Rationale Paper
Introduction
After 10 years in the business industry, I decided that a career change was needed. I had working mostly as a distribution plant manager for the two leading beverage companies. I returned to school at California University of Pennsylvania, were I studied Educational Technology. My teaching experience has been more then I could have hoped for, with each year revealing new experiences and opportunities.
I started the MET program in the spring of 2004, taking two courses each semester for the next 3 semesters. Unfortunately, I had to postpone my pursuit of a master’s degree in the MET program for 3 years to follow a passion for coaching football and basketball, all the while knowing that a master’s in Ed Tech would allow me to pursue my real passion for technology and education.
In the fall of 2010, I was able to get back into the MET program and start to see my dreams of completing a masters degree come to fruition. With the help of Jerry Foster, we aligned old courses with new courses to see the light at the end of the tunnel. Through the next three semesters I jammed every bit of time and energy into completing seven courses with the idea that all the material covered would become an extension of my classes that I teach. This brings us to the conclusion of the MET program with the ePortfolio Project to showcase my gained knowledge and accomplishments throughout the entire journey.
The rationale will provide a summary of all the courses taken during the program and include artifacts that document course and program progress. The rationale identifies the Association for Educational Communication and Technology (AECT) Standards and how each course relates to each sub-standard.
I started the MET program in the spring of 2004, taking two courses each semester for the next 3 semesters. Unfortunately, I had to postpone my pursuit of a master’s degree in the MET program for 3 years to follow a passion for coaching football and basketball, all the while knowing that a master’s in Ed Tech would allow me to pursue my real passion for technology and education.
In the fall of 2010, I was able to get back into the MET program and start to see my dreams of completing a masters degree come to fruition. With the help of Jerry Foster, we aligned old courses with new courses to see the light at the end of the tunnel. Through the next three semesters I jammed every bit of time and energy into completing seven courses with the idea that all the material covered would become an extension of my classes that I teach. This brings us to the conclusion of the MET program with the ePortfolio Project to showcase my gained knowledge and accomplishments throughout the entire journey.
The rationale will provide a summary of all the courses taken during the program and include artifacts that document course and program progress. The rationale identifies the Association for Educational Communication and Technology (AECT) Standards and how each course relates to each sub-standard.
Standard 1: Design
1.1 Instructional Systems Design
States that ISD is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. On a large-scale analysis of an ISD the 512 Online Course Design was created around the transportation lessons I do in my Energy and Transportation course. The objective of the artifact is to encompass all the instruction, assignments, resources, and evaluations in one setting. Creating a motivating environment for the learners in order to have a meaningful and engaging experience, led me to John Keller’s ARCH model. The model suggests there are four facts to improving and sustaining student involvement; the factors are attention, relevance, confidence, and satisfaction. To maintain the attention of the students the lesson was divided into four parts, land, water, air, and space. Each separate lesson was taught utilizing short concise presentations, direct demonstrations, and meaningful theory application. The lessons where presented in a manner that made them more relevant to the students based on current living standards and conditions that include an extensive debate regarding alternative forms of energy and transportation. I was able to build on the students' confidence by utilizing different resources for instruction and as reference material. This helped the students feel more independent with the knowledge that answers were obtainable through directed research. The final step was to ensure satisfaction through successful accomplishments. This was obtained through the students' abilities to see a problem and solve it with confidence, knowing that through evaluation and redesign they could achieve the goal that they had determined at the start of the lesson.
This standard also made me think of the 506 Unit of Instruction, in the analysis phase of the assignment I started with a current communication lesson that I use with my 8th and 9th grade classes. The stop-motion animation project, because it incorporates many different disciplines in technology, I felt that there could be room for improvement to benefit the student’s mastery of the lesson principles. The lesson involves the creation of a storyboard, script, background, props, characters, computer programs, digital cameras, tripods, and different mediums for the production of the project. Through careful and detailed analysis, I determined that along with my presentation of the new lesson and what it entails for the students, that the use of video instruction, visual cues via my website, website resources and opportunities to view past projects would make the students experience more meaningful. I incorporated the use of video instruction with my YouTube channel by creating short videos that explain in detail how to create and produce different parts of the project. The videos are reviewed in class and available to the students at anytime as resource if problems occur or additional instruction is needed. The changes made in the lesson have helped the students work more independently in their groups and create a more lasting, meaningful experience for them. I will continue to evaluate the instructional processes for improvement and opportunities to create a higher level of thinking in the students' processes.
1.2 Message Design
This standard involves the manipulation of the message design in the physical form. This immediately brought to mind the 506 Lesson Graphics that utilize the CARP Principles from the PAT design framework. According to Linda Lahr in Creating Graphics for Learning and Performance (2008), the PAT design framework deals with principles, actions and tools “creating visuals for learning and performance involves starting with the goal of facilitating learner perception through the use of actions and tools” (p. 80). Linday Lorh (2008) states in the second part of the PAT design framework, “deal with the changes or movements that have been made to instructional information or to the elements of information assembled to convey and idea” (p. 80). CARP refers to Contrast, Alignment, Repetition, and Proximity in the design of graphics for the purpose of instruction or as supplemental instructional tools. The artifacts include multiple graphics for the purpose of providing additional information and resources for creating a stop-motion animation project in my 8th and 9th grade courses. The CARP projects include the USM (Universal Systems Model), design loop, communications model, basic layout and tools of Audacity, basic layout and tools of Windows Movie Maker, how to fill out a daily log in the PSW, how to fill out the storyboard for the stop-motion animation project, and a motivation image of Ingenuity.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and actions within a lesson. I chose the 541 Lesson Plan based on the different methods of instructional strategies used for the entire lesson. The lesson takes on the approach of the Connectivism theory, using a more student-centered method learning in my classroom and lab for construction. David Jonassen and Susan Land (2000) states “technological foundations influence how media can support, constrain, or enhance the learning environment (p. 4). This lesson on construction utilizing bridge design to teach basic fundamentals and principles of construction are presented and taught by incorporating many different forms of instruction. These forms of instruction include web-based research for acquiring historical information, web-based design practices for creating bridges using certain criteria for construction to then be tested with immediate feedback on success or failure for redesign possibilities, developing design possibilities for creating a model to be tested for durability and strength, and applying principles to construction practices for building a bridge to be tested. The construction lesson is designed to create a higher level of thinking in the students in all aspects of the lesson.
