Rationale Paper
Stephanie Walden
Master of Educational Technology
Boise State University
Fall 2011
Master of Educational Technology
Boise State University
Fall 2011
Introduction
After earning a Bachelors of Science in Social Science Secondary Education from Troy University, I began teaching world history to 8th and 9th grade students at Dauphin Junior High School in Enterprise, Alabama. The 2021-22 school year will be my fifteenth year teaching for Enterprise City Schools. My course of study for both academic grades encompasses the study of prehistoric man to the present-day cultures of the world. I utilize technology on a daily basis; my classroom is fortunately equipped with a ViewSonic Board and 30 netbook computers. While I love being a classroom teacher, I hope to one day use the knowledge gained through the Master of Educational Technology program to show my peers and teacher candidates how to utilize technology to its highest potential. My ultimate goal is to become a technology coordinator for a school system where I will encourage all academic and elective teachers to meet the needs of a changing medial society and foster student achievements through the ever-changing use of technology.
While in the Master of Educational Technology program I strived to create classroom applicable projects and test them to see how my students reacted to each of them. Because of the knowledge gained through the Educational Technology program at Boise State University, I have a new arsenal of knowledge to share with my colleagues and to apply within my classroom teachings. The theory or theories applied within each project created a better understanding of why certain technologies are better utilized within different learning objectives, as well as how I can service today’s learners in an ever advancing education system.
This paper features my growth of knowledge in the field of educational technology. As a current graduate student at Boise State University, I am working on a Masters of Educational Technology with a certification in School Technology Coordination. This paper features artifacts I created for specific courses as well as projects created for my junior high history classes utilizing the knowledge gained within the M.E.T. program.
Standard 1: Design
1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
The Instructional Design Project, Creating a Customized Graphic, I created for my culminating project in the EDTECH 503, Instructional Design course meets AECT standard 1.1 by showcasing the systematic design of instruction through analyzing, designing, developing, implementing, and evaluating instruction. This project was specifically designed for the news team I sponsor at Dauphin Junior High School, WFIN. By implementing this project into actual use I was able to make adjustments for future news teams. Students really enjoyed obtaining these web design skills and elected to develop one single website and image header to publish instead of their individual webpages with customized image header. The news team deemed the need for individual news broadcaster pages overwhelming for the student body. These changes will be made to the project for future use. The 2010-2011 WFIN news team image header is located here. The 2011-2012 news team began designing their own custom graphic for the news website in mid-October.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
My goal in developing graphics used within the World History Wrap Up unit of instruction was to create instructional visuals that were clear, communicated well with the learners, and helped learners perform the task at hand with ease. This meets AECT standard 1.2, message design. Previous website I built for my eighth grade classes did have visuals, but mainly for ascetic purposes. I found that students would either skip over the instructions and/or directions or skim them very lightly and not really know what was asked of them performance wise. I found myself repeating over and over again, read the instructions/directions. In my Instructional Method Design course, EDTECH 506, I truly learned that a picture is worth a thousand words. Utilizing the Analyze, Create, Evaluate (ACE) model in determining how to create instructional visuals and the concepts of Principles, Actions, and Tools (PAT) for the foundation of the design framework the goal of developing visuals that provide instruction was met in each instructional graphic created within this unit. Within this website many graphics were created using different principles and reasoning. Each graphic relates to a different learning process, therefore different multimedia principles were used as the basis for each.
Linda Lohr’s Creating Graphics for Learning and Performance (2008) stresses the use of Gestalt's Five Principles of the design of instructional information: closure, contiguity, similarity, proximity, and previous experience are met with the webpage banner image. Contiguity of the implied path is met through the placement of the ticket stubs on the outside of the wording. The stubs guide your eyes to focus toward the center of the image. By utilizing the webpage banner and ticket stub throughout the instructional materials and other webpages similarity will be maintained throughout the unit which should eliminate the feelings of being lost while completing assignments or learning new material within the unit (Lohr, 2008). Because students should know what a film strip looks like, their prior experience will help them understand what the “5” is in on the banner. The principle of closure is meat by learners not necessarily being able to read the lettering and numbering on the individual ticket stubs, therefore filling in the gaps by the mind making an unconscious effort to create meaning (Lohr, 2008).
The Venn Diagram Graphic is used to introduce and remind students of the key factor, “to inform” is relevant in all three aspects of this unit. This graphic is located under the “project intro” webpage within this unit of instruction. The use of different fonts should remind students of the different ancient civilizations covered throughout the school year. Lohr stresses under the principle heading of working with PAT (Principles, Actions, and Tools) to have simple design, contrast, and clear directional cues (2008). Providing clear directional cues with arrows helps address organization within the graphic which also deals with principles and contrasting the dark background with light text and vice versa allows the instructional information to convey an idea (Lohr, 2008).
The timeline graphic is designed to help learners with the ancient civilizations they are to cover within their PSA. Six color boxes were chosen to indicate the six different civilizations students have to choose from when creating their PSA. Labeling the different civilizations with a different color will help learners differentiate information (Lohr, 2008). Creating a graphic including different colors servers as more than just a labeling purpose, using color also attracts, controls attention, and more specifically for this graphic, tying together related items that may be scattered.
The shape of the film reel is utilized to unify the material that will inform learners of quick tips and tricks to follow while utilizing the Movie Maker program. Lohr (2008) refers to Pomeratz, Pristach, and Carson’s 1989 explanation of “shapes can be an effective way of presenting related but distinct information as one unit” which was the reasoning for the creation of this image.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
Both artifacts used to showcase AECT standard 1.3, instructional strategies standard are virtual fieldtrips. Dr. Scott Mandel states in his article, Why use virtual fieldtrip? “a virtual field trip, if done correctly and in an educationally sound fashion, can provide many of the identical cognitive and affective gains that an actual real-life field trip can provide” (2011). In the virtual fieldtrip Home Sweet Home, students examine six of the world’s earliest civilizations then determine which they feel is the best suitable to settle in. Activities were specifically selected to ensure optimum learning of the characteristics of a civilization takes place while students participate within this virtual fieldtrip. Learners are to view the six locations in sequential order, viewing websites and videos about each location. After viewing information on the six locations students are to decided which location they deem most suitable to settle in, then develop a slideshow explaining the reasoning behind their selection.
