Patty McGinnis
Gifted Support Specialist/Science Instructor
Arcola Intermediate School
July 24, 2011
20-30 pages double spaced with references
1.
2.
3.
4.
Why was each artifact selected?
How each artifact demonstrates mastery of the standard it has been mapped to
My understanding of the connections between theory and practice
How my teaching or thoughts about teaching have been impacted
Introduction
I am a life-long learner who is passionate about teaching. I began my teaching career as a high
school teacher in northern Virginia, but for the last sixteen years have been employed by a
middle school teacher in a public school district outside of Philadelphia where I came to realize
that I am truly a middle school teacher at heart, and that my students flourished in a classroom
setting that encouraged exploration and inquiry.
I have always been intrigued with implementing technology into the curriculum and am
fascinated with the idea of teaching online in retirement; a possibility that would allow me to
move to a quieter area of the country. My research led me to BSU’s Educational Technology
program; a program that was appealing due to its authentic project-based approach to learning,
its reasonable cost, and the unique opportunity of allowing students to pursue a certificate in
online teaching while working on their M.ET.
Boise State University’s MET program appeared to be a perfect match for my interests; in
reality, the program has far exceeded my expectations. A majority of the course work involved
the creation of theory-based projects that were directly applicable to my work as a middle school
science teacher. Although I am now working for the same school district as a gifted support
specialist, the skills and knowledge that I have acquired through my course work at BSU will
transfer easily to my new classroom setting.
This paper details the work I accomplished during my time at BSU. Artifacts have been mapped
to standards from the Association of Educational Communications and Technology (AECT).
Each artifact is discussed in detail to explain its connection to the standards. The paper also
addresses the connection between theory and practice, and how that understanding has impacted
me professionally,
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” (Seels & Richey,
1994, p. 31).
Having been a teacher for the better part of three decades, I thought I knew a lot about
instruction but discovered in EDTECH 503 just how little I knew. My 503 ID Project #2 required
me to apply the ADDIE model (Gustafson & Branch, 2002) to the creation of a product that took
me through the design process; a procedure that involves analyzing, designing, developing,
implementing, and evaluating instruction. This was an invaluable insight into a process that, as a
veteran teacher, I thought I understood. The instructional analysis process, which is instrumental
for ensuring that goals, learning strategies, and assessment are congruent to each other (Smith &
Ragan, 2005), examines the learning context, the learners, and the learning task. The goal of
instructional design is to create a product that results in effective, appealing instruction
(Gustafson & Branch, 2002). I have come to realize that instructional design is an iterative
process; each iteration brings the designer closer to the desired result.
Throughout the 503 course, I learned how to apply the systematic nature of design to
the development of new products, products that are useful to my classroom. Along the
way I have modified and expanded by thinking regarding the design process. For
example, I found that analyzing the learning context of an unfamiliar environment,
although challenging, provided insight into how critical this piece of the design process
is; the ability to design instruction that can be utilized in a variety of settings requires a
n objective point of view, rather than one colored my own classroom experiences. It has
been particularly revealing to me to see how the use of surveys can reveal incorrect
assumptions that I may have made about my students. This fall I will have an
opportunity to design instruction for gifted students. The program , which is new, will
allow me to apply what have learned to producing effective materials and lessons that
will engage my students. As a result of EDTECH 503, I know that this will be an iterative
process that will take time; time to analyze the needs of my learners, time to identify
specific objectives of learning tasks, and time to evaluate both formatively and
summatively to design the best possible instruction for my students.
1.2 Message Design
“Message design involves planning for the manipulation of the physical form of the message”
(Seels & Richey, 1994, p. 31).