1.4 Learner Characteristics
This standard involves the facets of the learner's experiential background that impact the effectiveness of a learning process. The Digital Divide vs. Digital Inequality artifact from the 501 course comes to mind as a good example of the standard. The report provides information concerning the growing separation between the students with all the benefits of current technology including the Internet and the students that have very little access to current technology and little or no connection to the Internet. The students that utilize technology on a daily basis have an extrinsically and intrinsically motivational advantage over other students, therefore creating a higher success rate among the halves. This report revealed the damaging effect occurring on our young students in an age where communication is immediate and rampant. In the modern society that we currently live in, it is hard to imagine that there are schools and districts that have very little contact with educational technology tools to assist and enhance student learning. This artifact opened my eyes to the widening gap of the digital divide and has motivated me to help reverse this trend.
The second artifact I chose is the Research Synthesis Paper from EdTech 504. The paper researches the learning theory of Connectivism, developed by George Siemens (2004). The learning theory applies to the learners of today and the methods in which they interact with peers, teachers and administrators, with technology as a way to socialize and communicate at any given moment. The report offers information on learning theories from B.F. Skinner, Siemens, and Bruner. The report gives very insightful information on how the young learners of today comprehend and interpret information in our digital world. As difficult as this paper was to write, I thoroughly enjoyed doing the research when compiling the information.
States that ISD is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. On a large-scale analysis of an ISD the 512 Online Course Design was created around the transportation lessons I do in my Energy and Transportation course. The objective of the artifact is to encompass all the instruction, assignments, resources, and evaluations in one setting. Creating a motivating environment for the learners in order to have a meaningful and engaging experience, led me to John Keller’s ARCH model. The model suggests there are four facts to improving and sustaining student involvement; the factors are attention, relevance, confidence, and satisfaction. To maintain the attention of the students the lesson was divided into four parts, land, water, air, and space. Each separate lesson was taught utilizing short concise presentations, direct demonstrations, and meaningful theory application. The lessons where presented in a manner that made them more relevant to the students based on current living standards and conditions that include an extensive debate regarding alternative forms of energy and transportation. I was able to build on the students' confidence by utilizing different resources for instruction and as reference material. This helped the students feel more independent with the knowledge that answers were obtainable through directed research. The final step was to ensure satisfaction through successful accomplishments. This was obtained through the students' abilities to see a problem and solve it with confidence, knowing that through evaluation and redesign they could achieve the goal that they had determined at the start of the lesson.
This standard also made me think of the 506 Unit of Instruction, in the analysis phase of the assignment I started with a current communication lesson that I use with my 8th and 9th grade classes. The stop-motion animation project, because it incorporates many different disciplines in technology, I felt that there could be room for improvement to benefit the student’s mastery of the lesson principles. The lesson involves the creation of a storyboard, script, background, props, characters, computer programs, digital cameras, tripods, and different mediums for the production of the project. Through careful and detailed analysis, I determined that along with my presentation of the new lesson and what it entails for the students, that the use of video instruction, visual cues via my website, website resources and opportunities to view past projects would make the students experience more meaningful. I incorporated the use of video instruction with my YouTube channel by creating short videos that explain in detail how to create and produce different parts of the project. The videos are reviewed in class and available to the students at anytime as resource if problems occur or additional instruction is needed. The changes made in the lesson have helped the students work more independently in their groups and create a more lasting, meaningful experience for them. I will continue to evaluate the instructional processes for improvement and opportunities to create a higher level of thinking in the students' processes.
1.2 Message Design
This standard involves the manipulation of the message design in the physical form. This immediately brought to mind the 506 Lesson Graphics that utilize the CARP Principles from the PAT design framework. According to Linda Lahr in Creating Graphics for Learning and Performance (2008), the PAT design framework deals with principles, actions and tools “creating visuals for learning and performance involves starting with the goal of facilitating learner perception through the use of actions and tools” (p. 80). Linday Lorh (2008) states in the second part of the PAT design framework, “deal with the changes or movements that have been made to instructional information or to the elements of information assembled to convey and idea” (p. 80). CARP refers to Contrast, Alignment, Repetition, and Proximity in the design of graphics for the purpose of instruction or as supplemental instructional tools. The artifacts include multiple graphics for the purpose of providing additional information and resources for creating a stop-motion animation project in my 8th and 9th grade courses. The CARP projects include the USM (Universal Systems Model), design loop, communications model, basic layout and tools of Audacity, basic layout and tools of Windows Movie Maker, how to fill out a daily log in the PSW, how to fill out the storyboard for the stop-motion animation project, and a motivation image of Ingenuity.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and actions within a lesson. I chose the 541 Lesson Plan based on the different methods of instructional strategies used for the entire lesson. The lesson takes on the approach of the Connectivism theory, using a more student-centered method learning in my classroom and lab for construction. David Jonassen and Susan Land (2000) states “technological foundations influence how media can support, constrain, or enhance the learning environment (p. 4). This lesson on construction utilizing bridge design to teach basic fundamentals and principles of construction are presented and taught by incorporating many different forms of instruction. These forms of instruction include web-based research for acquiring historical information, web-based design practices for creating bridges using certain criteria for construction to then be tested with immediate feedback on success or failure for redesign possibilities, developing design possibilities for creating a model to be tested for durability and strength, and applying principles to construction practices for building a bridge to be tested. The construction lesson is designed to create a higher level of thinking in the students in all aspects of the lesson.
