Reflection for ISTE NETS Standard #2

I recently put together a project that related to manipulating and interpreting data in Excel. I thought that students would find the information particularly interesting as it relates to something that likely was very influential upon them during their childhoods: animated films. The data set that I discovered online includes how many seconds of alcohol use and tobacco use are found in several dozen films that were issued between the late 1930s through the late 1990s. I took some time to add to the data set by using IMDb to determine when each of the films was released.

During the lesson, students will reflect upon films they remember from their childhood, recall whether or not there was alcohol or tobacco use, and question if they recollect that having an immediate influence upon them. During this discussion, we will also look at the data set itself and focus upon how an outlier can affect the presentation of information to the reader in the form of a chart.

This project fits into ISTE NETS Standard number two: Design and Develop Digital-Age Learning Experiences and Assessments. This incorporates the following concepts:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

The creation of the spreadsheet and chart are reflective of part (a), the first portion of the standard. The manner in which the lesson has been setup meets section (b) by allowing students to physically manipulate the information to create further understanding. Although I feel that if I had been aware of this goal prior to the creation of the project, I would have made certain alterations to fit these criteria and make the lesson more meaningful. Honestly, I do not feel that this truly meets the goals of (c) either. These are aspects of the standard that I will need to incorporate further in the future. The lesson provides (d) both formative and summative assessment opportunities through in-class observation as well as tangible information documented in the worksheet that students complete as part of their homework.

ISTE NETS Standards #4 Reflection

I have recently created a website on Google Sites for the Rules of the Road Project that provides information to students about digital citizenship, appropriate use of the internet as a resource, as well as information relating to copyright and plagiarism. This site provides links for students to learn about these topics in a more interactive manner.

The standard which relates to this project is number four, which is titled: Promote and Model Digital Citizenship and Responsibility. The aspects of this standard are listed below:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

The site itself is a model for the first item (a) under standard number four. Throughout the website, references are made in relation to where I retrieved certain copyrighted items. This shows students that it is important to indicate where information is ascertained. In relation to the second item (b) there are links for students to use which lead them to other websites that provide interactive options to learn about the specific topics more in depth. The website promotes etiquette and responsible social interaction (c), particularly in relation to using the internet for homework at home. In addition, the page which deals with the Student Internet Usage Pledge provides details about inappropriate online contact/interactions and when to speak with an adult or parent about online situations. While this project does relate to (d) digital culture, it does not necessarily address students' personal cultures. I will need to think about the possibilities of how to incorporate that a bit more.