tools has impacted professional learning and school improvement.