1.4 Learner Characteristics
This standard involves the facets of the learner's experiential background that impact the effectiveness of a learning process. The Digital Divide vs. Digital Inequality artifact from the 501 course comes to mind as a good example of the standard. The report provides information concerning the growing separation between the students with all the benefits of current technology including the Internet and the students that have very little access to current technology and little or no connection to the Internet. The students that utilize technology on a daily basis have an extrinsically and intrinsically motivational advantage over other students, therefore creating a higher success rate among the halves. This report revealed the damaging effect occurring on our young students in an age where communication is immediate and rampant. In the modern society that we currently live in, it is hard to imagine that there are schools and districts that have very little contact with educational technology tools to assist and enhance student learning. This artifact opened my eyes to the widening gap of the digital divide and has motivated me to help reverse this trend.
The second artifact I chose is the Research Synthesis Paper from EdTech 504. The paper researches the learning theory of Connectivism, developed by George Siemens (2004). The learning theory applies to the learners of today and the methods in which they interact with peers, teachers and administrators, with technology as a way to socialize and communicate at any given moment. The report offers information on learning theories from B.F. Skinner, Siemens, and Bruner. The report gives very insightful information on how the young learners of today comprehend and interpret information in our digital world. As difficult as this paper was to write, I thoroughly enjoyed doing the research when compiling the information.
Standard 2: Development
2.1 Print Technologies
The 506 Poster Design (Lesson Graphics) is a great source for print technologies. There are 8 separate graphics that will be utilized during instruction and available as a resource on my school website for students to use during the creation of their stop-motion animation project. The CARP principle, Linday Lorh (2008), was incorporated during the creation of all the graphics. The first graphic displays the Universal Systems Models showing all the steps and subcategories. The second graphic displays the design loop; it is intended to be used during the entire process of solving a technological problem. The students record information in each section of the design loop as they work through their problem. The steps in the design loop keep the students organized when working through a problem to create the optimal solution. The next graphic is of the Communications Model showing interaction between sender and receiver. The graphic displays two levels of communication, the first being a face-to-face interaction and the second is showing communication through the use of electronic devices. The next two graphics deal directly with using two programs for creating the stop-motion animation short film. The first of the two is a screenshot of the audio program Audacity and displays callouts of different tools in the program that are most used during the audio editing part of the project. The second graphic, is a screenshot of Windows Movie Maker and also displays call-outs of the most used tools in the program for the project. The following two graphics are documents that are used during the process of putting together the stop-motion animation project. The first shows a daily log page and an example of how the students fill it out when working in their PSW. The next graphic shows a sample of how a storyboard should be filled out when the students are working on their script. The final graphic on the website page shows a motivational image of a lion over coming an obstacle through the use of Ingenuity. This graphic is meant to inspire a student when things look or feel to difficult to be accomplished.
2.2 Audiovisual Technologies
The audiovisual technologies standard implies methods for producing or delivering materials utilizing mechanical devices or electronic machines to present auditory and visual messages. I chose to use an Instructional Video created for the 533 YouTube for Educators course. The video is a step-by-step instruction for constructing a Cube-in-a-Cube for my 9th grade Manufacturing course. The video incorporates direct instruction along with visual cues with a voice over for instruction and clarification. The instructional video directly relates to the standard through the use of auditory and visual materials used for direct instruction, not only in my course but also across the globe. The advent of YouTube has made it possible to reach out to individuals not directly in contact with me.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. I thought that the Transportation Taxonomy video I created for the 533 YouTube for Educators course was a perfect fit for this standard. The video provides information related to the Transportation Taxonomy for the students in my courses. The students use the video for completing a course assignment and as a resource for quizzes and tests in the courses.
541 Internet Lesson involves the student researching different types of bridges, bridge history, bridge design practices and principles to learn some fundamentals of construction technology. The lesson takes the student through a process of learning application principles that they will apply to the construction of bridges in the West Point Bridge Building program. During these two steps the student record information in their PSW to be applied to the design and construction of their own bridge. This lesson utilizes several applications of computer technology in conjunction with hands-on experiences.
2.4 Integrated Technologies
This standard involves the use of multiple technologies to be used to produce and deliver information through the use of a computer. The first artifact that I chose for this standard is the 541 Technologies Integrations assignment. With this assignment, we were required to create four webpages that integrated technology into the classroom for four distinct areas of education. I chose to display my Technology Integration in ESL and Technology Integration in Art & Music. The two webpages display four categories for integrating technology in instruction. The first category is Internet for Instruction and Tutorial. The second is Tool Software and Design. The third is Instructional & Interactive Software/Technology. The final category is Productivity Software. Each of the four categories provides specific information related to, the problem, integration strategies, relative advantage, the expected outcome of using the technology, and the resources available for the technology integration. The two webpages provide all the necessary information, tools and resources for integrating technology into the classroom for producing and delivering information.
