Assignment 2: Fink Step 3 Due Week 7 And Worth 200 Points ✓ Solved

Assignment 2: Fink Step 3 Due Week 7 and worth 200 points

For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies. Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.

First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. 1. Forward-looking Assessment: Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. 2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. 3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. 4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.

Use at least 2 peer-reviewed sources besides your textbook and the reports provided to support your use of technology. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. Include a reference page of all citations used.

Paper For Above Instructions

In contemporary educational settings, technology integration is pivotal for enhancing learning experiences. This paper explores the integration of a cloud-based platform, Google Classroom, into a training unit designed for high school students. Google Classroom streamlines assignment distribution, submission, and grading while promoting collaboration among students. Through the platform, students can submit assignments directly, participate in discussions, and receive real-time feedback from instructors, enhancing engagement and accountability.

The first step involves a clear forward-looking assessment, focusing on real-world applications of the knowledge acquired through the course. We assess students by asking them to create a project-based portfolio using Google Classroom, where they can display their work related to various subjects tackled during the training. For instance, students might be tasked with researching a local environmental issue and presenting solutions, leveraging Google Slides for presentations and Google Docs for written reports. This mimics real-world tasks where project management and collaboration are critical.

The evaluation criteria will be established based on three performance descriptors: poor work, satisfactory work, and excellent work. By developing a rubric, educators can set specific criteria such as clarity of presentation, depth of research, and creativity in problem-solving. For instance, poor work may lack clarity or depth, while satisfactory work meets minimum expectations, and excellent work exceeds with exceptional creativity and thorough analysis.

Student self-assessment is also essential for fostering an environment of continuous improvement. By providing rubrics or self-reflection sheets, students can evaluate their work before submission, ensuring they understand where they excel and where they might improve. This practice empowers students to take ownership of their learning and accountability for their performance.

Feedback is crucial in the learning process, and adopting the “FIDeLity” feedback model enhances its effectiveness. Feedback should be regular (frequent), delivered quickly (immediate), defined by specific standards (discriminating), and communicated with empathy (loving). For instance, when assessing group projects, timely feedback will help students reflect on their contributions and navigate areas needing improvement.

Furthermore, initiating peer-assessment processes through Google Classroom can enrich the feedback cycle, as students can offer constructive critiques on each other’s work. This encourages collaborative learning and barriers reduction in communication.

By integrating Google Classroom into the learning framework, educators can facilitate a more interactive and innovative learning process, maximizing the utility of technology in the classroom. The educational technology not only serves to streamline administrative tasks but also nurtures essential skills such as collaboration, critical thinking, and adaptability, all of which are integral for success in contemporary society.

In conclusion, leveraging technology like Google Classroom provides pathways for progressive assessment methods, fostering an educational environment where students are not only receivers of knowledge but also active participants in their learning journeys. This structured evaluation approach emphasizes real-world applications, clear criteria, meaningful self-assessment, and constructive feedback, ultimately enhancing student outcomes.

References

• Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.
• Gonzalez, J. (2020). The role of technology in student's achievement: A review of the literature. Journal of Educational Technology Development and Exchange, 13(1), 1-15.
• Huang, S., & Hew, K. F. (2018). Implementing blended learning in higher education: A systematic review. Journal of Educational Technology & Society, 21(1), 31-45.
• Lin, J. M. C. (2018). The impact of collaborative learning on students’ learning outcomes in higher education. Education and Information Technologies, 23(4), 1653-1667.
• Margulieux, L. E., & McEwen, K. (2020). A peer assessment approach to online teaching using Google Classroom. The Online Journal of Distance Education and e-Learning, 8(1), 1-12.
• Means, B., & Green, K. (2018). The effectiveness of online and blended learning: A meta-analysis of the research. Review of Educational Research, 88(2), 203-246.
• Rowan, L., & Sweeney, A. (2021). Developing self-assessment skills with technology: An exploration of student perceptions. Journal of Computer Assisted Learning, 37(3), 741-755.
• Serrano, A., & de Armas, E. (2021). Teaching with technology: The effect of online feedback in learning outcomes. Computers & Education, 168, 104198.
• Starkey, L. (2019). Supporting student engagement through technology: A meta-analysis of the outcomes. Educational Technology Research and Development, 67(3), 645-669.
• Vo, H. M., & Sutherland, A. (2020). Real-time feedback in education: Effectiveness and challenges. Education Research International, 2020, 1-10.