Title

21
st
Century Skills and Tools

Time
&
Collaboration

Learning how to effectively analyze the productivity and effectiveness of
technological tools, materials, and other resources were skills I developed through my
Instructional Technology Program at Towson University.

I learned about a variety of applicable Web 2.0 tools that facilitate a deeper
understanding of how to implement these tools within the curriculum and school
setting. Utilizing digital resources such as Symbaloo, Voki, Wikispaces, Moviemaker
2.6, and Audacity to develop instructional videos, have been both engaging for my
students and fellow staff members, as well as myself!

In both my ISTC 541 (Fall 2010) and 633 (Spring 2012) courses, I demonstrated the
ability to complete the common paperwork generally used in video production. In
addition, I designed an instructional video using production steps and their related
design tools, such as Moviemaker 2.6, to create a Non-Original video by demonstrating
cyber awareness on copyrighting materials for the video.

Content
&
Description

In my ISTC 541 class I uploaded and demonstrated various assignments and
participated in online discussions with Web 2.0 tools, technology integration into
curriculum, and theoretical practices and knowledge.

In my ISTC 633 I demonstrate the ability to complete the common paperwork
generally used in video production, design instructional video using production steps
and their related design tools, such as Moviemaker 2.6, to create a Non-Original video
by demonstrating cyber awareness on copyrighting materials for the video.

In the past, third graders have had difficulty comprehending poems due to their
complexities. Determining the speaker's tone and mood in a poem is an advanced skill
that many of my students have struggled with in the past. By integrating technology
into lessons, students were actively engaged and exposed to a variety of technological
resources; Which in turn, helped further student understanding of these skills
through real world application, presentation, and exploration! to help demonstrate
their understanding of these skills. The brainpop video will be used as another outlet
to teach students a skill as opposed to a worksheet, PowerPoint, or poster. By
presenting poetry through a visual movie and an auditory podcast, it can help students
hear and see the mood and tone of the poem, while being able to identify specific
details that contributed to the meaning of the poem. Having students use the
podcasts will help stimulate and extend student learning and creativity.
All of these artifacts have been independently created by myself in the following
courses;


ISTC 541 FOUNDATIONS IN ISTC
o Wiki Assignments
Lesson Plan Write up
(Connections to Third Grade VSC and MTTS Standard V)
Voki for Instruction on Mood/Tone
I Saw a Tiny Starfish podcast using Audacity
Moviemaker 2.6 Video Integration - Ancient

ISTC 633 INSTR VIDEO
o Moviemaker 2.6 Video Integration The Solar System
(Non-Original Video)
o Moviemaker 2.6 Video Integration Stop Bullying
(Final Project)
APPLICATION OF WEB 2.0 TOOL FOR PD AND THIRD GRADE RESOURCES
o Symbaloo Reading Resources, Math Resources, and Professional Materials and
Resources.

Justification
&
Reflection
Educators can use multiple means of media as a useful tool in motivating and engaging
students with new information. Students need to build conceptual understanding
through problem solving and real world applications. All of the above artifacts and
tools allowed my students to become successful by utilizing 21
st
century skills.

In a text read for one of my courses, R. Spiro et. Al. (in Duffy & Jonassen, 2008),
defined the term hypertext and random access instruction. Hypertext is the ability
to simutaniously view or utilize information or pother resources. His is a good example
of using symbaloo to web browse several different websites at once. Random access
instruction allows for a non-linear learning environment for students to take in or
apply several resources at once. Therefore meeting the needs of our digital natives.
Based off of Jonassen et al, (2008) p. 215, Visualizing Technologies helped my
students evaluate their actions and figure out what needed to be adjusted or
changed. This created a feeling of empowerment and control that children dont
normally become familiar with until they are more independent learners. When my
students were able to find skills or areas to improve upon, they gained a better sense
of self-efficacy and self motivation.

Television builds background for children and adults to make connections to new
information learned. It also helps them to transfer information in a conceptual and
meaningful way from a visual perspective. Using Moviemaker to demonstrate
understanding of fictional and non-fictional texts helped my students be able to
manipulate the information for conceptual understanding like they would with math
manipulatives. It creates real world application and opportunity for our 21
st
century
learners to problem solve and think critically.

Students today are developmentally different than adults based on their exposure
and over use of technology. By using technology we are accommodating these students
developmental and cognitive needs. All the websites and programs I have learned
through my ISTC courses have inspired me to utilize more technology in the
classroom.