Reflection Journal MAEd Instructional Technology
EDTC Reflection Journal
Marjory Anderson
Reflection EDTC 6010
1. State the competency, or standard that is appropriate for your degree and licensure area.
AECT Standard 5 - Research
AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance. Indicators:
• Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
2. Describe requirements for your artifact.
EDTC 6010 - Introduction to Instructional Technology was taught by Dr. Patricia Slagter van Tryon during Fall Semester 2012. The focus of this course was the systematic process for design of instruction including task analysis and task analysis diagrams, learner and context analysis, and development of instructional strategies. The final project of this course was an Instructional Technology Newsletter which illustrated key ideas involved with instructional technology. The focus of my project was to detail the field of Instructional Technology in order to inform others of significant ideas, principles and events that shaped the field. The theoretical base for this project was to explore and determine a working definition of, and theoretical understanding of, Instructional Technology.
Our text, Trends and Issues in Instructional Design and Technology by Robert A. Reiser and John V. Dempsey, defined the field of Instructional Technology and introduced various theories, models, issues and trends found in the field. Dr. Slagter van Tryon also included her own informational text and links to multiple websites that further explained specific topics of study and discussion for this course.
I learned there are multiple learning theories and much research that has gone into the development of Instructional Design and Technology. I was able to see the influence of the Behaviorist movement, and the gradual change in the definition of Instructional Design and Technology over time that was influenced by the Cognitivists and Constructivists. As educational theory changed so did the definition of Instructional Design and Technology which indicates this definition is not stagnant. According to Reiser and Dempsey (2012) “the thinking and actions of a substantial number of professionals in the field have not been, and likely never will be, captured by a single definition” (p. 1) indicating that as research and theory change so will the definitions.
3. Explain how your artifact is a good example of the objective, competency, or standard.
The newsletter, Instructional Technology, is a good example of the objective for this course. The newsletter contains a definition for Instructional Technology that was developed over time through these lessons. Within the newsletter the core topics (Instructional Technology history, underlying theories, Instructional Systems Design models and processes, instructional media and methods, and current issues) are discussed. The AECT Standard 5 requires the research of Instructional Technology that will explore, evaluate, synthesize, and apply the knowledge gained through this research. Successful completion of this course accomplished each of these requirements.
An exploration of the history of Instructional Technology and Design is shown as a timeline in the newsletter. This exploration was accomplished in class as a group assignment that looked at “instructional technology” as early as the pencil and chalkboard to present. It was evident that the field has a rich and varied history as the use of technology has increased exponentially over the years. Sugar and Brown’s article from Tech Trends magazine is a particularly interesting look at the development of computer-based instruction over the past fifty years. In their research, they tracked the presentations at Division of Audiovisual Instruction/Association of Educational Communications and Technology conferences for the current and up-coming technologies. It was their conclusion that the presentations at these conferences are a good indicator of future technologies for instruction (Sugar & Brown, 2008). This illustrates how technology continues to change and these changes are making their way into the Instructional Technology and Design field almost immediately.
The theories supporting the field of Instructional Technology and Design were introduced and evaluated. These theories included three basic theories of education and learning (Behaviorism, Cognitivism, and Constructivism) as well as some of the theories of instructional design and how they related to one another. These theories were addressed in the newsletter with a look at Behaviorism and to illustrate the process for developing instructional technology concepts. The Instructional Technology Concepts table is a device to visualize how Instructional Technology is a process that includes instructional methods, media, and tools. The design models, which are the key facets of any Instructional Technology, were included in the newsletter with a review of two specific models – the Jerrold Kemp Design Model and the Hannafin Peck Design Model. The Kemp model identifies nine key elements of instructional design and is considered a good model for programs that blend technology, theory, and content (Morrison, Ross Kalman, & Kemp, 2011). The Hannafin Peck model is a three phase model and as such is one of the easiest models to use.
The information presented in EDTC6010 was synthesized in the development of a working definition for Instructional Technology as presented in the newsletter. Inquiry based instruction leads to a deeper understanding as students are more engaged in the exploration of the topic. The inquiry based application of the knowledge gained through this course was in the development of the newsletter as a final project.
4. Discuss how you might change the content, strategy, or design of the artifact. If you see no need for change, elaborate on the artifact is a good exemplar for the competency or standard.
This artifact was a good exemplar for the AECT Standard 5 which is focused on research. This artifact was the compilation of research on the history of Instructional technology and the instructional theories that have influenced the evolving definition of IT over time. The foundational knowledge is illustrated with the timeline of historical milestones, a short discussion of basic learning theories, and the overview of Instructional Design models,
Upon reflection and further research, I see where my artifact could be improved with some explanation of the Instructional Technology Concepts table. It was designed to help me understand what could be included in a process, but it may not be as clear to someone else without some explanation.
