1
CONCEPTUAL FRAMEWORK
Running Head: TEACHING & LEADING BEYOND BOUNDARIES
Professional Education Unit
Aretia Duncan, Capstone Project
University of Maryland
University College
Professor Timothy Green, Ph.D.
Education: 670
April 15, 2015
2
CONCEPTUAL FRAMEWORK
Teaching and Leading Beyond Boundaries is a profound statement and a philosophy. I interpret
this as making every effort to go the last mile for a student. The population of students that I
actively work with require an extra push or pull to accomplish their goals. Sometimes, they even
require a meal to relieve the pains of hunger so they can focus or concentrate on school work. As
a teacher, I am willing to give extra hours of instruction, $2.00 for a burger, books, pencils, and
paper, shoes, coats, and shirts if this means that the student will attend class; enroll in class; stay
in class; graduate from high school or enroll in online school. No reasonable price is too much to
pay when it comes to rescuing students from a life of technological incompetence, illiteracy,
poverty, and potential crime. It is my belief that one small gesture of help just may enable that
student to overcome inherent boundaries which have prevented or hindered the accomplishment
of goals and completing minimal educational requirements for a GED.
The University of Maryland, University College (UMUC) provided me with a comprehensive,
technology-rich education. I have spent the last seven years of my life attending online graduate
school and enjoying school.
The following sampling of coursework is shown for consideration of having fulfilled the
required Student Learning Expectations (SLE) and six objectives shown below:
Many collaborative group discussions, peer-to-peer review, consults with the professor,
comprehensive reading and library research (I Love Research) are inclusive of the final sampling
of coursework displayed throughout this reflection.
I have made an effort to organize this paper to show the course objective, sample project, and
related UMUC course description to reflect the comprehensive nature of the completed work and
alignment of the objective(s). As an added I also have an additional section of Coursework on
the Capstone Project website that I’ve created, and several presentations are posted.
LEARNING OBJECTIVES
1) “The candidate acts upon academic content, professional and pedagogical knowledge,
and understanding of students to maximize student achievement.”
2) “The candidate engages in an ongoing process of reflection re-planning, testing and
refining for continuous improvement.”
3) “The candidate demonstrates selection and integration of technology to deepen and
personalize student learning and to prepare students to participate actively and ethically
in a digitally connected world.”
4) 11 “The candidate integrates creativity, innovativeness, and adaptability into the
curriculum, promoting opportunities for discovery, deep learning and originality.”
5) “The candidate integrates into instruction the political economic, cultural, and ecological
concepts of global citizenship.”
6) “The candidate initiates change and mobilizes the learning community toward the goal
of curriculum and organizational improvement, influencing the practice, character, and
culture for learning.”
3
CONCEPTUAL FRAMEWORK
University of Maryland University College. Professional Education Unit. Conceptual Framework. Teaching and Leading Beyond
Boundaries. Knowledge Base Supporting Unit’s Six Objectives
Below shown is the very first web page that I created. My biography has changed. The biography
that I used for my capstone project (EDTC 670) has my real picture and reflects my true
academic history.
Each comprehensive project has satisfied the following Student Learning Expectations (SLE):





Written Communication
Technology Fluency
Information Literacy
Critical Thinking
Content Discipline-Specific Knowledge
http://polaris.umuc.edu/~aduncan/edtc/WEBSITE%20PAGES/HOME.html
Foundations of Technology in Teaching and Learning (3): The menu on this illustrated web
page will reflect that the site is quite comprehensive. This site also reflects creativity and mastery
of the technology. This site, in fact, promoted student-related opportunities for discovery, deep
learning and originality.” It is an official school website. A school website should provide
4
CONCEPTUAL FRAMEWORK
information to teachers, parents, students, and faculty. This site satisfies the Student Learning
Expectations and Objective (4).
As a teacher and a role model, the Conceptual Framework reflects first and foremost integrity. I
believe that teachers are role models, and they should be mindful of this both in and out of class.
In that regard, positive and courteous interactions with colleagues and students speaks volumes
about who we are as an individuals.
Academic integrity is instilled in the faculty who work at the University of Maryland, UMUC.
This integrity is aligned with the core attributes of the Conceptual Framework. As such, “key
attributes of an effective teacher include caring, respect, and fairness.” As a student and
understudy of the faculty at University of Maryland, UMUC, I have learned that each faculty
person has “high expectations” for all students.
“The UMUC mission is to offer top-quality educational opportunities to adult students in
Maryland, the nation, and the world; setting the global standard of excellence in adult
education.” In that regard, I had the opportunity to learn with students from other countries,
cities, and states. These students served to further enrich our online academic community with
their cultural diversity. The commitment to inclusion and diversity was ever present and positive
during communication and collaboration with group members and the instructor.
UMUC also set the global standard for excellence in the Global Classroom Module where I
explored cultural diversity, and ways by which to teach and learn beyond boundaries or without
walls. Our collaborative group reached out to teachers and students using EPALS. We wanted to
culturally connect with students and teachers from other countries. To that end, we sent contact
information to various countries that were interested in using technology to communicate
without boundaries.
