EDUC 5243 - Week 2 Blog Post
SMART Goal
Specific: By the end of the semester, 100% of students will successfully create a fully functional website that reflects their learning experiences, with at least 90% of their created work correctly linked, following the provided guidelines.
Measurable: Assessment will be based on a rubric that includes criteria for website functionality, accuracy of reflections, and correctness of links. Progress will be monitored weekly, with at least 80% of students meeting the requirements by the midterm and 100% by the end of the semester.
Achievable: Students will receive structured lessons on website design and linking, supported by guided practice sessions and peer reviews, ensuring they have the skills to succeed.
Relevant: The goal aligns with the Triple E Framework by enhancing student engagement, extending their learning through reflection, and improving the effectiveness of their work presentation. It also aligns with ISTE Standards for Students and Educators by fostering creativity, problem-solving, and digital literacy.
Time-bound: The goal will be achieved by the end of the semester, with checkpoints at weeks 4, 8, and 12.
Action Steps:
Deliver weekly lessons on website creation, focusing on design principles, effective content organization, and proper linking techniques.
Implement weekly check-ins where students present their website progress. Provide feedback on their use of links and reflection content.
Organize peer review sessions where students critique each other’s websites, focusing on link accuracy and depth of reflection and encouraging collaborative learning.
At the end of the semester, host a showcase where students present their websites. Include a self-reflection component where they assess their growth in digital literacy and understanding of linking their created work correctly.
Triple E Framework Connection
The Triple E Framework emphasizes engagement, enhancement, and extension. Each component plays a crucial role in supporting the SMART goal of students building functional websites to reflect their learning and correctly link their created work. By building websites, students demonstrate their understanding of academic content and develop digital literacy skills that are transferable to other contexts, such as future educational pursuits or careers.
ISTE Standards for Students
Creative Communicator (6c):
Students publish and present content by customizing the message and medium for their intended audiences. They build a website that reflects their learning and correctly links their created work. They engage in digital storytelling and communication, adapting their message for different purposes and audiences.
Knowledge Constructor (3a, 3b):
Students will research best practices for web design, linking, and content creation as they create a website. They will also evaluate the accuracy and relevance of the work they link to and reflect upon.
Empowered Learner (1a, 1c):
As students work on their websites, they set goals, receive feedback, and reflect on their learning, demonstrating autonomy and ownership of their learning process.
ISTE Standards for Educators
Facilitator (6a, 6b, 6d):
By guiding students through the website-building process, providing feedback, and facilitating peer reviews, you support student ownership of learning, manage the technology used, and encourage creativity.
Designer (5a, 5b):
The action steps include structured lessons and authentic tasks like website creation, which align with content standards and foster deep learning through technology.
Analyst (7a, 7b):
Through weekly progress checks, feedback, and the final showcase, you use technology to assess and support student learning, allowing them to demonstrate their understanding in multiple ways.
Reflection
Through this process, I understand more deeply how important it is to use specific standards/frameworks when collaborating with teachers or peers to develop SMART goals. It is essential to let the individual you are collaborating with identify their goal. As an educational leader, I am responsible for seeing that goal through the lens of either the ISTE or Triple E Framework or even the state standards.
References
International Society for Technology in Education. (2024). ISTE standards | ISTE. Iste.org. https://iste.org/standards
Kolb, L. (2020, December 9). Triple E Framework. Triple E Framework. https://www.tripleeframework.com
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