2.

1 Content Standards & Student Technology Standards

Model and facilitate the design and implementation of technology-enhanced learning experiences
aligned with student content standards and student technology standards.

The artifact I chose for this was specifically to guide students to mastery over their content standards
related to employability skills. Students participated in a “digital breakout” activity in which they had to
identify what employability skill a person was lacking and was preventing them from securing an
industry position after graduation. This required students to think creatively and work with their team to
solve the problem in hand. After solving the digital breakout, students were required to create their own
digital breakout where they highlighted a particular employability skill for their classmates to learn
about through their own digital breakouts. Utilizing this model and practice method allowed students to
understand the expectation before going into the creation process for their own breakouts.

This artifact demonstrates my mastery of this standard because, as mentioned before, students were
required to engage with the style of project that I wanted them to produce, therefore they were
exposed to a model that that they could follow during the process of their own projects. One of the
student content standards was “demonstrate creativity with multiple approaches to ask challenging
questions resulting in innovative procedures, methods, and products.” Students were able to
demonstrate their mastery of this standard through the creation and testing of their breakout projects.
This learner center strategy allowed me to facilitate individual students as they prepared for and
created their individual breakouts to highlight employability skills. Student technology standards were
also embedded in the project and covered things like all for sub-standards of ISTE standard number 4,
Critical thinking, problem solving, and decision-making. The design and implementation of this
technology-enhanced learning experience was based on the general engagement concepts utilized
through a breakout style of instruction. Students first had to engage with the actual task they would
eventually create themselves. Using this modeling approach made the expectations clear for all
students.

By completing this artifact, I learned that utilizing a modeling and facilitation approach could be very
helpful for students. However, it can also stifle some of their creativity. In the case of this project, the
students completed their breakout pages and demonstrated mastery of the standards, but they did not
demonstrate high levels of creativity. Most of the projects mimicked several parts of the example they
saw through completing the breakout created for them through the modeling portion of the task. If I
were to do this again, I would have the students participate in a digital breakout that covers different
content than the project they will be tasked with.

The creation of this artifact-improved student learning because they were engaged in a hands on
learning experience that directly connects to real work problems and skills. Students had to spend time
researching appropriate employability skills to identify the inappropriate employability skill highlighted
in their own breakouts. Students also learned how to use Google Sites to create simple websites and
more specific skills like turning an image into a clickable button. Students also had to connect real world
examples of demonstrations of appropriate employability behavior and characteristics.