One of the most intriguing courses for me was EDTECH 506. As a someone with a science
background, I had always viewed myself to be lacking in artistic talent. EDTECH was a real eyeopener for me; I never considered the fact that there is a science behind designing learning
visuals. Visual literacy can be defined as the “ability to understand, use, ad create with images
effectively” (Braden, 1996 as cited by Lohr 2008, p. 5). Since so many of my students are visual
learners, the foundation I received in EDTECH 506 will be invaluable to creating learning
visuals. When I examine some of the materials I have created over the years, I understand why
so many middle school students do not laboratory procedures. Everything from the type and size
of font, the placement on the page, and alignment are crucial to transmitting clear messages to
the learner.
Designing an image requires the similar process of that of an instructional designer; Lohr (2008)
recommends ACE when designing an instructional visual; analyze, create, and evaluate. When
following ACE, a key thing to keep in mind is reducing cognitive load for the learner. This is
accomplished through by chunking information for optimal learning retention and applying
principles related to figure and ground, gestalt, and by using tools and actions such as alignment
and contrast to reduce cognitive load.
Using what I learned in EDTECH 506, I designed a website that featured information related to
cells and cell processes. Many middle school students find the study of cells to be complex and
abstract. The site “Cells and Cell Processes” was designed to simplify abstract concepts and
reduce cognitive load for the learner. The layout of the website adheres to the principles of
gestalt and all images are concentrated, concise, and concrete to better facilitate learning (Lohr,
2008). The justification paper explains each image in detail and the rationale for its design. For
example, the osmosis graphic contains a simplified cell, allowing the learner to concentrate on
the motion of the water molecules across the cell membrane. The image is actually made up of
three images who have been separated by white space and a blue line. This separation chunks the
information for the learner, reducing cognitive load while allowing them to focus on one cell at a
time.
The concept map created in EDTECH 502 was done prior to the knowledge I have since
acquired regarding visual design, however, it is an example of message design. The page
describes how Pennsylvania forests are under siege; in keeping with the topic, the header was
created from a picture taken in one Pennsylvania’s state parks. Fireworks was used to create a
leafy textured background and the text on the clickable concept map is written on a background
with a wood theme. Colors used throughout the page are those found in forests, shades of browns
and greens.
The application of techniques learned in EDTECH 506 will go beyond my own designs. I plan to
embed information about visual literacy when requiring my students to create a Power Point
presentation; a mission many feel is incomplete without excess use of irrelevant fonts, clip art,
and animations.
1.3 Instructional Strategies
“Instructional strategies are specifications for selecting and sequencing events and activities
within a lesson” (Seels & Richey, 1994, p. 31).
cA common cooperative learning teaching technique involves the use of jigsaw, in which small
groups of students are given a topic to research. Each individual is responsible for becoming an
expert in one area, which they turn around and teach to other students.
Since the amount of time necessary to adequately cover each of the world’s biome is prohibitive,
the topic of biomes was a natural fit for developing a jigsaw lesson, which I developed through
analysis of the learning context, the learners, and the learning task (Smith & Ragan, 2005). In the
502 jigsaw lesson, students are directed to research an assigned biome. Learning task analysis
had provided me with clear content objectives that students are directed to address prior to
beginning the cumulative project, which was the creation of a visual depicting their biome. To
assist them in locating appropriate resources, the students were provided with a number of
websites to begin their research.
EDTECH 502 exposed me to a variety of instructional strategies that required me to develop
lessons appropriate for my specific teaching environment. This blend of theory and practical
application resulted in a number of lessons which have been used by science teachers in my
building to supplement the current seventh grade life science curriculum. Although I had utilized
many of the strategies prior to enrolling in EDTECH 502, the opportunity to create specific
lessons that integrated technology into their design was one that I thoroughly enjoyed.
1.4 Learner Characteristics
“Learner characteristics are those facets of the learner’s experimental background that impact
the effectiveness of a learning process” (Seels & Richey, 1994, p. 32).
The heart of instruction lie within the learner; being able to understand learner characteristics is
crucial to planning effective instruction. A multitude of factors make up the characteristics that
learners possess, including those that are in the cognitive, physiological, affective, and social
categories (Smith & Ragan, 2005). Among the most important of these is the specific prior
knowledge which learners bring with them, which was the topic of my EDTECH 504 paper.
