Creger MET Rationale Paper - Final

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M.E.T. Program Boise State University Rational Paper

William E. Creger Jr.

6th Grade Earth Science and High School Anatomy and Physiology Teacher, Donelson Christian Academy, Nashville, Tennessee

January 30, 2015

INTRODUCTION

The following document has been created and assembled as evidence of my mastery of the 2012 Association for Educational Communications and Technology (AECT) standards. The projects listed are those that I have completed as I have progressed through the requirements of the Masters of Educational Technology program at Boise State University. They have been organized by AECT standard indicators based on the evidence they provide of my mastery of each. These standards are: Content Knowledge, Content Pedagogy, Learning Environments, Professional Knowledge and Skills, and Research.

For each indicator, the artifacts have been hyperlinked and a brief description of each has been provided. Included with my artifacts is a detailed description of how the standard/indicator has been met, how each indicator is evidenced in my current teaching practices, and the connection between the listed artifacts and educational research used as a basis to create them.

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S1 - INDICATOR: CREATING

Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.

Tech Trends/Lesson (501)

For this project, I decided to re-create one of the lessons that I have taught in Earth Science utilizing the concept of hybrid learning. The focus was the use of technology in providing my students opportunities to collaborate in a project-based approach to the exploration of volcanoes.

Virtual Field Trip (502)

This artifact was created to allow my students to take a virtual field trip of our Solar System through the use of technology. Students could navigate the site according to their interests and were provided reading and viewing options for additional more. Online quizzes were included to provide students feedback on what they learned

The Tech Trends Lesson (501) was one of my first projects in the M.E.T. program. In it, I re-created an existing lesson that was primarily worksheet-based into a project-based, collaborative lesson which leveraged technology to engage my students. What I found in using this lesson was that learning was not being driven by me but by my students. While I did not know it at the time, this approach used both constructivist and constructionist approaches to learning. The word with the v expresses the theory that knowledge is built by the learner, not supplied by the teacher. The word with the n expresses the further idea that it happens especially felicitously when the learner is engaged in the construction of something external or at least sharable (Harel, Papert, & Massachusetts Institute of Technology, 1991, p. 3).

The Virtual Field Trip (502) moved all of the students experiences and learning about our solar system into an online environment. It also provided them with choices regarding the type and order of information they accessed. This project was an eye-opener to the value of giving students choices in how they learn. In my own classroom, I have shifted my teaching and assessment strategy to one of providing students choices in how they learn and how they demonstrate mastery of a concept.

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Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.

Expedition Earth WebQuest (502)

The Expedition Earth WebQuest created for this assignment is designed as a guided inquiry activity. Students are assigned the role of a Terranaut whose task is to collect vital information about our planet. Demonstration of their mastery of the content involves the creation of a board game that will teach other students about the layers of the Earth.

Online Tutorial - Muscle Contraction (521)

This project involved the creation of an asynchronous lesson for my students. Specifically, I created a series of mini-tutorials in which I use bits of animated video to teach my anatomy and physiology students about muscle contraction. Each tutorial includes a knowledge check at the end which they were required to pass before moving on to the next.

The Expedition Earth WebQuest (502) demonstrates my ability to combine different strategies for learning with technology. The Webquest has been structured as an expedition requiring the student to collect information as they work through the lesson. The use of technology provides them access to numerous sources through which they can gather information to use in their game. Ultimately, the goal of this type of activity is to develop the ability of students to take knowledge and do something with it. As suggested by March (1998), the question posed to students cannot be answered simply by collecting and spitting back information. A WebQuest forces students to transform information into something else: a cluster that maps out the main issues, a comparison, a hypothesis, a solution, etc. The Online Tutorial Project (521) approaches learning from a different perspective with the use of video/animation and text to teach the process of muscle contraction. The use of video has been shown to have a significant impact on student learning. In fact, a study by Rockman et al. (1996) showed that students in science classrooms where video (Bill Nye the Science Guy) was used were able to provide more complete and complex explanations of scientific concepts. Additionally, the gaps in the knowledge base between boys and girls and between minority and majority students were smaller and closer to parity after viewing the program (p. 2) As for my classroom, the experience and results in using these projects have changed my view of the curriculum I teach. I no longer look at it as what I teach but as ingredients to be incorporated into whatever combination of processes and applications I believe will benefit my students most.

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Candidates create instructional design products based on learning principles and research-based best practices.

Instructional Design Project (503)

This was the first major project completed in my coursework. It involves the application of the ADDIE process (analysis, design, development, implementation, and evaluation) in the creation of a multi-faceted lesson for my students on creating a hydroponic growing system.

