Silvia C.

Parker
June 21st, 2018
Version 1

2.2 Research-Based Learner-Centered Strategies: Candidates model and facilitate the use of research-based,
learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)
Artifact: Internet Lesson Plan
The artifact I chose to demonstrate mastery of Standard 2.2 Research-Based Learner-Centered Strategies is the
Internet Lesson Plan that I wrote for ITEC 7430 Internet Tools in the classroom. The lesson plan was created
for a third grade science unit about weathering and erosion. The purpose of the lesson plan was to create a
learning experience in which technology tools were widely used in order to give students the opportunity to
collaborate, create, and solve problems.
The Internet Lesson Plan demonstrates mastery of Standard 2.2. The lesson plan was structured to take five
days to complete. The students were asked to perform several tasks that gave them the opportunity to use
technology. One technology initiative from Gwinnett County Public Schools is to give students the opportunity
to communicate what they know through technology applications. In this project, the students learned about
weathering and erosion, but they also had to perform several experiments that required them to reflect in online
applications such as Padlet. Moreover, the students were also assessed through the creation of a multimedia
presentation using Google Slides. This project definitely shows mastery for Standard 2.2 because it modeled
and facilitated activities that were research-based and student-centered. Moreover, differentiation was also
evident since the students were given the opportunity to show what they knew in different ways. For example,
students were given the opportunity to record their answers instead of typing them. They were also able to use
pictures to explain the concepts of weathering and erosion. Moreover, the students were also given the
opportunity to work in small groups. Lastly, as a facilitator of learning, I had to invest a lot of time creating
tutorials that modeled the appropriate way for students to interact with the technology resources they had to
use.
This artifact was extremely beneficial to me. I learned a lot about creating technology based units. I had several
challenging moments while executing this unit with 3rd graders. That is, most of the students were not familiar
with either Padlet or Google Slides; therefore, I invested a lot of time helping the students access the materials
as well as posting online. However, this intense tutoring was worthy since the students were very eager to learn
and explore. The students were engaged throughout the activities, and they were excited to use the technology-
based resources. As the students became better at posting and interacting with the resources, they were more
eager to create and to participate. As a result of this experience, I also learned to manage and distribute
technology devices wisely in order for students to have equal access.
The impact of this artifact was assessed through the students’ presentations and responses. The students were
able to display what they had learned on their reflections and on the presentations they created throughout the
unit. Moreover, the students’ work was shared with their homeroom teacher in order to not only showcase their
work, but also to encourage teachers to use similar tools in their classroom.