Upon receipt of our information, we did hear from several recipients. This was an extremely
rewarding global and cultural encounter. In my mind, a clear global message emerges. When it
comes to cultural and global communication, it is important to note that although we live in other
cities, countries, and states, we all share the same earth. The earth that we share is linked to all
people culturally, socially, historically, economically, politically, and technologically.
(4) Objective: The candidate integrates creativity, innovativeness, and adaptability into the
curriculum, promoting opportunities for discovery, deep learning, and originality.
Foundations of Technology in Teaching and Learning (EDTC 600)
An introduction to the integration of technology in the schools focusing on how instructional technology affects and advances K12 learning. Topics include principles of integrating technology to strengthen standards-based curricula, instruction, and
assessment; selection of software and other technological materials; uses of technology for collaboration with school-related
audiences; issues of digital equity and ethics; and strategies for using digital technology with special needs populations.3 Credits
5
CONCEPTUAL FRAMEWORK
This class revealed a whole new global perspective to me. I had no idea that EPALS existed, and
that I could communicate with other educators and students. I registered with EPALS. I read the
information about school age students who wished to communicate with other school age
students.
I gained invaluable insight when I studied about people in Bulgaria. Their religious and social
beliefs govern traditions, life styles, and observation of holidays. Even so, Bulgarian students
could bend the rules a little to explore the benefits of digital citizenship.
DIGITAL CITIZENSHIP
As digital citizens, we develop sensitivity and respect for cultural diversity and multicultural
learning. Learning about the cultures of people in other countries and our own is a lifetime
process. This process fosters good citizenship and directly impacts how fondly we treat our local
and global neighbors. Engaging in this process will prepare students with 21st Century
workforce skills and knowledge. In the future, students will be prepared to collaborate with
people of diverse backgrounds and cultures as good digital citizens and caregivers or the earth.
It is my belief that I have satisfied all course expectations with a renewed global perspective and
comprehensive coursework. The coursework completed included: 1) global lesson, 2) EPALS
communication, 3) collaborative group project on New Zealand, 4) a Screen-o-Matic
comprehensive global presentation on the Coursework Page of Capstone website.
6
CONCEPTUAL FRAMEWORK
GLOBAL LESSON
University Technology Public School (UTPS) has a rich multicultural student body. Students are
taught to respect diversity and cultural differences. The breakdown of ethnicity of the student
body is shown below:
30% African Americans
20% Hispanics
10% Asian Americans
20% Caucasians
20% Native Americans
Lesson Purpose
The purpose of this lesson is to engage students in a creative global collaborative exercise. This
lesson will enable students to develop an increased global perspective and comprehend cultural
differences in others, as well as engage students in global citizenship activities. This Global
Collaboration Project is a creative project that will be conducted between students from Bulgaria
and the United States. The activities of the project are aligned with NET-s standards for
Communication, Creativity and Innovation, Technology Operations and Concepts, Digital
Citizenship, and Technology Operations and Concepts:
Standards:
International Society for Technology in Education Standards
Retrieved from http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
1)
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a) Apply existing knowledge to generate new ideas, products, or processes
b) Create original works as a means of personal or group expression
c) Use models and simulations to explore complex systems and issues
d) Identify trends and forecast possibilities
2)
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively
including at a distance to support individual learning and contribute to the learning of
others. Students
a) Interact, collaborate, and publish with peers, experts or others employing a variety of
digital environments and media.
7
CONCEPTUAL FRAMEWORK
b) Communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
c) Develop cultural understanding and global awareness by engaging with learners of
other cultures.
d) Contribute to project teams to produce original works or solve problems.
3) Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students
a) Plan strategies to guide inquiry.
b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
c) Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks.
d) Process data and report results.
4) Digital Citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students
a) Advocate and practice safe, legal, and responsible use of information and technology
b) Exhibit a positive attitude toward using technology that supports collaboration,
learning and productivity.
c) Demonstrate personal responsibility for lifelong learning.
d) Exhibit leadership for digital citizenship
5) Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a) Understand and use technology systems
b) Select and use applications effectively and productively
c) Troubleshoot system and applications
d) Transfer current knowledge to learning of new technology
Lesson 1:
Exploring Cultural Diversity
Does culture have a face?
Activities:
Students will be asked to create a speaking avatar. They will then be asked to give the
avatar more individuality, i.e. name, country, culture and favorite holiday. The activities
of this lesson will last for three weeks. Students will collaborate with their partners twice
a week:
At the conclusion of this Global Collaboration project students will be able to:
8
CONCEPTUAL FRAMEWORK
1) Increase global awareness, perception, and sensitivity
2) Comprehend that cultural diversity does not have a specific face
3) Define culture
4) Locate Bulgaria and the capital city on a map.
5) Describe Bulgaria's holidays and cultural events
6) Write a research paper about Bulgaria
7) Answer key questions about
COLLABORATIVE GROUP PROJECT: NEW ZEALAND
(3) Objective: The candidate demonstrates selection and integration of technology to deepen and personalize student
learning and to prepare students to participate actively and ethnically in a digitally connected world.