The Instructional Design Project (503) is a great example of this indicator given its incorporation of numerous learning principles and research practices. At the time that I created this project, the ADDIE process gave me clear direction of what to do and how to proceed. As I move my classroom into being more technology based, even creating whole lessons in virtual worlds such as Minecraft, I went back to determine if it still works.

In a review of the research, specifically by Soto (2013), I found that despite the accelerating movement to online environments by instructional designers, effective instructional design should still be based on best pedagogical practices that create the relationship between what is being learned and the online environment in which it is being learned. Additionally, in a survey of instructional designers with respect to instructional design in virtual worlds over 75% (of a total of 61) used the ADDIE process and deemed it to be the most appropriate for virtual world instruction.

I have used the ADDIE process a number of times since this project and will continue to do so making adjustments based on the type of lesson I am creating especially as I move into move virtual world learning with my students.

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S1 - INDICATOR: USING

Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.

Mobile Learning Project (502)

The mobile learning artifact was created to leverage the power of mobile learning devices to plan take, and document a fossil hunt to the Gray Fossil site in Gray, Tennessee.

Layers of the Earth (506)

Using the principles of graphic design for learning, I created an interactive lesson for my students which allowed them to explore and learn about the layers of the Earth. Within this project, I created all of the graphics, animations, and assessment components.

The creating of the Mobile Learning Project (502) brought together a number of technology processes and resources to enhance the experience my students would have in their visit to the Gray fossil site. Within this project, they used static websites to collect information, YouTube videos of the dig to see what activities were currently going on, and their camera phone or digital camera/recorder to create a visual and audio record of their experience at the fossil site.

Despite each student receiving the same set of general instructions, what I found in my classroom was that the use of technology provided each student with a great deal of creativity in their final project. I continue this practice of leaving enough room in my assignments to allow students to use their own creativity. This is an important aspect of constructivist learning due to the fact that the creation of unique learning artifacts is important to constructivist-inspired views of learning (Iiyoshi, et al, p. 290).

The Layers of the Earth Project (506) took a different path in that I created all of the components of the project using a number of technology resources such as Storyline, PowerPoint, Adobe Fireworks, and Adobe Photoshop. Utilizing these components I was able to create an interactive lesson with a mission feel that teaches the layers of the Earth. This online interactivity, as Zirkin & Sumler (1995) illustrated in their annotated bibliography, can have a positive influence on student learning.

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Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.

Online Course Utilizing an LMS BodyQuest (512)

This project required me to create a five-module, online course that engaged the student in not only the acquisition of knowledge but the application of that knowledge as well. For me, this involved using an LMS (Canvas) to provide students a variety of options they could choose from to acquire the knowledge they needed for each concept. With the knowledge they acquired, they were assigned a project in which they were to create a teaching tool for others to learn from. At the end of each unit, a group-based, case study activity was assigned as their final assessment.

Our school is currently using Moodle as its LMS. Unfortunately for students, it is primarily used as a repository for assignments, notes, and lectures. When we were assigned this project, I knew that my students liked to create, interact, and solve real-life problems. Therefore, I looked to a new LMS, Canvas by Instructure, to develop a five-module course, which would allow them to do just that. Within this project, I was able to address the cognitive domain via the use of real-life/case study problems. I extended this project to the affective domain by requiring them to work together in class to solve the case-study problems and interact with each other both in person and online within discussion boards asking questions and providing feedback. This is critical as the "affective dimension is not just a simple catalyst, but a necessary condition for learning to occur" (Perrier & Nsengiyumva, 2003, p. 1124).

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Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Hormone Havoc (511)

This was the final project of EdTech 511 which required me to develop interactive courseware using Adobe Flash and a Users Manual for the courseware. For this project, I created a game called Hormone Havoc, which teaches the locations and functions of the endocrine glands in the body.

Online Tutorial - Muscle Contraction (521)

This project involved the creation of an asynchronous lesson for my students. Specifically, I created a series of mini-tutorials in which I use bits of animated video to teach my anatomy and physiology students about muscle contraction. Each tutorial included a knowledge check at the end, which they were required to pass before moving on to the next.