5. Discuss how the artifact is representative of future career goals and plans.
My future goal is to become an Instructional Technology facilitator in a K-12 school. This newsletter is a good example of my use of instructional media to inform. This newsletter provides information to explain the field of Instructional Design and Technology to a layperson with an overview of learning theory, the history and trends of IT, and ISD models.
Through this course I came to realize that the definition of Instructional Technology today is not what the definition was ten years ago nor will it be ten years from now. Any definition of Instructional Technology will be short lived as the field is constantly changing. Instructional Technology is a systematic process that includes the design, implementation, and evaluation of instruction to a learner through the use of selected media. Analysis of the problem, of the learner, and/or of the performance will determine the development of the design for the instruction. The instruction must be appropriate for both the learner and the content. Taking into account the age, ability, prior knowledge, and misconceptions of the learner is vital to success of the implementation. Use of the analysis data should also determine what are the appropriate instructional methods and the appropriate instructional media. The use of formative and summative assessments and ongoing evaluation and reflection will determine the effectiveness of the instruction and the process (Brown & Green, 2011). It will be the understanding of how Instructional Technology and Design are used to educate, whether in a K-12 school, a business, the military, etc. that will allow me to be successful in my future career.
References
Brown, A., & Green, T. (2011). The essentials of instructional design: connecting fundamental
principles with process and practice. (2nd ed.). Boston: Pearson Education, Inc.
Morrison, G., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken: John Wiley & Sons.
Reiser, R., & Dempsey, J. (2012). Trends and issues in instructional design and technology. (3rd
ed.). Boston: Pearson Education, Inc.
Sugar, W., & Brown, A. (2008). Antecedents of computer-based instruction and its current
relationship to our discipline: An examination of the last fifty years of DAVI/AECT convention presentations. TechTrends, 52(2), 59-69. Retrieved from http://search.proquest.com.jproxy.lib.ecu.edu/docview/223120904?accountid=10639
EDTC6020 Reflection
State the competency, or standard that is appropriate for your degree and licensure area.
AECT Standard 3 Learning Environment: Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
ISTE Standard C 2 b: Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.
Describe the requirements for the artifact.
EDTC6020 – Principles of Instruction and Design was taught by Dr. Sharon Smaldino during Spring Semester 2013. The text used was The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice by Abbie Brown and Timothy Green which provided an overview of Instructional Design principles, process, and practice. The focus of this course was an introduction to the systematic design of instruction. Working through a needs and task analysis, developing goals and objectives, designing and planning instruction, and developing formative and summative assessments and an evaluation were the tasks which lead to a completed Instructional Design Project. The project was not required to include technology but rather to work through the design process for a lesson that could be taught by myself and then evaluated and analyzed. The final project was a lesson for middle school science students that included the building of a balloon powered race car for the purpose of applying Newton’s laws of motion. The task analysis followed Dick, Carey, and Carey’s instructional analysis process with specific steps and subordinate skills to reach an identified goal (Dick, Carey & Carey, 2009, p. 40). Performance objectives were developed, and taking into account the learning context, and information processing of the learners, instructional strategies that followed the coupled inquiry approach (Martin-Hansen, 2002) were selected.
I found it interesting to learn about the many models that could be applied to design instruction. The model to be used will depend on the learners, the objectives of the learning, and the delivery system that will meet the needs of the learners. The identification and analysis of multiple factors determine the type of instruction as well as the technology, media, materials, and evaluation methods. Needs Analysis is one of three “pre-activities” (Learner Analysis, Needs Analysis, and Task Analysis) which is performed prior to any instruction. A needs analysis ultimately answers the question: Why are we doing this? A community of stakeholders, which can include everyone from the learner to a subject matter expert to a supervisor, provide input for the needs analysis. This information can be obtained through a variety of methods (performance analysis, goal analysis, performance assessment, Discrepancy-Based Needs Assessment, etc.) and is then analyzed to determine the desired change, who is requesting the change, where the desired change will take place, and ultimately if instruction will solve the problem or bring about the desired change.
Explain how your artifact is a good example of the objective, competency, or standard.
