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Educational Report
ETEC 5303 Learning with Computers in K – 12 Classrooms
Sarah Simmons
University of Arkansas
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Abstract
The culminating project for ETEC 5303 was to compile course assignments and projects into a
comprehensive website which could be used as an invaluable resource for the application of
technology in K-12 classrooms. The components included: a technology vision statement, a
technology resources repository, Internet safety guidelines, adaptive and assistive technologies,
four technology integration pages covering different subjects, a spreadsheet lesson, a chart of
relative advantages of using various technology, and other technology-related presentations and
tools to demonstrate how technology can be used in the classroom.
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Educational Report for ETEC 5303 Learning with Computers in K – 12 Classrooms
Project Description
The culminating project for ETEC 5303 – Learning with Computers in K-12 Classrooms
was to compile weekly course projects and activities that had been completed during the
semester into a comprehensive website which could be used as an invaluable resource for the
application of technology in K-12 classrooms. The website components included a personal
technology vision statement, a repository of technology resources for educators, a technology
funding brochure, and presentations for the classroom on Internet safety guidelines, networking,
and social networking. The website project also included assistive technology resources, four
technology integration pages covering different subject areas, a lesson utilizing spreadsheets, a
relative advantage chart, and various other technology-related presentations and tools to
demonstrate how technology can be used in the classroom.
The final project became a comprehensive resource for finding technology assignments
and resources for teachers and students. The website was a culmination of the individual projects
and assignments that I researched and developed during the semester in ETEC 5303.
For the technology funding brochure, I had to develop visual materials that could enhance
the learning process. I used Photoshop to create the brochure. I performed research on the
basics of funding technology. The purpose was to inform teachers, in an easy to read and easy to
understand format, how to begin looking for and securing outside funding in the classroom.
For the Internet safety brochure and presentation, I designed a brochure using Photoshop
and an online presentation using SlideRocket presentation software found in Google Apps. The
presentation was designed to be used by teachers to present Internet safety guidelines to their
students. The brochure was designed for students and parents to help provide guidelines for
keeping students safe on the Internet while using the Internet as a learning tool. I included an
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Internet Safety Policy for parents to read and sign. This project allowed me to use media-based
learning to implement an Internet policy for teachers, students, and parents.
For the Networking Presentation I developed a brief presentation teaching the basic
principles of how the Lincoln Consolidated School District’s computer network functions. At the
conclusion of the presentation, learners are able to review network topology and understand the
basics of the most common types of network topologies.
For this project I set up an appointment with a network administrator to show me how the
network works. He showed me all of the hardware and software involved. I developed a visual
presentation with diagrams that described what I learned. I used Adobe Captivate and utilized the
quiz generator to include an interactive networking quiz. The learner has the choice to review the
networking presentation and terminology, take the quiz, or view additional resources.
The spreadsheet supported lesson involved the development of a technology supported
lesson that incorporated the use of spreadsheets into a content area. The instructional materials
included the teacher laptop and LCD projector, MacBook, handouts, Microsoft Excel, Internet,
and classroom scales. The handouts and worksheets included Exploration Guide Handout,
Sample Student Spreadsheet using Microsoft Excel, and Spreadsheet Analysis Handout.
For the Technology Integration Project I was required to create multimedia presentations
that address technology use in the classroom for a variety of content areas. For each content area
I had to create a technology integration strategy that addressed different types of technologies.
For each technology that I addressed I also had to provide a problem statement, a specific
integration strategy using the technology, the relative advantage of that strategy, the expected
outcome of that strategy, and the resources and links for further information.
For the Instructional Software Presentation I created a multimedia presentation that
addressed instructional software use in the classroom. It includes the basic categories of
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instructional software, including instructional games, drill and practice, problem solving
programs, simulations, tutorials, and productivity. Relative advantage statements, the purpose of
the tool, and links to resources for teachers looking for appropriate instructional software
packages of each category is also included.