Almost all of my projects were based on at least one if not multiple learning principles as defined by Clark and Mayer (2008). However, the Project created for EdTech 511, is one of my best examples. Within this project I addressed the following principles

Multimedia principle through the use of both words and graphics in the appropriate labeling exercises (Clark & Mayer, 2008, p. 70)

Contiguity principle by placing labels in close proximity to their associated structures (Clark & Mayer, 2008, p. 93)

Coherence principle by presenting/including only the information the student needs to learn and/or complete the task (Clark & Mayer, 2008, p. 151)

The Online Tutorial Project I created for EdTech 521 also addressed a number of learning principles but different from those in the Hormone Havoc project. The principles addressed are

Modality principle through the use of narration with the associated animations of muscle contraction (Clark & Mayer, 2008, p. 117)

Personalization principle by presenting narrated material in a human, personable voice (Clark & Mayer, 2008, p. 179)

Segmenting principle by breaking down the process of muscle contraction into small, manageable steps (Clark & Mayer, 2008, p. 207)

Throughout my coursework, the importance of creating a purpose-driven learning environment has been hammered home. Through the creation of these two projects, I came to realize that this happens through the use of specific e-learning strategies to engage the learner. These effective e-learning principles, delineated by Clark & Mayer (2008), have become an important resource in the creation of online interactions for my classroom.

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S1 - INDICATOR: ASSESSING / EVALUATING

Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.

Final Evaluation Report - DCA (505)

This report presents the results of an actual evaluation of the 6th grade one-to-one program at my school using the goal-free model. Therefore, the purpose of this evaluation was not to specifically determine its success or failure but to formatively evaluate it against a set of essential questions regarding program utilization and student impact.

The best example of my mastery of this indicator is the Final Evaluation Report I completed for EdTech 505 in which I evaluated the 6th grade one-to-one program. The challenges I faced in doing this evaluation were

The creators of the technology plan, of which this program is a part, are no longer at the school

No pre-program data was collected The program has not been evaluated since its inception in 2008

Given these conditions, a goal-free model was used to determine the programs current state of utilization, usefulness, and impact (Boulmetis and Dutwin, 2011), and to make recommendations for program improvement and an ongoing evaluation process. The evaluation process included interviews with key stakeholders and surveys of both the 6th grade teachers and all 6th grade students. A copy of the final report was given to the Administration and the Head of the Technology Department. Their reaction was at first, surprise that the technology program had just floated along for such an extended period of time. From there it was determined that a full review and evaluation was necessary. An effort they have asked me to lead with the Head of our Technology Department.

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S2 - INDICATOR: ASSESSING/EVALUATING

Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice. Instructional Design Project (503)


The Instructional Design Project created in EdTech 503 also contains numerous mechanisms for assessing the adequacy of learning and evaluating instruction and its implementation including...

An evaluation of the entire lesson by a SME. The results of this evaluation were reviewed and changes to the Instructor Guide were made to emphasize the importance of circulating through the students to head off potential problems.

A one-to-one evaluation of key lesson components was conducted by small groups of students each evaluating a different component. Again, their feedback was reviewed and changes made specifically to the clarity of the written instructions included in the lesson.

A small group of students were selected to work through the entire lesson. I made notes regarding the changes that had been made and documented any additional changes that should occur.

A field trial was conducted with another teacher to determine if the lesson was written/organized well enough for another teacher to use in their classroom.

Despite the evaluation process being somewhat onerous, the information was invaluable in making changes to the lesson that enhanced both student engagement and learning. I have used the experience gained in the completion of this project to modify my own lesson planning process making it much more focused on the needs and learning characteristics of my students rather that the material and the timeline for teaching it.

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Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.

Instructional Design Project (503)


The Instructional Design Project created in EdTech 503 contains a number of mechanisms for collecting data to improve instructional practice, learner outcomes, and the learning environment including...

A student needs assessment that determined each students prior knowledge of the subject matter and the activities that are included in this project. This helped to identify potential barriers to learning and where more in-depth instruction needs to take place.

A Learner Analysis which provided insight into the learning mindset of my students. A Task Analysis which required me to break down my entire lesson according to the type

of learning that was to take place. Each student was required to document the lesson in their science notebooks noting

specifically their successes and challenges. This information was invaluable in making additional changes to the lesson for my future classes.

The information gathered was critical in the development and ongoing revision of the lesson and its focus on the student. As Smith and Ragan (2005) note Design is an activity or process that people engage in that improves the quality of their subsequent creations (p. 8) I can attest to the fact that in using this design process in my current lesson planning process has improve the quality of the lesson, student engagement, and, most importantly, student learning.

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Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.