The 506 Poster Design (Lesson Graphics) is a great source for print technologies. There are 8 separate graphics that will be utilized during instruction and available as a resource on my school website for students to use during the creation of their stop-motion animation project. The CARP principle, Linday Lorh (2008), was incorporated during the creation of all the graphics. The first graphic displays the Universal Systems Models showing all the steps and subcategories. The second graphic displays the design loop; it is intended to be used during the entire process of solving a technological problem. The students record information in each section of the design loop as they work through their problem. The steps in the design loop keep the students organized when working through a problem to create the optimal solution. The next graphic is of the Communications Model showing interaction between sender and receiver. The graphic displays two levels of communication, the first being a face-to-face interaction and the second is showing communication through the use of electronic devices. The next two graphics deal directly with using two programs for creating the stop-motion animation short film. The first of the two is a screenshot of the audio program Audacity and displays callouts of different tools in the program that are most used during the audio editing part of the project. The second graphic, is a screenshot of Windows Movie Maker and also displays call-outs of the most used tools in the program for the project. The following two graphics are documents that are used during the process of putting together the stop-motion animation project. The first shows a daily log page and an example of how the students fill it out when working in their PSW. The next graphic shows a sample of how a storyboard should be filled out when the students are working on their script. The final graphic on the website page shows a motivational image of a lion over coming an obstacle through the use of Ingenuity. This graphic is meant to inspire a student when things look or feel to difficult to be accomplished.
2.2 Audiovisual Technologies
The audiovisual technologies standard implies methods for producing or delivering materials utilizing mechanical devices or electronic machines to present auditory and visual messages. I chose to use an Instructional Video created for the 533 YouTube for Educators course. The video is a step-by-step instruction for constructing a Cube-in-a-Cube for my 9th grade Manufacturing course. The video incorporates direct instruction along with visual cues with a voice over for instruction and clarification. The instructional video directly relates to the standard through the use of auditory and visual materials used for direct instruction, not only in my course but also across the globe. The advent of YouTube has made it possible to reach out to individuals not directly in contact with me.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. I thought that the Transportation Taxonomy video I created for the 533 YouTube for Educators course was a perfect fit for this standard. The video provides information related to the Transportation Taxonomy for the students in my courses. The students use the video for completing a course assignment and as a resource for quizzes and tests in the courses.
541 Internet Lesson involves the student researching different types of bridges, bridge history, bridge design practices and principles to learn some fundamentals of construction technology. The lesson takes the student through a process of learning application principles that they will apply to the construction of bridges in the West Point Bridge Building program. During these two steps the student record information in their PSW to be applied to the design and construction of their own bridge. This lesson utilizes several applications of computer technology in conjunction with hands-on experiences.
2.4 Integrated Technologies
This standard involves the use of multiple technologies to be used to produce and deliver information through the use of a computer. The first artifact that I chose for this standard is the 541 Technologies Integrations assignment. With this assignment, we were required to create four webpages that integrated technology into the classroom for four distinct areas of education. I chose to display my Technology Integration in ESL and Technology Integration in Art & Music. The two webpages display four categories for integrating technology in instruction. The first category is Internet for Instruction and Tutorial. The second is Tool Software and Design. The third is Instructional & Interactive Software/Technology. The final category is Productivity Software. Each of the four categories provides specific information related to, the problem, integration strategies, relative advantage, the expected outcome of using the technology, and the resources available for the technology integration. The two webpages provide all the necessary information, tools and resources for integrating technology into the classroom for producing and delivering information.
Standard 3: Utilization
3.1 Media Utilization
This standard incorporates the use of media as a systematic resource of learning. The 541 Instructional Unit had a lesson on Social Networking. For this assignment I created an entirely new lesson to be utilized in my classroom as part of the communication technology unit. The activity uses four different social networking sites; Mixedink, Edmodo, Diigo, and Google, to strengthen the students social networking skills in areas of collaboration between multiple students for the benefit of education and success in the classroom. The activity is designed around the idea of the students working collectively in class, out of class on campus and off campus to collaborate on information to solve problems related to the current projects in class. The activity is an ongoing process that is used for the entire semester. Students work in small groups for the first quarter, then new groups are formed for the second quarter to assure stronger peer-to-peer relations for the benefit of learning. The information is shared and monitored by the teacher to assure all rules and policies of the activity, classroom, and school are followed.
3.2 Diffusion of Innovation
This is the process of communicating through planned strategies for the purpose of gaining adoption. The 501 Technology Use Plan Presentation is intended to be a general process in which a school or school district would follow to create a Technology Use Plan. The plan covers basic steps that would be taken from the initial phases all the way through to the implementation of the plan. Through the process of investigation, research, planning and communication a school district can create a Technology Use Plan that makes sense for their particular needs, as all school districts do not encounter the same concerns, issues or problems. The second part of the Technology Use Plan Presentation is the Overview. The Overview looks at the National Educational Technology Plan (NETP). The NETP addresses five concerns that are part of their program that is intended to be in place in five years. The five areas of focus are:
1. Learning: Engaging and Empowering
2. Assessment: Measure What Matters
3. Teaching: Prepare and Conduct
4. Infrastructure: Access and Enable
5. Productivity: Redesign and Transform
Nationally the Department of Education should not force restrictions or change on state and local education, but instead provide guidelines for successful programs that can be curtailed to fit local district concerns and issues. Promoting development should be the plan to move forward.
