LaShaun

Lovett

Multimedia Design Project Assessment (MDPA) Report

Product URL: http://colonialamericageo.weebly.com/

_____________________________________________________________

Analysis
Learner Analysis

Bradwell Institute (BI), located in rural Hinesville, GA is classified as a Title I school in the
Liberty County School System (LCSS) with 30% of its student population being classified
as economically disadvantaged. The total student enrollment in 2018 was approximately
1670 students with 57% African-American, 20% white, 13% Hispanic, 8% multi-racial and
2% Asian populations. The Georgia Department of Education (GaDOE) has reported that
during the 2018 school year, 12% of Bradwell Institute’s student population was
identified as having some type of disability while 2% of the total population was
identified as English Language Learners (ELL). Additionally, in 2018 the GaDOE’s College
and Career Ready Performance Index (CCRPI) data reported a 58.4% content mastery for
Social Studies, Science, Math and English Language Arts Georgia Milestones and the
Georgia Alternate Assessments (“The Governor’s Office of Student Achievement”).

Students enrolled in the US History course at Bradwell Institute are mostly classified as
11th grade students who range between the ages of 16-18 with varying reading levels,
language abilities and technical capabilities. Due BI being located Ft. Stewart’s military
base, many of the students throughout the school have transferred from various schools
districts within and outside of the United States, as there is a significant military
population within the LCSS. As a result of this transient population, prior knowledge of
any particular content would vary based on where the student was previously enrolled
and the subject and standards taught in that district.

Context Analysis

The average US History class in LCSS consists of 20-32 students enrolled in a 90-minute
class for one semester (approximately 90 days). Liberty County School System is rich
with technology; students enrolled in LCSS have been 1- to -1 with district issued iPad
devices since third grade while lower grades have access to a class set of devices.
Additionally, the school district has other technology resources available for instruction
such as Apple TV, RecordEx Boards, classroom cameras and microphones as well as

2

applications and subscriptions to supplemental online educational tools. Based on
student need, there are several forms of Assistive Technology (AT) available to those
students needing assistance with completing tasks. Examples of these forms of AT
available to students consists of Google Translator, recorders, presentations and
recorded lessons available directly to students for student-paced learning.

Within the LCSS, teachers have access to Media Specialist, Instructional Technologist
and other forms of Professional Development (PD) to assist with using the technology
available in the district and integrating technology in ones instruction. When considering
the level of technical proficiency of the teacher, based on the Technology Integration
Matrix (TIM), the teacher would be classified between the levels of Adoption and
Infusion (“The Technology Integration Matrix, 2019). Within the US History course, the
teacher directs students in the routine uses of technology tools in most instances (i.e.
responding to emails, viewing presentations, completing daily tasks, accessing assigned
material) and in other instances, the teacher allows students to select the forms of
technology they will use to complete an assigned task. The teachers use of technology in
the classroom goes beyond minor procedural uses, the teacher uses technology to
design instructional material and activities, evaluate and monitor student performance
data as well as communicate with parents, students and administrators.

Current Social Studies content standards for the state of Georgia address student
mapping and information processing skills. Based on the Georgia Standards of
Excellence (GSE) for Social Studies regarding US History for 9-12 grade students,
students at this grade level should be at the stage applying what they have acquired
from the learning goal to further improve their level of mastery (“Social Studies Georgia
Standards of Excellence”, 2019). For example, US History students should be able to
construct charts, tables and detailed written or verbal responses to compare and
contrast two or more items. Additionally, the state of Georgia has adopted the
International Society for Technology in Education (ISTE) National Educational
Technology Standards for students (NETS-S) where districts and teachers are expected
to use technology to accomplish their learning goals. Students are expected to use
critical thinking skills to solve problems, complete projects and activities while building
their knowledge, skills and abilities all through the integration of technology as a
learning tool in the classroom. The objective is to efficiently prepare students to enter
the 21st Century where they are prepared to compete and work on a national and global
level as informed citizens in society (georgiastandards.org).