The Final Evaluation Report I completed for EdTech 505 in which I evaluated the 6th grade one-to-one program presented the following challenges

The creators of the technology plan, of which this program is a part, are no longer at the school

No pre-program data was collected The program has not been evaluated since its inception in 2008

Given these conditions, a goal-free model was used to determine the programs current state of utilization, usefulness, and impact (Boulmetis and Dutwin, 2011), and to make recommendations for program improvement and an ongoing evaluation process. To that end, the following essential questions were evaluated with respect to the program

How often are 6th grade teachers utilizing the program in their classrooms and do they believe it is having an impact on student grades/learning?

How often is the program being utilized by the 6th grade students at DCA and do they believe it is having an impact on their grades/learning?

What recommendations can be made to improve the utilization and impact of the program going forward?

The evaluation found that while most students agreed that they were receiving adequate training on using their computers, a majority of teachers did not. Based on this data, recommendations were made to increase the amount of professional training offered to teachers on the utilization of technology in their classrooms. In closing, the evaluation process and report were deemed so successful, that I have been asked to lead the process of writing a new, comprehensive technology plan for the school.

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Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.

Evaluation Report Proposal - Far West Labs (505)

This project required me to create an evaluation proposal for a fictitious company, Far West Laboratory. The information/data generated as a result of the evaluation would be used to create an effective marketing and sales strategy for the companys new educational administration training program.

The Evaluation Report Proposal created in EdTech 505, required that I treat this assignment as if I were an actual Evaluation Consultant. My specific task was to write a proposal for Far West Labs to conduct an evaluation of their training courseware and its associated marketing program. This project required us to conduct a formal assessment of the companys current product offering, pricing, and marketing strategy. A proposal was then written that included a list of strategic questions and a detailed action plan for answering each, an overall evaluation action plan and timetable for the completion of the evaluation, personnel qualifications and roles, and an estimated budget. It should be noted that the answering of each strategic question involved the execution of inquiry-based field research. While this project was never implemented given the fictitious nature of the company, I believe it clearly demonstrates my ability to assess and evaluate processes and resources for learning and performance through the use of formal inquiry strategies. The plan that I have created demonstrates professionalism, includes well-thought out evaluation strategies, and the attention to detail necessary for a successful execution of such a plan.

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S1 - INDICATOR: MANAGING

Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.



Digital Divide PowerPoint (501)

This was a group project in which the challenge was to examine a list of seven options that offered different approaches to addressing the digital divide in Tennessee. Each option was to be evaluated based on

Access infrastructure Access equipment Adaptability training Adoptability ease of access and use for the end-user Cost

The strategy we developed was a combination of the options we were given and some additional options developed by our group.

The Evaluation report completed for EdTech 505 is the best example of my mastery of this indicator. In conjunction with conducting technology surveys at my school, I also held numerous meetings with key stakeholders that included teachers, department heads, and administrators. My purpose in meeting with them was to understand the history of the one-to-one program, its goals, and how each group perceived the program. Based on these interviews, I selected the goal-free model to determine the programs current state of utilization, usefulness, and impact (Boulmetis and Dutwin, 2011), and to make recommendations for program improvement and an ongoing evaluation process.

Based on my performance and the results of this report, I have been asked to spearhead the writing of our new technology plan. This plan will undoubtedly include a much greater scope and level of detail to include costs, timelines, and resource allocations to address the recommendations made.

To a lesser degree, the Digital Divide Project for EdTech 501 also met the requirements of this indicator. As a group project, we were each assigned a different approach for addressing the digital divide in Tennessee and the responsibility for collecting input from each of our team members for our area. This project required the coordination of my team members effort with respect to my area of responsibility and my efforts to make sure I was doing my part in contributing to the other areas as well.

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Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.



The best example of my mastery of this indicator is the five-module, anatomy and physiology course that I created for EdTech 512. As the first portion of the indicator states, provide supportive learning communities. This project accomplishes this by providing plenty of opportunities for students to discuss and share their learning experiences and challenges as they make their way through the course via discussion boards and feedback mechanisms for each of their projects. Pairing communication and learning together allows students to share their questions, frustrations, ideas, and receive help and feedback from their peer group (Palloff & Pratt, 1999). The next portion of the indicator states the need to create flexible and diverse learning environments. Within this project, I included a tremendous amount of flexibility by providing students a variety of learning options/resources for each topic. Additionally, each objective ended with a different type of project, which required the student to create in order to demonstrate their mastery of the associated objective. Finally, each unit ended with a collaborative activity where, with a group of their classmates, students were challenged to solve a case study using the information they should have learned in the unit. The use of case studies is a key component to engaging the student in relevant situations, which requires them to apply what they have learned. As noted by Wlodlowski (1999), student motivation to engage and learn is enhanced when there is a sense of personal relevance on the part of the student to the material.

