1. ITSE Standard 1
1.1. 1A:Promote, support, and model creative and innovative thinking and inventiveness.
1.1.1. I USED
1.1.1.1. CREATING HASHTAG CI 2300
1.1.1.1.1. DEMONSTRATED BY
1.1.1.1.2. By creating #CI2300, as a class we were able to promote our desire to become media literate to communities of fellow teachers in hopes of supporting each other.
1.2. 1B:Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
1.2.1. I USED
1.2.1.1. HAMLET’S BLACKBERRY READING ASSIGNMENT
1.2.1.1.1. DEMONSTRATED BY
1.2.1.1.2. The class collectively read chapter 13 of the book, Hamlet’s BlackBerry. We learned about the modern issue of overuse of screen time. We learned the importance of a digital sabbath by reading the material in a class that focuses on media literacy and media responsibility.
1.3. 1C:Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
1.3.1. I USED
1.3.1.1. DIGITAL SABBATH REFLECTION
1.3.1.1.1. DEMONSTRATED BY
1.3.1.2. Each class member participated in a media sabbath to promote student reflection about their internet use. We had to plan when we would take the sabbath and shared our experience with fellow classmates about our understanding after the assignment.
1.4. 1D: Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
1.4.1. I USED
1.4.1.1. SOCIAL MEDIA/TWITTER CHAT
1.4.1.1.1. DEMONSTRATED BY
1.4.1.1.2. Participated in collaborative effort to share knowledge with fellow educators via Twitter. We shared our own knowledge in group forums to learn about a virtual environment.
2. ITSE Standard 3
2.1. 3A:Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
2.1.1. I USED
2.1.1.1. CONCEPT MAP
2.1.1.1.1. DEMONSTRATED BY
2.1.1.1.2. I used a concept map to transfer the systems I learned throughout the course. Through charting my ideas, I am able to demonstrate my media literacy fluency.
2.1.1.1.3. 3B:Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
2.1.1.1.4. I worked together with my classmates to evaluate media such as a commercial and a movie trailer. We added our responses to voicethread and interacted with each other.
2.2. 3C:Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
2.2.1. I USED
2.2.1.1. 40 EDUCATION TWITTER CHATS WORTH YOUR TIME.
2.2.1.1.1. DEMONSTRATED BY
2.2.1.1.2. We were assigned to look over the 40 education twitter chats worth your time.
2.3. 3D:Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
2.3.1. I USED
2.3.1.1. MEDIA ANALYSIS OF CHIPOTLE’S SCARECROW ADVERTISEMENT
2.3.1.1.1. DEMONSTRATED BY
2.3.1.1.2. We evaluated and analyzed the scarecrow advertisement. We used the current media tools YouTube and Google docs to work together to facilitate a group project and support each other’s learning by dividing up the assignment and assisted each other with evaluating the media.
3. ITSE Standard 2
3.1. 2A:Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
3.1.1. I USED
3.1.1.1. CREATION OF HOOK VIDEO
3.1.1.1.1. DEMONSTRATED BY
3.1.1.1.2. I created a hook video to entice my future students to look forward to a book we would read and learn about it class. The assignment allowed each class member to be creative and design a video that was relevant to their discipline.
3.2. 2B: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
3.2.1. I USED
3.2.1.1. INTRODUCTION FLIPGRID
3.2.1.1.1. DEMONSTRATED BY
3.2.1.1.2. Our very first assignment was the introductory flipgrid assignment. It enabled us to tell other classmates about who we are and what our academic objectives are.
3.3. 2C:Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
3.3.1. I USED
3.3.1.1. DESIGNING MEDIA LITERACY VOICETHREAD
3.3.1.1.1. DEMONSTRATED BY
3.3.1.1.2. I created a Media Literacy VoiceThread based off of my desire to teach English in the classroom. I decided that Little Women would be a book that I covered and so I had the students evaluate the media, compare it to the novel, and evaluate what type of media it is and who it is trying to reach.
3.4. 2D: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
3.4.1. I USED
3.4.1.1. PROFESSIONAL TEACHING WEBSITE
3.4.1.1.1. DEMONSTRATED BY
3.4.1.1.2. I created a website for my career as a professional teacher. We used a rubric of technology and content standards to assess our project. We used multiple platforms to combine our work for the website.
4. ITSE Standard 4
4.1. 4A: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
4.1.1. I USED
4.1.1.1. COPYRIGHT FAIR USE AND COMMONS
4.1.1.1.1. DEMONSTRATED BY
4.1.1.1.2. Through the assignment I learned the importance of legal and ethical copyrighted media. Through our test, we were able to demonstrate that we advocated for ethical media distribution.
4.2. 4B:Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
4.2.1. I USED
4.2.1.1. DIGITAL NATIVES, DIGITAL IMMIGRANTS 4-2-2 RESPONSE
4.2.1.1.1. DEMONSTRATED BY
4.2.1.1.2. Through this project, I learned about the struggles between those who grew with technology and those that did not. I learned the importance of addressing the needs of all learners in media.
4.3. 4C:Promote and model digital etiquette and responsible social interactions related to the use of technology and information
4.3.1. I USED
4.3.1.1. READING: HOW TO PARTICIPATE IN A TWITTER CHAT
4.3.1.1.1. DEMONSTRATED BY
4.3.1.1.2. By reading this assignment, I was able to learn about Twitter etiquette as someone who has never used that platform. By learning, I was then able to promote and model the etiquette throughout the community.
4.4. 4D:Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
4.4.1. I USED
4.4.1.1. KEY CONCEPTS OF MEDIA LITERACY
4.4.1.1.1. DEMONSTRATED BY
4.4.1.1.2. My assignment was to learn about the key concepts of media literacy. After developing that knowledge, we applied ourselves as a class to review media such as a commercial and a movie trailer to discuss the sociology of meaning of the media.
5. ITSE Standard 5
5.1. 5A:Participate in local and global learning communities to explore creative applications of technology to improve student learning
5.1.1. I USED
5.1.1.1. READING “NO ZOMBIES” AND COMMUNICATING WITH PEERS
5.1.1.1.1. DEMONSTRATED BY
5.1.1.1.2. I read our assignment “No Zombies”, This assignment was great because it shared a fellow instructors suggestions for getting students engaged from diverse backgrounds. We responded with our class about our reflections on the reading to participate in local learning.
5.2. 5B:Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
5.2.1. I USED
5.2.1.1. TEACHING WITH MEDIA TOOLS ACTIVITY
5.2.1.1.1. DEMONSTRATED BY
5.2.1.1.2. I had a group assignment where a fellow student and I created a two-day lesson plan about Henry IV, Part One. We created an interactive activity that used google slides and VoiceThread.
5.3. 5C:Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
5.3.1. I USED
5.3.1.1. BLOOM’S TAXONOMY
5.3.1.1.1. DEMONSTRATED BY
5.3.1.1.2. My assignment in class was to read about Bloom’s taxonomy. I discovered how to apply professional practice to my assignments from that point on.
5.4. 5D:Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community
5.4.1. I USED
5.4.1.1. COMMUNITY OF PRACTICE
5.4.1.1.1. DEMONSTRATED BY
5.4.1.1.2. An over arching goal over the semester was to participate virtually with the rest of my class. We reviewed our peers assignments and through encouragement, motivated our classmates to do our best.