This paper examined factors that influence the successful implementation of inquiry in the K-12
science classroom. Students enter the science classroom with misconceptions that are difficult to
change; requiring students to confront them through hands-on inquiry. It was eye-opening for me
to read all the literature regarding student misconceptions and to realize that through proper
scaffolding that these misconceptions can be corrected. As a teacher with an advanced degree in
science, it is important for me to be able to get inside the minds of my students when planning
instruction. I have convinced my district to purchase books from NSTA which address this issue
and contain carefully crafted probes to uncover student misconceptions. As the K-6 science cocoordinator for my district, I will be teaching several workshops this fall related to helping K-6
teachers understand the difficulties they face when confronting misconceptions.
When designing my 502 Accessibility for Seniors page, learned a lot about the special needs that
seniors have when reading information on websites. Seniors have special needs due to many agerelated issues such as eyes that cannot focus well, possibly impaired movement which can result
in use of a walker or wheelchair, impaired hearing, and loss of manual dexterity due to
conditions like arthritis. Our aging population makes such knowledge crucial to web designers.
As someone who is interested in pursuing online teaching, I need to be aware of the principles of
effective online teaching. This artifact, produced for EDTECH 523, summarizes the key
elements to online instruction, which include establishing a positive learning environment,
facilitating collaboration and cooperation between learners, creating instruction based on
constructivist principles, and clearly communicating course expectations to the learner. Success
as an online instructor will be dependent upon my ability to effectively communicate and
facilitate an environment where learners feel as if they are part of the community. I will need to
ensure that social interaction occurs between students to enhance learning and to construct
authentic lessons designed around student interest. This will be particularly important in the
online setting where the typical social and physical cues that a learner might exhibit will be
absent.
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” (Seels & Richey,
1994, p. 37).
My science classroom was dependent upon print technologies; information students employ to
learn or to utilize in a project. It is not surprising, then, that a number of my works exhibit the
standard related to print technologies. I have chosen to highlight the 504 annotated bibliography,
the 506 Unit Plan, 506 Lesson 1, 506 Lesson 2, 506 Lesson 3, and the 503 Instructor’s Guide.
The 504 annotated bibliography marked a new skill for me, as I had never written one before.
The process of critically reading articles not only for their contents and how those contents
applied to the research topic, but also evaluating the author’s credibility is a skill I know I will be
able to utilize in the future. We are in an age of information overload; being able to evaluate and
synthesize information will be critical for my learners. I plan to teach my students the importance
of examining author credentials when researching. I also plan to introduce the idea of an
annotated bibliography to my gifted students. Although only of middle school age, I know that
they possess the ability to apply the skills necessary to write an annotated bibliography and that
such an ability will serve them well in the future.
I have also chosen to highlight my 506 Unit Plan and lessons. This plan is quite detailed and was
written so that any middle school science teacher could benefit from it. The attached lessons
(lesson one, lesson two, and lesson three) include background information from the teacher and
downloadable worksheets designed for middle school science students of varying abilities and
are based on inexpensive materials. The importance of writing clear directions for activities that
are applicable to teachers in a multitude of environments cannot be understated. As a manuscript
reviewer for NSTA’s Science Scope journal, it is my job to ensure that all articles selected to be
printed are safe for students and do not require budget-breaking items. As a teacher who has had
published work and received numerous grants, the ability to communicate clearly and produce
valuable written products cannot be understated.
Lastly, I have chosen to highlight the instructor’s guide that I created for my 503 design project.
This guide, which begins on page 18, explains in detail a week-long unit that requires research,
citation, and creation of a product.
2. 2Audiovisual Technologies need a reference
“Audiovisual technologies are to produce or deliver materials by using mechanical devices or
electronic machines to present auditory or virtual messages” (Seels &Richey, 1994 p 38).
