STANDARD 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
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
Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes
EdTech504: Annotated Bibliography
This artifact was designed for the medium of print and meets Standard 2.1. It can easily be printed or bound as supplemental reference material. An annotated bibliography is a blend: part paper, part reference list, part taxonomy. In this case it includes 7-10 resources on a topic of interest relating to educational technology theory. Such topic should be (as our module instructs) “broad enough to allow full exploration of the topic but narrow enough to be a thorough analysis.” Not only did I find, read, summarize, and cite such resources from peer-reviewed sources, I wrote a short paragraph on each one. Each paragraph is much more than a summary or abstract of the article. It is a critical analysis of its purpose, a comparison to other works in the field, an explanation of how it fits into my taxonomy, and included my personal conclusions and observations. This annotated bibliography could also be used to show to a class as a compilation of research or as an example of how research can be organized.
EdTech541: College Admissions Committee: Spreadsheets & Databases
This project was one of my most enjoyable because it allowed me to take the rather boring tools of spreadsheets and databases and use them within an exciting project. Studies have shown that spreadsheets can be useful tools, and teachers who use them believe they help students better understand the concepts behind statistical data (Roblyer & Doering, 2012). I created a project for 8th grade students to help them play the role of a college admissions committee. Using supporting resources and documents to help them chart and analyze various data, they are to determine if a fictional student will be admitted. It is a good reminder that print-based technology, especially when integrated well into an activity, can support learner engagement. This artifact meets Standard 2.1 because I created all of the printable worksheets needed to support this project.
EdTech551: Grant Proposal
I used a variety of print technologies in EdTech551 to meet this standard, mostly through MS Word and Google Docs. The aesthetic appeal of a document is important to me and I think a well-written grant also needs to look good on a page. This grant seeks funding for a 5th grade class to obtain activity monitors to use in brain conditioning exercises prior to reading and math. The idea builds upon compelling research indicating a direct correlation between increased heart rate (and therefore more oxygen and blood pumping to the brain) and cognitive performance (the brain’s ability to function and learn). This effort strives to improve standardized test scores in English Language Arts and mathematics through increased cardiovascular activity. Schools across the nation have seen great success through their innovation and creativity by adopting similar fitness practices. A teacher submitted this actual grant and was awarded the requested funding. She has been running a successful program and is pleased with the student results she’s seeing.
This artifact was designed for the medium of print and meets Standard 2.1. It can easily be printed or bound as supplemental reference material. An annotated bibliography is a blend: part paper, part reference list, part taxonomy. In this case it includes 7-10 resources on a topic of interest relating to educational technology theory. Such topic should be (as our module instructs) “broad enough to allow full exploration of the topic but narrow enough to be a thorough analysis.” Not only did I find, read, summarize, and cite such resources from peer-reviewed sources, I wrote a short paragraph on each one. Each paragraph is much more than a summary or abstract of the article. It is a critical analysis of its purpose, a comparison to other works in the field, an explanation of how it fits into my taxonomy, and included my personal conclusions and observations. This annotated bibliography could also be used to show to a class as a compilation of research or as an example of how research can be organized.
EdTech541: College Admissions Committee: Spreadsheets & Databases
This project was one of my most enjoyable because it allowed me to take the rather boring tools of spreadsheets and databases and use them within an exciting project. Studies have shown that spreadsheets can be useful tools, and teachers who use them believe they help students better understand the concepts behind statistical data (Roblyer & Doering, 2012). I created a project for 8th grade students to help them play the role of a college admissions committee. Using supporting resources and documents to help them chart and analyze various data, they are to determine if a fictional student will be admitted. It is a good reminder that print-based technology, especially when integrated well into an activity, can support learner engagement. This artifact meets Standard 2.1 because I created all of the printable worksheets needed to support this project.
EdTech551: Grant Proposal
I used a variety of print technologies in EdTech551 to meet this standard, mostly through MS Word and Google Docs. The aesthetic appeal of a document is important to me and I think a well-written grant also needs to look good on a page. This grant seeks funding for a 5th grade class to obtain activity monitors to use in brain conditioning exercises prior to reading and math. The idea builds upon compelling research indicating a direct correlation between increased heart rate (and therefore more oxygen and blood pumping to the brain) and cognitive performance (the brain’s ability to function and learn). This effort strives to improve standardized test scores in English Language Arts and mathematics through increased cardiovascular activity. Schools across the nation have seen great success through their innovation and creativity by adopting similar fitness practices. A teacher submitted this actual grant and was awarded the requested funding. She has been running a successful program and is pleased with the student results she’s seeing.
2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.
Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.
EdTech503: Reading Quiz
This assignment is actually a reading quiz on several dense chapters and course materials. I post it here because it is a good audiovisual example of how a teacher can assess in a creative way that challenges beyond what a standard assessment might. I created a Google Docs presentation that includes 21 slides with specific topics on each one. It was called a “post card” quiz because one slide would be a photo, and the next slide (like flipping over the post card) would include the content from our readings. To take it even a step further and to test my deeper understanding, the photo had to be a metaphor of the topic, not a 1:1 correlation. So, for example, when talking about systematic models, I showed a picture of a haphazardly wired telephone pole here in Nepal that demonstrated lack of order or planning. The result is a product that took a long time but truly tested my reading knowledge in a much more interesting – and lasting – way than a standard written assessment would have. It made me wonder how students might respond if teachers used more creativity in otherwise mundane assessments.
EdTech541: Multimedia Presentations
Some people – likely those who have sat through far too many PowerPoint presentations – may feel that presentations are a thing of the past. I feel differently. If used well and intentionally, presentations can be a powerful audiovisual learning tool for students. While students generally respond more positively to presentation-enhanced instruction, the impact largely depends on how teachers use such tools (Roblyer & Doering, 2012). Presentations can help students be active not passive learners, develop research skills, encourage cooperative learning and problem solving, and engage in more meaningful learning (Siegle & Foster, 2000). Using my EdTech503: Instructional Design Project as a basis, I created this presentation that draws from some of the same slides and research. I have used this in other professional development settings, most recently when I presented at the Google Apps for Education Summit in Sydney, Australia in January. The original presentation, found here, includes speaker’s notes, the audio theme song from Jeopardy! (it plays within the downloadable PowerPoint presentation), and an interactive quiz at the end. I’ve recently shared this presentation during professional development with our teaching assistants to help them understand the benefits of learning presentation software.
EdTech543: Periodic Table of Connectivism
This EdTech543 assignment has been one of the most powerful experiences I’ve had in this program, simply because what began as a stretch of creativity ended up teaching me the power of social media. The assignment was to create a non-linguistic summary of some very dense reading on connectivism, personal learning networks, and communities of practice. I read all of the articles, picked out several key words, and synthesized everything into a visual periodic table. On Twitter I shared a link to my learning log entry, and it was picked up and shared on various connectivism experts’ blogs. It’s had nearly 700 views and continues to receive daily hits. This one entry alone has significantly increased the traffic I receive on my learning log and has connected me to people I would not have otherwise found. It is an excellent example of the impact of social media.
This assignment is actually a reading quiz on several dense chapters and course materials. I post it here because it is a good audiovisual example of how a teacher can assess in a creative way that challenges beyond what a standard assessment might. I created a Google Docs presentation that includes 21 slides with specific topics on each one. It was called a “post card” quiz because one slide would be a photo, and the next slide (like flipping over the post card) would include the content from our readings. To take it even a step further and to test my deeper understanding, the photo had to be a metaphor of the topic, not a 1:1 correlation. So, for example, when talking about systematic models, I showed a picture of a haphazardly wired telephone pole here in Nepal that demonstrated lack of order or planning. The result is a product that took a long time but truly tested my reading knowledge in a much more interesting – and lasting – way than a standard written assessment would have. It made me wonder how students might respond if teachers used more creativity in otherwise mundane assessments.
EdTech541: Multimedia Presentations
Some people – likely those who have sat through far too many PowerPoint presentations – may feel that presentations are a thing of the past. I feel differently. If used well and intentionally, presentations can be a powerful audiovisual learning tool for students. While students generally respond more positively to presentation-enhanced instruction, the impact largely depends on how teachers use such tools (Roblyer & Doering, 2012). Presentations can help students be active not passive learners, develop research skills, encourage cooperative learning and problem solving, and engage in more meaningful learning (Siegle & Foster, 2000). Using my EdTech503: Instructional Design Project as a basis, I created this presentation that draws from some of the same slides and research. I have used this in other professional development settings, most recently when I presented at the Google Apps for Education Summit in Sydney, Australia in January. The original presentation, found here, includes speaker’s notes, the audio theme song from Jeopardy! (it plays within the downloadable PowerPoint presentation), and an interactive quiz at the end. I’ve recently shared this presentation during professional development with our teaching assistants to help them understand the benefits of learning presentation software.
