Instructional Video

For this particular assignment I was challenged to create an instructional video for a grade level and subject matter of my choice. I worked with Holly Kramer, and we decided to make a video for second grade health class. We covered standard number six which outlines goal making. In this standard second graders are taught about how to make goals, and how goal making can help us achieve important health and fitness goals. Holly and I created a script and a plan to execute the video, met at Mira Costa College to film the video, and each edited our own videos using iMovie.

Check out our Process here:

Check out our video here:

Quiz yourself here:

This assignment really embodied the ISTE standard of “Designing and Developing Digital Age Learning Experiences and Assessments”. We had to make a completely digital instructional video from start to finish using technology that was relatively new to us. In addition, the quiz we made on Google Forms taught me one way in which I can assess future students in a digital way. This ISTE standard is so important because it holds teachers accountable for keeping up with the times and with technology to give their students the best learning experience possible, and to prepare them for the future. This assignment also achieved the ISTE standard of “Modeling Digital Age Work and Learning” because we had to collaborate with peers to use digital tools and resources to make a video for potential students. We learned how everyday, free resources, like iMovie and Youtube can be used in an educational setting to inspire student learning in a creative and digital way.


Reflective Learning

Prior to the beginning stages of the WebQuest activity for class I did not know much about WebQuests at all. Reading articles about WebQuests as learning tools in the classroom and finding examples of them was informative, but I don’t think I was able to get a full understanding of this particular teaching method until we had the opportunity to discuss the activities in class. I thought that making this activity a group effort was definitely beneficial. I had a great time brainstorming and coming up with a WebQuest with Kyle Wilkinson. We agreed on coming up with a WebQuest for sophomores in high school learning about WWII. We wanted to come up with something that would be interesting, informative and not too complicated or time consuming for our colleagues who would have to complete the activity. We decided to have our “students” complete a flyer for a tour of a significant WWII monument, memorial, location or museum. I thought this might be an interesting activity because I love traveling, and have had the opportunity to see a few significant WWII sites. In my opinion, seeing the monuments and real places where things happened really puts things into perspective and allows one to feel the history and relate to it on a deeper level. Kyle and I had a good time coming up with the WebQuest and trying to imagine the steps it would take for our future students would take in completing the activity. I was actually surprised that I enjoyed coming up with the WebQuest, because when I was first reading and researching WebQuests I did not think I would use that method in a future classroom ever. However, after creating and completing the WebQuests I found that they can be an interesting, and creative ways to help students better understand important topics. I participated in three WebQuests. One was for astronomy, one was about cells for a science class and the last one was for a PE class. From participating in those three WebQuests I learned I would probably not use a quiz as the main part of the assignment because students might just look up the answers online rather than answering the questions from the WebQuest resources. I really thought that all the WebQuests I participated in were very well thought out and informative. I was very impressed by Lisa and Arthur’s Surf Experience WebQuest because coming up with a WebQuest for a class like that was probably a little more difficult than the typical core subjects. They were able to incorporate budget planning, research and surfing into the WebQuest, and it was fun to complete. I think it was important for us to have the experience of creating, completing and evaluating WebQuests to really see how it could be a good tool in classrooms of all subjects and age groups. By going through those motions first hand, I feel that I developed a much greater understanding of what we learned and made meaning out of the point of doing a WebQuest that way rather than just assigning an activity on a piece of paper.


This assignment definitely related the ISTE standards for teachers. I thought it was directly connected to “Facilitate and inspire student learning and creativity” and “Design and develop digital age learning experiences and assessments”. In the WebQuest I made, and two of the three that I completed, student creativity was an essential part of the activity. I wanted student to use creative license to come up with the design for their flyer and come up with creative marketing strategies to make a flyer. For the Astronomy WebQuest that I completed, Rob and Courtney had the students create their own planet and explain why it met the criteria to be any planet, and more specifically why would be classified as the type of planet one decided. They encouraged students to create detailed descriptions of the planet life and aliens, or anything they might feel necessary. I think that Students could really get creative with their activity and have a lot of fun creating their own planet. The Surf Experience WebQuest also allowed for a lot of practical creativity that one would need when traveling in real life. By working with a Budget the students were able to get creative about where to stay and what airlines to use. They also had the students write a poem about the surf spot they chose. The WebQuest activities are a great way for teachers to expand on material and facilitate and inspire learning and creativity. When I was in middle school and high school a lot of our activities were just reading a chapter and answering discussion questions. Doing WebQuests rather than assignments like that really has the potential to deepen their understanding and allow them to get creative. Personally, I feel that I tend to retain information much better when I have gotten to critically think and be creative about it. As for designing and developing digital age learning experiences and assessments this assignment did exactly that. We developed a digital assignment from start to finish, found resources for our students, and were able to assess these completed WebQuests after our colleagues participated in them.