The Networking fieldtrip was also designed for learners to interact within the content of the slideshow. This virtual fieldtrip was designed to help teachers understand the basics of a networking in a fun and interactive way. When explaining networking, many terms may be foreign to educators. Through the use of interaction, teachers are more inclined to actually get something out of the experience and retain information from the slideshow.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process.
The World History Wrap Up in 5 unit of instruction facilitates the need for students to use past experience of utilizing technologies and knowledge gained within the course to produce a Public Service Announcement about the major contributions of six ancient civilizations students learned about in eighth grade world history. This unit of instruction meets AECT standard 1.4, learner characteristics. Research by Spires, Lee, Turner, and Johnson’s Having Our Say: Middle Grade Student Perspectives on School, Technologies, and Academic Engagement argue for the change in classrooms to provide the 21st century skills such as navigation of the Internet and basic word processing navigation needed for productive members of society. Learners have a good base knowledge of many basic 21st century skills through the types of instruction students received their eighth grade year at Dauphin Junior High School. Providing an interesting way for students to showcase all they have learned within my eighth grade world history class through a culminating project, while teaching students how to use a new form of technology they may not be familiar with, facilitates an effective learning process. Due to prior classroom activities, learners obtained basic computer skills such as typing, software navigation, file management, and Internet navigation, along with the social skill of working cooperatively. These past experiences using technology within the classroom provides the necessary knowledge needed in order for students to be successful within the World History Wrap Up in 5 unit.
Standard 2: Development
2.1 Print Technologies
Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.
Developing print technologies was focused within Ed Tech 506. This AECT standard was met in many projects created within this course as the main focus was creating graphics for instructional use. Creating effective print materials takes more than just knowing how to utilize technologies. The understanding of why certain graphics should be utilized in instruction over others was demonstrated throughout Linda Lohr’s Creating Graphics for Learning and Performance. Lohr describes typography as” the most versatile tool” educators can learn about as it can be used to facilitate many different types of learning (p.213). I applied the knowledge gained about how typography can be powerful within the wording on my ninth grade world history bulletin board for my World between the Wars unit. By designing the words “roaring” and “depressing” to express their meaning I created powerful tools to increase organization of information and communicate emption. Students really related to this bulletin board as the words seemed to jump of the wall at them. Students were reminded when viewing these words of the differences within the two decades between World War I and World War II.
2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.
Many project developed throughout the M.E.T. program allowed me to develop auditory and visual messages. In Ed Tech 533, YouTube for Educators I gained the knowledge needed to develop and incorporate this media within the classroom and met AECT standard 2.2, audiovisual technologies. Developing appropriate instructional activities that integrate online videos is much easier for educators due to online video websites such as YouTube. Within this course I created my own YouTube channel to house my creations as well as those I deemed superior enough to showcase. Utilizing Camtasia Studio screen recording software, Microsoft PowerPoint, and Flickr I developed many instructional videos for both teachers and students to view. The positive approach to YouTube is utilizing videos to improve the learning environment. This can be done through showing videos within a lesson, challenging students to develop their own video, or developing an assessment where students’ choices determine the videos they view. Over the past year my YouTube video collection has even grown to include student developed videos as well. Providing an entertaining way to engage learning through audiovisual technologies provides a positive learning environment and showcases how beneficial YouTube can be within the learning environment.
Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and
allow for learner interactivity dependent on teacher application. The Cold War Video Library collection I developed in Ed Tech 541, Integrating Technology into the Curriculum also meets the AECT standard 2.2 as it consists of a list of videos that are appropriate to incorporate within the learning environment. These videos can be utilized within teacher or student led activities and showcases everything from music videos and cartoons to actual news broadcast from the time period. How the teacher chooses to present this video library greatly depends on the outcome of the learning activity associated with them.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
The unit of instruction Understanding the Holocaust developed in Ed Tech 541, Integrating Technologies into the Classroom, provides motivation to learners to complete in-depth research through the use of computer based technologies. Because this unit focuses on computers being the vehicle in which instructional materials are presented, the AECT standard 2.3, computer-based technologies. By bringing the Holocaust into the Twenty-First Century with computer-based technologies, students have access to more resources than just print articles or textbooks and should gain a better understanding for the seriousness of this time period. Students can utilize website links to dig deeper into learning about the Holocaust as well as strike interest into the atrocities that were committed leaving a lasting impact with the personal accounts and images students will read and see. Within this unit students participate in online class discussions, a scavenger hunt, a virtual field trip, write a letter through Google docs, and develop a word cloud. All of these activities require the use of a computer with Internet access.
In the May of 2011 I was please to incorporate my What’s in a Name webquest created in Ed Tech 502, The Internet for Educators within my eighth grade curriculum. Many students do not know the origins behind their own last name, let alone how last names originated. While covering the Middle Ages time period eighth grade students participated in this learning activity with ease. Throughout the What’s in a Name webquest students traveled back to the formation of surnames, researched their own family's surnames, and reflect on current trends regarding surnames. By using computers and Internet sources students have access to information about their own past with ease.
2.4 Integrated Technologies
Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.
By exposing students to spreadsheet and database lessons students can become familiar with these formats and set ups, eventually learning how to create and utilize their own. The AECT standard 2.4, integrated technologies is met through a spreadsheet centered lesson developed in Ed Tech 541. Facilitating this type of learning will be very beneficial to students as they enter the workforce and become active within their own personal finance. When students can view data using spreadsheets they are able to make visual discoveries about the information presented. As Roblyer and Doering state " technologies should not support learning by attempting to instruct the learners, but rather be used as knowledge construction tools for students to learn with" (2010). Utilizing a computer in gaining knowledge about World War I in spreadsheet form students can easily compare and contrast figures to give them a better understanding of the impact of WWI. Fewer copies would have to be made as the information can be made available via the Internet and prepare students to interpret facts and figures with ease by utilizing the spreadsheets. The web lesson What’s so Great About the Great War? utilizes computer-based instruction throughout the activities and technologies are integrated at high levels through the assessments learners will complete.
