Reflective Statement
Artifact: Water Conservation Web Based Inquiry
STANDARD 8 – Information Literacy Skills
The competent teacher will develop information literacy skills to be able to access, evaluate, and use information to improve teaching and learning.
I selected to use the Water Conservation Web Quest as an artifact for Technology Standard 8 because it encompasses many different instructional strategies that develop students’ information literacy skills through an exciting website. The website presents students with a problem that they are in charge of solving in regards to water conservation. They are required to complete individual and group activities using a variety of different technology. For this assignment, I was instructed to create a web based inquiry on a topic of my choosing for any grade level. I chose a water conservation web quest for third grade students because they can use a variety of technological tools to critically think and problem solve in regards to a real world problem. The goal was to create a lesson plan in which all students were able to critically think and problem solve using a multitude of different technological mediums.
This artifact is an appropriate representation of the standard because it shows I can design a unit using a variety of different instructional strategies that facilitate students’ develop of information literacy skills. Performance indicator 8C states that the competent teacher “expects students to intellectually access, evaluate, and use information to solve problems and make decisions in all subject areas.” Throughout the webquest, students are required to access the information on the different pages of the webquest, they are asked to evaluate the information they read and watch, and to solve problems to conserve water. In this lesson, I combine instructional strategies that cater to learning styles such as individual work, partner work, group work, hands on experiments and activities, watching videos, creating graphic organizers, creating posters, filling out surveys, and finally creating a video and presentation to the school principal on how the school can save water. This gives students an opportunity to give an authentic presentation of their solution to the problem they were presented with. They are forced to use their information literacy skills to discover solutions to a big, real world problem. Overall, I believe this online unit caters to many different learning styles.
Artifact: Water Conservation Web Based Inquiry
STANDARD 8 – Information Literacy Skills
The competent teacher will develop information literacy skills to be able to access, evaluate, and use information to improve teaching and learning.
I selected to use the Water Conservation Web Quest as an artifact for Technology Standard 8 because it encompasses many different instructional strategies that develop students’ information literacy skills through an exciting website. The website presents students with a problem that they are in charge of solving in regards to water conservation. They are required to complete individual and group activities using a variety of different technology. For this assignment, I was instructed to create a web based inquiry on a topic of my choosing for any grade level. I chose a water conservation web quest for third grade students because they can use a variety of technological tools to critically think and problem solve in regards to a real world problem. The goal was to create a lesson plan in which all students were able to critically think and problem solve using a multitude of different technological mediums.
This artifact is an appropriate representation of the standard because it shows I can design a unit using a variety of different instructional strategies that facilitate students’ develop of information literacy skills. Performance indicator 8C states that the competent teacher “expects students to intellectually access, evaluate, and use information to solve problems and make decisions in all subject areas.” Throughout the webquest, students are required to access the information on the different pages of the webquest, they are asked to evaluate the information they read and watch, and to solve problems to conserve water. In this lesson, I combine instructional strategies that cater to learning styles such as individual work, partner work, group work, hands on experiments and activities, watching videos, creating graphic organizers, creating posters, filling out surveys, and finally creating a video and presentation to the school principal on how the school can save water. This gives students an opportunity to give an authentic presentation of their solution to the problem they were presented with. They are forced to use their information literacy skills to discover solutions to a big, real world problem. Overall, I believe this online unit caters to many different learning styles.