The Instructional Design Project is a good example of both AECT Standard 3 and ISTE standard 2b. These standards require demonstration of content pedagogy and effective learning environments. The focus of this project was lesson design following the Instructional Systems Design process and completing the front end analyses necessary for effective instructional design. The science pedagogy implemented in this lesson was coupled inquiry allowing students to create their own designs and modifications for the car. Learner centered instructional strategies were determined following the learner and task analysis. Following Bloom’s and Gagné’s theoretical constructs, tasks were established leading students to use higher order thinking skills (Brown & Green, 2011). Small groups were established for collaboration and communication of ideas. Students used critical problem solving to design and build their cars, analyze the design, and make modifications. Multiple assessment tools were used to evaluate the students and the instructional design. This led to some changes being made during the instruction and others noted for the next time this lesson is used. The establishment of an effective learning environment that considered the needs of the learner led to a diverse group of learners finding success with the selected tasks.
Discuss how you might change the content, strategy, or design of the artifact.
This artifact was a good exemplar for the competency/standard as it serves as a model for Instructional Systems Design. It included those analyses necessary for the establishment of effective lesson design, including a learning context analysis, learner analysis, and task analysis. From these the instructional strategies were selected and the instructional activity was developed. Upon reflection and further research, I see several areas where my artifact could be improved. It was not required to include the integration of technology into this lesson but if the technology is available, there are several ways this could be included. Using Vernier software and photogates, the speed of each vehicle could be determined accurately for comparison. This would be an additional factor to be considered in the design and building of the vehicles. 3-D software such as Google Sketch Up would be an excellent way for students to refine their design prior to building. Presentation software could also be used for student presentation of results following the activity.
Discuss how the artifact is representative of future career goals and plans.
It is my desire to become an Instructional Technology Facilitator in the near future and this artifact will be a good sample of my ability to use the Instructional Systems Design process to develop effective instruction. I would modify the original artifact to include the technology mentioned previously (Vernier Photogates, Google Sketch UP, etc.) not just to simply add technology rather to enhance the lesson with a means to make the data and designs more accurate and allow students a choice in how to present their project. This lesson could also be shared with other teachers who want an effective lesson and activity for applying Newton’s laws of motion.
References
AECT standards, 2012 version. (2012, July 16). Retrieved from
Brown, A., & Green, T. (2011). The essentials of instructional design: connecting fundamental
principles with process and practice. (2nd ed.). Boston: Pearson Education, Inc.
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction. (7th ed.). Upper
Saddle River: Pearson Education, Inc.
ISTE standards coaches. (2011). Retrieved from http://www.iste.org/docs/pdfs/20- 14_ISTE_Standards-C_PDF.pdf
Martin-Hansen, L. (2002). Defining inquiry. NSTA WebNews Digest, Retrieved from
http://www.nsta.org/publications/news/story.aspx?id=46515
State the competency, or standard that is appropriate for your degree and licensure area.
ISTE Standards C 1 Visionary Leadership: Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
ISTE Standards C 2 Teaching, learning, and assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
Describe the requirements for the artifact.
EDTC 6139: Selection and Integration of Multimedia for PreK-12 Schools was taught by Dr. Ken Luterbach second summer session of 2013. The textbook used for this class was Instructional Technology and Media for Learning by Smaldino, Lowther, and Russell, which covered a full range of technology and media formats. The focus of this course was the selection, evaluation, and integration of multimedia for preK – 12 schools. We examined the NC Essential Standards for Technology Competencies along with the content standards for selected grade levels when developing curriculum materials and lesson plans.
The final project was vetting a collection of instructional multimedia resources for middle school science classes that were considered to be exemplary for their content, their suitability for diverse learners, and their connection to NC Essential Standards or the Common Core State Standards. This list was then shared with a science teacher for input and feedback. In completing this project I learned that having technology in a lesson for the sake of technology is not integrating technology. Technology should enhance a lesson, or allow a student to explore and experience something not readily available, or be a means of motivating a reluctant learner. As it was pointed out in the text, technology does not “automatically make teachers more capable” (Smaldino, Lowther & Russell, 2012, p. 2). Technology should become part of a teacher’s best practices to facilitate collaboration, communication, and learning.
Explain how your artifact is a good example of the objective, competency, or standard.
Technology used in a PreK-12 classroom must align with a state’s essential standards and/or Common Core State Standards. The technology artifact presented here shows the NC State Essential Standards for Science alignment and the alignment to the North Carolina State Essential Standards for Information and Technology (North Carolina Department of Public Instruction, 2010). Technology integration should support a digital-age education for all students. This artifact is representative of the technology that can be integrated into middle school science lessons. The multimedia suggested allows for many interests and learning modalities depending upon how they are added to the curriculum. Students can interact with physics simulations or virtual labs, research information on hurricanes or hydrology, practice and review with science themed games, watch a movie that ties directly to physics, or manipulate visuals on a whiteboard. As an instructional technology coach/facilitator I should be able to assist other teachers to design and implement technology enhanced experiences. This artifact was shared with a science teacher for feedback and suggestions and later shared with other teachers as part of a planning session. In the planning session teachers had the standards and the content with instructional best practices and were looking for multimedia and technology suggestions for which this list was an excellent starting place.