Walden’s World History, the website I created for my eighth and ninth grade students to utilize offers many technologies such as videos, word processing documents, slide presentations, links, games, practice quizzes, and other instructional material. By placing the information within one website students feel comfortable accessing this website to seek out information and/or materials needed for class. I originally created this website at the beginning of the 2010-2011 school year and through the knowledge I gained on integrating technologies have begun an overhaul on making all information accessible to learners with no software restrictions through web based software such as Google docs, Slideshare, and Sliderocket. Integrating the use of numerous technologies provides maximum exposure to students.
Standard 3: Utilization
3.1 Media Utilization
Media utilization is the systematic use of resources for learning.
Utilizing media as a resource for learning is best illustrated in the concept mapping web activity Ancient Greece. This website allows learners to see graphic images representing information by providing hotspots that link to related information. Each hotspot sends students to an engaging website that provides text, photographs, maps, games, and video to facilitate learning of ancient Greece. In providing this type of learning environment students are exposed to concept mapping and will develop their own concept map about the information learned using the online presentation software Prezi.
Social networking sites are defined by Roblyer and Doering as “online communities that allow for sharing of interests and content and connecting with individuals from around the world” (2010). Students are also exposed to media utilization within my class Facebook page. Using a social networking site to communicate with students allows me to focus on sharing media and content in a positive and familiar way. A post with links to the online study guide site, Quizlet is the main way this site is currently used. Students get instant notification when information has been added to this page and have the ability to comment and ask a question if needed. As my school is next to an army base students are always transferring to other schools. Many of the current members of my class Facebook page no longer attend Dauphin Junior High School, yet find this site beneficial as they are still learning about world history and utilize the Quizlet study guides I post.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.
AECT standard 3.2, diffusion of innovations is met through the collaborative technology usage plan I developed in Ed Tech 501. Developing a technology usage plan was a new experience for me. I had the privilege of working with two classmates in my EdTech 501 class on a tech usage plan. I was unaware of the work involved with developing such a plan and did not even know my school had one until I began researching for this assignment. I believe that having a technology use plan was a leading factor in my school ranking at the integrated system stage on the technology evaluation survey. I now appreciate all the hard work my school system’s technologist has put in to develop a plan that my school can use. I also feel I have a new weapon in my arsenal on introducing new technologies and professional development to my principal with having the backing of the goals in the technology use plan.
3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in real(not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.
AECT standard 3.3, implementation and institutionalization is met with knowledge gained in Ed Tech 541. Implementation and institutionalization of technology within education, does not necessarily mean the next big technology trend should be the top priority. Learning how to incorporate assistive technologies in Ed Tech 541 allowed me to examine uses of technologies within the field of special education. With budget cuts looming in most public schools some people have asked for the justification behind spending money on assistive technologies that might only be used by a small number of people. Besides the legality issues of not following the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and the Assistive Technology Act, developing productive members of society still stands as the goal of public education. Without the incorporation of assistive technologies, students with disabilities would struggle in the learning environment. When people make this statement a lot of facts and figures come to mind. The first fact that comes to mind involves the IDEA, enacted in 1975, which mandates that children and youth ages 3–21 with disabilities be provided a free and appropriate public school education. The word "appropriate" rings loud and true as the most important aspect of that act as students with disabilities need not be short-changed out of an appropriate education just because of budget cuts. School systems and teachers may have to become creative in finding the funds available but no learner should have their educational experience altered due to budget constraints. If a learner needs a piece of assistive technology to learn, the school is required to provide it. Two figures that comes to mind is 95 percent and 3.8 million. According to the US Department of Education, 95 percent of the estimated 3.8 million students with a disability are served in regular schools. With the No Child Left Behind Act (NCLB) public schools are pressing to meet Annual Yearly Progress (AYP) and special education students are included within the figures of this law. Schools simply cannot afford to let students with disabilities fall between the cracks of the school system as they will be affected by AYP. Students with disabilities should receive the same education as their peers and be able to learn in a conducive environment. If this environment requires the purchase of screen readers for a visually impaired learner to achieve success, the school should provide for the learner. The overall cost of the assistive technology cannot be priced against the success of a student.
Researching for my project, There’s an App for that! allowed me to explore applications that could be utilized within the social science classroom. Researching allowed me to dream of a world where each student has access to an IPad, IPod or another form of Smart technology within my classroom, something I hope eventually will become a reality. By compiling a list of applications for learners with cognitive, physical, and sensory difficulties I was able to focus on the benefits of these applications within the classroom. Researching applications for at-risk and gifted students allowed me to focus on engaging and challenging applications.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.
AECT standard 3.4, Policies and regulations was met by developing activities that promote such rules and actions of society within the use of instructional technology. The importance of creating policies and regulations for students to follow in regards to Internet and technology usage are even more important in today’s technology driven world. The use of images and videos to explain policies and regulations involving the use of instructional technology are present throughout my Netiquette website and Internet Safety presentation. Within the Netiquette website students are to review the information about the rules for online appropriate behavior in learning proper online behavior. Within the Internet Safety presentation, students are exposed to real life situations and asked how they would approach the situation. Both are valuable learning experiences as digital footprints carry over for years.
Standard 4: Management
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects.
Within the Ed Tech 505 evaluation project I developed a fictitious proposal in which I applied knowledge gained about important concepts and practices in the field of evaluation including: management, models, data sources, analysis, and reporting results. AECT standard 4.1, focuses on project management, an iatrical part of the evaluation project. This proposal was written in response to a Request of Proposal for the evaluation of a training program. Within this assignment I learned the importance of project management as evaluation is not a one step, quick results process, but takes time and effort to achieve results.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems and services.
Through completing an evaluation on my schools technology maturity level I realized I was not part of the process of deciding anything dealing with technology use. Because of this lack in voice I have become even more driven to address technology issues and make suggestions for new innovations in the field of educational technology to be embraced within my school system. Through researching technology usage in the classroom throughout the M.E.T. program I am better equipped to address these issues. With knowledge comes the power to make decisions for myself involving my own classroom.
4.3 Delivery System Management
Delivery system management 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.