(5): Objective: The candidate integrates into instruction the political, economic, cultural and ecological concepts of global
citizenship
The Global Perspective Report, EPALS communication without boundaries, Global Class
Lesson, Collaborative Group Report on New Zealand, and Global Interview work have rendered
me proficient in diverse aspects of global integration of technology and cultural perspectives. As
well, the comprehensive coursework is completely aligned with the Conceptual Framework’s
Student Learning Expectations, and Objectives. Further demonstration of proficiency in Global
Perspectives can be seen as a Slide Show presentation which is located on the Coursework page
of my Capstone Website.
9
CONCEPTUAL FRAMEWORK
EDTC 645
Integration of Technology: Global Perspectives (EDTC 645)
Prerequisite: EDTC 630; Corequisite: EDTC 640. Exploration of global perspectives on advancing K-12 student learning through
technology. Investigation covers how schools design innovative units and programs that take full advantage of technology's
ability to reach beyond national borders and promote global understanding and how various nations approach the challenge of
technology integration in the schools. Focus is on evaluating best practices in the United States and other nations and on
analyzing the role of policy in shaping the way resources are deployed to advance effective technology integration. Major
projects include designing models for integrating global understanding into curriculum and instruction, developing case studies
of technology integration in various countries, and evaluating relevant research.3 Credits
10
CONCEPTUAL FRAMEWORK
AT RISK STUDENTS
High school students living in the United States sometimes find themselves in desperate
situations. They drop out of high school, and then they become people are at-risk. Community of
Philadelphia has programs designed for at-risk students.
Two programs offered at the College that are designed for at-risk students are: Gateway to
College Program and the Adult Basic Education Program. These programs provide a plethora of
services to students who want to earn a high school diploma and potentially a college degree.
I began working closely with the at-risk population of students when the Dean of Educational
Support Services (ESS) requested that I serve as an administrator in the Office of Placement
Testing. I traveled to the Department of Education in Harrisburg, PA for required training to
become a Certified GED Examiner on behalf of the College. Prior to 2015, the GED examination
was administered to students using paper and pencil.
In 2014, to the dismay of many high school drop-outs, the Department of Education announced
that GED testing would be administered using a computer. Many of the high school drop-outs
encountered a major barrier (inability to use the computer).
There are not many choices for an at-risk student. For age appropriate students, the option of
enrolling in the Gateway to College program was an alternative to taking the GED test.
However, students who were not eligible to enroll in that program exercised the last and only
option which was to enroll in the Adult Basic Education (ABE) program at the College. Both the
Gateway to College and Adult Basic Education Program are described below:
“Gateway to College is an alternative education program for School District of Philadelphia
students, ages 16 to 21, who have dropped out of school but desire to get back on track and earn
a diploma and more. What makes Gateway to College truly unique is that students will not only
have a second chance to earn a high school diploma, but will also earn college credits toward an
associate’s degree or certificate” (Community College of Philadelphia, 2015)
Community College of Philadelphia's Gateway to College program is an educational alternative
for out-of-school youth who may not have had success in other learning environments. I’ve
worked with this population of students in a collaborative learning environment and offered
academic materials and resources to accommodate diverse learners. Using official grade reports
and discussions with school counselors, academic support and one-on-one tutoring was offered
to students. The students were also actively engaged in group workshops which focused on using
technology to communicate at college level.
“Adult Basic Education (ABE) is a refresher program in reading and writing for those students
whose College placement test scores fall below the minimum for placement into developmental
or credit courses. Students retake the College’s placement test after completing ABE to redetermine their placement levels for admission into higher-level developmental or credit-bearing
courses” (Community College of Philadelphia, 2015).
11
CONCEPTUAL FRAMEWORK
A major problem that I encountered with working with an at-risk population of students is that
the majority of the students are technologically incompetent. I pondered this question:
How can I integrate technology into teaching and learning when older adult students have little
or no prior knowledge of how to us technology? My answer, the Differential and Constructivist
Learning Instructional strategies would be suitable for this population of students.
ONLINE SCHOOL
There are many types of online programs for at-risk students, and many ways by which to tailor
an online school schedule as shown in the charts below:
A sample Blended Learning Mix Map, as shown above, provides students with a general idea of
how school, work, and parenting can be successfully managed.
Often times, students do not know the facts about online learning. As such, I provide students
with the following information:
Online school provides: 1) credit recovery programs, 2) tutors, 3) diverse course offerings, 4)
social events, 5) counselors, and flexible schedules.
“The top reasons that why school districts make online learning opportunities available to their
students is to provide courses not otherwise available at their school, and to provide
opportunities for students to recover course credits from classes missed or failed. Seventy-four
percent of enrollments in online school are students who were in high schools, and many states
have made the switch to online” (Wicks, 2006).
Referring the at-risk students to an online school and providing information about online
programs to these students demonstrates 100% support of the Conceptual Framework Unit
Mission:
12
CONCEPTUAL FRAMEWORK
CONCEPTUAL FRAMEWORK UNIT MISSION
1.
2.
3.
4.
5.
“I can say with conviction: I know at-risk students can learn at high levels
I know my work can promote high levels of learning for all students
I have reached beyond boundaries to promote student success
Engage all students in highly effective educational experiences”
Prepare students for a changingh world”
.