The state of Georgia’s US History standards consist of comparing and contrasting the
development of English settlement and colonization during the 17th century to assessing
the political, economic, and technological changes during the Reagan, H.W. Bush,
Clinton, W. Bush and Obama administrations. As stated in the GSE, students at the high
school level should be at the stage of applying what they have learned to further
improve content mastery (georgiastandards.org). Students are expected to create
specific products based on the learning objective.

 LaShaun Lovett

Task Analysis

When focusing on GSE for US History SSUSH1a-d, students are expected to compare and
contrast the development of English settlement and colonization during the 17th
century. Students will:

a. Investigate how mercantilism and trans-Atlantic trade led to the development

of colonies.

b. Explain the development of the Southern Colonies, including but not limited to
reasons established, impact of location and place, relations with American
Indians, and economic development.

c. Explain the development of the New England Colonies, including but not
limited to reasons established, impact of location and place, relations with
American Indians, and economic development.

d. Explain the development of the Mid-Atlantic Colonies, including but not

limited to reasons established, impact of location and place, relations with
American Indians, and economic development.

The overall objective or learning goal for US History students in GSE standard SSUSH1b-d
is to explain the development of the British Colonies in North America, including the
economic and social aspects of the three distinct regions: Southern, Middle, and New
England. Students will be expected to draw on their prior knowledge from GSE standard
SSUSH1a as it relates to economic theory of mercantilism, its contribution to the middle
passage and the development of the colonies. The essential question that can be
address in this lesson will include:

• Explain the development of Southern, Middle and New England colonies

based on why they were originally established, resources available, location
of the region, interaction with Native Americans and the regions economic
system.

Upon completion of an introduction to the standards and learning goal, class discussion,
and a mapping activity, students should be able to identify and explain impact of the
development of the 13 original colonies in the Southern, Mid-Atlantic and New England
regions based on their location, climate, relationship with Native Americans and
available natural resources. While completing this lesson, students will transition from
whole group discussion to, completing independent research then work in small groups
to use what they have learned about the establishment of the Southern, Mid-Atlantic
and New England regions and its individual colonies to persuade settlers to move to
their selected colony.

Students will be introduced to the lesson through whole group discussion. The students
will begin the lesson by being asked to think about why people migrate or move to the
United States today. Students will turn to an elbow partner to discuss possible answers

4

to the question before sharing their responses with the entire class. The original
question will be followed by “Why would colonists have come to the Americas so long
ago?” After the whole group discussion is complete, students will be directed to the
essential question and learning target before going to the ‘Tasks’ section of the
WebQuest. Students will be responsible for completing all portions of the ‘Tasks’ section
independently. Working individually, students will:

• In Task 1, students will complete a map quiz that also serves as a means to
collect information for each colony. Students will begin be clicking on 1 of the 13
colonies before being given background information about the selected colony.
Student will write this information in the graphic organizer they have created
before proceeding to the colony they are prompted to find. This activity serves
as an assessment tool as well; students are timed and scored based on their
ability to accurately locate a colony when prompted.

• In Task 2, students will navigate to Google Classroom to complete posted
assignments. Students will use the graphic organizer and attached link to collect
more in-depth information about the 13 colonies based on the categories listed
on the graphic organizer.

• In Task 3, students will complete a mapping activity where they will label the 13
colonies, color code each colony based on the region it is located in (Southern,
Mid-Atlantic, or New England). Students will also create a legend to explain the
colors they have selected for each colony and end this task by answering the
associated questions.

• To assess students learning, student will work in groups of 2-3, draw a random
colony name from a bucket (this will ensure that each colony is researched).
Students will be responsible for using what they have researched and learned
while completing the tasks to create an advertisement for their selected colony
(1 of the 13). The objective is for the students to use what they know about the
region (reason for its founding, resources available, interaction with the natives,
climate and economic development) to persuade potential settlers to move to
their selected colony. Students must ensure the information used in their
advertisement is historically accurate and incorporates illustrations and a map of
their colony. Students will complete this task on paper although this portion can
be modified to include the use of PowerPoint, Prezi, Slides, etc. to create the
presentation.