AECT standard 4.3, delivery system management is met through two projects, that focus on the method of distribution of instructional material and the combination of medium and method of usage that is used to present the instructional information.
When planning and designing a unit of instruction it is important to organize how instructional materials will be organized for the learner. The selection of specific materials and instructional models within the Social Networking and Community building unit, designed in Ed Tech 541 were chosen based on the learning situation. All materials needed for both learner and instructor are located within the webpage or links are provided.
When designing and planning the activity Mirror, Mirror the presentation of materials ninth grade students would use was a major consideration as students within my class had not utilized a website for instructional purposes at this point of the school year. Providing a website that consisted of organized instruction and materials set the class at ease as some students do not feel comfortable navigating a website within my co-taught classes. Separating the information and absolute monarchs to be researched into individual webpages allowed for easy navigation throughout this activity.
4.4 Information Management
Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.
AECT standard 4.4, information management is met through the creation a website for students and parents to use. Providing information available to my students and parents is the number one purpose of my website, Walden’s World History. By allowing students access to documents, spreadsheets, videos, slide presentations, links, review games, and practice quizzes, students have the ability to utilize this website anytime it is needed. No information is hidden from students and each unit is organized within its own page. The assignments page is updated weekly to remind parents and students of homework assignments and upcoming assessments. By providing and maintain a vehicle for students to gain access to important artifacts used within my classroom and producing a way to effectively communicate with parents, my website has been successful.
Standard 5: Evaluation
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
AECT standard 5.1, problem analysis is through ED Tech 541’s project on determining problems using information-gathering and decision-making. In developing the Relative Advantage Chart I addressed problems students have within social science classrooms and identified potential solutions utilizing educational technologies. Problems were identified through issues students had within my own history classes and strategies of incorporating educational technology were researched. Decisions made within this chart were based on instructional design specifications.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
In determining mastery of a pre-specified content I chose my What’s in a Name webquest rubric to meet AECT standard 5.2, criterion-referenced measurment. This rubric clearly states what the learners will be evaluated on. Rubrics such as this one can be very beneficial to the learning environment as students can use these to determine what is expected of them. Learners can use rubrics such as this one for self evaluation, peer evaluation, and reflection on the assignment. Teachers can also benefit from issuing a rubric as it can be used to simplify grading and remove questioning of why a student received a particular score.
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.
For both my formative and summative evaluation I would like to use information from Ed Tech 505’s Instructional Design Report in addressing AECT standard 5.3. Knowledge was gained about the importance of developing both formative and summative evaluations by reading The ABCs of Evaluation. This report was developed by request of the Wiregrass Decorative Painters on the pilot skill workshop Floating Away. The inquiry was made for evaluation to determine the success of the workshop, which would led to the development of other skill workshops. The formative evaluation of this project was allowing the evaluator to compare the instructors practical application finished product to the participants finished product of the sea shell painting. The summative evaluation of this project consisted of surveying participants immediately after the workshop in determining attitudes towards the workshop. Other qualitative data that was collected for this evaluation include an instructor survey on the ease of development, surveying participants five days later on feelings towards skills workshop and skill obtained, and surveying a beginner and advanced painter on the value of the skill obtained.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is 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 final AECT standard is met through a work in progress project. For me long range planning starts with a need. Within my own school I am very technology spoiled, yet our infrastructure and teacher computers cannot keep up with the amount of technology available. Because of this I am in the process of writing a grant to the Wiregrass Foundation, a local private foundation that awarded my school $125,000 in 2009 to purchase technologies. This grant is titled Upgrading Dauphin Junior High School’s Technologies Project and my goal is to receive award monies before the end of the current school year. The implementation time is a one year process, but the benefits of receiving grant monies to implement the project will last for years.
Conclusion
As I reflected on projects created within the M.E.T. program I began to see the growth as an educator and promoter of 21st century skills. When I entered the M.E. T. program at Boise State University being able to better service my students by providing learning activities which promoted 21st century skills was my goal. I soon realized that by learning how to promote these 21st century skills involved much more than just learning how to use a specific technology. Applying learning theories allowed me to develop a better understanding of technology implementation when trying to produce different learning objectives.
Learning about the uses of different technologies and how to implement specific learning theories within each usage provided the background needed in developing solid lessons and activities that were technology centered. Each course within this program added my arsenal of knowledge utilizing hardware and software also grew. Learning how to incorporate resources such as Prezi, YouTube, social networking sites, and general website provided me with the ability to approach learning objectives within my classroom differently.
Being a model to fellow educators is the final way I feel I have grown throughout the M.E.T. program. I have always been the type of educator to share my knowledge with others. The instructional strategies I gained knowledge of within the M.E.T. program allowed me to take on a leadership role of providing professional development to teachers within my school. By taking on this leadership role I felt a sense of pride in using the knowledge gained in the M.E.T. program to not only benefit my students, but all students within my school. From taking on the responsibility to share my knowledge with fellow educators led me to the development of instructional activities that focused on sharing knowledge gained to educators I may never meet. Focusing on web based instruction for educators allows me to reach students all over the world.
Each professor and many of my fellow classmates have left positive impacts on me as a promoter of educational technology. I am very pleased with the knowledge gained and my growth as an educator. I now strive to continue learning and gaining knowledge about the benefits and uses of technology within learning environments due to the M.E.T. program at Boise State University.
References
Boulmetis, J. and Dutwin, P. (2005). The ABCs of evaluation, second edition. San Francisco, California: Jossey-Bass.
Lohr, l.L. (2007). Creating graphics for learning and performance. (Second edition). Pearson Prentice Hall.
Mandel, S. Why use virtual fieldtrips? Prentice Hall eTech. Pearson Education. Retrieved from: http://www.phschool.com/eteach/professional_development/virtual_field_trips/essay.html
Roblyer, M.D., Doering, A.H. (2010). Integrating educational technology into teaching, fifth edition. Boston, Massachusetts: Pearson Education, Inc.
Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having our say: Middle grade student perspectives on school, technologies, and academic engagement. Journal of Research on Technology in Education, 40(4), 497-515.