Educators are questioning if students today learn differently because of their early and constant exposure to technology. This difference must be considered as teachers plan instruction for the digital-age student. New theories of learning are being suggested, such as George Siemans’ Connectivism, as researchers work to understand today’s students (Siemans, 2004). Today’s students are exposed to technology from infancy (as babies play with parent’s cell phones instead of toys) and they expect to continue using technology at school and at work. But to be truly successful with the technology and learning students must be able to read and comprehend the text, interpret the visuals, listen to audio for meaning and carry these skills into the use of the various media formats. As the amount of information made available to students is increasing at a phenomenal rate the students must be able to select what they need, comprehend it, synthesize it, and communicate what they have learned. The careers some of our students today will have as adults have not even been invented yet. Making them literate in all the formats (text, computer, distance learning, cyberlearning, visual, audio, video, and media) is the best way we can prepare them for a future we can only imagine. A change in the delivery of instruction such as the Digital Teaching Platforms suggested by Chris Dede and John Richards (Dede, 2011) may be the 21st Century educational system that leads the digital-age students to success in the work force.
Discuss how you might change the content, strategy, or design of the artifact.
This artifact was a good exemplar for the competency/standard as it illustrated numerous examples of multimedia that could be integrated into science lessons to meet the individual needs of a diverse group of students. The examples in this artifact would appeal to students with different learning styles while meeting the content and technology standards establish by the state.
This artifact could be improved with more examples for specific content areas; however this is an excellent starting point in planning lessons for middle school science.
Discuss how the artifact is representative of future career goals and plans.
My intention following graduation is to work as a Technology Facilitator in a PreK-12 school. This artifact is a good example of how I am able to collect multimedia suggestions for a particular content area and grade level that meets the state standards for the content and for technology.
References
Dede, C. (2011). Reconceptualizing technology integration to meet the necessity of
transformation. Journal of Curriculum and Instruction, 5(1), 4-16. Retrieved from www.joci.ecu.edu/index.php/JoCI/article/download/121/127
North Carolina Department of Public Instruction. (2010). Common core state and NC essential
standards. Retrieved from http://www.ncpublicschools.org/acre/standards/
Siemans, G. (2004). Connectivism: a learning theory for the digital age. elearnspace, Retrieved
fromhttp://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf
Smaldino, S., Lowther, D., & Russell, J. (2012).Instructional technology and media for learning.
(10th ed.). Boston: Pearson Education, Inc.
Reflection EDTC 6025
State the competency, or standard that is appropriate for your degree and licensure area.
ISTE-C 2. Teaching, learning, and assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
Describe the requirements for the artifact.
EDTC6025- Analysis and Evaluation in Instructional Technology was taught by Dr. William Sugar during Fall semester 2013. The textbook used was Dick, Carey, and Carey’s The Systematic Design of Instruction, which is an excellent presentation of the Dick and Carey Systems Approach Model and all the components necessary for designing sound instruction. The focus of this course was the development of an Instructional Design and Technology project. This project was developed through an understanding of the diverse Instructional Systems Design models, the role of and performance of a task analysis and a needs analysis, and the design, development, evaluation, and revision of an instructional module. My final project was an instructional activity that was based on the ASSURE model (Smaldino, Lowther & Russell, 2012) in which middle school students accessed two data bases, collected information into a data chart, graphed the information using computer software, and completed a think-sheet (Morrison & Lowther, 2010) that guided them through an analysis of the data and a conclusion. The ASSURE model was selected for this project to effectively incorporate technology and media in the instruction.
I learned that integrating technology in instruction is not simply using a computer or other device during the lesson. Effective instruction with technology is carefully planned to include an analysis of the learners; the state or local standards and lesson objectives; relevant strategies, technology, and media; proper utilization of the technology and media; learner participation; and a means to evaluate the process with revision based on the evaluation. As a classroom teacher many of these steps are inherently included in lesson design without the formal analysis. Having a specific model to follow for designing lessons, particularly designing lessons to include technology, will improve my teaching and my coaching of other teachers when designing lessons.
Explain how your artifact is a good example of the objective, competency, or standard.
