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Standard 3

The document discusses evaluating digital tools and resources for use in schools. It describes evaluating webquests created by teachers using a rubric. The evaluation considered accuracy, suitability, and compatibility of the tools. Feedback was provided to teachers on how tools could be improved to better engage students and increase learning. The evaluation process helped teachers select more effective digital tools that are appropriate for their lessons and students.

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35 views1 page

Standard 3

The document discusses evaluating digital tools and resources for use in schools. It describes evaluating webquests created by teachers using a rubric. The evaluation considered accuracy, suitability, and compatibility of the tools. Feedback was provided to teachers on how tools could be improved to better engage students and increase learning. The evaluation process helped teachers select more effective digital tools that are appropriate for their lessons and students.

Uploaded by

api-368727465
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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3.

6 Selecting and Evaluating Digital Tools & Resources

Collaborate with teachers and administrators to select and evaluate digital tools and resources for
accuracy, suitability, and compatibility with the school technology infrastructure

For this artifact, I had to select some webquests that were made and used by other teachers and
evaluate them. The tool used to evaluate these webquests was a rubric utilizing a four-level evaluation
system with multiple categories for assessment. When applicable, I added specific descriptors in the
rubric to explain why I was giving that webquests that rating.

This artifact demonstrates my mastery of this standard because the artifact required me to evaluate
these digital tools and offer suggestions for improvement as well as justification for the evaluation
score. For this artifact, I also had to provide a general assessment of the tool in which I provided my own
critique and suggestions with what was wrong with the webquest fundamentally and how it could be
improved to engage students more effectively and to increase the level of student learning actually
taking place. This artifact required me to collaborate with teachers to provide meaningful feedback on
ways to better select their digital tools. During the evaluation process, I had to consider the accuracy,
suitability, and compatibility, of the webquests in order to provide helpful suggestions for
improvement. For some elements of the webquests, the teacher could have provided some
differentiation opportunities to make the webquest more suitable for students who need additional
supports. In other cases, the webquest was not compatible with effective student learning because it
simply required students to copy and paste information. In this situation, accuracy was not the problem
but rather the level of learning taking place. For a webquest, something that traditionally takes a while
to complete, if students are not required to interact with the information, the webquest is not
accomplishing what it intends to.

In completing this artifact, I learned about many ways that a seemingly technology-rich and engaging
lesson can easily be ineffective if the teacher is not utilizing the best method for student learning. With
activities like this, a teacher must consider the nature of the content to determine if their method is
appropriate. While webquests might seem like a great way to engage students at the beginning of a
unit, if they are not required to interact with that information throughout the unit, most students will
simply copy down the required information without actually retaining anything. If I would improve this
artifact, I would provide more alternative suggestions for teachers to try when the webquest they
created seems to be ineffective.

The work that went into creating this artifact impacts faculty development and student learning. It
impacts faculty development because utilizing this process allows teachers to genuinely evaluate
whether a particular task is actually as appropriate or effective as they intended. Student learning is
impacted because if a teacher can evaluate their assignments and anticipate the level of engagement
they will have with the students.

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