U.S. Department of Education (2007). National center for educational statistics. Fast facts. Retrieved from: http://nces.ed.gov/fastfacts/display.asp?id=59.
After earning a Bachelors of Science in Social Science Secondary Education from Troy University, I began teaching world history to 8th and 9th grade students at Dauphin Junior High School in Enterprise, Alabama. The 2021-22 school year will be my fifteenth year teaching for Enterprise City Schools. My course of study for both academic grades encompasses the study of prehistoric man to the present-day cultures of the world. I utilize technology on a daily basis; my classroom is fortunately equipped with a ViewSonic Board and 30 netbook computers. While I love being a classroom teacher, I hope to one day use the knowledge gained through the Master of Educational Technology program to show my peers and teacher candidates how to utilize technology to its highest potential. My ultimate goal is to become a technology coordinator for a school system where I will encourage all academic and elective teachers to meet the needs of a changing medial society and foster student achievements through the ever-changing use of technology.
While in the Master of Educational Technology program I strived to create classroom applicable projects and test them to see how my students reacted to each of them. Because of the knowledge gained through the Educational Technology program at Boise State University, I have a new arsenal of knowledge to share with my colleagues and to apply within my classroom teachings. The theory or theories applied within each project created a better understanding of why certain technologies are better utilized within different learning objectives, as well as how I can service today’s learners in an ever advancing education system.
This paper features my growth of knowledge in the field of educational technology. As a current graduate student at Boise State University, I am working on a Masters of Educational Technology with a certification in School Technology Coordination. This paper features artifacts I created for specific courses as well as projects created for my junior high history classes utilizing the knowledge gained within the M.E.T. program.
Standard 1: Design
1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
The Instructional Design Project, Creating a Customized Graphic, I created for my culminating project in the EDTECH 503, Instructional Design course meets AECT standard 1.1 by showcasing the systematic design of instruction through analyzing, designing, developing, implementing, and evaluating instruction. This project was specifically designed for the news team I sponsor at Dauphin Junior High School, WFIN. By implementing this project into actual use I was able to make adjustments for future news teams. Students really enjoyed obtaining these web design skills and elected to develop one single website and image header to publish instead of their individual webpages with customized image header. The news team deemed the need for individual news broadcaster pages overwhelming for the student body. These changes will be made to the project for future use. The 2010-2011 WFIN news team image header is located here. The 2011-2012 news team began designing their own custom graphic for the news website in mid-October.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
My goal in developing graphics used within the World History Wrap Up unit of instruction was to create instructional visuals that were clear, communicated well with the learners, and helped learners perform the task at hand with ease. This meets AECT standard 1.2, message design. Previous website I built for my eighth grade classes did have visuals, but mainly for ascetic purposes. I found that students would either skip over the instructions and/or directions or skim them very lightly and not really know what was asked of them performance wise. I found myself repeating over and over again, read the instructions/directions. In my Instructional Method Design course, EDTECH 506, I truly learned that a picture is worth a thousand words. Utilizing the Analyze, Create, Evaluate (ACE) model in determining how to create instructional visuals and the concepts of Principles, Actions, and Tools (PAT) for the foundation of the design framework the goal of developing visuals that provide instruction was met in each instructional graphic created within this unit. Within this website many graphics were created using different principles and reasoning. Each graphic relates to a different learning process, therefore different multimedia principles were used as the basis for each.
Linda Lohr’s Creating Graphics for Learning and Performance (2008) stresses the use of Gestalt's Five Principles of the design of instructional information: closure, contiguity, similarity, proximity, and previous experience are met with the webpage banner image. Contiguity of the implied path is met through the placement of the ticket stubs on the outside of the wording. The stubs guide your eyes to focus toward the center of the image. By utilizing the webpage banner and ticket stub throughout the instructional materials and other webpages similarity will be maintained throughout the unit which should eliminate the feelings of being lost while completing assignments or learning new material within the unit (Lohr, 2008). Because students should know what a film strip looks like, their prior experience will help them understand what the “5” is in on the banner. The principle of closure is meat by learners not necessarily being able to read the lettering and numbering on the individual ticket stubs, therefore filling in the gaps by the mind making an unconscious effort to create meaning (Lohr, 2008).
The Venn Diagram Graphic is used to introduce and remind students of the key factor, “to inform” is relevant in all three aspects of this unit. This graphic is located under the “project intro” webpage within this unit of instruction. The use of different fonts should remind students of the different ancient civilizations covered throughout the school year. Lohr stresses under the principle heading of working with PAT (Principles, Actions, and Tools) to have simple design, contrast, and clear directional cues (2008). Providing clear directional cues with arrows helps address organization within the graphic which also deals with principles and contrasting the dark background with light text and vice versa allows the instructional information to convey an idea (Lohr, 2008).
The timeline graphic is designed to help learners with the ancient civilizations they are to cover within their PSA. Six color boxes were chosen to indicate the six different civilizations students have to choose from when creating their PSA. Labeling the different civilizations with a different color will help learners differentiate information (Lohr, 2008). Creating a graphic including different colors servers as more than just a labeling purpose, using color also attracts, controls attention, and more specifically for this graphic, tying together related items that may be scattered.
The shape of the film reel is utilized to unify the material that will inform learners of quick tips and tricks to follow while utilizing the Movie Maker program. Lohr (2008) refers to Pomeratz, Pristach, and Carson’s 1989 explanation of “shapes can be an effective way of presenting related but distinct information as one unit” which was the reasoning for the creation of this image.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
Both artifacts used to showcase AECT standard 1.3, instructional strategies standard are virtual fieldtrips. Dr. Scott Mandel states in his article, Why use virtual fieldtrip? “a virtual field trip, if done correctly and in an educationally sound fashion, can provide many of the identical cognitive and affective gains that an actual real-life field trip can provide” (2011). In the virtual fieldtrip Home Sweet Home, students examine six of the world’s earliest civilizations then determine which they feel is the best suitable to settle in. Activities were specifically selected to ensure optimum learning of the characteristics of a civilization takes place while students participate within this virtual fieldtrip. Learners are to view the six locations in sequential order, viewing websites and videos about each location. After viewing information on the six locations students are to decided which location they deem most suitable to settle in, then develop a slideshow explaining the reasoning behind their selection.