ISTE Standards C 2 includes all aspects of the Instructional Systems and Design process. This project is a model of the ISD process. The ISTE standard requires that the lesson includes technology while addressing the content standard and student technology standard. This project includes the science standard and the Information and Technology standard. The ISTE C 2 standard requires research-based strategies and tools which this project has implemented with the ASSURE model for design and John Keller’s ARCS model (Dick, Carey & Carey, 2009, p. 172) for motivation. The Dick and Carey Systems Approach Model (Dick, Carey & Carey, 2009) and others were considered for this project but were rejected for the ASSURE model which better met the desired results for this instruction. The technology included in this instruction was the use of computers to access online databases, to construct data tables and graphs, and as an option for the presentation of results. The project also includes real-world data, and requires students to implement the 21st Century skills of collaboration, communication, and problem solving ("Partnership for 21st," 2014). The think-sheet for students and the observation form for teachers provide a means for formative and summative assessments as required by the ISTE C 2 standard.
Discuss how you might change the content, strategy, or design of the artifact.
This artifact was a good example for the competency/standard as it illustrated the use of the ASSURE model for Instructional Systems Design and the ARCS model for motivation. The front-end analyses of the learning context and of the learners was completed and considered for the design of the instruction.
Upon reflection and further research, I see several areas where my artifact could be improved. Although my learner analysis included surveys to determine learning styles, there was no differentiation for this in the instruction. There were few accommodations made for those students on Individual Education Plans (IEP) other than group placement. Providing a video of the instructions for accessing the databases using software that provides visual and audio instructions would help students who had difficulty with this part of the instruction. Providing students with choices for their method of presentation would allow for differences in learning styles and IEP accommodations. A skills lesson on the use of graphing software or specific poster and/or video instruction for this would help those students who had forgotten or were not familiar with the software. Including an exit ticket as a means of formative assessment would give immediate feedback at the end of each lesson.
Discuss how the artifact is representative of future career goals and plans.
This artifact is representative of my future goal to become an Instructional Technology Facilitator in a K-12 school as it illustrates my ability to design instruction that includes the integration of technology as an integral part of the instruction. My recommendations at the end of the project demonstrate my ability to evaluate instruction, reflect, and suggest modifications for further use of this instruction.
References
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction. (7th ed.). Upper
Saddle River: Pearson Education, Inc.
ISTE standards coaches. (2011). Retrieved from http://www.iste.org/docs/pdfs/20- 14_ISTE_Standards-C_PDF.pdf
Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills
for the 21st century. (4th ed.). Boston: Pearson Education, Inc.
Partnership for 21st century skills. (2014). Retrieved from http://www.p21.org/
Smaldino, S., Lowther, D., & Russell, J. (2012).Instructional technology and media for learning.
Boston: Pearson Education, Inc.
Reflection EDTC6035
State the competency, or standard that is appropriate for the MAEd degree, 18079 Special Endorsement in Computer Education, and 077 licensure area:
The standards that are representative of this artifact are:
ISTE Standards-C 2: Teaching, Learning, and Assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.
ISTE.Standards-C 4: Professional development and program evaluation. - Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.
c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.
Describe the requirements for the artifact:
EDTC 6035 - Integrating Technology into the English/Language Arts, Social Studies, and Information Skills Curriculum course was taught by Dr. Carol A. Brown during fall semester 2013. The focus of this course was on integrating the instructional use of technology into subject area lessons with the culminating project being a plan for professional development following a needs assessment at a particular school. The text used was Integrating Computer Technology into the Classroom: Skills for the 21st Century by Gary R. Morrison and Deborah L. Lowther. Dr. Brown also provided brief lecture notes and references to online and print resources.
This was an inquiry based course with guiding questions which led to the development of products that could be used to aid classroom teachers integrate technology into their lessons. With the emphasis on 21st Century skills for students and teachers and the integration of technology into what is or will soon become a 1:1 classroom situation, teachers are looking for subject specific guidance. The focus areas of this course were English/Language Arts, Social Studies, and Information Skills curriculum.
Following research in specific subject areas, the task was to develop a needs assessment with a real faculty and from this needs assessment plan, a professional development session to meet one or more of the identified specific needs. The needs assessment I used indicated that forty eight percent of the respondents were interested in learning to use learner response devices for formative assessment. The professional development was designed to introduce participants to the two types of devices available during one session and then continue the training in subsequent sessions. Guskey’s five levels of of professional development evaluation were used in the development of the evaluation instrument (Guskey, 2002).
How this artifact is a good example of ISTE Standards-C 2b and C 4a,b,c:
ISTE-C 2 requires coaches to assist teachers in using technology effectively for student assessment. The goal of this professional development is to improve student learning as participants implement the use of learner response devices for the purpose of collecting formative assessment data during a lesson to inform teaching. The use of learner response devices has been researched and shown to be very “effective when they are used expressly to facilitate intellectual engagement of the student and communication between student and instructor” (Wieman et al., 2009, p.3). This communication can also be collaborative between students if they are paired or in small groups as they respond to questions.