One of the most enjoyable lessons I designed as part of my course work was a mobile-learning
lesson for EDTECH 504. This was a very powerful experience for me because I fully understood
the power of a mobile device put into the hands of every student. Such devices are powerful, yet
relatively inexpensive, and most students are familiar with their use. The impetus for this lesson
actually revolved around a grant that I recently received that will purchase a class set of Itouches. This lesson takes a field trip to the zoo and enhances it greatly by requiring students to
work together to take photographs of endangered species. Upon return to the classroom, the data
will be used to construct a google map that depicts the location of the photographed species. This
product will allow students to more easily visualize which of the world’s biomes are most
threatened. This constructivist approach to learning involves a guided inquiry process which asks
students to perform specific tasks (Kirschner, Sweller, & Clark, 2006). The technology, rather
than being the focus of the lesson, supports the lesson objectives. The end product, a classgenerated Google map, will be analyzed for patterns related to global animal conservation status
and will provide an opportunity for students to reflect on their learning.
With the arrival of the much-anticipated I-touches, I envision lessons like the one above will
engage students, promote higher thinking skills, and put real-time learning into the hands of each
student.
Being able to create and utilize mobile learning lessons will be a much demanded skill in the
near future; the 2011 Horizon Report identified the time for adoption of mobile computing to be
one year or less on the near term horizon. The number of portable devices such as smart phones
and iPads enable learning to occur in an always-connected fashion.
2.3 Computer-Based Technologies
“Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources” (Seels & Richey, 1994, p. 39).
Teachers must be able to design and produce materials which use computer-based technologies;
even more importantly, the plethora of information available today makes it critical for teachers
to teach students how to must be able to teach their students how to use information. Teaching
students how to sift through the information, how to evaluate it, and how to apply it is more
complicated today because of both the volume of information and the fact that we (teachers) are
no longer the gate-keepers of information, information that becomes obsolete quickly (Siemens,
2004).
I had numerous opportunities to create student materials that are delivered via a microprocessor.
The concept map created in EDTECH 502 was created using Dreamweaver and Fireworks. The
interactive concept map, although relatively simple, takes the reader to web sites that contain
information related to Pennsylvania forestry products, invasive species, and white-tailed deer.
My 506 cell website is an excellent artifact for demonstrating the power of computer-based
materials. The site, which was developed as a supplement for a unit on cells, gives an
introduction to abstract concepts and provides links to additional information and activities for
students to explore. It was important when designing this site to organize the information in a
manner that reduced cognitive load for the learner as much as possible (Lohr, 2008). The ability
to apply information processing theory to the creation of a website demonstrates the magnitude
of my growth in the last two years. As someone who has always enjoyed creating instructional
materials for students, I will be able to apply what I have learned this fall when I begin teaching
the new gifted seminar course.
2.4 Integrated Technologies
“Integrated technologies are ways to produce and deliver materials which encompass several
forms of media under the control of the computer” (Seels & Richey, 1994, p. 40).
I remember looking over the Dreamweaver manual prior to EDTECH 502 and experiencing a
feeling of panic; the growth I experienced that semester was phenomenal. Although I still am a
novice web designer, I know have the ability to understand and manipulate HTML code. One of
the projects I am most proud of is the virtual field trip that I created for EDTECH 502. This
virtual field trip is actually a website consisting of several pages that feature audio that I recorded
to enhance the site; clicking on a picture will take the learner to various videos. You’ll also find a
downloadable worksheet that accompanies the site.
This artifact was particularly powerful because it was built around a trip I was taking the
following month; a trip to assist a scientist who was studying the effect of climate change on
caterpillars. I had earned a grant from NEA to participate in an Earthwatch Expedition with the
idea that I would teach from the field and develop lessons for the middle school science
classroom upon my return. EDTECH 502 enriched the experience in a way I had never
imagined; several teachers prepped their classes by having them work through my 502 virtual
tour prior to me leaving for Costa Rica. While in Costa Rica, I sent video clips to my school,
which hosted them on the school news channel and also had an opportunity to Skype into some
science classes. Upon my return, I heard from numerous colleagues and students how much they
had learned from my “live from the field” reporting. I was asked to speak to several classes
regarding my experiences. In some cases the teachers required students to access my virtual tour
website which greatly enhanced student understanding of the science I studied in Costa Rica.
