Breielle Sheller

NC Digital Teaching and Learning Micro-Credential for Candidate Teachers

● To Meet Competency 3 “Digital Content and Instruction” at the novice/candidate teacher competency level
● NC Digital Learning Competencies for Educators

For details, learning goals and resources, please visit the ​NC State University Digital Learning Competency website​.

To complete this Micro-Credential, do each of the activities and segments below. Then submit the link to this document in
SAGE.

Part 1 → Overview of Standard

○ Identify​​ a learning goal for students and demonstrate how three different technology tools could be used
for students to meet that learning goal. ​Write​​ a brief explanation of how each tool would be used. ​In the
chart below, complete the ​yellow​​ sections. ​The sections in blue are a sample to get you started.

Student Learning Goal: ​Sample - Students will analyze resources to determine their reliability, point of view, bias,
and relevance for particular topics and purposes.

Tool: ​Thinglink Tool: ​Smore Tool: ​Piktochart

Digital Tool Idea: ​Students will
research a topic of choice. They will
present their best and worst source
by using Thinglink. They will put a
screenshot in Thinglink and use the
tags to show why parts are good or
bad for reliability and/or for the
question/topic they are researching.
Then peers will do a tour of the
sources and comment to each other.
Digital Tool Idea: ​Students will
make a single webpage/”flyer” to
teach others in class about a topic. In
it they will include a good and bad
website about the topic and ask their
“students” to evaluate each. They
will then teach the class what was
good about one site and what was
bad about the other. The Smore
should include bullet points with
good and bad qualities.
Digital Tool Idea: ​Students will
find data or charts about a topic that
are helpful and confusing. They will
create their own infographic about
that topic with both types of chart.
The infographic should make it
visually clear what the good
examples are and what the bad
examples are. They will present
these in a museum walk setting on
“Data Visualization” day.

Why is this tool appropriate/a
good choice? ​Thinglink has unique
features to just a presentation tool
that make it interactive. It has free
and paid options including an
educator site. It’s easy to share
Thinglinks with others and let them
interact with the content. It includes
its own images from the Getty to
help with copyright and there are
many teacher examples/tutorials
especially in the education version.
Some privacy considerations in the
terms of use.
Why is this tool appropriate/a good
choice? ​Smore is very easy to use
and share although there are a lot of
ads. Also you can only use it a couple
of times for free. There is an
education plan and educators can get
a discount. Students can have
accounts with Google or through
their teacher. There are many
education use examples out there.
COPPA and FERPA compliant with
clear explanations about privacy.
Why is this tool appropriate/a
good choice? ​Piktochart is free and
works on different devices i.e.
Chromebook or iOS devices.
Students can easily integrate graphs
and charts which makes it fit this
particular idea. There are teaching
ideas for it and students can sign in
with Google - good privacy rules
and COPPA guidance in their terms
of use. There are also good help
tutorials available.

Student Learning Goal: ​(​Follow instructions in manuals or seek help from an experienced user
to learn how to operate new mechanical or electrical devices. 3.4)

Tool: ​LiveCode Tool: ​Makerbot, Scribbler S3, Tool: ​Tinkercad

 Breielle Sheller

Raspberry Pi

Digital Tool Idea: ​Learn computer
programming to communicate
ideas with other students.
Digital Tool Idea: ​These are all
“types” of databases to make
robots.. Introduce students to this
idea, and let them students
explore the concept of robotics.
Digital Tool Idea: ​Let kids design
a handheld tool on their own in
Tinkercad.

Why is this tool appropriate/a
good choice?​​ ​It has been well
received by student and teacher
alike. For community, the
application is free. Students can
rebuild applications that they use
everyday and see the code for
themselves. It’s a good way to get
students familiar with basic logic
and even more advanced
systems.
Why is this tool appropriate/a good
choice?​​ ​It can be used at any
level. For younger kids, it may
require more work on the
teachers end, and high schoolers
may be able to program more on
their own. It can help kids
understand a topic they may have
never considered appropriate for
them before.
Why is this tool appropriate/a
good choice? ​It is a simplified
precursor to the “big kid”
versions of CAD that engineering
students use in college, like
Solidworks. You can make a lot
of different stuff, and there is a
fully-stocked database of already
built products.

To think through how tools can be used to inspire different levels of learning,​ ​complete ​the table provided below​​ to
demonstrate how one technology tool can be implemented at different thinking levels of Bloom’s Taxonomy - ​Twitter
Example

Bloom’s Taxonomy & the Tech Tool of Your Choice

Name of Digital Tool: Tinkercad
Link to Digital Tool: ​https://www.tinkercad.com

What are some ways you can use the technology tool you selected to have
students reach the ​create​ level of Bloom’s Taxonomy? Write your
response/ideas here:
CREATE
- Design a 3D object in Tinkercad from scratch.
- Develop a system of 3D objects in Tinkercad that go together.
- Assemble and 3D print a hand-tool made in Tinkercad.

What are some ways you can use the technology tool you selected to have
students reach the ​evaluate​ level of Bloom’s Taxonomy? Write your
response/ideas here:
EVALUATE
- Select the most important tutorials on the Tinkercad website, in
your opinion.
- Critique what Tinkercad could improve on.