The ISTE-C 4 standard sets the requirements for effective professional development. The needs assessment was conducted with the targeted staff which indicated they wanted to learn how to use learner response devices as a method for formative assessment. Teachers would then use this information to adjust the lesson in order to improve student learning. Having the teachers using the learner response devices during the professional development will also allow the presenter to model digital best practices as she uses the data to immediately inform her instruction. She can identify those participants who need the assistance of the facilitators and adjust the pace as needed. The evaluation of the professional development will determine its effectiveness in improving teachers’ instructional practice and whether this has led to a positive impact on student learning. As teachers learn to effectively implement technology in their lessons this will lead to more student- centered instruction. Morrison and Lowther (2010) state that this student-centered environment sets the foundation for “open-ended learning environments, learning context, and collaborative learning” (p.10), contributing to an overall improvement in learning.
Preparing this professional development plan taught me the importance of having a needs assessment that addresses specific needs of the learner and not just general needs. I had to take into account the requirements for adult learners which included considerations of social interaction, motivation, and support. I also needed to consider follow-up support and possible further training.
How I might change the content, strategy, or design of the artifact:
This artifact was a good exemplar for the competency/standard because this professional development gives the teacher an additional tool (learner response devices) to assess student thinking and thereby informing instruction. These devices can also be a tool to differentiate the instruction. Assessment and differentiation are major components of ISTE Standard C-2-b. The professional development plan in this artifact addresses ISTE Standard C-4-a,b,and c as there is a needs assessment (a), a plan for a technology-rich professional learning (b), and a plan for evaluating the results of the professional development (c).
Upon reflection and further research, I see where the evaluation and follow-up of the professional development plan could be improved. By rewording the question column, the evaluation instrument could be given as a survey four to six weeks later. This would be a better assessment of the actual implementation and use of the learner response devices by the teachers. Observing teachers in the classrooms could also indicate implementation however, in a larger school the observer may miss instances where the devices are being used for formative assessments.
An additional issue which should be addressed during the professional development is the management of the learner response devices. Issues such as dead batteries, students accidently carrying a device out of the classroom, and device malfunction would be useful topics to discuss. A job aid handout to accompany the devices could help teachers troubleshoot problems which could reduce frustration. Morrison and Lowther (2010) point out that managing the technology is a vital part of integrating technology into lessons and should be planned for prior to implementation.
The artifact as a representation of my future career goals and plans:
My future goal is to become an instructional technology facilitator in a K-12 school in Onslow County. As a facilitator, I will be expected to design and deliver professional development not only to the teachers at the schools where I am assigned but also to teachers throughout the county. Professional development should address the needs of the learners, should reflect the goals of the school improvement plan, and address the content standards and/or the ISTE standards.
This artifact is representative of my ability to design a needs assessment and plan a professional development according to the results of that needs assessment. Concerns of the administration, preferences of the faculty, and goals of the school improvement plan were considered in this proposal. Job aids and handouts were designed for this professional development as well as an evaluation instrument to determine the effectiveness of the professional development.
References
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development.
Educational Leadership, 59(6), 45-51. Retrieved from http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Does-It-Make-a-Difference¢-Evaluating-Professional-Development.aspx
Morrison, G. R., & Lowther, D. L. (2010). Integrating computer technology into the classroom:
skills for the 21st century. (4th ed., p. 10). Boston: Pearson Education, Inc.
Wieman, C., Perkins, K., Gilbert, S., Benay, F., Kennedy, S., Semsar, K.,… Simon, B. (2009).
Clicker resource guide. Boulder: Carl Wieman Science Education Initiative and The Science Education Initiative University of Colorado. Retrieved from http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf
Reflection EDTC 6149
State the competency, or standard that is appropriate for your degree and licensure area.
ISTE Standard C 1: Visionary Leadership – Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
Describe the requirements for the artifact.
EDTC 6149 Administration of School Technology Program was taught by Dr. Jesse Strycker during spring semester of 2014. The textbooks used were Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement by Lynne Schrum and Barbara B. Levin; and Security vs Access: Balancing Safety and Productivity in the Digital School by LeAnne Robinson, Abbie Brown, and Timothy D. Green. These books provided insight on the issues to be considered when developing policies and procedures regarding technology in schools. The focus of this course was the development of a school system Technology Policies and Procedures Manual. Following research evaluating and comparing policy manuals from multiple school districts around the country, I developed a vision, mission statement, policies, procedures, and forms that could be used by schools to manage student, staff, and visitor technology use.
