Learning Objectives
The use of the Web site assignment for Lynn and her students is less about the stated course objectives and content standards and more about the objective that Lynn has for students, and the field of Education in general— to develop an understanding of the value of P.E. as an integral part of student development. The use of technology helps students become better professionals and directly addresses teacher certification standards.
Additionally, the ability to create Web pages and sites gives students another tool that can be used for advocacy. It's important to Lynn that students learn how to promote P.E. as an important part of the curriculum, and Web pages are a great way to do that.
The following tables describe Lynn's use of a web site to prepare pre-service teachers to meet ISTE NETS for teachers
The first table lists each ISTE standard while the second table illustrates exactly how Lynn's use of digital video addresses these standards
| Standard I |
Standard II |
Standard III |
Standard
IV |
Standard
V |
Standard VI |
Technology Operations and Concepts
|
Planning and Designing Learning Environments and Experiences |
Teaching, Learning, and the Curriculum |
Assessment and Evaluation |
Productivity and Professional Practice |
Social, Ethical, Legal, and Human Issues |
| Description of Use |
Standards Addressed |
Explanation |
| Students in Lynn's physical education methods courses use web publishing tools to create a web page about a fictional school’s P.E. program: the kinds of activities students are engaged in, and how students are assessed in P.E. As a result of this work, Lynn’s students learn how to use the web to promote a school’s PE program, and they learn skills they can apply to building an electronic portfolio. |
Standard I
Standard V
|
This use provides pre-service teachers with training and experience in designing and creating web pages.
Pre-service teachers get experience in creating web pages to promote interest in and provide information about their field. As part of this process, pre-service teachers learn skills that they can use to vividly document their professional practices (e.g. in e-portfolios). |
| Lynn has developed a rubric that assesses students’ content knowledge (use of the page for describing the P.E. curriculum and for fostering P.E. advocacy) and their Web publishing skills (format, design, and use of graphics), as demonstrated by their P.E. web page. |
Standard IV |
This use models to pre-service teachers how technology-supported student work can be assessed. |
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