I chose the 501 Digital Divide vs. Digital Inequality (presented in slideshare), this artifact provides a good look at the disparity of electronic communication in and out of education. Society is growing utilizing more advanced forms of electronic communication with no signs of this slowing or stopping. Hargittai (2003) states "The gap between those who have access to digital technologies and those who do not; or the gap between those who use digital technologies and those who do not understood in binary terms distinguishing the “haves” from the “havenots”. My research has revealed that most of the general public is unaware of the significant problem that not only our great country faces but all developed and developing countries face. We are staring at a revolution that is leaving many behind, even with the greatest intentions of our government, nationally and locally. Cellular use has seen a 25% decrease in cost over the last decade, while Internet access has only come down 4%. If this trend continues the use of “smart phones” my decrease due to the high cost of using Internet service on a cell phone.
3.3 Implementation and Institutionalization
There are three artifacts I chose to include in this standard, 512 Online Course Design, 506 Unit of Instruction, and the 541 Final Project. All three artifacts are a good representation of utilizing instructional materials, strategies and providing a continued routine in the use of technology for creating innovation in the structure and culture of my classroom. All three units of instruction utilize cross curriculum components to ensure a higher level of thinking. The instructional units are applicable to all middle schools in our district and across the state. Each of the units provides all the necessary information, documentation, and instruction to assure a successful experience for the student.
3.4 Policies and Regulations
This standard involves the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. When educators talk about rules and actions surrounding the use of technology, the first thing that comes to mind is usually an Acceptable Use Policy for the school or district. I chose to use my Internet Safety Presentation (slideshare link) from the 541course as my artifact. The presentation is available on my Wordpress site for 541 and presented with the program Slideshare. The presentation takes the viewer through a set of slides outlining the content, a disclaimer, acceptable use policies, a few personal stories, statistics, tips for using the Internet, and available resources for further research. I added this presentation to my middle school website because of the relevance and significance to the use of the Internet in my classroom. I enjoyed developing this assignment and plan to share it with my peers.
This standard incorporates the use of media as a systematic resource of learning. The 541 Instructional Unit had a lesson on Social Networking. For this assignment I created an entirely new lesson to be utilized in my classroom as part of the communication technology unit. The activity uses four different social networking sites; Mixedink, Edmodo, Diigo, and Google, to strengthen the students social networking skills in areas of collaboration between multiple students for the benefit of education and success in the classroom. The activity is designed around the idea of the students working collectively in class, out of class on campus and off campus to collaborate on information to solve problems related to the current projects in class. The activity is an ongoing process that is used for the entire semester. Students work in small groups for the first quarter, then new groups are formed for the second quarter to assure stronger peer-to-peer relations for the benefit of learning. The information is shared and monitored by the teacher to assure all rules and policies of the activity, classroom, and school are followed.
3.2 Diffusion of Innovation
This is the process of communicating through planned strategies for the purpose of gaining adoption. The 501 Technology Use Plan Presentation is intended to be a general process in which a school or school district would follow to create a Technology Use Plan. The plan covers basic steps that would be taken from the initial phases all the way through to the implementation of the plan. Through the process of investigation, research, planning and communication a school district can create a Technology Use Plan that makes sense for their particular needs, as all school districts do not encounter the same concerns, issues or problems. The second part of the Technology Use Plan Presentation is the Overview. The Overview looks at the National Educational Technology Plan (NETP). The NETP addresses five concerns that are part of their program that is intended to be in place in five years. The five areas of focus are:
1. Learning: Engaging and Empowering
2. Assessment: Measure What Matters
3. Teaching: Prepare and Conduct
4. Infrastructure: Access and Enable
5. Productivity: Redesign and Transform
Nationally the Department of Education should not force restrictions or change on state and local education, but instead provide guidelines for successful programs that can be curtailed to fit local district concerns and issues. Promoting development should be the plan to move forward.
I chose the 501 Digital Divide vs. Digital Inequality (presented in slideshare), this artifact provides a good look at the disparity of electronic communication in and out of education. Society is growing utilizing more advanced forms of electronic communication with no signs of this slowing or stopping. Hargittai (2003) states "The gap between those who have access to digital technologies and those who do not; or the gap between those who use digital technologies and those who do not understood in binary terms distinguishing the “haves” from the “havenots”. My research has revealed that most of the general public is unaware of the significant problem that not only our great country faces but all developed and developing countries face. We are staring at a revolution that is leaving many behind, even with the greatest intentions of our government, nationally and locally. Cellular use has seen a 25% decrease in cost over the last decade, while Internet access has only come down 4%. If this trend continues the use of “smart phones” my decrease due to the high cost of using Internet service on a cell phone.
3.3 Implementation and Institutionalization
There are three artifacts I chose to include in this standard, 512 Online Course Design, 506 Unit of Instruction, and the 541 Final Project. All three artifacts are a good representation of utilizing instructional materials, strategies and providing a continued routine in the use of technology for creating innovation in the structure and culture of my classroom. All three units of instruction utilize cross curriculum components to ensure a higher level of thinking. The instructional units are applicable to all middle schools in our district and across the state. Each of the units provides all the necessary information, documentation, and instruction to assure a successful experience for the student.
3.4 Policies and Regulations
This standard involves the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. When educators talk about rules and actions surrounding the use of technology, the first thing that comes to mind is usually an Acceptable Use Policy for the school or district. I chose to use my Internet Safety Presentation (slideshare link) from the 541course as my artifact. The presentation is available on my Wordpress site for 541 and presented with the program Slideshare. The presentation takes the viewer through a set of slides outlining the content, a disclaimer, acceptable use policies, a few personal stories, statistics, tips for using the Internet, and available resources for further research. I added this presentation to my middle school website because of the relevance and significance to the use of the Internet in my classroom. I enjoyed developing this assignment and plan to share it with my peers.