The information and coursework regarding Online Schools is helpful to many students. Through
extensive research in UMUC’s library, reading, guidance from the professor, and collaborative
class discussion and group activities, I believe that I have satisfied the Student Learning
Expectations and Objectives for this course. An online virtual school presentation on this topic
can be viewed on the Coursework page of my Capstone Project.
(1) Objective:The candidate acts upon academic content, professional and pedagogical knowledge, and understanding of
students to maximize student achievement.
Teaching and Learning in K-12 Virtual Schools (EDTC 650)
Prerequisite: EDTC 640 or DETC 620. An introduction to K-12 distance education, including the policies and structures of K-12
virtual schools, teaching and course development strategies appropriate for K-12 online courses, and current issues involved in
the K-12 virtual enterprise. Emphasis will be on K-12 schools that offer courses over the Internet; also included will be
discussion of principles that apply to other forms of K-12 distance education, such as television and correspondence courses.
Topics include different models of current K-12 virtual schools; district, state, and national regulations governing these schools;
role of parental involvement and student support systems; social and collaborative aspects of learning at a distance; and training
and mentoring of online K-12 teachers. Trends in international K-12 virtual schools will be compared with those in the U.S. The
effectiveness of virtual schools and courses at the elementary and secondary school level will be explored.3 Credits
Leading Technology Change in Schools (EDTC 640)
Prerequisite: EDTC 625; Corequisite: EDTC 630. An overview of the theories, approaches, and strategies that help teachers
assume leadership roles in implementing technology change in K-12 schools. Specific topics include the role of change agents in
K-12 schools, strategies to meet the needs of technologically unskilled teachers, tools and techniques to respond to diverse
competency levels, and various training models and approaches for adult learners. Structured observation is employed to
critically assess the effectiveness of various technology training formats. In a guided project, a technology-training seminar is
designed, developed, and implemented for delivery to colleagues.3 Credits
13
CONCEPTUAL FRAMEWORK
MEDIA TECHNOLOGY SOFTWARE RECOMMENDATION
As a student at UMUC, many of the professors opted to give live lectures. The College used
Wimba to do this, and we could hear the professor speaking and he could hear individuals
speaking, but we could not see each other. There were, however, keyboard characters that
illustrated a smile, or raising one’s hand to speak, etc.
This course prepared me to “design and develop a technology integration report using
multimedia.” The report included costs of software, user references for software, history of the
company, ability to maintain the software and Technology Department involvement, i.e.
warranty, installation, and potential for growth and development for using this software, costs of
purchasing and maintain the software in classrooms without boundaries, or for global students
who cannot come to school do to special needs, etc. This following project provided me with
the experience to develop a software package using real world technologies. I compiled a
comprehensive report to justify video-and audio conferencing in local schools and the ability to
service district wide classrooms with this software package as well.” Upon review of the
Technology Integration Report, the school principal made the following remarks:
http://polaris.umuc.edu/~aduncan/edtc/WEBSITE%20PAGES/HOME.html
http://www.wimba.com/company/newsroom/archive/wimba_classroom_featured_in_university_business_magazine_for_saving_
schools
We are extremely impressed with the technological diversity of the recommended software,
however, we are most impressed with its potential to enable our students to attend classes at
home on snow days. In the very near future, parents will be invited to attend free technology
training workshops. We are excited, and we hope that you are too! For your information, we
have also posted a Technology Integration Plan on the School’s website which will be useful as
we move forward with this new initiative.
14
CONCEPTUAL FRAMEWORK
Given the comprehensive nature of this coursework, I believe that I have satisfied the standards
and for EDTC 620. The detailed report, interview with company representatives and school
officials, posting to school’s webpage that I designed, and subsequent slide presentation in the
Coursework page of my Capstone Project render me proficient in Education: Synchronous,
Asynchronous, and Multimedia Technologies.
(6) Instructional Leadership Objective: The candidate initiates change and mobilizes the learning community toward the goal
of curriculum and organizational improvement, influencing the practice, character, and culture for learning.
Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia Technologies (EDTC 620)
Prerequisite: EDTC 610; Co-requisite: EDTC 615 (or OMED 640). A study of various technologies to assist teachers in
strengthening content delivery and K-12 student learning. Focus is on designing and developing instructionally effective visual
materials and multimedia for incorporation into the classroom. Examples include presentations, graphics, and a classroom Web
site with instructional and administrative components. Knowledge and skills are also developed in the educational applications of
real-time technologies that enable video-and audio-conferencing in classroom and schools.3 Credits
Hardware and Software in Instructional Development (EDTC 625)
Prerequisite: EDTC 615; Co-requisite: EDTC 620 (or OMED 630). A study of the application of hardware and software
programs in K-12 classroom and school settings. Various operating systems and network issues commonly found in schools are
examined. Topics include a wide range of instructional software packages related to specific subjects and grade levels, assistive
technologies appropriate for different student needs, and free Web 2.0 tools for classroom instruction and professional growth.
