Reflection Journal for MAED in Instructional.docx
Reflection Journal for MAED in Instructional
Technology Portfolio
Bethany Reyer
East Carolina University
Table of Contents
EDTC 6010: Introduction to Instructional Technology………………………… | 3 |
EDTC 6020: Principles of Instructional Design………………………………… | 7 |
EDTC 6025: Analysis and Evaluation in Instructional Technology……………. | 11 |
EDTC 6035: Integrating Computers into the English/Language Arts, Social Studies, and Information Skills Curriculum……………………………………... |
16 |
EDTC 6037: Integrating Computers into Math, Science, and Healthful Living Curriculums…………………………………………………………………….... |
21 |
EDTC 6139: Selection and Integration of Multimedia for PreK-12 Schools…… | 25 |
EDTC 6149: Administration of School Technology……………………………. | 29 |
EDTC 6992: Technology Specialists as Teacher Leaders in K12 School Systems…………………………………………………………………………... |
33 |
Reflection for EDTC 6010: Introduction to Instructional Technology
Instructor: Dr. Patricia J. Slagter van Tryon
State the competency, or standard that is appropriate for your degree and licensure area.
Standards for the Master of Instructional Technology Degree/Coordinator/Director of Technology License (077)
Standard 1: The instructional technology coordinator/director will demonstrate knowledge and skills related to technology operations and concepts.
Indicator 1: Demonstrates knowledge, skills, and understanding of concepts relating to technology.
Standard 5: The instructional technology coordinator/director will use technology resources to enhance productivity and professional practice.
Indicator 3: Applies technology to increase productivity.
Describe the requirements for the artifact.
Introduction to Instructional Technology, taught by Dr. Slagter van Tryon during the fall semester 2012, focused on describing Instructional Technology through definitions, history, profession, and theories. Instructional Systems Design model and processes, media, methods, current issues, and trends were included in the focus. Our final project consisted of creating an Instructional Technology Newsletter that provided a comprehensive description of Instructional Technology for the common layperson (I chose parents). We were to include a definition, the history of instructional technology, learning theories, trends, and a summary. According to Reiser and Dempsey (2012), it is important that technology facilitators have a clear picture of the field and can describe it to others. As a result of this class, reading the text, and creating the final project, I was able to take what I learned and provide an informational newsletter for the parents at my school.
Explain how your artifact is a good example of the objective, competency, or standard.
I am able to demonstrate my knowledge, skills, and understanding of concepts relating to technology (077 Standard 1, Indicator 1) through the content of the Instructional Technology Newsletter. This content shares my knowledge of the current AECT (Association for Educational Communications and Technology) definition of Instructional Technology. It also shares a timeline, created by my EDTC 6010 peers and myself, of this constantly changing field. Behaviorism, Cognitivism, and Constructivism are three important theories in Instructional Technology (Slagter van Tryon, 2012). To understand how technology integration can support education, one must also understand the theories of behavior and learning as these are both affected by technology. Understanding how students learn in different environments helps to understand how technology can play a part in that learning. Within this newsletter I explain these theories and how they relate to instruction. Most ID models contain the elements of ADDIE (Reiser & Dempsey, 2012), so I included a brief description of this model in my newsletter. This demonstrates my knowledge and understanding of this particular concept and how it relates to technology (077 Standard1, Indicator 1). I am aware of the degree of change in instructional technology, therefore I am poised to ask questions and seek further research to support my command of the field. Because of this, I included a description of trends to show my knowledge of the current research and tools within this ever changing profession.
I used Microsoft Publisher to create this newsletter. By completing an informal audience analysis, I realized that not everyone reading this newsletter would have the software necessary to read it in this format. So, I saved it as a PDF so it was in a friendly document form for anyone reading it. The actual creation of this document shows my ability to apply technology to increase productivity (077 Standard 5, Indicator 3). I modeled the advanced features of this desktop publishing program to create a professional product that can be shared with teachers, parents, and the community, as each of these is a major stakeholder in the education of today’s youth. I show my ability to set and change preferences, defaults, and other features of the program. The creation of this newsletter using Microsoft Publisher shows that I am able to manipulate a program that is used in many of the classrooms throughout the Onslow County School System, where I work.
Discuss how you might change the content, strategy, or design of the artifact.
Although I would not change the creation of this newsletter and how it is designed, I would adjust some of the content. This newsletter was written to inform parents of the field of Instructional Technology. I believe because it is for parents I should not only inform them, but I should also include some resources for parents. I think these resources should be for parents who do not have Internet access for their children, as well as, parents who do. For those without Internet access, DiMarco (2014) suggests making parents aware of the community resources available to them. I can include a list of available resources in the area within my newsletter for these parents. I can also include a list of Internet-based resources for parents who have Internet access and those who use the community resources to find access.
Discuss how the artifact is representative of future and career goals and plans.