For the Internet tools presentation I was required to create a web-based presentation that
is focused on using the Internet as an instructional tool. I presented the basics of Learning
Management Systems (LMS). It included a brief introduction on learning management systems
and the basic components and features that are usually included, a YouTube video explaining
Learning Management Systems, the relevant advantages, and a comprehensive list of popular
LMS providers. The list includes the LMS, a brief description about the LMS, and a link to the
software site so the learner can get more information.
The Assistive Technologies Presentation is a multimedia presentation that addresses
special education adaptive/assistive technology needs in the classroom. I provided examples and
resources for technology uses for hearing impaired, visually impaired, mobility impaired, and
speech and language impaired learners. The purpose was to recognize disabilities and provide
technologies to address the different needs of various disabilities. Additionally, I detailed the
relative advantage of using assistive technologies such as the increased participation and higher
level of academic performance of students with disabilities.
Finally, the Technology Resources were compiled at the end of the project. It included
all of the technology resources that I had found to be useful in the classroom. The resources
included tools that I had used in my work during the semester as teacher and as a student. The
resources are listed in alphabetical order and include the URL and a brief description of each
asset. The Internet research provided me with many helpful resources for teachers on the topics
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of educational technology, project-based learning, networking, 21st century skills, online Web2.0
tools, different instructional software programs, social networking, and assistive technologies.
I chose this project as one of my artifacts in my ETEC eportfolio because it has been so
useful for me and the other teachers at Lincoln High School. The website created in this project
serves as an invaluable resource for teachers that are implementing technology in the classroom.
We are designing a similar website for Lincoln High School that will be continually added to by
the technology director as well as classroom teachers to continue to provide a place where
teachers can go for help as well as share resources for implementing technology lessons, tools,
and strategies in their classrooms. This website project demonstrates my ability to research and
integrate educational technology in different subjects and content areas. It serves as a reflection
of my knowledge in the areas of design, development, utilization, and management, which
directly relate to standards 1, 2, 3, and 4.
Program Identification
Standard 1 Design
Substandard 1.2 Integrate multiple instructional strategies.
The Spreadsheet Supported Lesson allowed me to integrate many different instructional
strategies. This assignment involved the design and development of a technology supported
lesson that incorporated the use of spreadsheets into a physical science lesson. I chose to design a
physical science lesson around using ratios and proportions. The students would use ratios and
proportions to learn how to calculate the comparison of an object's weight on Earth to its weight
on the moon and other planets. Using a spreadsheet was the dominant component of the lesson.
Students were first asked to predict how much they think they would weigh on the moon. I used
prediction to start the lesson as a strategy to activate the students’ prior knowledge. I introduced
the lesson through whole group instruction using a PowerPoint presentation to review ratios and
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proportions. Small group workshops were used during the lesson for students that were
struggling with the lesson. Students then used an interactive Gizmo website “Beam to Moon”
simulation and the “Your Weight on Other Worlds” interactive website lesson to gather data and
learn the calculations. The use of simulations and interactive website lessons provide instant
feedback to the learner, and they allow for constant interaction, and instill the willingness to
practice something until it is correct, combined with a little bit fun. This allows for technology
integration as well as active learning.
After the students gathered data, they used Microsoft Excel spreadsheets to record the
data and perform calculations for finding the weight of objects on different worlds. The lesson
required students to make estimates, show relationships, ask "what if" questions, and solve
problems. Problem solving using spreadsheets makes the learning relevant and fun for students
that prefer using technology. They then used Excel spreadsheets to chart data and create graphs.
Using spreadsheet charts makes the information “visual” and more memorable for learners. For
the four day lesson, I developed student handouts, student guides and a sample spreadsheet that
the students would have to create. The students were allowed to work with a partner and they
presented their findings in a presentation of their choice. This lesson incorporated the use of
many instructional strategies including direct instruction, small group workshops, multimedia,
games and simulations, productivity software, printed handouts for reference, and student choice.
Substandard 1.3 Identify and create instruction for various learning styles.
