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 21^st 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.