Standard 3: Utilization
3.1 Media Utilization
“Media utilization is the systemic use of resources for learning” (Seels & Richey, 1994, p. 46).
When considering which artifact to include for this standard, once again I examined the products
created in EDTECH 502. I have chosen to highlight the webquest created for that course. A
webquest is an inquiry-oriented online learning tool created by Bernie Dodge in 1994. It involves
the use of the computer to gather resources required to create a product, make a decision, or
perform some other higher-level thinking process. My webquest, which features interactive links
and embedded video, requires students to systematically progress through a series of steps in
order to accomplish their ultimate goal of deciding what plants to eliminate in a fictitious
backyard. The process of creating the website involved examining the steps required in the
learning task (Smith & Ragan, 2005) and then arranging the information in a systematic and
scaffolded manner to ensure student success.
I used the tenets of social constructivism to create this lesson (Smith & Ragan, 2005); the
learning task that allows learners to collaborate with peers to construct their own knowledge. By
using an authentic real-world application, this lesson is elevated above the status of “activity.”
This is an important distinction because instruction needs to be grounded in a context relevant to
the learner (Land & Hannafin, 2000).
3.2 Diffusion of Innovations
“Diffusion of innovations is the process of communicating through planned strategies for the
purpose of gaining adoption” (Seels & Richey, 1994, p. 46).
I chose to highlight the technology use plan that I created in EDTECH 501. This plan was
written for my school district with the purpose of establishing a three-year plan for mapping the
future of technology in the school district. Crafting the technology use plan involved examining
district strengths, staff needs, and establishing goals to close the gap between where the district is
currently operating and where it would like to be at the end of three years. This artifact meets the
standard by clearly communicating a doable plan for improving technology utilization within the
district. Although this particular plan was not approved, parts of it have been developed. My
interest in technology has resulted in my serving on the district’s technology committee, a venue
that allows me to have a positive impact on the direction that technology is headed in my district.
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” (Seels & Richey, 1994, p. 47).
The 502 mobile learning activity was an exciting one to develop because it was my first exposure
to using a handheld device to support learning. The lesson I developed requires students to visit
the Valley Forge National Park which abuts my school district, and identify leaves from common
trees. It takes the required seventh grade science leaf collection and puts an innovative spin on it.
The use of Google maps, you tube video, and the internet provides students with a sense of place
and time as opposed to the somewhat currently stagnant approach to leaf identification used in
science class. I plan to use this lesson next fall with my gifted students to introduce them to the
idea of mobile learning. One of the ideas I have for the gifted seminar is to have students design
their own application using something simple like Google app inventor or to design some sort of
mobile learning activity of their own that younger students can use.
Last summer I designed and taught a professional development workshop called Web 2.0 for
teachers as an independent study project. My 596 Instructional Plan and 596 Instructional
Website were created introduce K-12 faculty and administration to Google docs, wikis, and
podcasting. These are valuable tools that can be employed either in the classroom or
administratively. This artifact exemplifies the standard of applying instructional innovation in the
structure and culture of an organization. As a result of the workshops, one administrator
immediately began utilizing Google docs and wikis into her work and communications with
other administrators. Now, only one year after the workshop, I am proud to say that Google docs
and wikis have permeated the upper administration. This experience helped me to grow
professionally by providing experience teaching to an adult audience and has given the selfconfidence to continue to offer similar workshops to adults in my district.
