Reflection: EDTC 6037 Integrating Technology into the Math, Science and Healthful Living Curriculums

1. State the competency, or standard that is appropriate for your degree and licensure area. This could be standards for 077 licensure or ISTE Advanced Standards for Technology Facilitators. When appropriate you may use standards from the Association for Educational Communication and Technology (AECT). Choose one or two standards that most representative of your artifact. The reflection should include discussion for each of the standards you've identified for the artifact.

ISTE Standard II

 TF-II Planning and Designing Learning Environments and Experiences

Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. Educational technology facilitators:

A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Candidates:

1. provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology.

2. consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.

3. assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies.

2. Describe requirements for your artifact. What was assigned and how did you complete the project. Only 100 to 150 words are needed for this section. Include theoretical base for what you did in the project. Include references to textbook authors, readings, and online resources discussed in your course.

            EDTC 6037 Integrating Computers into Math, Science, and Healthful Living Curriculums was taught by Dr. Patricia J. Slagter van Tryon in Summer Session I, 2014.  The artifact for this class was to develop a professional development module using the ASSURE model that would demonstrate to teachers how to integrate technology into a math lesson. I chose an existing lesson plan that I obtained from an instructional coach that involved multiplying a whole number with a number containing a decimal.  The assignment included a narrative that would be used to explain to teachers the steps of the Assure model and the integration of technology as it was applied to the planning of the lesson.  The text for this course was Teaching in the Digital Age by Kristen J. Nelson.  Nelson (2008) describes brain compatible learning principles and related internet activities to support those principles.  These principles were incorporated into this product as well. 

3. Explain how your artifact is a good example of the objective, competency, or standard. Defend your evidence as if you were a lawyer defending the validity of evidence submitted for the trial. Include references to theory in Instructional Design and Technology.

This artifact strongly supports Standard II from ISTE Advanced Standards for Technology Facilitators.   This standard focuses on the ability to plan effective instruction for teaching teachers skills in technology integration.  Using the ASSURE model as the structure to model planning for technology integration for teachers was the basis of this artifact.  By definition the ASSURE model is used by teachers in the regular classroom. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students (Instructional Design, 2013, 1).  Each step of the model was demonstrated through a lesson plan for a fifth grade math class.   The choices made were explained through a narrative for the teacher participant and matched to ISD model. 

            Standard II states that the facilitator should consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills (ISTE Advanced Standards for Facilitators, Standard II a) and assist teachers as they use technology resources ISTE Advanced Standards for Facilitators, Standard II a)  This professional development was designed for a 10 hour ongoing professional workshop that provided modeling, active participation and support.  Sugar (2005) suggests that teacher do not benefit from professional development that does not provide such support.  Skills taught in a sit and get environment are not usually incorporated into the teachers practice.  This professional development included 5 hours of practice with the use of the ASSURE model and working with other teachers and included reflection.  Teachers were able to observe the ASSURE model applied to a math lesson on multiplication of decimals and then apply the model to their own curriculum by applying the model to a lesson they would actually teach.  Time for reflection on the process was also built into the professional development plan.

            Nelson (2008) suggest that teachers who have knowledge of the connection between the Internet activities and the way the learners brain learns, can match activities to maximize learning.  For example, meaning and relevance is one such principle the author proposes.  As the brain seeks meaning and relevance Internet activities that include a problem to be solved or research on a topic of interest to the learner will result in more learning.  These brain-compatible principles were also incorporated into this artifact.  Through the narrative provided for the teacher these brain compatible principles were highlighted as they appeared in the math lesson.

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.

            One area of weakness in this artifact is in the section in the selection of media, materials and technology.  Base on feedback from Dr. Slagter van Tryon I would expand this section beyond a list of available media, materials and technology and instead provide teachers with a decision making process for the selection of each.  For example I would establish for teachers useful criteria for the selection of appropriate websites for the lesson and provide more of a narrative for the rational for the selection of media, materials and technology used in the lesson.

5. Discuss how the artifact is representative of future career goals and plans.

            In this course the focus was not just using technology in the math and science classroom but of framing the use of technology in good lesson design that is supported through the use of the ASSURE model.  I think this structure benefits new teachers and experienced teachers alike.  As an instructional technology coach I am involved in planning for professional development and assisting teachers in the use of technology that impacts student learning.  The ASSURE model is ideal for the classroom teacher because it emphasizes analysis of learners and writing objectives based on curriculum standards as a basis for the instructional plan.  Technology is integrated but into a well framed instructional plan.

References

Sugar, W. (2005). Instructional technologist as a coach: Impact of a situated professional development program on teachers' technology use. Journal of Technology and Teacher Education, 13(4), 547-571. Retrieved from http://search.proquest.com.jproxy.lib.ecu.edu/docview/200082817?accountid=10639.

Instructional Design. (2013). Assure. Retrieved from http://www.instructionaldesign.org/models/assure.html.

Nelson, K. J. (2008). Teaching in the digital age. Thousand Oaks, California.