WebQuest Activity

In this week’s assignment for EDUC 422, we were asked to develop a WebQuest activity for our future grade level in groups of two to three. I worked with Kyle Wilkinson to create WebQuest for a 1Oth grade History class. Since Sophomores spend a lot of time learning about WWII, we designed an assignment where students would have the opportunity to be a little bit creative while learning about historical sites in which significant events of WWII took place! You can participate in our WebQuest activity here!

9 Elements of Digital Citizenship

It is really important that both students and teachers are aware of and follow these regulations for digital  citizenship. By becoming knowledgeable about these topics, students can be prepared to have success in the technological era that we are all currently apart of. As teachers, our main job is to set our students up for success, this is one way to do that. View my prezi poster below!

9 Element Poster

Connected Educator

Last Monday night I used Twitter for the first time, and it was a live chat (prior to Monday I didn’t even know what a live chat was)! To be honest, at first I was a little overwhelmed by the whole thing. I was very concerned I was going to miss a question of response and get behind. After getting the hang of it though I actually enjoyed it. I found that I had a hard time staying within the character limits, so I had to throw grammatical correctness out the door a couple of times. Additionally, if it took me too long to write my response I would have a lot of catching up to do in the chat. Despite the difficulties I faced during my first Twitter chat, I did have fun reading all of my peers responses and getting ideas from them. I think that is one way to use Twitter for life long learning. If I am able to stay connected with other teachers on Twitter, I will be able to keep using them as resources. Additionally I think live chats are a great way to collaborate with a lot of different people at the same time and brainstorm with one another.

It was fun to connect with my classmates through social media and to learn about them through their blog bios. I also really enjoyed reading the comments that were left on my first blog post! Everyone in this class has the same endeavor of becoming a teacher. By connecting with each other now we can keep in touch and have each other as resources in the future no matter what subject or where we end up teaching. I connected with four people from this class:

This assignment was really good for the 4th ISTE standard about online citizenship. It has helped us build our social network and learn more about how to behave and participate in online discussions through Twitter, blogs and even linked in!

Tech Tools Presentation

For this presentation, my group and I selected seven of the two hundred best tech tools for teaching. We each focused on one tool and researched how the tool could be used in a classroom to enhance both a teachers, and his or her students, experience. We set up a list of guidelines to evaluate each tech tool. For the best interest of time, we decided the most important points of explanation would be what the tool is, when to use it, examples of use, pros/cons and if we would recommend the tool to teachers.

I invite you to view our presentation here:

Group Six Tech Tools Presentation

You can tell us what you think of the presentation by completing our questionnaire in Google Forms

ISTE Standards

The ISTE Standards for teachers are a set of standards or guidelines that teachers need to follow to be prepared to educate students in the digital age. Following the standards help to insure that both teachers and students are prepared to understand and grow along with the several forms of technology that are used in such a digital, and technological dependent era.

There are five ISTE Standards:

  1. Facilitate and inspire student learning and creativity: teachers will help students advance creativity in their personal learning experience through the use of digital tools. The key components to this standard is innovation and problem solving in virtual environments.
  2. Design and develop digital age learning experiences and assessments: teachers will utilize digital tools in lesson plans, assessments and assignments. The tools used should accommodate to individual students learning styles, as well as allow students to manage their own process and educational goals.
  3. Model digital age work and learning: teachers will prepare their students for careers in the future by utilizing digital tools and platforms that are available and commonly used in the work force. Teachers are encouraged to do this by connecting with parents, peers and the community through the use of digital age media and formats.
  4. Promote and model digital citizenship and responsibility: teachers will follow and teach ethical and responsible use of digital tools. It is important that teachers are able to educate students of appropriate online behavior and the repercussions of having inappropriate photos, language and messages online.
  5. Engage in professional growth and leadership: as a teachers career progresses, it is important that he or she keeps up with the technology advances and the digital tools that are made available to them and their students. Teachers should continue to take technological based classes, evaluate research on digital tools, converse with colleagues and utilize digital tools in the classroom as much as possible.

As I am just beginning my education to become a teacher, I have not yet had the chance to learn the most effective way to fulfill each standard in a hands on way. I feel that I have an understanding of each standard, and why it is important that teachers possess the skill set to teach in the digital age. Additionally, I can see that educators need to provide students with the tools necessary to succeed in a digital age. In my opinion, being a student in the digital age at a collegiate level has given me a basis of knowledge for the use of technological tools in the classroom. The biggest difference is that I have always been on the student side of things, and I will be transitioning into using the technology to teach. I definitely feel more confident in modeling digital age work and learning and promoting/modeling digital citizenship because I have more personal experience with those two standards from my college experiences and even through using social media sites. I am eager to learn and improve my skills and knowledge in facilitating and inspiring student learning and creativity, designing and developing digital age learning experiences and assessments and engaging in professional growth and leadership.

To other aspiring educators, what are your ideas on how to implement the ISTE Standards into everyday situations in the classroom?