Design+and+Development

Design and Development When getting a request for resources, I look at the goal and how they'll assess, then make sure that the resources connect the two. In doing this I looked at several already out their and asked teachers to use them. I combined unto I had one that met our goals. This allowed for the designing of the lesson to be supported by technology. || Many times the request was vague, to me. The teacher knew what resources they wanted to meet their students needs, so I needed a way to help my search to be more focused. I found criteria that others have used and started to try them. || I will use the sheet for myself to make sure that Iunderstand the purpose and features of a technology that the teacher needs to meet her goals. This helps me to get them to verbalize how they picture the lesson. Teaching styles are different and I need to find the right fit. This will help when integrating the technology and not starting with the technology. || I designed this with the teachers finding resources that meet the standards so that it can easily have more added. I involved the content specialist and looked for resources already being presented, like the ORC. By going through the process with the teachers I was able to present what they wanted but also to include supports they would need for their students. The site was developed as teachers saw a need for more supports. They realized that the resources were easily found but that they didn't match their students needs. || The layout was easy for the teachers to use but I needed to break some categories down for more support. It became obvious that their need was for tools to support their student learning disabilities. The design had multiple entries so that supports could be found easily. || To provide a resource that they can use and only finding content resources was not their top priority. A site with specific resources that can be updated would be a great resource for teachers as they plan lessons. This would put al components of a lesson I one place for planning a technology integrated lesson. ||
 * FE || Description || Impact || Intent ||
 * =Criteria= || .Resources are always being sought and used in instruction.
 * =Social Studies and Common Core= || With standards changing, there were questions resources available.
 * =SMART tutorials= || This is part of a wiki that shows tutorials on specific features and why they would be used in a presentation or as part of a lesson. They are only 2-5 minutes in length to keep them focused on one thing. || Great response to this from teachers. They put on for ones that they need or make suggestions of what to add for usage. || Continue to monitor and add tutorials, either created or already online, as requested. ||
 * courses ||  ||   ||   ||
 * =SMART integrated= || The project was used with my school staff where I wanted to give support for interactive boards but also information on how to integrate technology. This would be a skill for them to use in any course and not just with the specific technology. Supports are built in so that the technology doesn't become overwhelming. || When working with a group all skill levels need to be accommodated. Tis makes them more engaged and more likely to return to the site to learn new skills or to explore new ideas. || Building the concepts for integrating technology and the content/skill need to be done side by side. All sites will have a design created so that the flow of support can be followed. ||
 * =Portfolio design= || To represent my skills and knowledge, I designed an ePortfolio to showcase my coursework and field experiences that would also be easy to maneuver. || The tabs make the site easy to easy from any page. The reflections are separate from the visual display to make it more pleasing and less cluttered. || Monitor and update every few months with a new skill, concept or reflections. ||
 * =Platectonic design= || This is designed for student use as a webquest which is done in groups or independently. Their are tutorials for the student on how to use the site and rubrics to assess each part. Assessments are built in to be formative and summative. The students learn and use technology while exploring a content area. The technology is integrated to provide a richer learning experience. || Students, who have used technology, may still not have the skills needed to complete an academic task. So all supports need to be accounted for and built in. || By following students assessments and comments the site can be made to suit all students needs for success. ||
 * =Platectonic design= || This is designed for student use as a webquest which is done in groups or independently. Their are tutorials for the student on how to use the site and rubrics to assess each part. Assessments are built in to be formative and summative. The students learn and use technology while exploring a content area. The technology is integrated to provide a richer learning experience. || Students, who have used technology, may still not have the skills needed to complete an academic task. So all supports need to be accounted for and built in. || By following students assessments and comments the site can be made to suit all students needs for success. ||