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Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.




This was a group project in which the challenge was to examine a list of seven options that offered different approaches to addressing the digital divide in Tennessee. Each option was to be evaluated based on

Access infrastructure Access equipment Adaptability training Adoptability ease of access and use for the end-user Cost

In both the Digital Divide PowerPoint (501) and the Final Evaluation Report DCA (505), evaluations were conducted to determine the status of current technology and technology-based learning environments. Within the Digital Divide project, recommendations for addressing the challenge of people in Tennessee simply not having access to the Internet and the learning that can take place in an online environment. As noted in the project description, these recommendations were based on their perceived impact on infrastructure, equipment, training, and ease of access, all relative to their associated costs.

The Final Evaluation Report was more relevant in that it involved the evaluation of the 6th grade one-to-one program at my school. Amazingly, at its inception, there were no measurable goals or objectives established nor a mechanism for ongoing evaluation and adjustment. Given this, a goal-free model was used to determine the current state of the program from the perspective of key stakeholders such as administrators, teachers and students. The results of this evaluation were recommendations to resolve the issues identified in the evaluation specifically with providing more teacher training and support in the use of technology in their classroom for student learning.

The creation of this Final Evaluation Report demonstrated to me three critical points. First, defining the why for everything I do with regards to my students is essential to providing an optimized learning environment in my classroom. Second, things change and a thorough review of what I am doing on a regular basis is critical in support of my first point. Finally, get feedback! You can never get too much feedback which, again, is necessary in support of optimizing my students learning environment.

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S1 - INDICATOR: ETHICS

Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

Reading through the AECT Code of Professional Ethics, there are a number of ways that I have embodied the standards they set forth

As a sixth grade teacher in a one-to-one school where each student is given a laptop/tablet beginning in the sixth grade, my number one priority, before any learning can occur, is to create a learning environment in which my students feel safe and know how to be safe in their use of technology. This means establishing standards of conduct in my classroom for how we interact with each other and with technology. But it goes beyond just what I do. Our learning environment is really a product of each student holding others accountable for their part in keeping it safe. To be successful, I need my students to not just obey rules but to develop their own code that they demonstrate on a daily basis through their actions and interactions. They should leave my classroom, prepared to safely and respectfully work with technology and others

Individuality is a key component to learning in my classroom. Discussion, in my opinion, is a key component of learning, and while we all may have different ideas and opinions, it is through the discussion of these varying points of view, that true depth of learning takes place. As a Christian academy, we have students of varying degrees of faith. Therefore, it is critically important for me to allow my students to express their own belief structures in our classroom. It is also important they learn that, while we may not always agree, we are still a community of faith and learning to support each other despite these differences. I believe that this lesson is the most important I teach in my classroom.

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S2 - INDICATOR: ETHICS/DIVERSITY

Candidates will design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

Web Accessibility (502)

This project entailed the creation of a web-accessibility resource webpage for students involved in the design and publishing of websites. Its function is to provide information and resources regarding

What does web accessibility mean with regards to website design and functionality Standards and guidelines for web accessibility per Section 508 of the Rehabilitation

Act and the Web Content Accessibility Guidelines (WCAG 2.0) Links to specific compliance and accessibility tools that can be used in their website

design process

ID Project (503)

This was the first major project completed in my coursework. It involves the application of the ADDIE process (analysis, design, development, implementation, and evaluation) in the creation of a multi-faceted lesson for my students on creating a hydroponic growing system. This project includes

A needs assessment Learner analysis ARCS table Instructor guide Student content Formative evaluation plan and report

The Web Accessibility Project was created to educate my students on the importance of designing websites so that they can be accessed by all people including those that have some sort of disability. To this end, I provided information and resources to assist students in the design of web sites/pages that meet the standards and guidelines of Section 508 of the Rehabilitation Act and the Web Content Accessibility Guidelines. Within the ID Project (503), I conducted a needs analysis of my students to determine what differences might exist in the way that my students prefer to learn and what prior knowledge they may have regarding the context of the lesson. This was done via a survey instrument and the information gathered was used to identify potential barriers to learning and where more in-depth instruction needed to take place.

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Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.

Scavenger Hunt (502)

The Plagiarism Scavenger Safari was created as an engaging way to teach students about plagiarism. Designed as a Webquest, it presented information through a series of websites the student had to visit and answer questions about. An answer key was provided so that the students could check their success in answering the questions. When I implemented this in my class, the things that struck me the most were

Students were accessing the information in different orders based on their interest in the website titles

The Webquest sparked a number of questions and discussion regarding plagiarism Overall, I believe it was more engaging and gave them a much better understanding of the topic than simply another lecture on why we shouldnt cut and paste.