 LaShaun Lovett

Design
Overview

This WebQuest is designed to teach students about the purpose and impact of the
founding of America's thirteen original colonies. Students will begin a mapping
assessment to determine what students know about the geographic location of each
colony; while completing this task, students will collect information on each colony.
Students will then continue research all 13 colonies via Google Classroom where a link
and graphic organizer has been made available to them. The final task before beginning
the project will require students to complete a mapping activity where they are required
to create a map legend, label and color each of the thirteen colonies according to their
region then answers the associated questions. Students will submit their work via
Google Classroom.

After collecting this information and completing all associated tasks, the students will be
placed in small groups of 2-3 students where they will be responsible for creating an
advertisement using the information they have learned throughout this lesson to attract
other settlers to their colony.

Resources:

• Seterra - https://online.seterra.com/en/vgp/3044
• Google Classroom
• Crash Course - https://thecrashcourse.com/
• 13 Colonies Chart - https://www.landofthebrave.info/13-colonies-chart.htm
• Social Studies for Kids -
http://www.socialstudiesforkids.com/articles/ushistory/13massachusetts.htm
• Colonial Timeline - http://www.timepage.org/spl/13timeline.html
• McGraw Hill Online Textbook resource
• Weebly - http://colonialamericageo.weebly.com

Differentiation:

To provide additional assistance to English Language Learners (ELL) paper copies of the
materials will be provided to assist with translating information. ELL students will also
have access to assistive technology such as Google Translator to assist with reading.
Paper copies of the reading will also be available for other learners who may need more
specialized assistance with learning. Both ELL and students with disabilities will have
access to other assistive technology such as text to speech reading applications to the
guided reading activity.

Directions:
Students will use information collected from their independent research and data
collection to then work in small groups to research and create an advertisement for

6

their colony. The objective is to attract new settlers to relocate to the colony.
Students must include information outlining the following characteristics of your
groups' colony:

• Geographic Location

• Climate

• Natural Resources

• Economy/Labor Force

• Relationship with Native Americans

Each groups' advertisement should provide a visual illustration and map of the colony.
Students must also identify the main physical features in their colony as well as any
aspect of its geography that made living in the colony better and/or more difficult.

Development
To begin the development stages of this project, I started with exploring my current US
History standards to identify the standard that would actually benefit from technology
integration while enhancing the learning objective and creating a more student-
centered learning environment. With about 4 weeks to complete the entire project, I
was fortunate to have had exposure to new technology tools that would aid in the
transformation of my US History standards as a result of the integration of technology.
Throughout my summer courses I have been able to research and explore various
technology tools that I had never heard of let alone been exposed to. I began compiling
a list of tools that interest me while making little notes about possible lessons or
projects I could incorporate them within my existing lessons.

Initially, I really wanted to us HTML to complete my WebQuest, I actually have a very

rough draft of my project in that format. After completing a different assignment in
Weebly and becoming more familiar with what the site offered, I selected Weebly as the
tool where I would create my project. Weebly is user friendly if you have the time to
commit to the process. Using this platform, I was able to seamlessly incorporate and
preview every aspect of my project as planned.

Implementation
To implement this WebQuest I would need to allocate at least three 90-minute class
periods to the research, completion and presentation of this project. US History
standards incorporated in this project are the first standards that will be covered in class
once school begins; if student iPads are not issued in a timely manner it is possible that I
may need to postpone the activity or request to use a computer lab, if available. This

 LaShaun Lovett

WebQuest was designed to promote a student-centered learning environment, which

would allow the teacher to serve in more of a facilitator role to assist students and
ensure that everyone is on task and working.