Discussion also covers hardware and software choices compatible with curricular goals and troubleshooting strategies--both
technical and instructional--for teachers and students. Research on specific hardware and software is analyzed. Emerging
technology-enabled curricular innovations are also examined.3 Credit
15
CONCEPTUAL FRAMEWORK
http://polaris.umuc.edu/~aduncan/edtc/WEBSITE%20PAGES/HOME.html
This course enable me to build a website with assignments for the students to do. The website is
comprehensive with several categorical links. This site was saved to Polaris and the link can be
accessed to explore this website further. This site has many unique features and reflects
creativity and higher level cognitive thinking by the website designer. There is a message in this
website for all students, staff, and faculty at this high school.. Give the detailed and
comprehensive work involved in constructing this site, I believe that my efforts reflect alignment
with Student’s Learning Expectations and objectives for the detailed course descriptions shown
below and the overall academic goals and objectives.
Leading Technology Change in Schools (EDTC 640)
Prerequisite: EDTC 625; Corequisite: EDTC 630. An overview of the theories, approaches, and strategies that help teachers
assume leadership roles in implementing technology change in K-12 schools. Specific topics include the role of change agents in
K-12 schools, strategies to meet the needs of technologically unskilled teachers, tools and techniques to respond to diverse
competency levels, and various training models and approaches for adult learners. Structured observation is employed to
critically assess the effectiveness of various technology training formats. In a guided project, a technology-training seminar is
designed, developed, and implemented for delivery to colleagues.3 Credits
16
CONCEPTUAL FRAMEWORK
17
CONCEPTUAL FRAMEWORK
18
CONCEPTUAL FRAMEWORK
Comprehensive Online Group Lesson
This Group Research Project was very challenging. It represents a vivid display of what had been learned
in other coursework and compiling all of that information into one site for several Groups in a class. The
project was done in the form of a lesson and website. The lesson is about a real world topic that students
may be familiar with; the Chesapeak Bay. Students are asked to identify the animals and characteristics of
their habitat. Students also had other activities to do that were associated with this lesson. The website is
colored nicely and not too overwhelming, and the lesson is enriched with several Standards. This lesson
alone validates my proficiency in web page design and building, developing materials and online lessons,
ability to plan, organize, and deliver online group work. I believe that the following course descriptions
have been fulfilled in this lesson which includes Visual Literacy. However, there is a slide presentation on
visual literacy in the Coursework section of my webpage of the Capstone Project.
http://polaris.umuc.edu/~aduncan/edtc/WEBSITE%20PAGES/HOME.html
19
CONCEPTUAL FRAMEWORK
Foundations of Technology in Teaching and Learning (EDTC 600)
An introduction to the integration of technology in the schools focusing on how instructional technology affects and advances K12 learning. Topics include principles of integrating technology to strengthen standards-based curricula, instruction, and
assessment; selection of software and other technological materials; uses of technology for collaboration with school-related
audiences; issues of digital equity and ethics; and strategies for using digital technology with special needs populations.3 Credits
Teaching Information and Media Literacies in the Digital World (EDTC 605)
Corequisite: EDTC 600 (or OMED 600). A study of the expanding types of literacies required for teaching and learning in the K12 schools, with a concentration on digital information and media literacies. Analysis of core information literacy skills serves as
the foundation for a discussion of the effects of current and emerging media on the evaluation and creation of knowledge. Topics
include the effective use of online databases and search engines to access information and media resources; application of the
research process; information and media literacy skills needed for reading and navigating the web environment and creating new
content; options for age-appropriate, subject-specific research assignments that involve K-12 students in project-based learning;
and issues related to ethical uses of information and digital citizenship across literacies.3 Credits
Web-Based Teaching and Learning: Design and Pedagogy (EDTC 610)
Prerequisite: EDTC 600; Co-requisite: EDTC 605 (or OMED 610). An examination of the theory that informs Web-based
education and the implementation of best pedagogical practices. Challenges related to the original design and/or adaptation of
effective Web-based instruction are explored. Focus is on developing the knowledge and skills to create multiple types of Webbased assignments and units for K-12 students using Web authoring software. Topics also include constructing evaluation tools to
assess K-12 student learning outcomes across different content areas and grade levels. Strategies for effective online group
collaboration are discussed and implemented.3 Credits
Teaching Information and Media Literacies in the Digital World (EDTC 605)
Corequisite: EDTC 600 (or OMED 600). A study of the expanding types of literacies required for teaching and learning in the K12 schools, with a concentration on digital information and media literacies. Analysis of core information literacy skills serves as
the foundation for a discussion of the effects of current and emerging media on the evaluation and creation of knowledge. Topics
include the effective use of online databases and search engines to access information and media resources; application of the
research process; information and media literacy skills needed for reading and navigating the web environment and creating new
content; options for age-appropriate, subject-specific research assignments that involve K-12 students
Leading Technology Change in Schools (EDTC 640)
Prerequisite: EDTC 625; Corequisite: EDTC 630. An overview of the theories, approaches, and strategies that help teachers
assume leadership roles in implementing technology change in K-12 schools. Specific topics include the role of change agents in
K-12 schools, strategies to meet the needs of technologically unskilled teachers, tools and techniques to respond to diverse
competency levels, and various training models and approaches for adult learners. Structured observation is employed to
critically assess the effectiveness of various technology training formats. In a guided project, a technology-training seminar is
designed, developed, and implemented for delivery to colleagues.3 Credits
20
CONCEPTUAL FRAMEWORK
http://polaris.umuc.edu/~aduncan/edtc/WEBSITE%20PAGES/HOME.html
This time lasped picture was designed by Aretia Duncan and placed in sequential order as
directed by the instructor. The Dreamweaver software was used to create this Life Cycle of the
Monarch Butterfly. The green leaves, color, marked arrots were all an added touch accentuate
the picture. I believe that I have fulfilled the expectations of this course. Since this course is
linked to several courses, I have listed the following courses to show cumulative assessment of
learning.