The Technology Integration Activity required me to design technology integration
strategies in the content areas. I identified instructional strategies for various learning styles
(auditory, visual, social, and kinesthetic) and learning situations within each content area by
researching specific instructional technology integration strategies for each content area.
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I selected several integration strategies for different content areas. I chose to use
discussion boards as an integration strategy that focused on enabling student discussion and
written expression. Students are more comfortable with online discussion than traditional
discussion in front of their peers. Using online discussion boards makes writing more relevant to
students in a supportive, non-judgmental environment which motivates students' writing. Using
an online discussion board also provides hands-on activities for kinesthetic learners as well as a
social group platform for the social learners.
I chose Musictheory.net for integrating technology in fine arts. This is a music tutorial
software for teaching music theory fundamentals. This website is great for students who prefer
hands-on practice in music theory. Kinesthetic learners can work at their own pace, get
immediate feedback, practice outside of class time, and gain valuable practice of music theory
fundamentals by using a hands-on tool.
Another technology integration strategy that brings learning to life both inside and
outside the classroom is Discovery Education. Students can enhance learning through interactive
games, videos, contests, virtual labs and activities. This website is an instructional tool that
supports authentic science experiences with visualization by incorporating video, audio, and
graphic images. It provides thinking for students with auditory, visual, and kinesthetic learning
styles.
I chose Inspiration productivity software as an integration strategy to improve writing
skills and help students plan their writing by using concept mapping and outlining. Using this
online tool helps improve their writing with better planning; as a result, their writing becomes
more creative. It helps students create visual outlines to plan what they will write about. This is
especially effective for students that are visual, as it provides visual thinking for students with
visual learning styles.
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By completing this activity, I learned specific tools, software, and websites that deliver
instruction to meet the learning styles of students. This resource could be used to provide
differentiated instruction in my classroom.
Standard 2 Development
Substandard 2.1 Use of print materials to enhance the learning process.
I created a Technology Funding Brochure that was intended to serve as a guide for
classroom teachers in the process of securing technology funding in the classroom. The
assignment required me to develop a visual handout that would enhance the learning process for
teachers in my school or district. The brochure that I created contained information on the
characteristics of successful applicants, online grant writing guides, and resources for federal,
state, and corporate funding possibilities. The purpose of the printed brochure was to inform
teachers, in an easy to read and easy to understand format, how to begin looking for funding in
the classroom. The brochure enhanced learning by providing a visual that explained access to
hardware, software, and other resources for sustainable technology integration. It visually
explains initial funding and sustained funding in an easy, condensed print material. It put funding
resources right at the teachers’ fingertips so they did not have to spend time searching for
appropriate funding sites. It helps make the process less intimidating for the teacher and easier to
understand. By completing this activity I learned how to appropriately use print materials to help
teach the staff at Lincoln High School about securing funding for the classroom. Everyone learns
differently, and having a printed brochure gives the learner a tangible document that they can
take notes on and refer back to for easy referencing during their search for funding.
Substandard 2.2 Integrate instructional materials that utilize two or more forms of media.
Within the website project, I developed a brief networking presentation with voice
recording that teaches the basics of how the Lincoln Consolidated School District’s computer
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network functions. I created a script and storyboard to plan and develop the audio and video
presentation. I included links to resources and additional information within the presentation.
The presentation uses a combination of text, graphics, video and audio. Using two or
more forms of media, to show, rather than tell, students how the network functions, makes it
easier for the students to understand. I used Adobe Captivate to create the presentation and
utilized the quiz generator to include an interactive Networking quiz. The learner has the choice
to review the networking terms, take the quiz or view additional resources. The Adobe Captivate
file was easily embedded in the website so it could be easily accessed by teachers and students to
use in the classroom. The presentation is an interactive lesson with text, graphics, sound, and
animation. By completing this assignment, I learned that combining different media components
enhances a project and makes it more relevant, engaging, and entertaining for my students while
addressing different learning styles.
Substandard 2.3 Create visual materials that enhance learning.
