Game design project
In ETEC 526: Games & Simulations I designed a learning experience for 8th grade Social Studies students where I integrated a problem solving game for them to use as a review for an upcoming assessment. The design process we followed from week to week in this course gave me the opportunity to subsequently build the entire game that I call Breaking In to America.
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I could have justified this project to fit on any of the learning outcome pages here on my site, but I mostly believe I’ve demonstrated my ability to effectively design, develop and integrate a variety of technological applications. My design project showcases how I chose a learning objective, applied my newfound knowledge of game design and then developed a game infused with technology that is ready for an authentic audience of teachers and students. All of the links shared here provide all of the instructional and game design materials needed to host this gaming experience.
technology integration unit project
My ETEC 562: Applied Instructional Media and Technology course was filled with research on media for instruction and learning about major learning and design theories. With this newfound knowledge, it was time for me to demonstrate my abilities to create a unit of study that implemented technology based upon one of the learning theories I had studied. Here is a link to my original idea and proposal.
A main principle of constructivism is for instruction to be concerned with the experiences and contexts that make the student able to learn. In order for students to understand the learning objective, creating an experience where students will create a personal example will make the big idea easier to learn. I felt this would pair well with 8th grade students learning about theDeclaration of Independence, so I created a unit where students would be developing their own.
A main principle of constructivism is for instruction to be concerned with the experiences and contexts that make the student able to learn. In order for students to understand the learning objective, creating an experience where students will create a personal example will make the big idea easier to learn. I felt this would pair well with 8th grade students learning about theDeclaration of Independence, so I created a unit where students would be developing their own.
Details of the lesson can be seen when clicking on the lesson plan above and when viewing my final presentation. This unit of study shows my ability to include the use of several different technology applications in a setting that is appropriate,engaging and challenging to students. I have previously mentioned a desire to grow in my knowledge of learning and design theories, and this entire project is a reflection of that accomplishment.
Web 2.0 Lesson design, demo and reflection
For my final Web 2.0 Tech project I had to evaluate, select, and incorporate learning technologies into instruction, so I chose to create and demo a lesson for a Spanish class that used three G Suite apps - Google Hangouts, Plus Communities and Calendar. I have been wanting to connect an American Spanish class with a class from a Spanish speaking country that was learning English. The video below shows how this is made possible. Here's a link to the instructional piece.
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This particular project gave the opportunity to practice my on-camera speaking skills. In order to feel fully comfortable I felt like I needed to know how to whip through the technology piece. I think when you're trying something new it's important to share your experience because you tend to learn more when you are teaching others. I plan on screencasting more this fall to help fellow teachers understand how they can develop their own lessons with integrated technology.
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Robert Gagné's Theory of Instruction
Early on in my ETEC 562: Applying Instructional Media and Technology course, we participated in a group project. The task was to research and present an assigned a learning theory; our four member group's topic was Robert Gagné's Theory of Instruction. I was personally responsible for and eager to include a lesson plan that was based on the learning theory. I have never
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considered myself "book smart" when it came to instructional design, but it is something I truly enjoy doing. Having limited recollection of my undergrad Educational Psychology course, I felt this project could serve as an opportunity of redemption.
I took a seventh grade science lesson about biodiversity and designed a learning experience based on Gagné's Nine Events of Instruction. This project is particularly meaningful to me because it demonstrates my ability to learn about a respected learning theory, |
synthesize the details and then apply that knowledge to a lesson ready to use in the classroom. Furthermore, this specific lesson exhibits my range as a lesson designer in that I did not choose a Social Studies lesson, my specialty, to design.
Demonstration of Effective design and technology integration
As an Instructional Technology Facilitator in Mesquite ISD, I serve as my department's liaison to the Social Studies Curriculum Department. In this capacity I consistently design and develop instructional technology materials for K-12 teachers to use in their classrooms. Here are two examples where my wok is curated for teacher's to instantly implement:
To ensure the successful implementation of these materials, and to ensure that learning objectives are met, I attend grade level PLCs to provide support to those who are in need. I regularly encourage the teachers I work with to help me reflect and adjust on the works I have created for them to use. Through site analytics, I have determined that these instructional sites serve middle school classrooms all across the state and country.