Students will be placed in small groups of 2-3 working on this lesson for three
consecutive days with the project culminating into to final presentations on the third
day. Completing this task for the first time integrating technology, there will be no
collaboration with other teachers however; other teachers may have access to the
project in general for independent implementation with their own students. Students
are expected to complete all research on this project at school, as Internet accessibility
is an issue for many students however, students are able to work on the advertisement
portion at home.

Evaluation
To evaluate the effectiveness of this lesson, students will create an advertisement with
the task of attracting people to the colony researched by each student’s individual
group. In addition to the learning target, an essential question and the directions for the
project, the students have been provided with a rubric that outlines and identifies the
elements required to successfully complete the project. The rubric outlines what is
required within each level and to what degree the student’s project has met each
requirement.

Student Learning –

This WebQuest was created to establish a collaborative student-centered learning

environment where each student will be responsible for taking ownership of their own
learning through research, data collection, data analysis and the creation of a product
using what they have learned. Student performance will be rated on four levels,
Distinguished, Proficient, Apprentice and Novice based on the level at which each
category was completed (see rubric below). While the students are presenting their
colony to the class, I will be taking notes on the presentation to use while scoring the
overall project.

Scoring Rubric
5 Distinguished 4 Proficient 4 Apprentice 2 Novice
Information Information Some inaccurate
included is included is information.
The ad is lacking
historically historically Missing
in elements or is
accurate, accurate, not information from
historically
includes detailed detailed. the five required
inaccurate.
Historical information from Somewhat categories. Not
Knowledge each category. convincing in enough

8

Very effective in recruiting information to
recruiting settlers. recruit new
settlers. settlers.
Work is
Work is
organized and Work is not Work is done
organized, does
well put organized or with little to no
not have errors
together. Minor completed with effort, messy or
and exceeds
Work mistakes present little effort. incomplete.
expectations.
Quality/Effort on ad.
Work is neat, Work is messy
Work is neat
includes more and does not Work does not
with the
than the incorporate incorporate
required
required wither illustration and
illustrations and
illustration and illustrations or map as required
map.
Creativity map. map as required
Group did not
Group worked Group did not
work well
well together, Group worked put forth the
together. All
sharing equal well together to best collective
group members
responsibility to complete ad. effort to
Cooperation/ did not
complete ad complete ad.
Collaboration participate
Group was
Group presented Group presented Did not present
unprepared for
ad. ad. ad.
Presentation presentation

Product Design –

A testament to the design and usability of the project would most likely be evident in
the student’s ability to navigate the site and understand the instructions based solely on
the written text available to them. Currently, my classroom is equipped with video
cameras and microphones, which can be used to record lessons and other activities in
the classroom. Recording the students while they work would provide a great
opportunity to identify any issues the students might have with the project as well as
capture unsolicited feedback while they work. This project covers the first standard in
US History; if student iPads are issued in time to incorporate this project during the first
semester then it will be used as an assessment tool for standard SSUSH1. One of my
main concerns with the project is the incorporation of technology and whether or not
the overall project is actually engaging. I will incorporate some form of survey for my
students to rate the usability and engagement level of the overall lesson and multimedia
tools incorporated in the lesson.

 LaShaun Lovett

Pilot tester completing Task 1

Reflection
Project Development –

During the development of this project I learned how to utilize Weebly more efficiently;
in the past I have attempted to create a website for my class but It always seemed basic.
I found Google Classroom to be easier with regards to posting assignments, resources
and collecting work. While going through my summer courses I had the opportunity to
explore technology tools I never knew existed; many of these tools would definitely
enhance my instruction by shifting the entire learning environment from teacher led to
student center. One of my main goals the past few years was to create more hands-on
projects with my US History students, I believe this assignment accomplished that, at
least for our first standard.