The Networking fieldtrip was also designed for learners to interact within the content of the slideshow. This virtual fieldtrip was designed to help teachers understand the basics of a networking in a fun and interactive way. When explaining networking, many terms may be foreign to educators. Through the use of interaction, teachers are more inclined to actually get something out of the experience and retain information from the slideshow.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process.
The World History Wrap Up in 5 unit of instruction facilitates the need for students to use past experience of utilizing technologies and knowledge gained within the course to produce a Public Service Announcement about the major contributions of six ancient civilizations students learned about in eighth grade world history. This unit of instruction meets AECT standard 1.4, learner characteristics. Research by Spires, Lee, Turner, and Johnson’s Having Our Say: Middle Grade Student Perspectives on School, Technologies, and Academic Engagement argue for the change in classrooms to provide the 21st century skills such as navigation of the Internet and basic word processing navigation needed for productive members of society. Learners have a good base knowledge of many basic 21st century skills through the types of instruction students received their eighth grade year at Dauphin Junior High School. Providing an interesting way for students to showcase all they have learned within my eighth grade world history class through a culminating project, while teaching students how to use a new form of technology they may not be familiar with, facilitates an effective learning process. Due to prior classroom activities, learners obtained basic computer skills such as typing, software navigation, file management, and Internet navigation, along with the social skill of working cooperatively. These past experiences using technology within the classroom provides the necessary knowledge needed in order for students to be successful within the World History Wrap Up in 5 unit.
Standard 2: Development
2.1 Print Technologies
Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.
Developing print technologies was focused within Ed Tech 506. This AECT standard was met in many projects created within this course as the main focus was creating graphics for instructional use. Creating effective print materials takes more than just knowing how to utilize technologies. The understanding of why certain graphics should be utilized in instruction over others was demonstrated throughout Linda Lohr’s Creating Graphics for Learning and Performance. Lohr describes typography as” the most versatile tool” educators can learn about as it can be used to facilitate many different types of learning (p.213). I applied the knowledge gained about how typography can be powerful within the wording on my ninth grade world history bulletin board for my World between the Wars unit. By designing the words “roaring” and “depressing” to express their meaning I created powerful tools to increase organization of information and communicate emption. Students really related to this bulletin board as the words seemed to jump of the wall at them. Students were reminded when viewing these words of the differences within the two decades between World War I and World War II.
2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.
Many project developed throughout the M.E.T. program allowed me to develop auditory and visual messages. In Ed Tech 533, YouTube for Educators I gained the knowledge needed to develop and incorporate this media within the classroom and met AECT standard 2.2, audiovisual technologies. Developing appropriate instructional activities that integrate online videos is much easier for educators due to online video websites such as YouTube. Within this course I created my own YouTube channel to house my creations as well as those I deemed superior enough to showcase. Utilizing Camtasia Studio screen recording software, Microsoft PowerPoint, and Flickr I developed many instructional videos for both teachers and students to view. The positive approach to YouTube is utilizing videos to improve the learning environment. This can be done through showing videos within a lesson, challenging students to develop their own video, or developing an assessment where students’ choices determine the videos they view. Over the past year my YouTube video collection has even grown to include student developed videos as well. Providing an entertaining way to engage learning through audiovisual technologies provides a positive learning environment and showcases how beneficial YouTube can be within the learning environment.
Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and
allow for learner interactivity dependent on teacher application. The Cold War Video Library collection I developed in Ed Tech 541, Integrating Technology into the Curriculum also meets the AECT standard 2.2 as it consists of a list of videos that are appropriate to incorporate within the learning environment. These videos can be utilized within teacher or student led activities and showcases everything from music videos and cartoons to actual news broadcast from the time period. How the teacher chooses to present this video library greatly depends on the outcome of the learning activity associated with them.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
The unit of instruction Understanding the Holocaust developed in Ed Tech 541, Integrating Technologies into the Classroom, provides motivation to learners to complete in-depth research through the use of computer based technologies. Because this unit focuses on computers being the vehicle in which instructional materials are presented, the AECT standard 2.3, computer-based technologies. By bringing the Holocaust into the Twenty-First Century with computer-based technologies, students have access to more resources than just print articles or textbooks and should gain a better understanding for the seriousness of this time period. Students can utilize website links to dig deeper into learning about the Holocaust as well as strike interest into the atrocities that were committed leaving a lasting impact with the personal accounts and images students will read and see. Within this unit students participate in online class discussions, a scavenger hunt, a virtual field trip, write a letter through Google docs, and develop a word cloud. All of these activities require the use of a computer with Internet access.
In the May of 2011 I was please to incorporate my What’s in a Name webquest created in Ed Tech 502, The Internet for Educators within my eighth grade curriculum. Many students do not know the origins behind their own last name, let alone how last names originated. While covering the Middle Ages time period eighth grade students participated in this learning activity with ease. Throughout the What’s in a Name webquest students traveled back to the formation of surnames, researched their own family's surnames, and reflect on current trends regarding surnames. By using computers and Internet sources students have access to information about their own past with ease.
2.4 Integrated Technologies
Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.
By exposing students to spreadsheet and database lessons students can become familiar with these formats and set ups, eventually learning how to create and utilize their own. The AECT standard 2.4, integrated technologies is met through a spreadsheet centered lesson developed in Ed Tech 541. Facilitating this type of learning will be very beneficial to students as they enter the workforce and become active within their own personal finance. When students can view data using spreadsheets they are able to make visual discoveries about the information presented. As Roblyer and Doering state " technologies should not support learning by attempting to instruct the learners, but rather be used as knowledge construction tools for students to learn with" (2010). Utilizing a computer in gaining knowledge about World War I in spreadsheet form students can easily compare and contrast figures to give them a better understanding of the impact of WWI. Fewer copies would have to be made as the information can be made available via the Internet and prepare students to interpret facts and figures with ease by utilizing the spreadsheets. The web lesson What’s so Great About the Great War? utilizes computer-based instruction throughout the activities and technologies are integrated at high levels through the assessments learners will complete.
