EDTC 604

Artifact – Crawford Technology Page

Click on the image to visit the Crawford Technology Page

Crawford Technology Page

Reflection

The purpose of this assignment was to create a webpage with an educational purpose utilizing tools/methods we had learned during class.  How to embed many of the documents/videos on the pages was learned during this course as well as how to enable the drop down menu for Google sites in this course.

In many ways, I view the Crawford Technology Page as my true capstone which is why I have included it.  It incorporates and encapsulates so much of what I have learned technologically and pedagogically over the last two years.  For example, before this program, I believed that to create a webpage like that would take months of learning code.  Instead, each of the special embeds took less than an hour to figure out.  Before I started this program, most of the links would have been just to curricular resources with information or content.  Instead, most of the links are to tools for the kids to use to create products that show their understanding of content.  Not only does the site hold links to many of the tools I learned about during the program, the site itself is constructed with tools and websites I learned about throughout the program: Google Sites, Google Presentation, Google Forms, Google Docs, Prezi, YouTube, Jing, OpenClipart.org, and LiveBinders, to name just a few.

No, the site is not “complete” yet.  The Google section still needs to be finished.  No, the site is not used very much by my staff.  In some ways, this site was made prematurely because my staff isn’t quite ready to seek out tools/help on their own.  But I feel that I have created the tool for them I’d been itching to make for months.  And when they are ready, it will be ready for them.

Standards Exhibited

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

  •  demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
  • collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
  • communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
  • model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

  • 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.
  • promote and model digital etiquette and responsible social interactions related to the use of technology and information.

5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

  • 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.
  • 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.
  • contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

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