Fourth Norm (1)

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Jan 9, 2024

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ARTIFACTS AND ACTIVITIES FOURTH NORM 1 Artifacts and Activities: The Fourth Norm Crystal C. Cooper School of Education, Liberty University EDLC 539 Varonika Hardman Dec 2, 2023 Author Note Crystal C. Cooper I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Crystal C. Cooper Email: ccooper30@liberty.edu Abstract This paper will discuss the fourth norm I need clarification on, 5(l): Comprehension of utilizing digital and interactive technologies for efficiently and effectively achieving specific learning goals. To further enhance my competency in this area, I researched artifacts and engaged in activities that expanded my knowledge. Keywords: standards, norms, artifacts, activities Artifacts and Activities: The Fourth Norm The fourth norm I am unsure about is 5(l): “The educator will strengthen her comprehension of utilizing digital and interactive technologies for efficiently and

ARTIFACTS AND ACTIVITIES FOURTH NORM 2 effectively achieving specific learning goals.” This skill is an imperative qualification for educators to possess. Performance Standard The fourth InTASC sub-standard I identified needing additional support is 5(l). Which states that “the educator will strengthen her comprehension of utilizing digital and

ARTIFACTS AND ACTIVITIES FOURTH NORM 3 interactive technologies for efficiently and effectively achieving specific learning goals.” Artifact To improve competency concerning this standard, I studied an artifact surrounding the importance of digital and interactive technologies in the classroom. I examined a journal article and determined why this standard is essential and how to apply it to instruction. An essay written by Sandra Wright, April Fugett, and Francine Caputa (2013) titled “Using E-readers and Internet Resources to Support Comprehension” was beneficial to me in comprehending how to implement this standard. Technological advancements have led to the use of electronic readers for digital text. According to Wright, Fugett, and Caputa (2013), well-developed reading and writing skills are associated with higher levels of academic achievement. Arguably, technology is a solution that will close the gap between educators, the traditional method of teaching, and the new generation of students. E-books allow educators and children to connect and share knowledge, build relationships through literacy- developing activities, and enhance stimulation in literacy-enriched environments (Wright, Fugett, and Caputa, 2013). According to Haleem, Javaid, Qadri, and Suman (2022), “Traditional classroom instructions fall short of providing an immediate learning environment, faster evaluations, and more engagement. On the other hand, digital learning tools and technology help to fill this void. Students are more willing to learn and become more engaged if technology is involved. Because students are accustomed to technological gadgets, incorporating them into instruction can pique their interest and enhance their engagement. The integration of technology into education provides students with an

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ARTIFACTS AND ACTIVITIES FOURTH NORM 4 engaging learning environment. It allows them to be interested in the lesson without any distractions. Activities In addition to studying the above article, I observed a teacher’s lesson and how they used digital technology in their instruction. The educator was teaching students about inference on this day. She took them on a digital field trip to build on their prior knowledge. Digital field trips are an increasingly popular, practical, and cost-effective tool for educators to utilize technology. I loved this assignment because the students enjoyed it and were engaged. She also used Smore. She explained to the students that their principal was given grant money and could choose one country to send the kids to. Each student was responsible for defining why he should select their country. With Smore, they created an informational brochure with pictures, facts, etc. They had such a fantastic time with the assignment, and I knew that was something that I wanted to implement in my classroom. Digital content was an excellent way for students to showcase their creativity. Biblical Perspective From a biblical perspective, as Christians, we strive to give God the glory in everything we do. Christians do not receive the reward of Heaven based on their actions but how they demonstrate to the world around them that they are living for Jesus Christ. 1 Corinthian 10:31 tells us that “so, whether you or drink, or whatever you do, do all to the glory of God,” (NIV). This verse can be applied to the content that educators teach. This particular standard is concerned with the comprehension of digital and interactive technology. Technology is the invention of useful things to solve

ARTIFACTS AND ACTIVITIES FOURTH NORM 5 problems. To this definition, I’d also add that technology can include creating things that make life easier. Christ-centered educators should lead their students to live a life that will not only please God but also glorify him. Conclusion I have worked towards building a competency in standard 5(l). The journal article I selected gave me a clearer understanding of why implementing digital tools is essential in the classroom and various ways to apply this standard. I saw how educators can effectively utilize this standard in the school and how it connects to me as a believer in Christ. References Capodieci, A., Cornoldi, C., Doerr, E., Bertolo, L., & Carretti, B. (2020). The Use of New Technologies for Improving Reading Comprehension. Frontiers in Psychology , 11 , 513436. https://doi.org/10.3389/fpsyg.2020.00751 Haleem, A., Javaid, M., Qadri, M. A., & Samin, R. (2022, May 23). Understanding the role of digital technologies in education: A Review . Sustainable Operations and Computers.

ARTIFACTS AND ACTIVITIES FOURTH NORM 6 https://www.sciencedirect.com/science/article/pii/S2666412722000137 Standard 5: Application Of Content 2 – Onofrio Classroom. https://classroom.michaelonofrio.com/index.php/2021/04/15/standard-5- application-of-content-2/ Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and Internet Resources to Support Comprehension. Educational Technology & Society , 16 (1), 367–379.

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