EDTC 6010 has taught me how to define the Instructional Technology field. I have learned that this is important when discussing this field with educational stakeholders: teachers, administrators, parents, and the community. Before taking this class, I was not really sure how to describe instructional technology to others. It is difficult to describe something you do not fully understand yourself. As a result of this class and the completion of this project, I am now able to not only describe instructional technology, but I can describe it in a way that others, outside the profession, can understand.
I have also learned that this field is constantly changing so I need to continue to read about this field in order to stay on top of the new and current research. I need to complete research throughout my career to support the change that will take place within my work community. My project has shown me an effective way to pass along this research and information to other stakeholders. This will be a very important resource, to be able to effectively use, as I move throughout my career.
References
DiMarco, M. W. (2014, February 5). 6 ways to support students without internet access at home. Retrieved from http://www.teachthought.com/technology/6-ways-support-students-without-internet-access-home/
Reiser, R., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.
Slagter van Tryon, P. (2012). Assignment four: Instructional and learning theories. Greenville, NC: East Carolina University.
Reflection for EDTC 6020: Principles of Instructional Design
Instructor: Dr. Sharon Smaldino
State the competency, or standard that is appropriate for your degree and licensure area.
AECT Standards, 2012 version
AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Indicators:
Describe the requirements for the artifact.
Principles of Instructional Design, taught by Dr. Sharon Smaldino in the spring 2013, focused on the systematic process of instructional design. Task analysis, learner and context analysis, and the development of instructional strategies were included in the focus. Our text, The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice was written to guide readers through the principles of the instructional design process (Brown & Green, 2010). Using this text as a guide, our goal for the final project was to go through the entire systematic instructional design process, using all of the different components. Although all components were included in this project, our focus was on the front-end analysis, including the needs analysis, learner analysis, and task analysis, as well as the instructional strategies. I completed this project with my classmates and colleagues, Melinda Moody and Beth Elliote.
Explain how your artifact is a good example of the objective, competency, or standard.
My EDTC 6020 instructional design project demonstrates my ability to design products and make professionally sound decisions in selecting appropriate processes and resources based on learning principles, research-based best practices, and theories (AECT Standard 3, Creating; AECT Standard 3, Using). Gagne created nine events of instruction that details the steps needed for effective learning (Brown & Green, 2011). Using these events throughout our instructional strategies, we were able to provide the necessary conditions for learning that allowed students to be successful. We started by activating prior knowledge. According to Fisher, Frey, and Lapp (2012), in order to promote continuous learning, teachers must validate and extend students’ background knowledge. Using the prior knowledge students already had about opinions gave us a foundation for adding the new information about writing opinion papers. Our instructional strategies also included the use of a graphic organizer so that the students could visually organize their thoughts. Graphic organizers make learning more meaningful as they show the thought process of the mind and can make this information more distinct for the students (Egan, 1999).
This instructional design project really helped me to see the importance of assessment and evaluation before, during, and after instruction. Through the needs analysis, we were able to evaluate the actual needs of the students to determine the content focus for instruction. The learner analysis allowed us to see where problems in the learning may occur and where differentiation in instruction or the environment may be needed. Jackson and Lambert (2010) state it is important to collect assessment data throughout a unit so that students whose progress is inadequate can be quickly identified. By using the graphic organizer as a tool, we have created a way to formatively assess the learning of the students as they work through the opinion writing. Having the students write a completed opinion piece at the end gives us a summative assessment. This allows us to decide where the learning may need to go next. Through the use of these various assessments, I show my ability to use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment (AECT Standard 3, Assessing/Evaluating).
Discuss how you might change the content, strategy, or design of the artifact.
This instructional design project was my first attempt at creating instruction using the instructional design process. I believe this particular product shows room for a lot of change. One of the most important things I feel is missing from this product is the incorporation of technology. Using technology, when teaching writing, has many benefits. According to Peck and Dorricott (1994), it can increase the quantity and quality of writing through the decrease of phobias, the ease of taking creative and grammatical risks, and the reduction of frustration. Students also feel a sense of accomplishment with the professional quality of the finished product when writing is completed using technology. I feel that incorporating technology into this instructional design will not only increase the quantity and quality of the writing, but also the motivation of the students to write. Through my experience as a teacher, I have learned that students become much more motivated when technology is involved.
Discuss how the artifact is representative of future and career goals and plans.
EDTC 6020 has taught me how to apply the instructional design principles to actual instruction. I have learned that this is important in order to create effective instruction that meets the needs of the learners. Before taking this class, I would assess the needs of the learners, although I don’t think the process I used would have been considered a needs analysis. My assessment of learners was very vague and my instruction based on this assessment did not always meet the needs of the students. I feel that developing focused needs analysis allows me to pinpoint the needs of the learners, therefore directing the instruction towards those specific needs.
I have also learned that it is important to include specific events, such as stating objectives, activating prior knowledge and providing feedback, when creating instructional strategies. In the past, I would often create strategies that I felt would help to teach the content; however, I would not activate prior knowledge or provide appropriate feedback. This class has taught me that each event in instruction is important and serves a specific purpose and that the inclusion of these events will create learning that is more successful.
