Bria Koch

I.B.  Integrating technology into curricular planning and instructional design including:

• research on and evaluation of existing and emerging technologies,

• use of instructional theories and teaching models,

• learner characteristics, developmental levels, and individual differences as related to instructional technology resources and modifications,

• access and use telecommunications for information sharing, remote information access and retrieval, and multi-media/hypermedia publishing,

• electronic mail and Internet resources for communications and instructional support

 

Reflection: I feel that I exceed the competency expectation in using electronic resources in order to communicate with parents, students, and other colleagues. GILT 512 and GDIT 720 gave me experience using different teaching models to plan lessons and learning materials.

 

Rating: Exceeds expectation

 

Artifacts:

• Using Google Sites, Wix, and Weebly I now know how to create my own website that can be
  used to communicate with students and parents. Though I'm currently not permitted to make a
  parent communication website at my preschool, this site created for my Instructional
  TechnologyPortfolio will be used as a basis for the creation of websites for my students in the
  future. 

• GILT 520 enabled me to create an Integrated Thematic Unit based on a topic of my choice. I
  created an entire unit for first grade students on the season of autumn that included six subject
  areas with lessons and interactive technologies.

• I follow education blogs to find out about the latest trends and resources, and I use discussion
  boards to communicate with colleagues and other professionals. Using Blackboard for courses
  has shown me how beneficial the discussion board feature can be in an online classroom. It was
  helpful to see questions that other students had asked, and it was nice to be able to see what
  other classmates were working on for their classrooms.

• Through the Blackboard Wiki tool, I was able to create a Wiki page on Skype software, and view my classmates' pages on other types of hardware and software. The ability to share information with my peers and learn more about different topics from their research really made the material more interesting since everyone was able to put a fun spin on their topics.

• In GILT 512, I worked with a group of my peers to create a unit plan on non-fiction text features using the ADDIE model. We each prepared lessons for one week, and as a result, completed a one-month plan together. My section of lessons was for the final part of the unit where the students were working to create their own non-fiction text pieces. 

• In GDIT 720, I worked with my peers and Dr. Kush to edit and publish materials to create a
  working course on iTunes centered on the Spiritans and their impact on Duquesne University.
  The will be published in the upcoming months and will be found in iTunes University.

• I created an asynchronous lesson for GILT 631. This lesson was created for third grade
  students, and used a variety of interactive resources to allow students to learn from any
  place with an Internet connection.