Walden’s World History, the website I created for my eighth and ninth grade students to utilize offers many technologies such as videos, word processing documents, slide presentations, links, games, practice quizzes, and other instructional material. By placing the information within one website students feel comfortable accessing this website to seek out information and/or materials needed for class. I originally created this website at the beginning of the 2010-2011 school year and through the knowledge I gained on integrating technologies have begun an overhaul on making all information accessible to learners with no software restrictions through web based software such as Google docs, Slideshare, and Sliderocket. Integrating the use of numerous technologies provides maximum exposure to students.
Standard 3: Utilization
3.1 Media Utilization
Media utilization is the systematic use of resources for learning.
Utilizing media as a resource for learning is best illustrated in the concept mapping web activity Ancient Greece. This website allows learners to see graphic images representing information by providing hotspots that link to related information. Each hotspot sends students to an engaging website that provides text, photographs, maps, games, and video to facilitate learning of ancient Greece. In providing this type of learning environment students are exposed to concept mapping and will develop their own concept map about the information learned using the online presentation software Prezi.
Social networking sites are defined by Roblyer and Doering as “online communities that allow for sharing of interests and content and connecting with individuals from around the world” (2010). Students are also exposed to media utilization within my class Facebook page. Using a social networking site to communicate with students allows me to focus on sharing media and content in a positive and familiar way. A post with links to the online study guide site, Quizlet is the main way this site is currently used. Students get instant notification when information has been added to this page and have the ability to comment and ask a question if needed. As my school is next to an army base students are always transferring to other schools. Many of the current members of my class Facebook page no longer attend Dauphin Junior High School, yet find this site beneficial as they are still learning about world history and utilize the Quizlet study guides I post.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.
AECT standard 3.2, diffusion of innovations is met through the collaborative technology usage plan I developed in Ed Tech 501. Developing a technology usage plan was a new experience for me. I had the privilege of working with two classmates in my EdTech 501 class on a tech usage plan. I was unaware of the work involved with developing such a plan and did not even know my school had one until I began researching for this assignment. I believe that having a technology use plan was a leading factor in my school ranking at the integrated system stage on the technology evaluation survey. I now appreciate all the hard work my school system’s technologist has put in to develop a plan that my school can use. I also feel I have a new weapon in my arsenal on introducing new technologies and professional development to my principal with having the backing of the goals in the technology use plan.
3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in real(not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.
AECT standard 3.3, implementation and institutionalization is met with knowledge gained in Ed Tech 541. Implementation and institutionalization of technology within education, does not necessarily mean the next big technology trend should be the top priority. Learning how to incorporate assistive technologies in Ed Tech 541 allowed me to examine uses of technologies within the field of special education. With budget cuts looming in most public schools some people have asked for the justification behind spending money on assistive technologies that might only be used by a small number of people. Besides the legality issues of not following the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and the Assistive Technology Act, developing productive members of society still stands as the goal of public education. Without the incorporation of assistive technologies, students with disabilities would struggle in the learning environment. When people make this statement a lot of facts and figures come to mind. The first fact that comes to mind involves the IDEA, enacted in 1975, which mandates that children and youth ages 3–21 with disabilities be provided a free and appropriate public school education. The word "appropriate" rings loud and true as the most important aspect of that act as students with disabilities need not be short-changed out of an appropriate education just because of budget cuts. School systems and teachers may have to become creative in finding the funds available but no learner should have their educational experience altered due to budget constraints. If a learner needs a piece of assistive technology to learn, the school is required to provide it. Two figures that comes to mind is 95 percent and 3.8 million. According to the US Department of Education, 95 percent of the estimated 3.8 million students with a disability are served in regular schools. With the No Child Left Behind Act (NCLB) public schools are pressing to meet Annual Yearly Progress (AYP) and special education students are included within the figures of this law. Schools simply cannot afford to let students with disabilities fall between the cracks of the school system as they will be affected by AYP. Students with disabilities should receive the same education as their peers and be able to learn in a conducive environment. If this environment requires the purchase of screen readers for a visually impaired learner to achieve success, the school should provide for the learner. The overall cost of the assistive technology cannot be priced against the success of a student.
Researching for my project, There’s an App for that! allowed me to explore applications that could be utilized within the social science classroom. Researching allowed me to dream of a world where each student has access to an IPad, IPod or another form of Smart technology within my classroom, something I hope eventually will become a reality. By compiling a list of applications for learners with cognitive, physical, and sensory difficulties I was able to focus on the benefits of these applications within the classroom. Researching applications for at-risk and gifted students allowed me to focus on engaging and challenging applications.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.
AECT standard 3.4, Policies and regulations was met by developing activities that promote such rules and actions of society within the use of instructional technology. The importance of creating policies and regulations for students to follow in regards to Internet and technology usage are even more important in today’s technology driven world. The use of images and videos to explain policies and regulations involving the use of instructional technology are present throughout my Netiquette website and Internet Safety presentation. Within the Netiquette website students are to review the information about the rules for online appropriate behavior in learning proper online behavior. Within the Internet Safety presentation, students are exposed to real life situations and asked how they would approach the situation. Both are valuable learning experiences as digital footprints carry over for years.
Standard 4: Management
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects.
Within the Ed Tech 505 evaluation project I developed a fictitious proposal in which I applied knowledge gained about important concepts and practices in the field of evaluation including: management, models, data sources, analysis, and reporting results. AECT standard 4.1, focuses on project management, an iatrical part of the evaluation project. This proposal was written in response to a Request of Proposal for the evaluation of a training program. Within this assignment I learned the importance of project management as evaluation is not a one step, quick results process, but takes time and effort to achieve results.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems and services.
Through completing an evaluation on my schools technology maturity level I realized I was not part of the process of deciding anything dealing with technology use. Because of this lack in voice I have become even more driven to address technology issues and make suggestions for new innovations in the field of educational technology to be embraced within my school system. Through researching technology usage in the classroom throughout the M.E.T. program I am better equipped to address these issues. With knowledge comes the power to make decisions for myself involving my own classroom.
4.3 Delivery System Management
Delivery system management 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.
AECT standard 4.3, delivery system management is met through two projects, that focus on the method of distribution of instructional material and the combination of medium and method of usage that is used to present the instructional information.