References
Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice. Boston, MA: Prentice Hall.
Egan, M. (1999). Reflections on effective use of graphic organizers. Journal of Adolescent & Adult Literacy, 42(8), 641-645.
Fisher, D., Frey, N., & Lapp, D. (2012). Building and activating students' background knowledge: It's what they already know that counts. Middle School Journal, 43(3), 22-31.
Jackson, R. R., & Lambert, C. M. (2010). How to support struggling students. Alexandria, Va: ASCD.
Peck, K. L., & Dorricott, D. (1994). Why use technology? Educational Leadership, 51(7), 11.
Reflection for EDTC 6025: Analysis and Evaluation in Instructional Technology
Instructor: Dr. William Sugar
State the competency, or standard that is appropriate for your degree and licensure area.
ISTE Standards for Coaches
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.
Analysis and Evaluation in Instructional Technology, taught by Dr. William Sugar in the fall 2013, focused on developing instructional analyses, strategies, and formative evaluation methods. This class continued our study from EDTC 6020 on the instructional design process, as well as introduced us to various instructional design models. Dick, Carey, and Carey (2009) stress the importance of technology facilitators having the ability to create effective instruction. In this class, we learned to create instruction that was not only effective, but thoughtful, systematic and inquiry-based. Our final project required us to take what we learned about instructional design and apply it to professional development for teachers. We were to choose an instructional design model (we chose ASSURE) and use this model to guide us through the design of instruction. We were again required to complete all the steps of the instructional design process as in EDTC 6020, however this time the focus was on the actual implementation and evaluation. I completed this project with two of my classmates and colleagues, Melinda Moody and Beth Elliote.
Explain how your artifact is a good example of the objective, competency, or standard.
My EDTC 6025 instructional design project demonstrates my ability to conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning (ISTE Standards for Coaches, 4) through the creation of professional development for teachers using all of the steps in an instructional design model. We chose the ASSURE model for our instructional design because the steps in this model incorporate Gagne’s events of instruction that promote effective learning through the use of media (Culatta, 2013). Using the ASSURE model, we started with analyzing our learners. In order to do this, we needed to conduct a needs assessment to find out what it was that these teachers needed to learn (ISTE Standards for Coaches, 4a). We conducted interviews and sent out a survey to the staff to collect data on our learners.
The data collected through the needs analysis guided us in the design, development, and implementation of the professional development we created for the teachers at our school (ISTE Standards for Coaches, 4b). Keeping participants interested, engaged, and motivated throughout the three sessions was a primary focus for us. Teachers chose to attend this professional development. We feel that this helped with the motivation of the participants because the desire to learn the material was shown through the choice to participate. One important principle of adult learning is that the content is relevant (Collins, 2004). The teachers need to see that what they are learning relates to their teaching needs. So, throughout each session, we gave examples of how teachers could use the content they were learning in their classrooms. Another way we kept teachers interested, engaged, and motivated was to incorporate an abundance of technology resources that they could interact with during the sessions and then later use in their classrooms.
In the final part of our instructional design project we evaluated the program to determine its effectiveness (ISTE Standards for Coaches, 4c). Our evaluation consisted of input from the technology coach and media specialist, as well as, input from a survey completed by the participants of the workshop. The data collected through the evaluation process allowed us to improve the design so that it will deepen teacher content knowledge and improve teacher pedagogical skills more effectively in future presentations.
Discuss how you might change the content, strategy, or design of the artifact.
Overall, I would not change this project. We evaluated each step in the process as the instruction was created. We also had the media coordinator and the technology coach evaluate the overall design and provide feedback. So, there were many changes that were made prior to the workshop being presented to the staff. This instructional design meets the needs of the teachers and the objectives for the instruction. One thing I would change about this instructional design project is the time frame. I feel that teachers need more than three 30 minute sessions to have time to practice and play with the all that this resource has to offer. Another thing I would change is to provide a time when teachers can share how they are using this resource in their classroom. This would be something that took place a few weeks after the workshop sessions were over, and would consist of the teachers getting together for 20-30 minutes to reflect on how things are going. According to Danielson (2009), being able to reflect helps teachers to not only know what to do, but also why they do it. Reflecting as a group allows the teachers to share ideas and activities that were effective, or were not effective.
Discuss how the artifact is representative of future and career goals and plans.
EDTC 6025 has taught me how to design instruction with the end in mind. I have learned that this is important to know where you want to end up before you begin planning. Before taking this class, I often planned instruction from beginning to end and the results were not always as I had hoped for them to be. I feel that as a result of this class and the completion of this project, I am now able to design effective instruction that focuses on the overall goal of the learning.
Although I have always been a reflective practitioner, this class has taught me the benefits of reflection and evaluation, even before instruction takes place. I have learned that you do not, necessarily, have to wait until the end of instruction to evaluate and reflect. During our project we evaluated and reflected throughout the design. I feel that this constant reflection allowed us to make changes, before implementation, that helped the instruction to be much more effective.