Standard 4: Management
4.1 Project Management
This standard involves planning, monitoring, and controlling instructional design and development projects. To me there are two sides of this standard that can be considered when applying it to an artifact developed in the MET courses. The first application would be in developing a report for an evaluation of a program. In the 505 FWL Evaluation Proposal I created a hypothetical evaluation of a corporation and their use of technology and proposed technology. The assignment required the report to consist of an introduction, a description of the company being evaluated, a description of how the evaluation would take place and the methods used during the evaluation, a task schedule, a personal description, and a cost analysis. The FWL Evaluation Report was the first time I have had to examine a company from this perspective, the learning curve was tremendous but rewarding. As a previous beverage plant manager and now a technology teacher, I can see the benefits of knowing how to evaluate different forms of production or education. I was able to learn a tremendous amount of information when it comes to conducting a small or large-scale evaluation that can be used in an informal setting or on a formal platform. The ABC’s of Evaluation written by John Boulmetis and Phyllis Dutwin (2005), provides insightful information regarding all aspects of conducting an evaluation in any placement.
The second aspect of applying this standard to a course artifact is in the development of a lesson plan that introduces an entirely new set of information to a student. The first lesson that comes to mind for me is the 506 Final Project. I created the lesson to introduce all aspects of communication to the students, to help them understand that what they see as a finished product had to start with a simple idea. I take the students through this concept of starting with an idea and developing it into a short animated movie, at the same time the students learn basic principles and fundamentals of communication production.
4.2 Resource Management
Planning, monitoring, and controlling resource support systems and services are the components of this standard. The 501 Technology Use Plan allowed me to gain valuable insight as to how a district or school would conduct a precision plan for incorporating existing and new technologies into the classroom and schools. The video was created to take the viewer through the necessary steps to create a thorough and comprehensive Technology Use Plan. One of the more valuable lessons I learned while creating the Technology Use Plan was that flexibility is vital to the success of the plan and the districts or schools short and long terms goals for incorporating technology.
The 505 FWL Evaluation Proposals hypothetical premus provided a plethera of insightful information when it comes to a company or school district managing its resources in a positive and productive manner to obtain their desired goals. The proposal required the development of an effective outline for answering specific needs-based questions to ensure the success of the desired goals. The experience of going through the processes required for developing an evaluation proposal will be utilized throughout my educational career.
4.3 Delivery System Management
This standard involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. I chose the 506 Unit of Instruction artifact for this standard. The unit of instruction involves several components that include digital, electronic, material manipulation, log entries, and worksheet inputs. The unit includes a PSW that provides general and specific information for creating the project, there is a link to two daily responses the students will fill out at specific times during the creation of the project, three lessons plans that provide detailed information for using the required software, and lesson graphics as an additional resource for completing the project. The production of this artifact gave me the opportunity to organize and develop a well-rounded lesson that can be followed by the students to help create a constructivist atmosphere.
The second artifact for this standard is the, 533 YouTube video. The video of instruction is presented on YouTube and provides detailed instruction for creating a Cube-in-a-Cube. The video describes the materials, tools, and machines that are needed to complete the project. This was my first complete video project intended as instruction and as a secondary source of reference for the students while in class. The 533 course provided me with the ability to design, develop and produce video instruction that can take the place of teacher lectures or used as resource for review if questions or problems arise during the project construction. I also included the Transportation Fundamentals in this collection for the purpose of showing different styles of instructional delivery.
4.4 Information Management
This standard deals with planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. The best example of an artifact for this standard comes from the 512 Online Course Design in which we had to create a website that provided information, instruction, timelines, examples, resources, and forms of evaluations for the purpose of educational instruction. My Online Course Design utilizing Google sites is a comprehensive plan providing all the necessary information for learning the fundamentals regarding transportation taxonomy. The WBID course includes links to a tentative projects page, an analysis page, evaluation-planning page, concurrent design page, summative evaluation page, and implementation page. The site also provides links to different environments of transportation under the Final Products heading. I enjoyed putting this website together for many reasons. The significance of the material provides many types of resources for the students to assist with solving problems and ensuring the students have the right information to be successful. The ability to keep the information organized as I add material and resources to the online course. Finally, the opportunity that it provides my students when working in our transportation unit. I will continue to use and update this site for all my technology classes that I teach.
This standard involves planning, monitoring, and controlling instructional design and development projects. To me there are two sides of this standard that can be considered when applying it to an artifact developed in the MET courses. The first application would be in developing a report for an evaluation of a program. In the 505 FWL Evaluation Proposal I created a hypothetical evaluation of a corporation and their use of technology and proposed technology. The assignment required the report to consist of an introduction, a description of the company being evaluated, a description of how the evaluation would take place and the methods used during the evaluation, a task schedule, a personal description, and a cost analysis. The FWL Evaluation Report was the first time I have had to examine a company from this perspective, the learning curve was tremendous but rewarding. As a previous beverage plant manager and now a technology teacher, I can see the benefits of knowing how to evaluate different forms of production or education. I was able to learn a tremendous amount of information when it comes to conducting a small or large-scale evaluation that can be used in an informal setting or on a formal platform. The ABC’s of Evaluation written by John Boulmetis and Phyllis Dutwin (2005), provides insightful information regarding all aspects of conducting an evaluation in any placement.