Netiquette (502)

This project consisted of a simple webpage designed to provide my middle school students a list of Safe Bets for the Net. In my "one-to-one" classroom students utilize technology extensively in self-directed learning activities. Therefore, it is important that they understand the responsibility of accessing and how to stay safe in an online environment.

The Plagiarism Scavenger Hunt (502) and the Netiquette Project (502) clearly demonstrates my mastery of this indicator. The Plagiarism Scavenger Hunt teaches students what plagiarism is, compares direct copying to paraphrasing, and when they need to cite their sources. This is done via a Webquest hunt to track down the correct answers to questions about plagiarism. Students can then use the provided answer key to determine how they did.

The Netiquette Website I created for EdTech 502 specifically addresses how to be safe and behave while in the classroom and online. The website presents material to the student on topics such as sharing information online, chat rooms and discussion boards, and online bullying.

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Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.

Learning Theories - Constructivism (504)

This Learning Theories research paper focuses on Constructivism. Within this paper, I address

Key contributors to the theory The driving principles behind it Its application in the classroom

Constructivism and Technology - A Blended Approach (504)

This project is a research paper in which I examine how students have changed and the need to develop a learning environment to fits each students unique digital personality. Within this paper I address

The development of learning theory The benefits that constructivism offers over behaviorism and cognitivism in creating a

differentiated learning environment

Both of the projects I have listed for this indicator, the Learning Theories Paper and the Theories in Educational Technology paper, required that I find and properly cite, according to APA formatting, credible sources to use. The determination of credibility was based on the author, the authors point of view in their research (balanced versus one sided), and the publication in which they were found. Additionally, the number of times the research was cited by others in their own research was also a factor.

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S4 - INDICATOR: COLLABORATIVE PRACTICE

Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.

School Evaluation Summary (501)

For this project, I conducted a Technology Maturity Survey at Downtown College Academy (a pseudonym). The purpose of this survey was to evaluate the technology maturity level and stage of use exhibited by the school. The School Evaluation Summary report itself presents the results of this survey, along with the demographic profile of the school, within the following categories: Administrative, Curricular, Support, Connectivity, and Innovation. For each category, the school was rated based on behaviors and resources/infrastructure. The rationales for the ratings in each category were also given. ID Project (503)

This was the first major project completed in my coursework. It involves the application of the ADDIE process (analysis, design, development, implementation, and evaluation) in the creation of a multi-faceted lesson for my students on creating a hydroponic growing system. This project includes

A needs assessment Learner analysis ARCS table Instructor guide Student content Formative evaluation plan and report

Two of the projects I completed which required me to collaborate with my peers were the School Evaluation Report completed for EdTech 501 and the Instructional Design Project I completed for EdTech 503.

The School Evaluation Report involved meeting with members of school administration, the IT Department and teachers to discuss the current state of the technology program at our school with respect to administration, curriculum, support, connectivity, and innovation. The end result was the hope that a formal evaluation of the technology plan at my school would take place. While not the entire school, I did conduct an evaluation of the one-to-one program in the 6th grade for EdTech 505.

During the Instructional Design project, I discussed the project with a subject matter expert at our school, had him evaluate the lesson, and then met again to receive his feedback. Changes to the lesson were made to incorporate his suggestions.

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S4 - INDICATOR: LEADERSHIP

Candidates lead their peers in designing and implementing technology-supported learning.



At our school, the anatomy and physiology course is taught in the traditional method predominantly lecture, book reading, and memorization. Through the final project for EdTech 512, I had the opportunity to change that. Before beginning, I sought the input of others in the science department in discussion of approaching with an increased focus on student engagement and choice. From these discussions, I created BodyQuest as a test to determine if offering students choice in how they learned, assessments of mastery via the creation of products, and collaborative learning would impact their level of achievement. This use of student-choice in learning, activities to show mastery, and a case-study approach encompasses a constructivist view of learning based on the importance placed on discovery-based activities and student-driven learning (Carlile and Jordan 2005). Additionally, research has shown that by structuring the curriculum based on the constructivist approach, students achieve at a higher level than those within a direct instruction-based model (Pfannenstiel, 1997). To date, we are still collecting data on the results but initial indications show a significant improvement in student achievement and engagement.

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S4 - INDICATOR: REFLECTION ON PRACTICE

Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.



