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.    A 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 a 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 an Instructional 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.