When planning and designing a unit of instruction it is important to organize how instructional materials will be organized for the learner. The selection of specific materials and instructional models within the Social Networking and Community building unit, designed in Ed Tech 541 were chosen based on the learning situation. All materials needed for both learner and instructor are located within the webpage or links are provided.
When designing and planning the activity Mirror, Mirror the presentation of materials ninth grade students would use was a major consideration as students within my class had not utilized a website for instructional purposes at this point of the school year. Providing a website that consisted of organized instruction and materials set the class at ease as some students do not feel comfortable navigating a website within my co-taught classes. Separating the information and absolute monarchs to be researched into individual webpages allowed for easy navigation throughout this activity.
4.4 Information Management
Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.
AECT standard 4.4, information management is met through the creation a website for students and parents to use. Providing information available to my students and parents is the number one purpose of my website, Walden’s World History. By allowing students access to documents, spreadsheets, videos, slide presentations, links, review games, and practice quizzes, students have the ability to utilize this website anytime it is needed. No information is hidden from students and each unit is organized within its own page. The assignments page is updated weekly to remind parents and students of homework assignments and upcoming assessments. By providing and maintain a vehicle for students to gain access to important artifacts used within my classroom and producing a way to effectively communicate with parents, my website has been successful.
Standard 5: Evaluation
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
AECT standard 5.1, problem analysis is through ED Tech 541’s project on determining problems using information-gathering and decision-making. In developing the Relative Advantage Chart I addressed problems students have within social science classrooms and identified potential solutions utilizing educational technologies. Problems were identified through issues students had within my own history classes and strategies of incorporating educational technology were researched. Decisions made within this chart were based on instructional design specifications.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
In determining mastery of a pre-specified content I chose my What’s in a Name webquest rubric to meet AECT standard 5.2, criterion-referenced measurment. This rubric clearly states what the learners will be evaluated on. Rubrics such as this one can be very beneficial to the learning environment as students can use these to determine what is expected of them. Learners can use rubrics such as this one for self evaluation, peer evaluation, and reflection on the assignment. Teachers can also benefit from issuing a rubric as it can be used to simplify grading and remove questioning of why a student received a particular score.
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.
For both my formative and summative evaluation I would like to use information from Ed Tech 505’s Instructional Design Report in addressing AECT standard 5.3. Knowledge was gained about the importance of developing both formative and summative evaluations by reading The ABCs of Evaluation. This report was developed by request of the Wiregrass Decorative Painters on the pilot skill workshop Floating Away. The inquiry was made for evaluation to determine the success of the workshop, which would led to the development of other skill workshops. The formative evaluation of this project was allowing the evaluator to compare the instructors practical application finished product to the participants finished product of the sea shell painting. The summative evaluation of this project consisted of surveying participants immediately after the workshop in determining attitudes towards the workshop. Other qualitative data that was collected for this evaluation include an instructor survey on the ease of development, surveying participants five days later on feelings towards skills workshop and skill obtained, and surveying a beginner and advanced painter on the value of the skill obtained.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is 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 final AECT standard is met through a work in progress project. For me long range planning starts with a need. Within my own school I am very technology spoiled, yet our infrastructure and teacher computers cannot keep up with the amount of technology available. Because of this I am in the process of writing a grant to the Wiregrass Foundation, a local private foundation that awarded my school $125,000 in 2009 to purchase technologies. This grant is titled Upgrading Dauphin Junior High School’s Technologies Project and my goal is to receive award monies before the end of the current school year. The implementation time is a one year process, but the benefits of receiving grant monies to implement the project will last for years.
Conclusion
As I reflected on projects created within the M.E.T. program I began to see the growth as an educator and promoter of 21st century skills. When I entered the M.E. T. program at Boise State University being able to better service my students by providing learning activities which promoted 21st century skills was my goal. I soon realized that by learning how to promote these 21st century skills involved much more than just learning how to use a specific technology. Applying learning theories allowed me to develop a better understanding of technology implementation when trying to produce different learning objectives.
Learning about the uses of different technologies and how to implement specific learning theories within each usage provided the background needed in developing solid lessons and activities that were technology centered. Each course within this program added my arsenal of knowledge utilizing hardware and software also grew. Learning how to incorporate resources such as Prezi, YouTube, social networking sites, and general website provided me with the ability to approach learning objectives within my classroom differently.
Being a model to fellow educators is the final way I feel I have grown throughout the M.E.T. program. I have always been the type of educator to share my knowledge with others. The instructional strategies I gained knowledge of within the M.E.T. program allowed me to take on a leadership role of providing professional development to teachers within my school. By taking on this leadership role I felt a sense of pride in using the knowledge gained in the M.E.T. program to not only benefit my students, but all students within my school. From taking on the responsibility to share my knowledge with fellow educators led me to the development of instructional activities that focused on sharing knowledge gained to educators I may never meet. Focusing on web based instruction for educators allows me to reach students all over the world.
Each professor and many of my fellow classmates have left positive impacts on me as a promoter of educational technology. I am very pleased with the knowledge gained and my growth as an educator. I now strive to continue learning and gaining knowledge about the benefits and uses of technology within learning environments due to the M.E.T. program at Boise State University.
References
Boulmetis, J. and Dutwin, P. (2005). The ABCs of evaluation, second edition. San Francisco, California: Jossey-Bass.
Lohr, l.L. (2007). Creating graphics for learning and performance. (Second edition). Pearson Prentice Hall.
Mandel, S. Why use virtual fieldtrips? Prentice Hall eTech. Pearson Education. Retrieved from: http://www.phschool.com/eteach/professional_development/virtual_field_trips/essay.html
Roblyer, M.D., Doering, A.H. (2010). Integrating educational technology into teaching, fifth edition. Boston, Massachusetts: Pearson Education, Inc.
Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having our say: Middle grade student perspectives on school, technologies, and academic engagement. Journal of Research on Technology in Education, 40(4), 497-515.
U.S. Department of Education (2007). National center for educational statistics. Fast facts. Retrieved from: http://nces.ed.gov/fastfacts/display.asp?id=59.