As an AIG teacher, with a desire to create online, self-paced learning for my students, I feel that this class has given me the foundation I need to design valuable, effective instruction that will not only meet the learning needs of my students, but will provide learning environments for them that are engaging and exciting.
References
Collins, J. (2004). Education techniques for lifelong learning: Principles of adult learning. Radiographics: A Review Publication of the Radiological Society of North America, Inc, 24(5), 1483.
Culatta, R. (2013). ASSURE. Retrieved from http://www.instructionaldesign.org/models/assure.html
Danielson, L. M. (February 2009). Fostering reflection. How Teachers Learn, 66(5). Retrieved from http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction. Upper Saddle River, N.J: Merrill/Pearson.
Reflection for EDTC 6035: Integrating Computers into the English/Language Arts, Social Studies, and Information Skills Curriculum
Instructor: Dr. Carol A. Brown
State the competency, or standard that is appropriate for your degree and licensure area.
AECT Standards, 2012 version
AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Indicators:
Describe the requirements for the artifact.
During EDTC 6035, taught by Dr. Carol A. Brown in the fall 2013, we learned to create units that integrate the computer skills curriculum using a 21st century perspective and to create staff development to help teachers integrate technology into their lessons. Morrison and Lowther (2010) stressed the importance of creating inquiry lessons that promote greater engagement, higher-order thinking, and provide a foundation for using technology skills, now and in the future. Using this as a guide, we were required to write a proposal for staff development that matched the school curriculum, the needs of the students, and was relevant to what the teachers were doing in the classroom. We included all of the pieces of instructional design, as well as, a time-line and handouts needed for the professional development. I completed this project with my colleague and classmate, Melinda Moody.
Explain how your artifact is a good example of the objective, competency, or standard.
AECT Standard 4 states that collaborative practice should be shown by collaborating with peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners. My peer, Melinda Moody, and I created this professional development for teachers at our school as an extension of prior professional development provided by the Literacy Team. We worked collaboratively with each other and our school’s literacy coach (the subject matter expert) because when educators work together, the learners benefit from the expertise of all the educators involved (Hirsh & Killion, 2009). Together we created a survey and conducted interviews to analyze the needs of our learners. This allowed us to develop and design effective instruction that would build on to the professional development teachers had already been participating in, as well as meet the needs of the diverse group of learners involved (AECT Standard 4, Ethics).
Through the presentation of the professional development we designed in this project, we were able to lead our peers in designing and implementing technology-supported learning (AECT Standard 4, Leadership). During this workshop, teachers created mini-lessons to use within their classrooms under the guidance of myself and Melinda Moody. We provided assistance and feedback, as necessary, so that the learners were successful in creating effective lessons. Ethical behavior was shown throughout this process through the respect of the diversity of the individual learners and their learning needs (AECT Standard 4, Ethics).
When planning the follow-up activities, we planned for evaluation. This gave us the opportunity to collect evidence throughout and to assess the effectiveness and the results upon completion of the professional development. Planning for evaluation provides evidence on the impact the learning had on leading and teaching, as well as, the strengths and weaknesses of the workshop itself (Hirsh & Killion, 2009). With the evaluation methods we planned for, we were able reflect on the evidence collected and use this information in the improvement of professional development designs in the future (AECT Standard 4, Reflection on Practice).
Discuss how you might change the content, strategy, or design of the artifact.
There are two things I would change in this artifact. The first thing would be to create some sort of rubric to use when observing teachers in the classroom. Cooper and Gargan (2009) state that rubrics provide opportunities for feedback and discussion, teacher and learner reflection, and continued learning. I feel that we are going in to observe teachers using what they have learned about mini-lessons, but we have not included a way to record their success. I think that through the use of a rubric, teachers will better be able to see what they are doing and what they need to be doing.
Although technology resources are used throughout this professional development, I don’t feel it is used much within the actual mini-lesson portion. Therefore, the second thing I would change about this artifact is the use of technology within the mini-lessons. It is not always easy, especially when teaching mini-lessons, to incorporate technology. I feel that because the time frame is very short, technology is often left off in an attempt to include everything that needs to be included in the time frame. I think that showing teachers effective ways to incorporate technology into the delivery of the mini-lessons would make the mini-lessons more productive and more meaningful to the students.
Discuss how the artifact is representative of future and career goals and plans.
Working in the field of AIG, it is imperative that am able to develop units that not only incorporate the K-12 Computer Skills Curriculum and the NC standards, but I must also be able to do this based on inquiry and generative learning strategies. What I have learned in this class and through the creation of this artifact will guide me as I continue to create integrated units for my students.
Also, as a specialist in education, I am required to provide staff development to the teachers and other educators I work with. The creation of this artifact has helped me to see what is important when creating staff development. It has allowed me the opportunity to reflect on the professional development created in order to make more effective professional development in the future. This artifact will provide a foundation to use throughout my career as I continue to teach teachers in my area of specialty.