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” (Seels & Richey, 1994, p. 47)
I have found that many middle school students view anything on the web as “fair game,” taking
it and using it in projects without realizing the consequences of copyright law. The process of
researching and creating projects related to copyright and netiquette taught me how important it
is to document my work and to use items from public domain or creative commons when
creating instructional materials. I’ve also come to realize that although I may not be an English
teacher, it is my responsibility to teach my students how to interact with materials on the web
and with their peers in a proper manner. This section features several practical projects that can
be used by any subject area teacher to instruct students about the policies and regulations
affecting Internet use and include the 502 Copyright Scavenger Hunt, the 521 Netiquette for
Middle School, and the 502 Netiquette site.
The artifacts will be useful this fall when teaching the gifted seminar. The 502 copyright
scavenger hunt is designed to teach students about copyright and fair use and will be a valuable
tool for correcting student misconceptions regarding the use of information and objects found on
the Internet. In addition to research projects that my gifted students will be undertaking next
year, I plan to provide them with a wiki to interact online which will be a new experience for
many students. The 521 Netiquette is a power point that I can show in class as an introduction to
proper online interactions. The 502 Netiquette page can be linked to our class wiki as a reminder
about online manners.
Standard 4: Management
4.1 Project Management
“Project management involves planning, monitoring, and controlling instructional
design and development projects” (Seels & Richey, 1994, p. 50).
Another one of my favorite projects created while at BSU was the problem based learning unit
created for EDTECH 542. This project exemplifies the standard of planning, monitoring, and
controlling instructional design projects. The writing of the EDTECH 542 project took me
through the process of planning activities around a driving question and of designing checklists
for student self-assessment of the many skills that students are required to master to successfully
complete the project of developing an interpretive trail of school grounds. Teacher rubrics for
assessing students and a timeline are included which help to monitor the process.
The student project is situated in an authentic context that requires students to apply their
knowledge to a real-world problem (Land & Hannafin, 2000). I enjoy both creating
authentically-based instructional materials and enjoy watching students become immersed in
them. This project led to a $10,000 grant this past spring which will purchase a class set of ITouches. I am looking forward to carrying out the project and to being able to provide my
students with a one to one classroom experience.
4.2 Resource Management
“Resource management involves planning, monitoring, and controlling resources
support systems and services” (Seels & Richey, 1994, p. 51).
I’ve selected EDTECH 505 Evaluation Proposal and EDTECH 501 Technology Use Plan to
demonstrate this standard. In the 505 evaluation proposal, I had an opportunity to develop a
proposal for Far West Laboratory, a fictitious company. The evaluation proposal involved
analyzing the company’s needs, creating an action plan to address those needs, a timeline, and a
budget. Writing the proposal reinforced for me the idea that resources and services need to be
tied to a reasonable budget.
The EDTECH 501 Technology Use Plan was a slightly different application of the standard. It
required an analysis of my district’s current technology use and examined the discrepancy
between the district’s current technology use compared to the projected use three years from
now. I learned that writing the technology plan entailed examining the district’s current use of
technology, conducting a needs assessment, setting goals, and creating a timeline. Were the plan
to be adopted, monitoring throughout the three years would be essential in order to ensure that
goals are met in a timely manner.
These artifacts helped put the bigger picture into perspective for me; managing even a small
school district like mine is complex and is best accomplished through a written plan that is
communicated to all parties.
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 the
learner” (Seels & Richey, 1994, p. 51).
This standard, delivery system management, is closely linked to my future goals as an
online instructor. The online teaching setting is vastly different from the face to face
setting due to a lack of social cues which are present in a face to face setting (Palloff &
Pratt, 2005). I’ve chosen two artifacts that underscore how online learning is a carefully
orchestrated procedure involving planning and monitoring. The first, my 521 Online
Lesson, is a power point designed to be used by students who are enrolled in online
science class. The use of Adobe Connect allowed for the ability to voice over the power
point and to pose questions to the students. The learner can progress through the power
point at their own speed, to view it over and over. The power point also contains links to
additional sources and an embedded quiz, and ends by describing an assignment and
assessment.