The hardest part about being an educator is to be able to honestly self-assess my practice whether in the classroom or in the preparation of lessons. As objective as I try to be, I am still jaded from the perspective of Hey I created this it must be good! The process of getting feedback from my classmates and from my peers at school opened my eyes to the value that feedback can have in making my work the best that it can be. In fact, since we do so much writing in my 6th grade Earth Science classes, I have asked the 6th grade English teacher to partner up and provide feedback on how well I am structuring my writing assignments and instructions from an English curriculum perspective.

For the BodyQuest assignment, I not only sought feedback from my classmates via a structured rubric-based review but also from my fellow science teachers. This feedback was invaluable to me in making this product better in its navigation, content, and activities. I am still making improvements as I collect feedback from my students on an ongoing basis.

This feedback process is now an integral part of my lesson/unit planning.

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S5 - INDICATOR: THEORETICAL FOUNDATIONS

Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.

Technology and the Constructivist Classroom - Annotated Bibliography (504)

In this annotated bibliography I review the literature with respect to the integration of constructivism and technology in todays classroom. This project was completed in preparation for writing the final research paper for EdTech 504, Constructivism and Technology A Blended Approach.



The development of learning theory The benefits that constructivism offers over behaviorism and cognitivism in creating

differentiate learning environments

The projects that best demonstrate my mastery of this indicator are the annotated bibliography and synthesis paper written for EdTech 504. The writing of the annotated bibliography provided me with a strong background of knowledge with regards to the integration of constructivism and technology from a number of different research perspectives. From there, I was able to write a synthesis paper that examines the increasing impact of technology in todays classroom, a brief history of learning theory ending with an in-depth discussion of constructivism, and finally, strategies for blending constructivism and technology in the classroom. In the end, I realized that by understanding the history and background of constructivism and technology, it allowed me to write a much better synthesis paper on blending the two in the classroom. Within my classroom and my increasing move to a more constructivist model, the process of writing the two papers demonstrated to me the value of understanding the development of the theory over time. Additionally, it provided me with great insight into how to blend a learning theory that can be traced as far back as Socrates with the technology of today. In the end, having this knowledge has improved the decisions I am making in changing the learning environment of my classroom.

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S5 - INDICATOR: METHOD

Candidates apply research methodologies to solve problems and enhance practice.


This was a group project in which the assignment was to read and investigate the digital divide that exists today. As life becomes more and more entwined with the online world of the Internet, not having access and/or adequate training on how to use this powerful tool places individuals at a disadvantage in almost all aspects of their lives.

The challenge we were given was to examine a list of seven options that offered different approaches to addressing the digital divide in Tennessee. Each option was to be evaluated based on

1. Access infrastructure 2. Access equipment 3. Adaptability training 4. Adoptability ease of access and use for the end-user 5. Cost

The strategy we developed was a combination of the options we were given and some additional options developed by our group.



The development of learning theory The benefits that constructivism offers over behaviorism and cognitivism in creating

differentiate learning environments

There are a number of projects that demonstrate my mastery of this indicator. The first is the Digital Divide Project for EdTech 501. For this group project we were given the task of developing strategies for addressing the lack of online access and training for certain user populations in Tennessee. To do this, we conducted research in the areas of infrastructure, equipment, training, ease of access, and cost. The recommendations made included subsidized Internet access but with the requirement of training and education as a condition of subscription. Additionally, it was recommended that a Technology Truck program be implemented. This program, which would have a neighborhood schedule, would function to assist those not knowledgeable enough or able to afford the typical technical support options. This is a great example of conducting research within a real-world application. The research paper written for EdTech 504 clearly demonstrates the use of research to make recommendations to solve problems and improve practice. In addition to an overview of constructivism and technology based on the annotated bibliography written for this paper, it also

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provided recommendations that would help in the blending of the two in todays classroom. It also provided support in the form of previous research on the benefits of such a model. This is important, as simply plugging technology into a classroom does not necessarily result in increased learning. As noted by Riel (1990), "...new tools alone do not create educational change. The power is not in the tool but in the community that can be brought together and the collective vision that they share for redefining classroom learning (p. 35).

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CONCLUSION

Looking back over the work I have completed as a part of my MET program, I can see how my approach and process with regard to the creation of educational content has improved over the last two years. When I started the program, my goal was to learn how to utilize technology in a more effective manner in my classroom. But what I got was not only how to implement technology into the classroom but the why of implementing technology in the classroom. The research conducted as a part of my program has shown me the importance of structure, content, and student interaction within a technology-based lesson in order for learning to take place. Projects such as the annotated bibliography and synthesis paper for EdTech 504 have provided me the foundational knowledge for creating lessons based on best practices for achieving student engagement and learning. I now approach my lesson planning and technology usage knowing that the why is just as important as the what in creating the best learning environment for my students.