References
Cooper, B. S., & Gargan, A. (2009). Rubrics in education: Old term, new meanings. The Phi Delta Kappan, 91(1), 54-55.
Hirsh, S., & Killion, J. (March 2009). When educators learn, students learn: Eight principles of professional learning, Phi Delta Kappan, 90(7), 464-469.
Morrison, G. R., & Lowther, D. L. (2010). Integrating computer technology into the classroom: Skills for the 21st century. Boston, MA: Pearson Education, Inc.
Reflection for EDTC 6037: Integrating Computers into Math, Science, and Healthful Living Curriculums
Instructor: Dr. Patricia J. Slagter van Tryon
State the competency, or standard that is appropriate for your degree and licensure area.
ISTE Standards for Coaches
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.
a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
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
d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)
Describe the requirements for the artifact.
Integrating Computers into Math, Science, and Healthful Living Curriculums, taught by Dr. Slagter van Tryon in Summer I 2014, focused on developing units of instruction that supported 21st century learning skills. Defining terms, theories, and concepts related to technology for 21st century learners were included in the focus. The final project for this class was to create a professional development module for teachers. Nelson (2008) states that by combining technology, multiple intelligences, and brain research, one can strengthen teaching and learning. Using Nelson’s ideas, I created a professional development module that instructs teachers on how to design a math lesson for technology integration. It included creating an actual integrated math lesson and then describing the pertinent parts of technology integration for the teachers through the professional development.
Explain how your artifact is a good example of the objective, competency, or standard.
This artifact provided me the opportunity to model effectively integrating technology within a lesson. During the professional development, we go through each part of the math lesson and discuss its importance, then teachers create that particular section of a lesson so that at the end of the professional development, teachers have a model, they created, to use as a guide for other integrated lessons. Within the professional development, teachers learn how to create a learner analysis, how to differentiate instruction, and how to provide rigorous, relevant, and engaging learning experiences for their students (ISTE Standards for Coaches, 2). Teachers were directed on how to address content and technology standards, as well as, provided a model within the sample math lesson (ISTE Standards for Coaches, 2a).
Within this professional development, teachers are provided the sample math lesson that models the use of rubrics. Cooper and Gargan (2009) state that rubrics provide opportunities for feedback and discussion, teacher and learner reflection, and continued learning. Using rubrics within technology integrated instruction allows students to know up front what is expected. It allows teachers to continue to guide students toward the ultimate goal of the task. Also in this professional development, teachers were taught to use appropriate instructional strategies that focus on brain-compatible learning principles such as creating meaning and relevance, activating prior knowledge, and creating positive emotions. Using brain-compatible learning principles, while connecting the learning to technology, creates a learning experience that is very meaningful to students (Nelson, 2008). Through the use of the sample math lesson using rubrics and brain-compatible learning principles, I am able to coach teachers and model the 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 for Coaches, 2b).
Hushman and Napper-Owen (2011) suggest that using a PBL approach when teaching helps students to develop inquiry skills, enhance their ability to analyze different situations, and to work collaboratively to address various leveled problems. I feel that using the PBL approach in the sample math lesson in this professional development shows my ability to design and implement technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (ISTE Standards for Coaches, 2d).
Discuss how you might change the content, strategy, or design of the artifact.
I believe this to be one of the best artifacts that I have created within the MAED IT program. I don’t think I would change anything about this artifact at this point. This artifact shows that I have learned the objectives of EDTC 6037. It shows my ability to develop units of instruction integrating the North Carolina standards and the K-12 Computer Skills Curriculum and my ability to develop units of instruction for staff development integrating technology that supports 21st century learning skills. It also shows my ability to develop units of instruction based on inquiry, generative, and problem-based learning strategies.
Discuss how the artifact is representative of future and career goals and plans.
EDTC 6037 has taught me how to develop units of instruction and professional development integrating the North Carolina standards and the K-12 Computer Skills Curriculum that supports 21st century learning skills. Before taking this class, I didn’t realize all that was involved in the integration of technology. I thought as long as technology was being used, it was integrated. I now know that it is much more than that. I have learned that although it does include actually using technology throughout the lesson, it also includes analyzing the learners, writing clear objectives, using brain-compatible learning principles, using various assessment methods, and much more. Using this artifact I will be able to create many more technology integrated lessons to use with my students.
I have also learned that when creating professional development for teachers, just like with children, it is very beneficial to provide a model of what is expected. I believe the model I created is a great example of a lesson integrated with technology. I feel that this lesson, as well as the professional development modules will benefit any teacher that looking at where to start or how to improve integrating technology into their lessons. This artifact will be a great resource for me to use when educating professionals on the effective integration of technology.
References
Cooper, B. S., & Gargan, A. (2009). Rubrics in education: Old term, new meanings. The Phi Delta Kappan, 91(1), 54-55.
Hushman, G., & Napper-Owen, G. (2011). Incorporating problem-based learning in physical education teacher education. Journal of Physical Education, Recreation & Dance,82(8), 17.