With this project, I learned the principles that must be considered when designing policy. As technology is becoming increasingly available for all students, schools are having to plan for and implement policies and procedures to manage its use. School administrators are looking for technology integration and not just technology use. To ensure student safety while maximizing productivity rules must be in place and followed. Professional development must be planned for as research has found that effective professional development and support leads to increased implementation of technology (Schrum & Levin, 2009). Communication and collaboration must be constant among the administration, staff, students, and parents to ensure the diverse needs and interests of all stakeholders are met.
Explain how your artifact is a good example of the objective, competency, or standard.
This Policy and Procedures Manual is a good example of the ISTE Standard C- 1 as it includes a shared vision and mission statement to include all stakeholders and provide a roadmap for reaching the shared goal of student success. These policies and procedures are meant to support the implementation and evaluation of technology throughout the system while sustaining a rigorous curriculum for all students. Technology should become part of the infrastructure as students and teachers use technology for communication, collaboration, problem-solving, and interaction (Cator, 2011). The Media and Technology committee is responsible for devising an orderly and coordinated change in school procedures that will result in effective student-centered media and technology programs. Policies are provided for software selection, flexible access, website development, copyright, and acceptable use by faculty, students, and visitors. Forms are available for the above as necessary.
Strategic leadership is necessary to support and enforce these policies and procedures. An effective leader will allow for participation in the decision making process which becomes a major motivator for change and leads to greater participation in the process (Schrum & Levin, 2009). All parties involved are responsible for responsible use of the technology and adherence to policy. An open dialogue is necessary to address concerns for misuse, threats to security, and access limitations (Robinson, Brown & Green, 2010). It is the responsibility of the school leaders (administration and teachers) to model, support, and lead their school into the technology age.
Discuss how you might change the content, strategy, or design of the artifact.
This artifact was a good exemplar for the competency/standard as it illustrated a shared vision and mission statement, and effective planning, development, and implementation of policies and procedures for a school or district. It also provided for initiating and sustaining technology changes through an effective Media and Technology Committee. Leadership for managing change is addressed and a plan proposed to evaluate and implement effective change.
Upon reflection and further research, I see where my artifact could be improved by addressing professional development for teachers and administration. Theory, strategies, and equipment are important to implementation of technology but the most essential element is staff development.(Roblyer & Doering, 2013).
Discuss how the artifact is representative of future career goals and plans.
It is my goal to become a Instructional Technology Facilitator in the future. This artifact represents my ability to understand the importance of school and district policies and procedures for the use and integration of technology. As a facilitator I could be responsible for writing school policy and I would definitely be responsible for modeling, implementing, and enforcing the school, district, and state policies and guidelines for technology use.
References
Cator, K. (2011). Transforming education with technology. Educational Leadership, 68(5), 16-
21. Retrieved from http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Transforming-Education-with-Technology.aspx
Robinson, L., Brown, A., & Green, T. (2010). Security vs access: balancing safety and
productivity in the digital school . (1 ed.). Arlington: International Society for Technology in Education.
Roblyer, M., & Doering, A. (2013). Integrating educational technology into teaching. (6th ed.).
Boston: Pearson Education, Inc.
Schrum, L., & Levin, B. (2009). Leading 21st century schools: harnessing technology for
engagement and achievement. Thousand Oaks: Corwin.
EDTC 6037 Reflection
State the competency, or standard that is appropriate for your degree and licensure area.
ISTE Standard C2 – Teaching, learning, and assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
ISTE Standard C 4 - Professional development and program evaluation: Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
Describe the requirements for the artifact.
EDTC 6037 – Integrating Technology into the Math, Science, and Healthful Living Curriculum was taught by Dr. Patricia Slagter van Tryon during Summer Semester I 2014. The text used was Teaching in the Digital Age: Using the Internet to Increase Student Engagement and Understanding by Kristen J. Nelson. This text provided suggestions for and examples of well designed lessons that integrate technology. This provided a background for developing the required artifact project for this course. This project began with a narrative detailing the lesson focus, writing objectives that are measurable, demonstrating alignment with standards and an analysis of the learners for an elementary mathematics lesson. This followed with a rationalization of the selected methods, materials, media, and procedures for teaching the lesson. A rubric and evaluation instruments were developed to assess the learning in the lesson. This math lesson is the basis for a demonstration lesson presented in a professional development for second grade teachers. A timeline of the professional development and narrative detailing the method of delivery were the conclusion of the project.