The Technology Funding Brochure created in this project was intended to serve as a
guide for classroom teachers to help them secure technology funding in the classroom. I had to
develop, design, and create a visual handout that could enhance the learning process for teachers
in my school or district.
I performed research on the basics of funding technology in the classroom. I used
Photoshop to create the brochure. The visual elements that I used included images, bulleted lists,
columns, lines and shapes and color. All of these elements help enhance visual material. When I
selected the images for the brochure, I chose images that were relevant but not distracting. I
placed the content in “chunks” of related information to allow the learner to process more easily.
I used headings and subheadings to help organize the information for the reader. The visual
enhanced learning because I used graphics and graphic elements that supported and
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complimented the information I was presenting in the brochure. Choosing appropriate visuals
can make the written information more memorable.
When creating the brochure I considered the audience. The brochure is intended to serve
as a guide for classroom teachers to help them secure technology funding in the classroom. I
chose images and colors that I thought would catch the attention of teachers. By completing this
assignment, I learned how to create a visual document to help teachers find funding for their
classrooms, in an easy to read and easy to understand format.
Substandard 2.4 Create interactive media presentations.
This standard is met using the final project website. The final project required the
development of a website suitable for instruction, professional development or training activities
in my school district. For my final project I designed and created a website using Adobe
Dreamweaver. The site included all the assignments and activities completed throughout the
course. The site also included all projects and presentations developed in the course and
organized and centralized all resources from the course. The website is interactive with
hyperlinks and embedded video and audio. I used Adobe Captivate, a software authoring tool
that transformed a PowerPoint presentation into engaging eLearning using voices, interactions,
and quizzes, to create the Networking Presentation. This presentation is an interactive lesson that
teaches the basics of how a network functions. The Social Media page has embedded YouTube
videos and a video lesson that I created using SlideRocket, a presentation software in Google
Apps. The webpage encourages the use of social networking in the classroom. The Internet
Safety page contains a presentation that I created using SlideRocket, and an Online Safety
Agreement, created using Microsoft Word, that can be easily printed. The presentation teaches
students about appropriate online behavior.
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By developing a comprehensive website that includes learning tools, integration
strategies, presentations, and a repository of Educational Technology resources, I created an
instruction and training resource for my classroom. I can also continue to develop and update the
site so that I have a tool to share with other teachers, which allows them to find appropriate
interactive materials for integrating technology.
Substandard 2.5 Engage students using a variety of instructional materials.
The Spreadsheet Supported Lesson allowed me to use a variety of different instructional
materials. This assignment involved the development of a technology supported lesson that
incorporates the use of spreadsheets into a content area. The materials for the lesson included a
teacher laptop and LCD projector, PowerPoint, student MacBooks, handouts, Microsoft Excel,
Internet, and classroom scales. I presented the lesson using PowerPoint. Using PowerPoint
allows me to include visuals, sound and animation. PowerPoint presentations are more engaging
than lecture which is more advantageous to the learner. A PowerPoint can also be placed on
Schoology or other learning management system so the students can reference it from home.
The students used their Macbooks to access the websites and simulation. Using
Macboooks provides students with wireless Internet and allows them access simulations, games
and information. They used the handouts and worksheets, which included the Exploration Guide
handout, a sample student spreadsheet using Microsoft Excel, and a spreadsheet analysis
handout, for reference. These printed materials can also be placed on Schoology. Students used
Microsoft Excel spreadsheets to gather, record, and analyze data. They had to perform
calculations for finding the weight of objects on different worlds, make estimates, show
relationships, and ask "what if" questions to solve problems. Excel is a problem solving tool that
is relevant and engaging. They also used Excel to create charts and graphs, which makes the
information “visual”. Through the use of these instructional materials, the students were actively
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engaged in the learning and a variety of learning styles were accommodated. As a result, the
students were on task and engaged for the entire lesson.
Standard 3 Utilization
Substandard 3.1 Utilize and implement various media.