Another important aspect of the program for me was the value of evaluation in the teaching process. For example, at its onset, the ID Project created for EdTech 503 seemed to be just another exercise in lesson planning. However, critical to the process, was the Needs Analysis, the use of a subject matter expert for review, and the student evaluation process. The input I received from each of these processes was instrumental in making changes to the lesson that addressed a number of issues that I typically do not see until I actually teach the lesson. While not to the same extent, I have incorporated the use of peers in reviewing some of my lessons. As I indicated earlier, we do a lot of writing in my 6th grade Earth Science classes. Given that, I typically will have the 6th grade English teacher review any assignment that involves a lot of writing to make sure the structure and instructions are consistent with what she is teaching in her classes.

Overall, I believe I am a better teacher now than I was at the beginning of the program. Why? There are a number of reasons

I am incorporating more research-based purpose in my lesson planning. Technology is incorporated with a focus on student engagement and learning not just as

a cool way to do it. Feedback is sought, not only after my lessons from my students, but also before my

lesson sometimes as test activities within other lessons or from review by my peers.

So where do I go from here? The more I have learned about the use of technology in education, the greater my interest in how gamification can be incorporated into my classroom. I watch my son play on his Xbox, and it constantly amazes me the learning process he goes through. The feedback mechanisms, learning strategies, trial and error, and peer tutoring are all things that could be applied to the classroom. The big question, as I have read often, is how. So from here, my goals are to continue my development as a teacher by

Creating purposeful learning environments based on research Making feedback an integral part of the lesson planning and teaching process Seeking ways to incorporate game mechanics in my classroom to increase student

engagement and learning not just for fun

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There is a quote that I have on my desk that says Life as a Teacher begins the day you realize that you are always a LEARNER. As my two years in the MET program have taught me, I still have a lot more to learn!

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REFERENCES

Boulmetis, J., & Dutwin, P. (2011). The ABC's of Evaluation (3rd ed.). San Francisco, CA:

Jossey-Bass.

Carlile, O. (2005). It works in practice but will it work in theory? The theoretical underpinnings

of pedagogy. Emerging Issues in the Practice of University Learning and Teaching.

Retrieved from http://www.aishe.org/readings/2005-1/

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven

guidelines for consumers and designers of multimedia learning. San Francisco, CA:

Jossey-Bass/Pfeiffer.

Harel, Idit. Papert, Seymour, & Massachusetts Institute of Technology. (1991). Constructionism:

Research reports and essays, 1985-1990 (p. 3). Norwood, NJ: Ablex Pub. Corp.

Iiyoshi, T., Hannafin, M. J., & Wang, F. (2005). Cognitive tools and student-centered learning:

Rethinking tools, functions and applications. Educational Media International, 42, 281-

296. doi:10.1080/09523980500161346

Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective

strategies for the online classroom. San Francisco: Jossey-Bass Publishers.

Perrier, F., & Nsengiyumva, J. (2003). Active science as a contribution to the trauma recovery

process: preliminary indications with orphans from the 1994 genocide in Rwanda.

International Journal of Science Education, 25, 1111-1128.

doi:10.1080/0950069032000052225

Pfannenstiel, J. (1997). Kindergarten learning environments and student achievement: A

study of constructivist and traditional teaching approaches. Executive summary.

Columbia, MO: University of Missouri-Columbia, Project Construct National Centre.

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Riel, M. (1990, January/February). Building a new foundation for global communities. The

Writing Notebook, pp.35- 37.

Rockman et al. (1996). Evaluation of Bill Nye the Science Guy television series and

outreach: Executive summary. San Francisco, CA.

Soto, V. (2013). Which instructional design models are educators using to design virtual world

instruction. Journal of Online Learning and Teaching, 9(3), 364-75.

Why WebQuests? | Tom March. (n.d.). Retrieved from http://tommarch.com/writings/why-

webquests/

Wlodkowski, R. J. (1996). Enhancing adult motivation to learn: A comprehensive guide for

teaching all adults. San Francisco: Jossey-Bass Publishers.

Zirkin, B.G., & Sumler, D.E. (1995). Interactive or non-interactive? That is the question!!! An

annotated bibliography. Journal of Distance Education,10(1), 95-112.

Documents

Creger MET Rationale Paper - Final