Foundations of Technology in Teaching and Learning (EDTC 600)
An introduction to the integration of technology in the schools focusing on how instructional technology affects and advances K12 learning. Topics include principles of integrating technology to strengthen standards-based curricula, instruction, and
assessment; selection of software and other technological materials; uses of technology for collaboration with school-related
audiences; issues of digital equity and ethics; and strategies for using digital technology with special needs populations.3 Credits
Teaching Information and Media Literacies in the Digital World (EDTC 605)
Corequisite: EDTC 600 (or OMED 600). A study of the expanding types of literacies required for teaching and learning in the K12 schools, with a concentration on digital information and media literacies. Analysis of core information literacy skills serves as
the foundation for a discussion of the effects of current and emerging media on the evaluation and creation of knowledge. Topics
include the effective use of online databases and search engines to access information and media resources; application of the
research process; information and media literacy skills needed for reading and navigating the web environment and creating new
content; options for age-appropriate, subject-specific research assignments that involve K-12 students in project-based learning;
and issues related to ethical uses of information and digital citizenship across literacies.3 Credits
Web-Based Teaching and Learning: Design and Pedagogy (EDTC 610)
Prerequisite: EDTC 600; Co-requisite: EDTC 605 (or OMED 610). An examination of the theory that informs Web-based
education and the implementation of best pedagogical practices. Challenges related to the original design and/or adaptation of
effective Web-based instruction are explored. Focus is on developing the knowledge and skills to create multiple types of Webbased assignments and units for K-12 students using Web authoring software. Topics also include constructing evaluation tools to
assess K-12 student learning outcomes across different content areas and grade levels. Strategies for effective online group
collaboration are discussed and implemented.3 Credits
21
CONCEPTUAL FRAMEWORK
ASSISSTIVE TECHNOLOGY
Prior to taking this course, I did not know much about Assistive Technology (AT). This course
taught me everything that I have learned about AT. I especially learned a lot when I interviewed
with Dr. Teresa Tsai. I will share that interview with you Dr. Green. Now that I am a fulltime
faculty member, and I work with a lot of students, I am working with students who need AT. I
am thankful that I have as much knowledge as I do about this subject. Other coursework can be
found on the Coursework page on the Capstone website.
Aretia Duncan
EDTC: 625
10/18/11
Community College of Philadelphia
Face-to-Face Interview: Theresa Euro Tsai, PhD,CRC
Certified Rehabilitation Counselor
Center for Disability
Introduction: Dr. Tsai provides her services to the Center for Disability at college level. She is
well-appreciated at the Center. I observed that she enjoys helping students. She is an expert in
her field. The Center is bustling with endless students coming and going. This was not always
the case. Dr. Tsai shared with me that "in the olden days, we did not see many students with
disabilities." She explained, that "It's not that those students were not around. It's just that we did
not have the technology to provide accessibility for disabled students." Now that the laws have
changed, we see more and more students with disabilities attending public school and college.
Major changes have been mandated thanks to the IDEA law. The Individuals with Disabilities
Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 each contains specific
requirements for schools and other entities that receive federal funds to ensure disabled students
receive reasonable accommodations that enable them to fully benefit from the public education
experience" in the Least Restrictive Environment (LRE) Taylor (May 2011, p. 48).
At K-12 level, public schools are required to provide an education to disabled students, as well as
accommodate the student, i.e. transportation to and from school, collaborative services, i.e. social
worker, nurse, nutritionist, and provide software and hardware in conjunction with assistive
technology needs at no costs to the family. Federal funds are disbursed to the school.
At college level, we are only required to provide reasonable accommodations, i.e. Assistive
technology to enable the student to be successful, i.e. wheelchair ramps, some software and
hardware as needed. We do not, however, have to provide transportation, social worker,
nutritionist, or nurse. The difference at college level is the learning environment. According to
22
CONCEPTUAL FRAMEWORK
Dr. Tsai," we are only required to level the playing field." In fact, students cannot attend this
college if they don't successfully place at college level. If they do place at college level, students
are still required to maintain satisfactory academic standards, attend classes regularly, and secure
their own transportation. These are the same expectations that we have for all other students
attending the college.
Dr. Tsai explained that the students that attend college may have one or more disabilities. These
can include "Attention Deficit Hyperactive Disorder, Autism, Psychiatric Disorders (Invisible
Disorders or mental illness), Blindness, and Dyslexia."
2) What assistive technology software do you find most helpful for students with
disabilities?
Missing Limb(s)
Visually Impaired
Hearing Impaired
Dragon Naturally Speakingsoftware
Use voice commands to
navigate internet; voice text
conversion
2 a) Why? This software is tailored for specific disabilities. Tailored software will enable the
user to have good functioning capabilities, i.e. speaking, writing, seeing; capabilities that are
normally impaired due to disability.