The second aspect of applying this standard to a course artifact is in the development of a lesson plan that introduces an entirely new set of information to a student. The first lesson that comes to mind for me is the 506 Final Project. I created the lesson to introduce all aspects of communication to the students, to help them understand that what they see as a finished product had to start with a simple idea. I take the students through this concept of starting with an idea and developing it into a short animated movie, at the same time the students learn basic principles and fundamentals of communication production.
4.2 Resource Management
Planning, monitoring, and controlling resource support systems and services are the components of this standard. The 501 Technology Use Plan allowed me to gain valuable insight as to how a district or school would conduct a precision plan for incorporating existing and new technologies into the classroom and schools. The video was created to take the viewer through the necessary steps to create a thorough and comprehensive Technology Use Plan. One of the more valuable lessons I learned while creating the Technology Use Plan was that flexibility is vital to the success of the plan and the districts or schools short and long terms goals for incorporating technology.
The 505 FWL Evaluation Proposals hypothetical premus provided a plethera of insightful information when it comes to a company or school district managing its resources in a positive and productive manner to obtain their desired goals. The proposal required the development of an effective outline for answering specific needs-based questions to ensure the success of the desired goals. The experience of going through the processes required for developing an evaluation proposal will be utilized throughout my educational career.
4.3 Delivery System Management
This standard involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. I chose the 506 Unit of Instruction artifact for this standard. The unit of instruction involves several components that include digital, electronic, material manipulation, log entries, and worksheet inputs. The unit includes a PSW that provides general and specific information for creating the project, there is a link to two daily responses the students will fill out at specific times during the creation of the project, three lessons plans that provide detailed information for using the required software, and lesson graphics as an additional resource for completing the project. The production of this artifact gave me the opportunity to organize and develop a well-rounded lesson that can be followed by the students to help create a constructivist atmosphere.
The second artifact for this standard is the, 533 YouTube video. The video of instruction is presented on YouTube and provides detailed instruction for creating a Cube-in-a-Cube. The video describes the materials, tools, and machines that are needed to complete the project. This was my first complete video project intended as instruction and as a secondary source of reference for the students while in class. The 533 course provided me with the ability to design, develop and produce video instruction that can take the place of teacher lectures or used as resource for review if questions or problems arise during the project construction. I also included the Transportation Fundamentals in this collection for the purpose of showing different styles of instructional delivery.
4.4 Information Management
This standard deals with planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. The best example of an artifact for this standard comes from the 512 Online Course Design in which we had to create a website that provided information, instruction, timelines, examples, resources, and forms of evaluations for the purpose of educational instruction. My Online Course Design utilizing Google sites is a comprehensive plan providing all the necessary information for learning the fundamentals regarding transportation taxonomy. The WBID course includes links to a tentative projects page, an analysis page, evaluation-planning page, concurrent design page, summative evaluation page, and implementation page. The site also provides links to different environments of transportation under the Final Products heading. I enjoyed putting this website together for many reasons. The significance of the material provides many types of resources for the students to assist with solving problems and ensuring the students have the right information to be successful. The ability to keep the information organized as I add material and resources to the online course. Finally, the opportunity that it provides my students when working in our transportation unit. I will continue to use and update this site for all my technology classes that I teach.
Standard 5: Evaluation
5.1 Problem Analysis
The standard involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. The first artifact I chose for this standard is the 501 School Evaluation Survey. The purpose of the assignment was to evaluate my school technology environment utilizing a ready-made evaluation instrument. While conducting the survey and compiling data I gain valuable insight into the methodologies of conducting and survey for the purpose of improving the current state of technology use. The knowledge gained from this experience will also assist me in assessing my own use of technology in my lessons and the classroom to improve on the students overall experience.
The second artifact for this standard is the 505 Final Evaluation Report. I evaluated a set of YouTube videos that I starting using last year in my transportation classes. The videos are instructional based, teaching the viewer how to build a boomerang from two five-gallon paint sticks. There is no question; this was one of the hardest assignments I encountered in all the courses I went through. The extent of information and data collected far exceeded my initial predictions and assumptions. With that said, the artifact was also one of the more rewarding assignments in the regards to knowledge gained from the in-depth research, reading and production of the assignment. I will use the new information from the experience with new outside lessons I plan to use. The structure of my evaluations may not be as extensive, but still thorough enough to acquire the correct information about the new outside lesson.
5.2 Criterion-Referenced Measurement
This standard involves techniques for determining learner mastery of pre-specified content. I chose the 506 Stop-Motion Animation unit, this artifact fits the standard completely. This project requires that the student learn all the necessary processes for producing a short animation using a stop-motion technique. The student must acquire the knowledge base and understanding of the different components utilized from the beginning of the project to the end in order to produce a finished product.
The second artifact I chose for this standard is the 541 Bridge Building lesson. The student follows certain guidelines for acquiring new knowledge surrounding construction and bridge design. The new knowledge takes the student through a number of processes to complete different parts of the PSW until the student has successfully constructed a scale model bridge that will be tested for certain criteria. The data is then collected and compared with other student bridges, at which point it is then analyzed for success ratios.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. I chose the 505 FWL Evaluation Proposal (slideshare link) for the formative evaluation artifact. The hypothetical proposal provides information regarding the hiring agents desires to utilize new forms of technology in the pursuit of creating the optimal use of new materials. The WBID Summative Evaluation provides an outline for evaluating all the projects created in the transportation lessons. The evaluation addresses three areas, instructional goals and content, learners and instruction, and context. The evaluation form provides a solid footing for evaluating the projects in the subjective manner to ensure a better record of student success.