Nelson, K. J. (2008). Teaching in the digital age: Using the internet to increase student engagement and understanding (2nd ed.). Thousand Oaks, CA: Corwin Press.
Reflection for EDTC 6139: Selection and Integration of Multimedia for PreK-12 Schools
Instructor: Dr. Ken Luterbach
State the competency, or standard that is appropriate for your degree and licensure area.
Standards for the Master of Instructional Technology Degree/Coordinator/Director of Technology License (077)
Standard 1: The instructional technology coordinator/director will demonstrate knowledge and skills related to technology operations and concepts.
Indicator 2: Demonstrates continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
Standard 2: The instructional technology coordinator/director will plan and design learning environments and experiences.
Indicator 3: Identifies and locates technology resources and evaluates them for accuracy and suitability.
Standard 5: The instructional technology coordinator/director will use technology resources to enhance productivity and professional practice.
Indicator 2: Continually self-evaluates and reflects on professional practice to make informed decisions regarding the use of technology in support of student learning.
Describe the requirements for the artifact.
Selection and Integration of Multimedia for PreK-12 Schools, taught by Dr. Ken Luterbach in Summer II 2013, focused on gaining experiences in the selection and evaluation of multimedia resources. Understanding the area of computer technology and its application to the K-12 curriculum was included in this focus. Smaldino, Lowther, and Russell (2012) state that it is important to carefully select, use, and evaluate multimedia resources (traditional and the more innovative) so that learners gain the skills and knowledge they need to be successful in the 21st century. This project consisted of identifying, describing, and sharing exemplary multimedia resources found on and off the web. We were to also share these resources with a teacher and request feedback, and to include a reflection on using these resources within our teaching practices in the future.
Explain how your artifact is a good example of the objective, competency, or standard.
Upon completion of this artifact, we were required to put the information on a webpage and provide the link within the document. We created two separate web pages, one for resources on the World Wide Web and one for resources not on the World Wide Web. The page with World Wide Web resources included working hyperlinks to the available resources.
I feel the creation of this webpage demonstrates my knowledge and skills related to technology operations and concepts (077 Standard 1).
According to Johnson, Levine, Smith, and Haywood (2010), technology is no longer seen as an isolated influence. It is now seen as a way for learners to take control and keep in touch with their learning. To support this change, teaching practices and teaching tools must adapt. Through the evaluation of several technology tools and the collection of these few as exemplary, I am able to demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies (077 Standard 1, Indicator 2).
Simply providing access to technology doesn’t mean that children will learn from it. It also does not mean that the material provided by the technology will be actually help students learn. Without being connected to appropriate objectives and goals and being evaluated for effectiveness, technology does not do a whole lot of good (Noeth & Volkov, 2004). The purpose of this entire artifact was to identify, locate, and evaluate technology resources to find resources that were accurate and suitable for a particular goal or objective (077 Standard 2, Indicator 3).
As part of the assignment for this artifact, we were required to share these sources with another teacher and then reflect on that teacher’s feedback. I feel that this section of the artifact provided the opportunity for me to self-evaluate and reflect on my professional practice (077 Standard 5, Indicator 2). In addition to the reflection of teacher feedback, we also had to provide a personal reflection that shared how we might use these resources within our teaching practices in the future. I believe this section allowed me to show that I am able to use my reflections to make informed decisions regarding the use of technology in support of student learning (077 Standard 5, Indicator 2).
Discuss how you might change the content, strategy, or design of the artifact.
The only thing I would change about this artifact is that I provided only Language Arts resources. At the time, that made sense because I was working as a Reading Specialist and wanted to find resources that not only would meet the needs of the assignment, but also my needs as a teacher. However, now my teaching needs have changed as I move into an AIG Specialist position. I would love to have had some evaluated resources that were related to math or science that I could refer to as well.
I really like the design of the artifact. I believe it provides a great deal of information about the resource in an easy to view format. The only thing I would change about the design would be to include a copyright or publishing date. Including this date would allow me to easily see which resources may be close to becoming obsolete and allow me to monitor updates to these resources if and when they become available.
Discuss how the artifact is representative of future and career goals and plans.
EDTC 6139 has provided me the opportunity to gain experiences in the selection and evaluation of multimedia resources, as well as, to help me understand the computer technology and its application to the K-12 curriculum. I have learned this is important when using technology in the classroom in order to create and provide quality instruction. Before taking this class I did not really evaluate the resources I used in my classroom. I would look at them to see if they somewhat met my needs, but I did not truly evaluate them. I now see the importance of this, and knowing how to evaluate these resources has already proven to be a valuable asset to me as I transition to AIG Specialist this year. I am sure that this artifact will be pulled out and used frequently throughout my educational career.
References
Johnson, L. F., Levine, A., Smith, R. S., & Haywood, K. (2010). Key emerging technologies for elementary and secondary education. Education Digest, 76(1), 36.
Noeth, R. J., & Volkov, B. B. (2004). Evaluating the effectiveness of technology in our schools. ACT, Inc.