3) What assistive technology hardware do you find most useful for students with
disabilities? Why? It is most helpful to see devices that can help the student function
independently. Assistive devices should help the student achieve personal and academic goals.
a) Ink Pens/Lecture Recorder: Records while student takes notes.
b) Talking Calculator: Enables student to hear answers
c) Stereo Amplified Listener: Allows students to adjust volume to hear.
d) Adaptive Keyboards: Enables students to use keep board tailored to needs
Visually Impaired
Hearing Impaired
Hearing Impaired
Speech Impediment
Hearing Impaired
Visually Impaired
Hearing Impaired
Visually Impaired
Zoom Text
Sound Proof Booth
Digital Voice Recorder
Kurzweil 3000
Optilect Closed Circuit Television
with camera and monitor
Converts text to speech and
makes text larger
Blocks peripheral noise
Enables user to speak clearly
Scans and converts printed
word to speech
Magnifies written and graphic
material
23
CONCEPTUAL FRAMEWORK
What are some emerging assistive technologies? How can they help? In answering this
question, I must also consider some of the assistive technology that allows students to get to our
college and back home safely, i.e. talking buses, street lights, trains, and elevators. Also, the
following assistive technology and assistance is very helpful to students with disabilities:
a) Recordings for the Blind and Dyslexic (RFB&D) Dr. Tsai informed me that
"students with Dyslexia and Blindness can apply/register for membership with RFB&D
which is located in Princeton, NJ. They can borrow recordings."
b) Library for the Blind in Philadelphia, PA provides “material in Braille, large print or
on tape."
c) Scribe: According to Dr. Tsai, during the semester, students have the option of
working with a Scribe whose role is to “take direct dictation." This service is for students
who are significantly impaired and unable to write.
d) Note Takers: Dr. Tsai explained that "the role of the note taker differs from that of a
scribe, in that, the scribe copies board notes or extracts important information from
lecture notes.”
e) Interpreting Services: (ASL) American Sign Language interpreters are provided for
students who require extended interpreting services, i.e. watching a movie, listening to a
lecture, talking with an academic advisor
f) Motorized Wheelchairs: These assist students who cannot walk. Providing mobility
to these students and enables them to achieve a higher level of independence in their dayto-day activities.
g) Ink Pens/Lecture Recorder: Records lecture simultaneously while student takes
notes. However, may be used solely as a recorder of lectures.
h) Motorized cars with attached shopping cart or basket enable people to shop
independently, carry school books, leave wheelchair home, and move about without
walking or carrying items in arms or hands.
Taylor, K.R. (2011). Inclusion and the law: Two laws - IDEA and Section 504 support
inclusion in schools. Retrieved October 2011 from the Education Research Complete
database.
Note: In conjunction with the interview, information retrieved from the Center on
Disability, Student Handbook. Retrieved October 2011.
24
CONCEPTUAL FRAMEWORK
PROFESSIONAL DISPOSITIONS
RELATIONSHIP WITH THE STUDENTS THROUGH THE CURRICULUM AND
INSTRUCTION
NCATE emphasizes “dispositions” as on par with “knowledge” and “skills” in the first standards
for candidate performance.” Academic integrity and willingness to help students are all a
reflection of one’s disposition. Often times, teachers can motivate students when they develop a
good relationship in the classroom.
I find that my relationship with at-risk students has motivated many of the students to take online
courses and/or enroll in an Adult Basic Education program.
During the Computer Literacy Workshop, students worked in collaborative groups. This enabled
students to learn from each other. Differential and Constructivist strategies (video, quizzes,
vocabulary builders, flash cards) were used to engage diverse learners.
RELATIONSHIP WITH STUDENTS, PARENTS, AND OTHER STAKEHOLDERS
THROUGH EFFECTIVE COMMUNICATION
I have fostered life-time friendships and the appreciation of students and stake holders on every
front. On many occasions, I give back to the community and the College. I am a product of the
College, and I am the student who requires differential learning strategies. A teacher encouraged
me, and I am that teacher encouraging students. These are the ways that I give back to the
community:




I often provide lunch for homeless students who are hungry.
I volunteer at the homeless shelter to teach the students how to use technology, and
provide help with GED related questions.
I write reference letters for students who are looking for a job. I use effective
communication to advocate for services for homeless individuals.
I collect clothing, coats, boots, hats, and sweaters to give to homeless individuals.
RELATIONSHIP WITH THE UNIVERSITY COMMUNITY, THE SCHOOL COMMUNITY
AND THE PROFESSION
My relationship with the College community, UMUC professors, students at Community
College, colleagues and employees is excellent. I have been employed for 15 years and have
served in various leadership roles:
I served as Assistant to the Director of Admissions, Assistant to the Director of Records and
Registration, and Certified General Education Diploma (GED) Examiner. I am currently serving
as a fulltime faculty member and Instructional Aide in the Department of Student Academic
Computer Center (SACC).
25
CONCEPTUAL FRAMEWORK
CONTINUOUS LEARNING: PROFESSIONAL DEVELOPMENT
26
CONCEPTUAL FRAMEWORK
RECENT PROFESSIONAL DEVELOPMENT ACTIVITIES
Academic Computing is pleased to offer the following Professional Development sessions on
selected technology topics.
