Sarah Boutwell's Technology Showcase
Here you will find examples of the work I have completed as a result of each course that I have taken for the MAET program. Each piece listed helped me to learn, apply, and reflect upon the TPACK (Technology, Pedagogy, and Content Knowledge) Framework in regards to my teaching. For a description of each course, please visit the Annotated Transcript page. Additional coursework can be located on my MAET Reflection Blog.
Social Studies Unit PlanDuring my internship, I created a 3rd grade Economics Unit Plan for TE 803. The purpose of this unit was to construct lessons that were authentic, connected to the real-world, and contained homework assignments that inspired communication among each student's family. Creating this unit planned allowed me to consider my students' needs and the content knowledge of each learner.
Click here to view a PDF version of my Social Studies Unit Plan. |
Science Inquiry Unit PlanFor TE 804, I wrote a 3rd grade Science Inquiry Plan. The focus of this unit was to create lessons that were centered on inquiry, rather than learning about a scientific rule and taking part in experiments that proved the rule to be factual. This experience changed my thinking about science entirely. I have made it a personal goal to eliminate lecture as much as possible, create inquiry-based lessons, and allow the students to form scientific conclusions. To create this unit plan, it was crucial that I create lessons using the UDL model, consider the background knowledge of each student, and create hands-on, inquiry-based activities.
Click here to view a PDF version of my Science Inquiry Unit Plan. |
Personal Technology PlanMy Personal Technology Plan was created in 2011 for CEP 810. I focused on technologies that I was comfortable with, set goals for myself as a teacher integrating technology, and identified possible disadvantages of technology use in the classroom. Please click here to view a full screen version of my Personal Technology Plan. |
Stand Alone Informational ResourceFor CEP 811, I created a math lesson through PowerPoint that my first grade students would complete independently. This lesson is focused on counting coins and it includes a coin review, practice activities, a song, and an online game. Creating this resource allowed me the opportunity to consider a variety of technologies and use technology while considering pedagogy and content knowledge.
Click here to view the Stand Alone Informational Resource as a PowerPoint. |
Wicked Problem ProjectEach year, I face the issue of sharing student work with parents. Of course, my goal is for parents to view all student work. This has become tricky, however, as students begin to create pieces located on several different websites. My Wicked Problem Project was created for CEP 812 and it focuses on centralizing all student work so that parents can remain involved in the learning process and comment on their child's work so that each student is sharing their learning with an authentic audience. This project allowed me to reflect on a reoccurring educational issue, discover new technologies, and repurpose technology to meet the needs of my students.
Click here for more information regarding my Wicked Problem Project. |
Group Leadership ProjectTraditionally, many students have had the opportunity to share their learning through large poster boards. I have found that although this is a common practice, my young students lose too much time fumbling with glue, paper, crayons, and other materials rather than focusing on their topic. Using Glogster, students can use their technology skills to embed pictures from the learning process, connect their learning to additional researched information, and include videos of themselves. This tool allows students to collaborate, reflect, share their understanding of a topic, and interact with technology. Learning to use Glogster was exciting for me, as I had never before considered the ways in which technology could increase learning time and eliminate non-educational activities (i.e. gluing, pasting, searching for materials, etc.).
Click here for a full screen version of my Group Leadership Project which was created for CEP 812. |
Web 2.0 PresentationOur summer cohort class divided into small groups to construct a jigsaw focused on re-purposing technology. The JJAMS group chose to research technologies in regards to writing. Each group member picked a single technology and connected it to John Dewey's four core impulses of a child. These impulses include: communication, construction, inquiry, and expression. In addition to researching in regards to Dewey, strengths and weaknesses of each technology are listed on the corresponding pages. This project forced me to consider the importance of repurposing technologies, which in turn, enhanced my views of which technologies were acceptable for learning. As a result of this project, I realized that although not all technologies are created for the classroom, many can be repurposed and used to benefit the students' learning experience.
Click here to visit the JJAMS group Writing WIKI. |
Understanding Understanding VideoThroughout this summer cohort program, my colleagues and I spent a lot of time discussing student misunderstandings, and how these misunderstandings influence education. The JJAMS group interviewed several Michigan State University students about the three branches of the United States Government. This video shows what the students knew along with a brief overview of the United States Government. The final presentation of this project allowed me to learn how to use video editing software, and in turn, I can now help my students create videos as way to explain their thinking and make their learning public.
Click here to view the JJAMS group Understanding Understanding website. |
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First Grade Phonics WebsiteIn CEP 820, I created a website for my first grade students to use in a blended learning situation. The website is focused on phonetic rules and contains opportunities for exploration, practice, sharing, and reflection. Creating this website allowed me to identify age-appropriate technologies, repurpose technology, determine the key components of teaching online, and reflect on the online learning process. |