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning. Boston, MA: Pearson Education, Inc.
Reflection for EDTC 6149: Administration of School Technology
Instructor: Dr. Jesse Strycker
State the competency, or standard that is appropriate for your degree and licensure area.
Standards for the Master of Instructional Technology Degree/Coordinator/Director of Technology License (077)
Standard 6: The instructional technology coordinator/director will model and promote social, ethical, legal, and human issues that relate to technology use.
Indicator 4: Promotes safe and healthy use of technology resources.
Describe the requirements for the artifact.
Administration of School Technology was taught by Dr. Jesse Strycker in the fall 2013 and focused on theory and principles of planning and administering school technology programs, analyzing policies, procedures manuals, and school improvement plans, and identifying attributes of effective technology leaders. It is very important to provide school leaders with resources and information that not only creates conversation about security measures and its effects on the ability and willingness of teachers to integrate technology but also helps to create effective 21st century schools (Schrum & Levin, 2009; Robinson, Brown, & Green, 2010). With this in mind, we created our final project, a Policies and Procedures Manual. We were to include a mission statement, MTAC committee information, program evaluation plan, and how to manage change. We also included the following policies: software selection, flexible access, website development, copyright, and acceptable use. This artifact was completed throughout the course due to its great detail and extent.
Explain how your artifact is a good example of the objective, competency, or standard.
This artifact provides a plethora of examples of my ability to promote social, ethical, legal, and human issues that relate to technology use (077 Standard 6), as well as, my ability to promote safe and healthy use of technology resources (077 Standard 6, Indicator 4). This project starts out with the creation of a mission statement. My mission statement in this artifact focuses on providing support to students, staff, and parents so that students can become responsible for their learning, success, and future. This mission statement is important because it encompasses all that I tried to accomplish throughout the Policies and Procedures Manual.
The creation of the MTAC committee is very important to the implementation of the various policies within the manual. Careful planning by this committee determines how effective student-centered media and technology programs are (Instructional Technology Division, NC DPI, 2006). Most of the policies in this manual refer to the MTAC committee as the deciding group for the school.
The various policies within this manual describe and promote ethical and legal use of technology resources (077 Standard 6). Teachers must adhere to specific guidelines in order to model responsible use of technology (Bates, Engle, Halasi-Kun, Kiaschko, Mickley, Norman, & Norman, n.d.). These guidelines are provided in this manual in a clear, understandable way so that there is no confusion about the expectations.
The creation of the Acceptable Use Policies promotes safe and healthy use of technology resources (077 Standard 6, Indicator 4). Adams (2008) suggests that AUPs address new technology tools that enhance learning while ensuring safe and responsible use by teachers and students. I have created AUPs for staff, students, and parents in this manual. I think that everyone using technology on the school campus should be required to follow guidelines that promote safe and healthy use. I feel that promoting safe and healthy use is of utmost importance when using technology resources in education.
Discuss how you might change the content, strategy, or design of the artifact.
Although I would not change the creation of this policy manual and how it is designed, I would adjust some of the content. This policy manual was written based on what I believe would be best for the school in which I work. I believe that it would be better represented if the creation of this manual came from an actual MTAC committee that meets on a regular basis instead of just one person. Although all of the information in this manual was created based on real data from the school, I feel that my ideas should be supported through a team of people. I think that presenting this artifact to the MTAC committee at my school for review would be a great step into improving the current policy manual we have in place.
Discuss how the artifact is representative of future and career goals and plans.
EDTC 6149 has taught me how to analyze and evaluate policy and procedures manuals and school improvement plans. It has taught me how to plan and administer school technology programs. I have learned the importance of legal and ethical use of technology resources. Before taking this class, I did not realize how important it was to have these types of plans in place. Now I not only know the importance, but I am able to advocate for legal, ethical, safe, and healthy use for educators, parents, and students. As technology continues to change, I feel that being able to create policy and procedures manuals will be a great asset throughout my career.
References
Adams, H. R. (2008). Dusting off the acceptable use policy (AUP). School Library Media Activities Monthly, 25(4), 56.
Bates, J., Engle, B., Halasi-Kun, G., Kiaschko, J., Mickley, T., Norman, J., & Norman, L. (n.d.). Code of computer ethics for educators. Retrieved from http://lrs.ed.uiuc.edu/students/mickley/ethicsnew.htm.
Instructional Technology Division, NC DPI. (2006). Impact: Guidelines for north carolina media and technology programs. Retrieved from http://www.ncwiseowl.org/impact/progadmin.htm.
Robinson, L. K., Brown, A. H., & Green, T. D. (2009). Security vs. access: Balancing safety and productivity in the digital school. Eugene, OR: International Society for Technology Education.
Schrum, L., & Levin, B. B. (2010). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.
Reflection for EDTC 6992: Technology Specialists as Teacher Leaders in K12 School Systems
Instructor: Dr. Carol A. Brown
State the competency, or standard that is appropriate for your degree and licensure area.