All sessions will be held in Room B2-26, the FLOAT division conference room. There is NO
preregistration required. You can just walk in and grab a seat. Each session will last between 60 90 minutes.
CANVAS Session 2: Creating Assignments, Discussions and Student Groups
Tuesday, March 31, at 9:30 a.m.
Wednesday, April 1, at 2:00 p.m.
It's easy to create assignments, upload files and receive student submissions in the file format
you desire. Students can communicate with each other using threaded discussions, either graded
or ungraded and can be assigned into groups.
Skype and GoToMeeting for Classroom Collaboration
Tuesday, March 31 at 2:30 p.m.
Would you like to make free video calls to interact with colleagues or bring experts into your
classroom? Did you know that there are multiple software programs available to do just that
either from your home or office computer? Come to this hands-on workshop and learn how to
set-up and run these easy to use applications and get connected.
Clickers in the Classroom - without the Clickers!
Wednesday, April 1, at 10:30 a.m.
Clickers in the classrooms allow for instant polling of your students to spur discussions or gauge
understanding. Some obstacles to their use include, cost to students to purchase the devices,
hardware necessary to receive the signal and competing manufacturers. What if your classes
could respond to instant polls without all the fuss of using the 'clicker' that most of them carry
around every day?
CANVAS Session 3: Using the Gradebook
Thursday, April 2, at 9:30 a.m.
A valuable feature within Canvas, this provides an easy way to input and distribute grades to
students. It can calculate final grades, weighted grades and extra credit. You can communicate
grades, comments and send messages directly to students who meet certain criteria, such as late
assignment submission. The Speed Grader and Speed Grader apps will also allow you to spend
more time reading and applying quality comments than downloading and opening assignments.
27
CONCEPTUAL FRAMEWORK
SMART Board Orientation
Friday, April 3, at 1:00 p.m.
This short orientation workshop will show you how to use the various components of the brand
new SMART technology available in an additional 16 classrooms for spring 2015
28
CONCEPTUAL FRAMEWORK
INTERNATIONAL SOCIETY FOR TECHNOLOGY EDUCATION COACHES
International Society for Technology Education Teaching Standards for Coaches. These
standards will govern, guide, and encourage me to maintain excellence and proficiency in my
profession as a teacher. I will use these standards to stay abreast of changing technology, teach
diverse and innovative technology to students, and continue the process of self-assessment to
improve upon my professional knowledge and expertise by attending Professional Development
Seminars and workshops, reading current literature and research articles.
The Coach teacher Visionary Leadership, is meaningful and profound. My behavior and
activities are aligned with the ISTE Standards. As such, “coach teachers effectively use
technology tools and resources to continuously assess student learning, and technology literacy
by applying a rich variety of formative and summative assessments aligned with content and
student technology standards” (ISTE Standards for Coaches).
The Visionary Leadership standards set forth by ISTE are a reminder that we as coaches have a
shared vision and dedication to offer students the opportunity to be engaged in our classroom.
International Society for Technology Education for Coaches. Retrieved from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf
29
CONCEPTUAL FRAMEWORK
TEACHING AND LEARNING BEYOND BOUNDARIES
Teaching and learning also takes place outside of the classroom. Students are encouraged to
utilize out-of-class communication to discuss assignments. This is convenient for students who
cannot attend school on a regular basis. Group members can keep students informed.
Virtual school students also use Blogs to communicate.
Blogging is also an excellent way by which to communicate outside of the classroom;
Technology enables users to overcome boundaries and enjoy safe surfing.
EDMODO: SAFE DIGITAL CITIZENSHIP
Edmodo. Retrieved from https://www.edmodo.com/
30
CONCEPTUAL FRAMEWORK
REFERENCES
Community College of Philadelphia. College Catalog. Retrieved from
http://ccp.edu/sites/default/files/PDFs/Catalog/2014-2015-CollegeCatalog.pdf
Edmodo. Retrieved from https://www.edmodo.com/
International Society for Technology Education for Coaches. Retrieved from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf
Community College of Philadelphia. Assistive Technology Interview with
Dr. Teresa Tsai
University of Maryland University College. College Catalog. Retrieved from
http://www.umd.edu/catalog/index.cfm
University of Maryland University College .Conceptual Framework. Teaching and leading
beyond boundaries. Retrieved from http://www.umd.edu/catalog/index.cfm
Wicks, M. International Association for K-12 Online Learning. Retrieved from
https://www.osep=meeting.org/2012conf/largegroup/Tues.VirtualschoolsAreVirtuallyHeree/virt
ualschools.htm
31
CONCEPTUAL FRAMEWORK
APPENDICES
A. Biography, page 3
B. Global Classroom Model: Exploring Cultural Diversity, page 4
C. EPALS Global Community, page 5
D. Types of Online Schools, p. 6
E. Blended Learning Map, p. 6
F. States that have switched to online schools, p. 9
G. Definitions, p. 9
H. Wimba and Elluminate, p. 10
I. Assignments, p. 11
J. Group Research, p. 12
K. Educational Resources, p. 14
L. ISTE Standards, p. 19
M. Edmodo: Safe Digital Citizenship, p. 20
32
CONCEPTUAL FRAMEWORK