Web Design in Education Course

December 22, 2022

Web Design in Education Course

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Web Design in Education Course

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Description

Information about the blog post

**Instructions**

The final post is a reflection of your learning and growth this semester. Make sure to discuss how you feel better prepared to be a technology coach as well as how you’ve grown as an educator and leader in your field. (2-3 paragraphs)

Course Description:

This course is designed to provide candidates with technological pedagogical content knowledge (TPACK) and skills to design and develop multimedia and web-based projects to facilitate P-12 student learning. Topics include the design, development, and evaluation of multimedia and web-based learning environments; research related to multimedia and emerging technologies; classroom applications; design and development techniques; hardware and software requirements; digitizing and manipulating images, voice, and video materials; universal design; and copyright and ethics. Candidates will apply instructional design processes and principles to design and develop multimedia and web-based projects in the candidate’s certification field.

In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of digital age learners, has stimulated the need for more interactive multimedia instructional content. Today’s children are “growing up digital.” Their view of the world is very different from that of adults, thanks to unprecedented access to information, people, and ideas across highly interactive media. They learn differently and as a result, feel disconnected from schools that were designed for another time. This digital generation takes in and responds to rapidly transmitted sights and sounds whether on television, computers, or video games. Educators must learn to capitalize on these types of multimedia and emerging technologies and utilize them to engage students in meaningful and relevant learning experiences.

PSC Standards: (can also be reviewed to help write the reflection)

2.1 Content Standards & Student Technology Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)

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)

2.3 Authentic Learning Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences (PSC 2.3/ISTE 2c)

2.4 Higher Order Thinking Skills Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher-order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)

2.5 Differentiation Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)

2.6 Instructional Design Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE2f)

2.7 Assessment Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)

3.1 Classroom Management & Collaborative Learning Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources (PSC 3.1/ISTE 3a)

3.2 Managing Digital Tools and Resources Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)

3.3 Online & Blended Learning Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student earning and expand opportunities and choices of professional learning for teachers and administrators. (PSC 3.3/ISTE 3d)

3.4 Adaptive and Assistive Technology Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)

3.5 Basic Troubleshooting Candidates troubleshoot basic software and hardware problems common in digital learning environments (PSC 3.5/ISTE 3e)

3.6 Selecting and Evaluating Digital Tools & Resources Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6/ISTE 3f)

3.7 Communication & Collaboration Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)

4.1 Digital Equity Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a)

4.2 Safe, Healthy, Legal & Ethical Use Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies. (PSC 4.2/ISTE 5b)

Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b)

6.2 Reflection Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)

6.3 Field Experiences Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards (PSC 6.3)

ISTE Standards for Technology Coaches Addressed:

2a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards

2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students

2c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience

2d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and self-regulation)

2e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals

2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

2g. Coach teacher in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards

3a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments

3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments

3c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators

3d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning

3e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments

3f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure

3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community

5a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers

5b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies

6a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS•S and NETS•T

6b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice

6c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences

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Web Design in Education Course

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.