ISTE Standards for Coaches
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.
a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.
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.
Technology Specialists as Teacher Leaders in K12 School Systems was taught by Dr. Carol Brown in the fall 2014 and focused on demonstrating leadership in the school and community, as well as, demonstrating and modeling technology use for instruction and professional development. Maxwell (1993) states that the key to being successful, in anything that you do, is having the ability to, successfully, lead others. The artifact for this class reflects on the different opportunities I took to develop leadership, as a technology specialist, within my school. These opportunities included assisting teachers with technology needs, modeling and co-teaching with teachers, providing professional development, and creating an infomercial for an outreach ministry in the community. The artifact required that we describe the activities completed and provided a narrative reflection of the experience.
Explain how your artifact is a good example of the objective, competency, or standard.
This artifact provides a plethora of examples of my ability to assist teachers in using technology effectively (ISTE Standard 2). Throughout the semester I worked with various 3rd, 4th, and 5th grade teachers to plan, model, and co-teach technology integrated lessons. I modeled the design and implementation of technology (ISTE Standard 2a) through 3rd grade science lessons on forces and motion. Students participated in station rotations that utilized Promethean activities, laptops, and interactive websites. With 4th grade teachers we worked on creating technology integrated lessons that addressed content standards and student technology standards (ISTE Standard 2a). I showed fourth grade teachers how to create ABCD objectives for their lessons because this method allows objectives to be clear for the students and teachers. Clear objectives are important because not only do they describe what the students will do, but they also provide a direct link between the standards, the expectations of the teacher, the classroom instruction, and the grading of student performance (Penn State University, 2014). With 5th grade teachers, I modeled engaging students in a global unit in which they research problems in third-world countries. After students finish their research, they will then produce technology solutions for these third-world countries (ISTE Standard 2c).
There were also many times throughout this project that I had the opportunity to create or assist in creating professional development for teachers (ISTE Standard 4). I created the needs assessment for a professional development, delivered by our Technology Facilitator, on SchoolinSites (ISTE Standard 4a). This needs assessment helped me to assist the Technology Facilitator in creating a professional development session that would benefit the learners more directly because it focused on areas of need (Baltimore County Public Schools, 2013). Later in the semester, I also worked with two other interns, Melinda Moody and Beth Elliote, to create an Edmodo professional development session for teachers at our school and our sister school. We started with a needs assessment to evaluate the needs of the learners (ISTE Standard 4a). Next we designed, developed, and implemented this technology-rich learning program (ISTE Standard 4b). We used several strategies that support learning style theory and brain research so that our presentation would be meaningful and memorable and we could get buy-in from the adult learners (Tate, 2012). Some examples are technology, visuals, and cooperative learning activities. We also provided time for job-embedded practice and follow-up with continued support for the learners. This helped to create improvements in professional practice for many of the professional development participants. Finally, we evaluated the professional development (ISTE Standard 4c). Our evaluation included a survey that questioned the participants’ reactions, learning, and use of knowledge and skills, as well as, the organization, support, change, and learning outcomes of the professional development (Guskey, 2002). These areas allowed us to determine where teachers were successful and where they need more assistance. It also helped to create a starting point for future professional development.
Discuss how you might change the content, strategy, or design of the artifact.
This artifact is merely a description and reflection of all the activities done throughout this internship. This artifact only required us to briefly describe the activities completed and to include a reflective overall summary. It does not by any means represent the depth of learning that has taken place over the last few months. I would change the design of the artifact to include the actual reports we wrote on the different tasks we completed throughout the semester. I would also include reflections on the different tasks because I think an important part of learning takes place through the self-reflection. I feel these reports, combined with the descriptions and reflections provide a more in-depth representation of the overall learning.
Discuss how the artifact is representative of future and career goals and plans.
EDTC 6992 has given me the opportunity to experience the job of a technology facilitator. It has allowed me to gain experience in working with teachers and providing professional development. Before taking this class, I did not realize how much was involved in the technology facilitator position. Now I not only know what is involved, but I am also confident in knowing that I have the ability to perform the duties of this position. As an AIG Specialist at my school it will be important to have the skills necessary to not only guide teachers in creating technology-integrated lessons, but also to provide professional development to assist in the meeting the differentiated needs of the students in my school.
References
Baltimore County Public Schools. (2013). Guide to high-quality professional development. Towson, MD: Baltimore County Public Schools.
Guskey, T. R. (2002, March). Does it make a difference? Evaluating professional development. Redesigning Professional Development, 59(6), 45-51.
Maxwell, J. C. (1993). Developing the leader within you. Nashville, TN: Maxwell Motivation, Inc.
Penn State University. (2014). Writing objectives. Retrieved from http://archive.tlt.psu.edu/learningdesign/objectives/writing.html.
Tate, M. L. (2012). “Sit & get” won’t grow dendrites: 20 professional learning strategies that engage the adult brain (2nd ed.). Thousand Oaks, CA: Corwin.
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