The second artifact, my 523 Communication Plan, describes in detail an introduction to
an online course. Embedded within are some simple assignments for prospective students
and a plan that contains strategies for management issues that may occur in the online
teaching environment. This type of advanced planning will make the course run smoother
and clearly communicate learning expectations to students.
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” (Seels
& Richey, 1994, p. 51).
I’ve chosen to highlight two wikis as the artifacts that best demonstrate the information
management standard. I created the first, the 596 Instructional Site, as a place to organize
information related to a professional development workshop featuring Web 2.0 tools that
I taught to teachers and administrators in my district. The wiki allowed me to create an
easily-accessible site that my learners could use to access information, videos, links, and
how-to guides. It also provided a sandbox of sorts; a place where the learners could
upload items with their newly-acquired skills. The organization of the site and the
information it contains has also proven useful to teachers who did not enroll in my
workshop.
My second wiki, the 523 Virtual Icebreaker, was actually a group-created wiki that is a
composite of icebreakers from the class. Building this site with a team was a different
experience for me. My classmates and I worked collaboratively to create a professional
site, learning from each other both synchronously and asynchronously throughout the
project.
I have used wikis in my classroom, most recently to work with a group of students to plan
a STEM (science, technology, engineering, and math) Day at my school. We used the
wiki to post schedules, presenter confirmations, timelines, and thank you notes. In this
manner everything was organized in one location. One of the most powerful things that
came out of the wiki was that the building principal wanted to take part; I had a student
show her how to navigate the wiki! Her positive learning experience has translated into
positive support for increased technology access for students throughout the school,
similar to a study by Dexter, Anderson, & Becker (1999), who concluded a supportive
climate is essential for teachers to implement educational technology.
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 (Seels & Richey, 1994, p. 54).
My 505 Evaluation Paper analyzed the effect of a science competition on the motivation and
learning of a group of students compared to a control group. It involved collecting information
from several populations, students and teachers from both a control group and an experimental
group, and interviews with teachers and the building principal. These actions yielded
considerable data which was analyzed to aid the science department in deciding whether or not
to integrate science competitions into the curriculum. Unlike the 505 evaluation paper, the
information gathered for the 501 Synthesis paper involved researching and gathering information
from sources outside my school district. This process allowed me to present a factually-
supported conclusion. The process of problem analysis also extends into instructional design;
503 ID Project #1 required analysis of the learning context, the learners, and the learning task,
which follows the instructional design model of Smith & Ragan (2005).
5.2 Criterion-Referenced Measurement
“Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content” (Seels & Richey, 1994, p. 56).
Criterion-referenced measurement is a tool that judges performance; it can be used to assess for
mastery (Smith & Ragan, 2005) of learning objectives. Rubrics are a form of criterion-referenced
measurement that are commonly used in the classroom. Two projects that I created that
demonstrate how I met this standard are the 503 ID Project #1 and the 542 Project. Both projects
contain rubrics which were developed for the purpose of measuring student progress on specific
goals and were written by analyzing the learning objectives after first identifying the learning
outcome. In the 503 ID Project #1, the learning outcome is procedural; the rubric can be found
beginning on page 19.
For EDTECH 542, the students are assessed on a number of factors including their research
quality, work habits, and grammar, and production of their audio visual products. Providing
students with rubrics ahead of time helps to guide students towards meeting specific objectives
(Arter, 2002). As much as I like using rubrics because they remove subjectivity from the grading
process, one of the things I have learned recently through EDTECH 505 is that I will need to
spend class time to teach my students how to use a rubric and work on writing clearer descriptors
for each component of the learning outcome.
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 (Seels & Richey, 1994,
p. 57).