As part of the final project I created an Instructional Software Webpage. For this activity
I created a webpage that addressed instructional software use in the classroom, specifically in the
content area of Business Technology. The project includes links to various categories of software
applications and the relative advantage of using each. The webpage is a comprehensive list that
a business technology teacher could use to successfully integrate instructional software in the
classroom. The software applications utilize various media that an 8-12 business technology
teacher could implement during instruction such as drill and practice software, tutorials for
learning the skill, simulations for demonstrations, instructional games for review and practice,
and problem solving and collaboration tools. By creating a comprehensive list of resources that
can be readily accessed in the classroom through the website, I can easily integrate the
instructional programs in my class as well as help other teachers integrate instructional
technology into their classes.
For my list of resources I selected instructional software and Web2.0 tools designed
specifically to assist with student instruction and support instruction and learning in a Business
Technology classroom. I included a statement about the relative advantage of using the specific
type of instructional software in the Business Technology classroom, a brief definition of the
purpose of the tool and its potential use, and links to resources for teachers looking for
appropriate instructional software packages for each category.
I chose Quizlet.com for drill and practice. Drill and practice allows learners to work
problems or answer questions and get feedback on correctness and focuses on delivering
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information to help students acquire and retain information and skills. Quizlet is a vocabulary
review website with flash cards and study games that help students practice and retain
information. It also has an audio component that will read the definitions for auditory learners.
For tutorials I chose Lynda.com. Tutorials act like a human tutor. They use audio and video
demonstration for the student. Lynda.com is a comprehensive online tutorial site that covers
nearly every software application that you might teach. Using both audio and video created
student engagement and enhances learning. I chose TypingWeb for an instructional game.
TypingWeb is a free online keyboarding game. Games help increase motivation and problem
solving. Games hold the students’ attention, create a positive learning experience, and provide
active hands-on learning for students.
Substandard 3.2 Develop a web-based project for the dissemination of media-based
learning.
The website created for the final project allows for the dissemination of media-based
learning. The presentations that are included in the website can be used by teachers and students
for learning network basics, Internet safety, and using social networking in the classroom. The
resources section allows teachers to find resources and share information for assignments, tools,
and media based learning to implement into the classroom. The brochures for technology
funding and Internet safety are embedded and available in printable format. I included an
assistive technologies presentation that addresses special education adaptive and assistive
technologies that can be implemented in a special needs classroom to enhance learning and
understanding. I also included a webpage that provides technology integration strategies that
teachers can use for different content areas. By developing a website containing educational
technology projects, resources, lessons, and resources, I learned I can easily disseminate, share
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and use educational technology media-based learning with students in my classroom as well as
with other teachers to enhance learning.
Substandard 3.3 Develop and implement effective policies related to the utilization,
application, and integration of media-based learning in a specific institutional or
organizational context.
I created an Internet Safety Presentation that was used to educate every student on the
expectations for Internet safety at Lincoln High School. I researched Internet safety and
appropriate Internet behavior. The presentation included our goal at Lincoln Schools, which is to
keep students safe. It provided examples of technological aids such as filters, firewalls, and
management software such as LanSchool, what teachers can do to keep kids safe, and what
parents can do to keep kids safe online at home. I added an Online Safety Agreement and an
Internet Safety Flyer that could be used with parents and students. I embedded the presentation
on the website along with the Internet safety flyer and the Online Safety Agreement.
The flyer was used to advertise the parent/student workshops. We used the presentation
and the online agreement during the Student Macbook Pickup. All parents and students were
required to attend and participate in the student/parent training meeting in order to pick up their
school Macbooks. After viewing the safety presentation, the students and parents were asked to
sign the online safety agreement that I created. The students were then allowed to get their
school Macbooks. By developing and implementing the Internet safety presentation and safety
agreement, students and parents were better prepared for 1:1 computer usage at Lincoln High
School.
Substandard 3.4 Identify and address barriers impacting the utilization and
implementation of media-based learning methods.