5.4 Long-Range Planning
The standard focuses on the organization as a whole in strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. The 501 Technology Use Plan was written for the purpose of providing a foundation for developing a plan of growth in a school or school district. The plan incorporates the collaboration between all active partners, including teachers, administrators, district personnel, IT, parents and students. There is a systematic structure for developing the plan to insure that all aspects are accounted for and given proper attention. One significant aspect I realized when developing this artifact was the time frame for for which a plan will mature. Goal setting is crucial for the success of any technology use plan, consideration should be given to possible changes in the immediate and distant future. Flexibility and collaboration are the lively-hood of any plan. The second artifact I also included is the 505 Final Evaluation Report. The evaluation report provides in-depth research and analysis for incorporating video instruction into a set curriculum and lesson plan. The report includes a content page illustrating the components of the evaluation. The processes I encountered while working on this assignment included extensive research in the different methods of conducting a thorough evaluation, how program cycling effects the outcome of the intended goal, determining stakeholder goals, data collection and compiling to ensure an accurate analysis of the information, short and long term range planning, and a comprehensive report of the results for precise decision making based on the goal of the report.
The standard involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. The first artifact I chose for this standard is the 501 School Evaluation Survey. The purpose of the assignment was to evaluate my school technology environment utilizing a ready-made evaluation instrument. While conducting the survey and compiling data I gain valuable insight into the methodologies of conducting and survey for the purpose of improving the current state of technology use. The knowledge gained from this experience will also assist me in assessing my own use of technology in my lessons and the classroom to improve on the students overall experience.
The second artifact for this standard is the 505 Final Evaluation Report. I evaluated a set of YouTube videos that I starting using last year in my transportation classes. The videos are instructional based, teaching the viewer how to build a boomerang from two five-gallon paint sticks. There is no question; this was one of the hardest assignments I encountered in all the courses I went through. The extent of information and data collected far exceeded my initial predictions and assumptions. With that said, the artifact was also one of the more rewarding assignments in the regards to knowledge gained from the in-depth research, reading and production of the assignment. I will use the new information from the experience with new outside lessons I plan to use. The structure of my evaluations may not be as extensive, but still thorough enough to acquire the correct information about the new outside lesson.
5.2 Criterion-Referenced Measurement
This standard involves techniques for determining learner mastery of pre-specified content. I chose the 506 Stop-Motion Animation unit, this artifact fits the standard completely. This project requires that the student learn all the necessary processes for producing a short animation using a stop-motion technique. The student must acquire the knowledge base and understanding of the different components utilized from the beginning of the project to the end in order to produce a finished product.
The second artifact I chose for this standard is the 541 Bridge Building lesson. The student follows certain guidelines for acquiring new knowledge surrounding construction and bridge design. The new knowledge takes the student through a number of processes to complete different parts of the PSW until the student has successfully constructed a scale model bridge that will be tested for certain criteria. The data is then collected and compared with other student bridges, at which point it is then analyzed for success ratios.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. I chose the 505 FWL Evaluation Proposal (slideshare link) for the formative evaluation artifact. The hypothetical proposal provides information regarding the hiring agents desires to utilize new forms of technology in the pursuit of creating the optimal use of new materials. The WBID Summative Evaluation provides an outline for evaluating all the projects created in the transportation lessons. The evaluation addresses three areas, instructional goals and content, learners and instruction, and context. The evaluation form provides a solid footing for evaluating the projects in the subjective manner to ensure a better record of student success.
5.4 Long-Range Planning
The standard focuses on the organization as a whole in strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. The 501 Technology Use Plan was written for the purpose of providing a foundation for developing a plan of growth in a school or school district. The plan incorporates the collaboration between all active partners, including teachers, administrators, district personnel, IT, parents and students. There is a systematic structure for developing the plan to insure that all aspects are accounted for and given proper attention. One significant aspect I realized when developing this artifact was the time frame for for which a plan will mature. Goal setting is crucial for the success of any technology use plan, consideration should be given to possible changes in the immediate and distant future. Flexibility and collaboration are the lively-hood of any plan. The second artifact I also included is the 505 Final Evaluation Report. The evaluation report provides in-depth research and analysis for incorporating video instruction into a set curriculum and lesson plan. The report includes a content page illustrating the components of the evaluation. The processes I encountered while working on this assignment included extensive research in the different methods of conducting a thorough evaluation, how program cycling effects the outcome of the intended goal, determining stakeholder goals, data collection and compiling to ensure an accurate analysis of the information, short and long term range planning, and a comprehensive report of the results for precise decision making based on the goal of the report.
Conclusion
My experience and knowledge gained in the Boise State University Masters of Educational Technology is beyond measure. The courses taken in the program created experience and knowledge that continued to build on a foundation laid by the previous course. The entire experience has changed my outlook on my classroom, when incorporating technology seemed to be more of an application for the students has now also become an application instruction and communication. My knowledge and experiences will continue to expand, due to the MET program at Boise State University.
References
__Hargittai, E. (2003). The digital divide and what to do about it. New Economy Handbook, 821-839. Retrieved from http://www.eszter.com/research…divide.pdf
Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical foundations of learning Environments. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Lohr, L. (2008). Creating graphics for learning and performance. Upper Saddle River, NJ: Pearson Education.
Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age.
elearning space. Retrieved April 21, 2011, from http://www.elearnspace.org/Articles/connectivism.htm
Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical foundations of learning Environments. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Lohr, L. (2008). Creating graphics for learning and performance. Upper Saddle River, NJ: Pearson Education.
Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age.
elearning space. Retrieved April 21, 2011, from http://www.elearnspace.org/Articles/connectivism.htm