EdTech543: Periodic Table of Connectivism
This EdTech543 assignment has been one of the most powerful experiences I’ve had in this program, simply because what began as a stretch of creativity ended up teaching me the power of social media. The assignment was to create a non-linguistic summary of some very dense reading on connectivism, personal learning networks, and communities of practice. I read all of the articles, picked out several key words, and synthesized everything into a visual periodic table. On Twitter I shared a link to my learning log entry, and it was picked up and shared on various connectivism experts’ blogs. It’s had nearly 700 views and continues to receive daily hits. This one entry alone has significantly increased the traffic I receive on my learning log and has connected me to people I would not have otherwise found. It is an excellent example of the impact of social media.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
EdTech502: WebQuest Online Research Sleuth
Nearly every artifact I’ve created throughout this program meets this standard, but I have deliberately chosen these three to best represent my Standard 2.3 mastery. First, this WebQuest I created as a culminating activity in EdTech502 shows not only how my HTML/CSS web-design skills improved since my early pages, but also how I was able to use those skills to create a multi-layered learning activity. WebQuests are an inquiry-based learning style that can foster collaboration, boost technology skills, and integrate technology into learning (Abbitt & Ophus, 2008). I created this WebQuest to help students determine what resources are available online to help them in their research and how to determine if that information is reliable. The activities and questions guide students through computer technologies such as search engines, website evaluation, online research, and iPads. I have yet to use this in a class but it is a valuable resource and one I will use when given a chance.
EdTech543: MOOC
MOOCs, or Massive Open Online Courses, bring higher education to the masses. Some of the big MOOCs are facilitated through major universities like Stanford, Harvard, CalTech, MIT, and the University of Virginia and on sites like Udacity, Coursera, and OpenCourseWare. The idea is that anyone can join, without admission criteria and without cost (there are fees if you want to obtain credit for the course). They make it possible for anyone, anywhere (with an Internet connection and device) to learn. For this artifact, I co-created a MOOC. Using my idea of a student technology leadership team, we created a hybrid course using Weebly and Edmodo. S.W.A.T., or Students Working to Advance Technology, is designed for Grades 9-12. Drawing on their skills and interests, students will participate in assignments and activities to help them become a pioneering technology leadership guru. We collaboratively created Social Media Guidelines, hand-picked several Web 2.0 tools, and created four sample learning activities. This activity draws on the best of what computers have to offer to create a collaborative, educational, and fun learning experience for students. It shows how MOOCS could be used in secondary education rather than only within higher education.
EdTech543: Peer-review screencast of MOOC
I’ve included this artifact here to demonstrate mastery of Standard 2.3 to show how computer tools can provide authentic assessments. For EdTech543, I reviewed a webcast assessment of a peer group’s MOOC. I used a combination of Screenr and iMovie, though Camtasia would have worked even better, to record a screencast. I used a rubric to discuss their MOOC website and course design and provided them with video feedback. Assessments via screencasts are being used more frequently in higher education as they help students receive more authentic and clearer feedback. This was a unique assignment and one that encouraged me to try such assessments in the future.
Nearly every artifact I’ve created throughout this program meets this standard, but I have deliberately chosen these three to best represent my Standard 2.3 mastery. First, this WebQuest I created as a culminating activity in EdTech502 shows not only how my HTML/CSS web-design skills improved since my early pages, but also how I was able to use those skills to create a multi-layered learning activity. WebQuests are an inquiry-based learning style that can foster collaboration, boost technology skills, and integrate technology into learning (Abbitt & Ophus, 2008). I created this WebQuest to help students determine what resources are available online to help them in their research and how to determine if that information is reliable. The activities and questions guide students through computer technologies such as search engines, website evaluation, online research, and iPads. I have yet to use this in a class but it is a valuable resource and one I will use when given a chance.
EdTech543: MOOC
MOOCs, or Massive Open Online Courses, bring higher education to the masses. Some of the big MOOCs are facilitated through major universities like Stanford, Harvard, CalTech, MIT, and the University of Virginia and on sites like Udacity, Coursera, and OpenCourseWare. The idea is that anyone can join, without admission criteria and without cost (there are fees if you want to obtain credit for the course). They make it possible for anyone, anywhere (with an Internet connection and device) to learn. For this artifact, I co-created a MOOC. Using my idea of a student technology leadership team, we created a hybrid course using Weebly and Edmodo. S.W.A.T., or Students Working to Advance Technology, is designed for Grades 9-12. Drawing on their skills and interests, students will participate in assignments and activities to help them become a pioneering technology leadership guru. We collaboratively created Social Media Guidelines, hand-picked several Web 2.0 tools, and created four sample learning activities. This activity draws on the best of what computers have to offer to create a collaborative, educational, and fun learning experience for students. It shows how MOOCS could be used in secondary education rather than only within higher education.