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The Assistive Technologies webpage that I created addressed special education adaptive
and assistive technology needs in the classroom. I researched and provided suggested resources
for assistive technologies for hearing impaired, visually impaired, mobility impaired, and speech
and language impaired learners. The purpose of this assignment was to recognize different
disabilities and provide technology resources that teachers can use in their classrooms, which
address the needs of any student with disabilities. These resources can be used by teachers to
address the barriers impacting the use and implementation of media-based learning methods for
impaired learners. Through extensive research, I was able to identify assistive technologies like
the Assistive Listening System. This system has a microphone for the teacher to speak into that
transmits to the hearing impaired student. This learning tool can improve communication
between the teacher and the student. The teacher’s voice is clear and it cuts down on background
noise.
By completing this assignment I learned to recognize disabilities and organize the
assistive technologies and tools on a webpage as resource for classroom teachers. By making this
information available, teachers that have students with disabilities can easily access technologies
that can allow the class to flow smoothly for all students.
Standard 4 Management
Substandard 4.3 Manage multiple resources.
This standard is met by the Resources webpage that I created for the final project. For
this course we were required to collect links to resources available on the subject of educational
technology in an organized way. I collected links to resources for general educational
technology, project based learning, networking, 21st century skills, online tools, instructional
software, social networking, technology in the content areas, and assistive technologies. I created
a webpage that organized all of the ETEC 5303 technology resources that I had used and
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compiled throughout the semester. The resources included tools and websites that I had used in
my work during the semester as a teacher and as a student. The resources were listed in
alphabetical order and included the URL and a brief description of each asset so that teachers
could easily find the resource. By creating a webpage that contains educational technology
resources, I was able to organize and summarize all of my resources and have them at my
fingertips for use in my classroom as well as help other teachers integrate technology in their
classrooms.
Educational Reflection
This project was one of the most beneficial projects that I had to complete during my
ETEC degree. The development of the website was a very valuable venture for me. I gained
knowledge on presentation software programs that I had not used. Adobe Captivate has features
that I really needed to enhance my interactive lessons. SlideRocket is a presentation software in
Google Apps and is available to all of the teachers and students at Lincoln High School. I have
used both for designing and delivering interactive online content in my Business Technology
classroom since learning about them in this course. I have also shared and taught many students
and teachers about both of the tools. The completed website has served as a great resource not
only for me, but for other teachers that need help with integrating technology into their
classrooms. The research that was required for the project really allowed me to grow in the area
of technology integration. Even though I teach business technology and use technology to
enhance learning, I often struggled trying to help teachers integrate technology into different
classes and content areas. This class taught me how to find technologies and Web2.0 tools for
any subject. I learned how I can better meet the learner’s needs and design instruction that
integrates the appropriate technologies. I also learned a lot about meeting the needs of special
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education students and students with disabilities and how to use assistive technologies through
the assistive technologies assignment.
This website project was particularly helpful as I was teaching an integrated class of
Physical Science and Computer Technology. I had the background for teaching technology, but
integrating technology into the Physical Science curriculum was very different and rather
difficult. I learned how to find a wealth of websites and tools during the completion of this
project that I could implement and share with the physical science teacher. The student
engagement went up tremendously as we implemented many of the instructional software
programs, tools and technologies that I discovered while researching for this project. When I
compiled all of the resources that I had used during the project they became very helpful for
teaching the Physical Science and Computer Technology course as well as for teaching in my
regular classroom. The website has also been used by the teachers at Lincoln High School for
accessing resources and sharing technology resources and teaching ideas. This project has
definitely taught me what I needed the most and that was to plan and design instruction for the
integration of technology in different subject areas and classroom settings.
The current curriculum specialist and the technology director at Lincoln High School
want me to work with them to create a new webpage that specifically focuses on high school
activities, lessons, and projects that integrate technology into every discipline. It will include
resources for classroom teachers for integrating technology into their lessons and will include
suggested websites, tools, and technologies to enhance learning in their classrooms. This is an
exciting project for me because it will be my first chance to be able to implement educational
technology at Lincoln.