The purpose of this professional development is to demonstrate how technology can be integrated into a second grade mathematics lesson. This lesson follows the ASSURE instructional systems design (ISD) model for integrating technology. This model is based on Robert Gagné’s events of instruction and takes the teacher through specific steps to ensure a design that meets the needs of the students at their level (Smaldino, Lowther & Russell, 2012). Key points of the ASSURE model are knowing your students, being clear about the objectives and expected outcomes, and reflecting on the success of the lesson and the students. Robert Gagné developed the Nine Events of Instruction as a framework for teachers and instructional designers to assure learning (Driscoll, 2000). The Instructional Events include: Gaining attention; Informing learners of the objective; Stimulating recall of prior learning; Presenting the content; Providing “learning guidance”; Eliciting performance; Providing feedback; Assessing performance; and Enhancing retention and transfer (Driscoll, 2000).
Completing this project was a challenge for me as I have never taught elementary school and my background is in middle grades and high school science. Designing a math lesson for second graders and at the same time working a professional development around this lesson for adults was a great experience. I came to realize that most aspects of the design process are universal regardless of the grade level. I was able to recognize that using the appropriate design model and following the indicated steps will allow you to achieve your desired results. Using carefully constructed Internet activities as an effective way to meet the various intellectual profiles of students is another important aspect of lesson design (Nelson, 2008).
Explain how your artifact is a good example of the objective, competency, or standard.
The Elementary Mathematics Professional Development and Lesson is a good example of the ISTE Standard C2 – Teaching, learning, and assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students; and ISTE Standard C 4 – Professional development and program evaluation. A learner analysis was conducted for the elementary students for whom this lesson was designed and for the teachers in the professional development. Each analysis considered the general characteristics of the group and their specific entry competencies. Teachers would complete the “Teacher Technology and Learning Survey” as a means to gather data to inform the design of the professional development. Learning objectives were developed following the ABCD format for audience, behavior, condition, and degree. Learning standards for the elementary students included the Common Core State Standards for Math Content (Common Core State Standards, 2010) and the ISTE Standards for Students ("International society for," 2007). The ISTE Standards for Teachers were used for the teachers’ standards ("International society for," 2008).
The instructional methods selected for the math lesson were structured and guided inquiry, reading, whole class and small group discussion, a word wall for vocabulary, and an activity to craft a personal ruler. Ideas for differentiation and/or extension of the lesson are provided. The media and materials included selected video segments, one to spark prior knowledge and one to summarize the lesson, Promethean Planet flipcharts for an interactive white board, and online games for practice and review. For the Professional Development teachers would discuss how to use the videos and how technology tools could be used to differentiate the lesson and/or enhance collaboration among the students. Learner participation of students would take place through cooperative groups. Teachers are using a favorite lesson of their own and are integrating technology into this lesson as they progress through the session.
Evaluation of the students would take place by demonstration and scoring with a rubric. The student demonstration of the acquired skill could be individually or with a partner, and could be live or videotaped. The completed math lesson plan with technology integrated to effectively enhance the lesson would be the means for teacher evaluation. This would also be scored with provided rubric. Rubrics used as assessment tools provide a clear definition of the expected performance and provide better feedback because they offer greater precision and clarity of expectations (Nelson, 2008).
Discuss how you might change the content, strategy, or design of the artifact.
This elementary mathematics lesson is a good example of a lesson plan that follows the ASSURE model and includes Gagné’s Events of Instruction. The professional development portion addresses the needs of the teachers and also follows the ASSURE model for instruction. The format used for this professional development with a sample lesson and teachers working on their own lesson to integrate technology is one that I would use for professional development with subject area teachers. The student lesson supplemental materials can be modified for the subject and grade level of the teachers participating.
Discuss how the artifact is representative of future career goals and plans.
This artifact is representative of my future career goals and plans as I would like to work as a technology facilitator in the future. In this role I would be responsible for professional development to instruct teachers on the design and implementation of technology in lessons. This artifact will also be useful if I remain in the classroom as a good model to follow as I design my own lessons.
References
Driscoll, M. P. (2000). Psychology of learning for instruction. (2nd ed.). Boston: Allyn and Bacon.
International society for technology in education standards students. (2007). Retrieved from http://www.iste.org/standards/standards-for-students
International society for technology in education standards teachers. (2008). Retrieved from http://www.iste.org/standards/standards-for-teachers
National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards for mathematics: grade 2 introduction. Retrieved from http://www.corestandards.org/Math/Content/2/introduction
Nelson, K. J. (2008). Teaching in the digital age: using the internet to increase students engagement and understanding. (2nd ed.). Thousand Oaks: Corwin Press.
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning. (10th ed.). Boston: Pearson.
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