EdTech543: Peer-review screencast of MOOC
I’ve included this artifact here to demonstrate mastery of Standard 2.3 to show how computer tools can provide authentic assessments. For EdTech543, I reviewed a webcast assessment of a peer group’s MOOC. I used a combination of Screenr and iMovie, though Camtasia would have worked even better, to record a screencast. I used a rubric to discuss their MOOC website and course design and provided them with video feedback. Assessments via screencasts are being used more frequently in higher education as they help students receive more authentic and clearer feedback. This was a unique assignment and one that encouraged me to try such assessments in the future.
2.4 Integrated Technologies
Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.
Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.
EdTech502: Virtual Field Trip Sydney
This advanced activity for EdTech502 tested my HTML/CSS abilities to the extreme. I produced this page to give students an opportunity to visit my favorite places in Sydney virtually, and I am quite pleased with the results. It meets Standard 2.4 by incorporating several forms of media to meet learning objectives, including images, audio files, embedded maps with custom pins and images, external links, and video. Many students are not able to visit Sydney in person and this website provides a variety of options for them to experience the best it has to offer: virtually.
EdTech541: Virtual Tour of Nepal
This is another virtual tour, this time created using Weebly for EdTech541. The purpose of this assignment is to use a virtual field trip to teach Internet Web 2.0 skills to other educators. It was designed to expose 5th grade students to a few highlights of Nepal’s geography and culture. It is intended to whet a student’s appetite rather than as a complete unit or resource. I have built-in audio clips, videos, images, worksheets and trivia, links, an embedded Google map, and links to several resources for additional information. It shows that with a little effort, educators can either build their own resources or draw from the huge pool of available resources online. I am going to use this website with Grade 3 soon.
EdTech541: Assistive/Adaptive Technologies
Teachers must seamlessly integrate various technology tools in the classroom to meet the needs of all students. This technology can be anything from computers, DVD’s, iPads, interactive white boards, smart phones, software, Internet, document scanners, electronic music devices, to digital film and movie cameras. Edutopia (n.d.) states that the use of such technology tools must be “routine and transparent. Technology integration is achieved when a child or a teacher doesn’t stop to think that he or she is using a computer or researching via the Internet.” This webpage I created meets Standard 2.4 by including technology integration strategies, iPad apps, websites, and videos designed for specific types of learners: students with cognitive, physical, or sensory difficulties, at-risk students, and gifted students. This assignment forced me to look at technology tools through various lenses, to try to find the best fit, and to explore the tremendous resources available for children with special needs. I still use many of the resources and apps I included on this page, such as Reading Raven, Mathemagics, BrainPop, and Khan Academy.
This advanced activity for EdTech502 tested my HTML/CSS abilities to the extreme. I produced this page to give students an opportunity to visit my favorite places in Sydney virtually, and I am quite pleased with the results. It meets Standard 2.4 by incorporating several forms of media to meet learning objectives, including images, audio files, embedded maps with custom pins and images, external links, and video. Many students are not able to visit Sydney in person and this website provides a variety of options for them to experience the best it has to offer: virtually.
EdTech541: Virtual Tour of Nepal
This is another virtual tour, this time created using Weebly for EdTech541. The purpose of this assignment is to use a virtual field trip to teach Internet Web 2.0 skills to other educators. It was designed to expose 5th grade students to a few highlights of Nepal’s geography and culture. It is intended to whet a student’s appetite rather than as a complete unit or resource. I have built-in audio clips, videos, images, worksheets and trivia, links, an embedded Google map, and links to several resources for additional information. It shows that with a little effort, educators can either build their own resources or draw from the huge pool of available resources online. I am going to use this website with Grade 3 soon.
EdTech541: Assistive/Adaptive Technologies
Teachers must seamlessly integrate various technology tools in the classroom to meet the needs of all students. This technology can be anything from computers, DVD’s, iPads, interactive white boards, smart phones, software, Internet, document scanners, electronic music devices, to digital film and movie cameras. Edutopia (n.d.) states that the use of such technology tools must be “routine and transparent. Technology integration is achieved when a child or a teacher doesn’t stop to think that he or she is using a computer or researching via the Internet.” This webpage I created meets Standard 2.4 by including technology integration strategies, iPad apps, websites, and videos designed for specific types of learners: students with cognitive, physical, or sensory difficulties, at-risk students, and gifted students. This assignment forced me to look at technology tools through various lenses, to try to find the best fit, and to explore the tremendous resources available for children with special needs. I still use many of the resources and apps I included on this page, such as Reading Raven, Mathemagics, BrainPop, and Khan Academy.