I learned in EDTECH 505 that evaluation differs from assessment; evaluation is done to gather
information about a program in order to make a decision regarding programming (Boulmetis &
Dutwin, 2005). 503 ID Project #1 include both forms of evaluation, the formative evaluation
measures the learners ability to create a podcast, the summative evaluation assesses the learner’s
ability to apply their skills to the classroom setting.
The 505 Evaluation Project was a formative evaluation conducted to determine the value of
student participation in the Siemens Challenge and to assess how its implementation into the
science classroom could be improved for the future. In the 505 Group Summative Evaluation, a
number of websites were evaluated to determine their appropriateness for instruction; findings
were used to develop a list of recommended websites and detail in what manner the sites should
be used to support instruction.
5.4 Long-Range Planning
“Long-range planning that focuses on the organization as a whole is strategic planning…Longrange is usually defined as a 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” (Certo, et al, 1990, p. 168).
Once again I am turned to my EDTECH 501 Technology Use Plan as an artifact to support
evidence of having met a standard. This plan is actually a three year plan to address the
technology needs of my district and to map out a strategy for updating and improving the way
technology is used in the district. As a veteran teacher, I am familiar with daily lesson plans and
unit plans; the idea of planning three years into the future was a novel one to me that forced me
to objectively critique technology use in the district. Strategic plans are important because they
guide the entity. They are a map that explains where they currently stand, determine where they
want to go, and how to get there. As a veteran teacher, I feel I possess those skills; creating a
lesson often starts with determining where the learner is, and then figuring out the objectives and
creating a plan to meet those objectives.
Conclusion
Plans for the future; how has this made me a better teacher/educator
I first started teaching in 1980; things have changed a lot in that time, but despite the advances in
technology, many classrooms of today eerily resemble those from 30 years ago. My coursework
at BSU has given me the tools, knowledge, and confidence to be an educational leader within my
district. I am confident that
My experience at BSU has energized me; although I am at a point in my career when most
teachers would begin to consider retiring, I am nearly overwhelmed with the number of
possibilities that an advanced degree in Educational Technology will mean to me. I know that
my students will be direct beneficiaries, but I am imagining so much more than that.
When I do retire from my current job, I would like to be able to teach online. My new degree,
coupled with an online teaching certificate from BSU will expand my horizons and allow me to
make a difference in the educational community from anywhere in the country.
References (at least 3-4)
Arter, J. (2002). Rubrics, scoring guides, and performance criteria. In Carol Boston (Ed.),
Understanding scoring rubrics: A guide for teachers (pp. 14-24). College Park, MD: ERIC
Clearinghouse on Assessment and Evaluation
Boulmetis, J. & Dutwin, P. (2005). The ABCs of evaluation: Timeless techniques for program
and project managers (2nd ed.). San Francisco, CA: Jossey-Bass.
Certo, 1998
Dexter, S., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts
for changes in their teaching practice. Journal of Research on Computing in Education, 31 (3),
221-239.
Dodge, B. (2007). What is a webquest? From Webquest.org site http://webquest.org/index.php
Gustafson, K. L. & Branch, R. M. (2002). Survey of instructional development models (Fourth
ed.). Syracuse University, Syracuse, New York 13244: ERIC Clearinghouse on Information
& Technology.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction
does not work: An analysis of the failure of constructivist, discovery, problem-based,
experiential, and inquiry-based teaching. Educational Psychologist, 41.
doi:10.1207/s1536985ep4102_1
Land, S. M. & Hannafin, M. J. (2000). Student-centered learning environments. In D.H.
Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 147-171).
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd
ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Palloff, R. M. & Pratt K. (2005). Collaborating online: learning together in community. San
Francisco, CA: Jossey-Bass.
Seels, B. B. & Richey, R. C. (1994). Instructional technology: The definition and domains of the
field. Washington, D.C. : Association for Educational Communications and Technology
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved March 20,
2011 from http://www.elearnspace.org/Articles/connectivism.htm
Smith, P. & Ragan, T. (2005). Instructional Design. John Wiley & Sons, Inc., U.S.A.