There are so many things I would like to try with my students with regards to technology
integration within my content area’s instruction; having 1- to -1 access to iPads is
definitely a plus when planning tasks that are student-centered with technology. One of
things that I underestimated and had to reevaluate is the combination of certain tools. I
am really excited to use Augmented Reality in my instruction, I really wanted to use it
with this project however, I thought it might be difficult for one to see its benefits
without physically using it to complete the lesson. I will definitely try this project again
with the integration of Augmented Reality, I think it will further enhance this entire
project and my student will love it. Incorporating a technology most of them have never
used while also allowing them to explore and research their topics by physically moving
around the class would be an amazing addition to this project.

Instructional Design –

WebQuests supports the student-centered learning environment each lesson should

progress to as it motivates students to become researchers and investigators seeking to
answer open-ended questions regarding the content. This form of instruction allows the
teacher to take on a facilitator role as students begin to explore linked internet

10

resources rather than being set free to essentially explore the internet. Depending on
how the lesson is structured, the WebQuest contributes to the further development of
the student’s critical thinking, collaborative and communication skills as they research
and discuss with group mates to research their topic then communicate their findings to
an audience. Additionally, the WebQuest design allows the student express their
creativity both individually and collectively with the development of particular product
that answers the essential question(s).

When developing my WebQuest I knew exactly what Social Studies course and standard
I wanted to work with however, I was somewhat overwhelmed with an abundance of
technology tools and not enough time to put together the lesson I had envisioned.
Initially, the most successful and rewarding part of creating this WebQuest was the
design of the Weebly page. In the past, I have attempted to put together a site for my
class however, time was always an issue and I was never able to properly maintain it.
With regards to possible improvements, I will most likely use a similar concept with a
different standard but rather than incorporating links within the Weebly I would most
likely use Augmented Reality and create trackers or QR codes to display throughout my
class, hall or the school to allow my students to access information.

One of the main things that influenced my choice in terms of the multimedia elements I
chose to use was some feedback from a former co-teacher. I have always struggled with
releasing control over the learning environment; I always think, if I don’t give the
students the information, how can I be sure that they are learning exactly what they
need to know? My co-teacher reminded me that maybe my guided reading worksheets
were not the best idea, this required me to dig deeper! I removed my guided reading
handouts posted using SCRIBD and replaced them with an interactive map that
essentially provided the same information while testing the student’s geographic
knowledge in terms of where the colonies were located.

There are definitely more interactive options that can be integrated in to this lesson and
WebQuest; one of the things that I learned while researching technology tools and
technology integration in instruction in general was that we should always be mindful of
how we incorporate technology in instruction. Technology integration should enhance
and transform a lesson to promote student learning in a 21st Century Classroom. The
level of technology in this lesson is sufficient for the impact of the standard on the
overall content area.

Personal Growth –

As an educator going into my fifth year teaching in general and my third year at the high
school level, I am more confident in my ability to create engaging hands-on activities for
my high school aged students. This has always been a struggle for me in the past with
regards to finding activities that were not overly time consuming, met the requirement
of the standard and had a positive impact on student learning. I feel really good about
going into this school year with amazing tools to transform my classroom, enhance

 LaShaun Lovett

student learning and help my colleagues who my be experiencing some of the same
challenges I had when creating lessons. I think the most important thing for others to
understand and consider is that they must be committed to whatever it is that they
want to take on. Attempting to totally change the structure of your instruction in the
middle of the school year is most likely not the best thing to attempt. Always start with
research and best practices for your situation; make a list of things that would definitely
work for you and your target audience. Ultimately, for me it came down to time and
committing to what I wanted to see change with my instruction. If one commits the
necessary time and effort to accomplishing a particular goal they will accomplish that
goal, you have to do the work!

Resources
http://schoolgrades.georgia.gov/
https://www.iste.org/standards/for-students
https://www.georgiastandards.org/Georgia-Standards/Pages/Social-Studies-United-States-History.aspx
https://fcit.usf.edu/matrix/matrix/