What are some ways you can use the technology tool you selected to have
students reach the ​analyze​ level of Bloom’s Taxonomy? Write your
response/ideas here:
ANALYZE - Compare and contrast between Tinkercad and the other 3D design
programs we have used.
- Relate the layer-by-layer productions of a 3D object to any other
activity in day-to-day life.
 Breielle Sheller

What are some ways you can use the technology tool you selected to have
students reach the ​apply​ level of Bloom’s Taxonomy? Write your
APPLY response/ideas here:
- Use Tinkercad to make a banner for your desk in class.
- Operate a tutorial on Tinkercad website all the way through.

What are some ways you can use the technology tool you selected to have
students reach the ​understand​ level of Bloom’s Taxonomy? Write your
response/ideas here:
- Explain how the layer-by-layer approach is necessary to make a
UNDERSTAND 3D object.
- Explain how different “planes” work to create objects in
Tinkercad.
- Describe the three ways discussed in class to create a 3D object
out of a 3D design.

What are some ways you can use the technology tool you selected to have
students reach the ​remember ​level of Bloom’s Taxonomy? Write your
response/ideas here:
REMEMBER - Memorize the steps of 3D design into 3D printing.
- Define 3D printing in a textbox on Tinkercad.
- State the purposes that 3D printing can serve in practical, everyday
life.

Part 2 → Work Examples/Artifacts

Select one of three highest levels from your ​table​ and ​create​​ a student example demonstrating this level of thinking.
● For example, if you had created the ​Twitter example,​ you could “create a fake accurate Twitter profile for a
historical or literary figure” and then turn in screenshots of the profile and Tweets. ​Complete the chart ​below
after you have a link to or screenshot of your student example.

What level of Bloom’s (can Create - the student would be actually designing and creating an object in a
be multiple) does your simplified 3D design program (TinkerCAD). In this case, there are already
student example/product fit tutorials on the site to create objects from scratch with instruction.
demonstrate?
 Breielle Sheller

Insert a link or screenshots

below of the product you
made

Write a paragraph
explaining any prior
knowledge, direct
instruction, reading, or
preparation needed for
students.
Entry-level information and knowledge about 3D design and printing is necessary to
work with Tinkercad. However, this knowledge can be easily attained on the website
itself. There are tutorials that come before full lessons (the chess piece above) that will
inform the student of everything they need to know to make the finished products. It’s
a really important piece for students to at least understand how 3D design and 3D
printing work, but it’s also a very intuitive program that can be used with little to no
prior experience. On top of that, the tutorials work as direct instruction for students
with the ability to read. The tutorials for lessons are not so detailed, so it’s probably
necessary to work through the previous tutorials before moving onto lessons.

Part 3 → Educator Reflection

Reflection Questions
● How can you transfer this experience into your future classroom?
This is a very self-contained, reproducible program. The students can do as little (within reason) or as much as
they want. It’s an inspirational program as well, because there is plenty of resources out there to inspire students
to create more. I would transfer it by guiding students through tutorials, then allowing them to pick a tutorial on
their own to reproduce and present to the class.
● How did creating a digital product help you develop technology and content skills?
Creating a digital product helped me brainstorm what would be effective and what would not be so effective in
a classroom - what is reproducible, effective, meaningful and what is not.
● When you implement this digital product in a future classroom, how will you handle equity issues
(students who do or do not have access to technology) and how will you differentiate for students with
different skill levels and English Language Learners?
Luckily, this resource has such a huge community that spans over many different languages and countries.
While I may not be proficient in anything other than English and somewhat Spanish, I would find that there are
many resources online for English Language Learners. It’s also a program that is somewhat intuitive, so it
would, literally and figuratively, translate well.
● What did you discover about yourself throughout this project?
I discovered that I have a very good ability to find technologies that can benefit students of all ages. I also can
find the weak points of programs that may not work so well among all students.
 Breielle Sheller

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EVALUATION
Rubric for Candidate/Novice Level Achievement of Digital Learning Competency 3 of the NC DLCs for Teachers (an
advanced level competency can be achieved in senior year through implementation with K-12 students)

Met Not Met

Learning Goal/Digital Tools Chart

❏ Learning goal is established ❏ Learning goal was not established

❏ Identified three different digital tools connected to ❏ Did not identify three different digital tools
the learning goal connected to the learning goal
❏ Explained how the digital tools can be used to ❏ Did not explain how the digital tools can be used
demonstrate learning goal success to demonstrate learning goal success

Digital Tools Bloom’s Chart

❏ Selected a digital tool to help students think at ❏ Did not select a digital tool to help students think
different levels at different levels
❏ Wrote ways in which digital tools can be ❏ Did not write ways in which digital tools can be
implemented with different thinking skills implemented with different thinking skills

Prior Knowledge/Preparation and Digital Product

❏ Explained the context for student learning ❏ Did not explain the context for student learning
❏ Completed a model student product with a digital ❏ Did not complete a model student product with a
tool that shows learning at a higher level of digital tool that shows learning at a higher level of
Bloom’s Taxonomy Bloom’s Taxonomy

Reflection

❏ Considered individual learner needs ❏ Does not consider individual learner needs
❏ Demonstrated self-learning ❏ Did not demonstrate self-learning
❏ Explained learning environment needs of students ❏ Did not explain learning environment needs of
students