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INDICATOR CHECKLISTTamara [email protected] 7, 2015
Some indicators have been combined if the artifact or artifacts chosen demonstrate proficiency in two or more subdomains. The majority of artifacts chosen for this blended portfolio are direct examples of my work. Other artifacts that demonstrate competencies, including letters of recommendation and formal evaluations of my teaching practice, were captured by me using Microsoft Office Lens and a smart phone, then saved as .pdf or .docx files. These have been highlighted.Domain Level Standard
NumberSubdomains and
Indicators of Compliance with
Standards
Evidence of compliance (Enter urls of portfolio entries. Use commas to separate multiple urls.)
DesignDesign 1.1 Instructional Systems
DesignDesign Initial 1.1.a Utilize and implement
design principles which specify optimal conditions for learning.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/learnth/lesson9.dochttps://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/instrdes/final.doc
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmstrategy.docxhttps://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/finalassignment.docxhttps://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idproject/instructional_strategy.docx
Design documents for multimedia programs: Metals, Metalloids, and Nonmetals, Dimensional Analysis, Categorizing Substances, The FDA, and Using SCAMPER to Increase Creativity. These artifacts demonstrate the principles of the Dick and Carey Model. Application of Keller’s Theory of Motivational Design and Gagne’s Nine Events were incorporated in the design of these lessons and specifically mentioned in the Categorizing Substances, FDA, and SCAMPER design documents. The investigative lesson
Design Advanced 1.1.a Apply a variety of instructional systems design models.
plan “Metals, Metalloids, and Nonmetals” (lesson9) was created using the constructivist learning theory as a guide. Science content lends itself to applying the ideals of constructivist learning concepts including social learning, zone of proximal learning, and ability levels allows each member to work within his or her zone of proximal development apprenticeship because at least one student will be more advanced in at least one aspect of the task. Along with the science classroom. These approaches include top-down learning, cooperative learningstudents to develop into self-regulated learners that know and use effective learning strategies. Many will gain knowledge of how to interact and think through learning. As the students work together, the teacher will observe and reinforce desirable behaviors from individuals in the group. High school students are concerned with how they fit in socially and placing them in groups allows opportunities to listen to effective thinking strategies applied by others.
Design Initial 1.1.b Identify a variety of instructional systems design models and apply at least one model.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/learnth/lesson9.doc
Behavioral, social, and constructivist learning theories discussed briefly in this artifact.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/graphics/complete.pptopen this one)
A presentation on the Autonomous Learner Model demonstrates the identification of a less well known instructional design model. The investigative lesson on Metals, Metalloids, and Nonmetals demonstrates the ability to apply learning theory (constructivist), identify objectives and analyze tasks. The Autonomous Learner Model is described as a means to develop self-regulation in gifted learners and foster a love of lifelong learning.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/learnth/lesson2.docIn this particular artifact (lesson2), a comparison is made between how one lesson would be presented to two different learning groups based on age, physical development, and social development. A short description of Paiget’s, Vvgotsky’s, and Erikson’s theories are provided.
Design Advanced 1.1.b Identify theories from which a variety of ID models are derived and the consequent implications.
Design Initial 1.1.c Identify learning theories from which each model is derived and the consequent implications.
Design Advanced 1.1.c Demonstrate proficiency in the prescription, implementation, and evaluation of treatments to maximize learning/performance outcomes in a variety of contexts.
Design 1.1.1 Analyzing
Design Initial 1.1.1.a Write appropriate objectives for specific content and outcome levels.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/instrdes/objectives.doc
Objectives were written for a Dimensional Analysis Lesson. The instructional tasks, sequence of content presentation, and context were analyzed and designed. From the objectives, entry level skills were also determined.Design Advanced 1.1.1.a Utilize research
methodologies appropriate to the investigation of instructional tasks and content.
Design Initial 1.1.1.b Analyze instructional tasks, content, and context.
Design Advanced 1.1.1.b Identify the theories and historical background of analysis as a component of instructional design and instructional systems development.
Design Initial 1.1.1.c Categorize objectives using an appropriate schema or taxonomy.
Design Initial 1.1.1.d Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/matterobjectives.docComparison of curriculum objectives for matter and change unit with state Chemistry SOL standards.
Design 1.1.2 DesigningDesign Initial 1.1.2.a Create a plan for a topic of a
content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/finalassignment.docx
This artifact demonstrates an instructional plan on the Food and Drug Administration for specific learners (chemistry students). Accommodations for learners with special needs are included in the design. These accommodations include extended time on assignments, backup copies of notes, and clarification of directions. This artifact also demonstrates the application of micro- and macro-level design. The FDA unit was designed to be a part of a larger unit on Regulatory Agencies and Science.
Design Advanced 1.1.2.a Demonstrate in-depth synthesis and evaluation of the theoretical constructs and research methodologies
related to instructional design as applied in multiple contexts.
Design Initial 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
Design Advanced 1.1.2.b Utilize principles and procedures of instructional design in a variety of contexts and systems.
Design Advanced 1.1.2.c Recognize and articulate current trends in the development of theory and emerging practice related to instructional design.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/idtportfolio_4.docx
In this artifact instructional technology is analyzed. How it can be applied in chemistry instruction is examined. A description of how modern instructional technology processes were applied to produce a web-based multimedia lesson is provided.
Design Initial 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
Design 1.1.3 DevelopingDesign Initial 1.1.3.a Produce instructional
materials which require the use of multiple media (e.g., computers, video, projection).
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmprogram.ppsx,http://www.educationmind.net,https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/fda.ppsxopen this one)
These artifacts demonstrate the production of instructional materials which require the use of multiple media including computers, the internet, and video. Two contain audio narration (fda and mmprogram). These artifacts also demonstrate personal skill development with more than one authoring tool. Two were authored using Microsoft
Design Advanced 1.1.3.a Demonstrate personal skill development with two or
more: computer authoring application, video tool, or electronic communication application (not telephone).
Powerpoint. (fda and mmprogram). One was authored using Notepad and HTML coding. In each case knowledge of learning theory, instructional models, instructional design, evaluation, and elements of visual design were used to produce effective lessons in a virtual environment.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/infosysrec.pdf
This artifact (a recommendation) demonstrates that I am able to use a variety of software programs.Design Initial 1.1.3.b Demonstrate personal skill
development with at least one: computer authoring application, video tool, or electronic communication application.
Design Advanced 1.1.3.b Utilize the research, theoretical, and practitioner foundations of the field in the development of instructional materials.
Design Advanced 1.1.3.c Utilize the research, theoretical, and practitioner foundations of the field in the selection of media for instructional settings.
Design 1.1.4 Implementing
Design Initial 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/assignment7.docx
This artifact demonstrates basic research has been conducted. In the paper “Defining Quality in Distance Education: Examining National and International Standards for Online Learning”, Barbara Locke discusses how there was a trend in the United States to regard distance education courses as being less rigorous than traditional brick and mortar classrooms. What instructors and other education professionals need to understand is that distance education can be rigorous and relevant if the time is taken to consider the learner’s attributes, objectives, and resources in mind as the program or course is analyzed, designed, and developed.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/finalassignment.docx
This artifact demonstrates that the research and theoretical foundations of the Dick and Carey Model were used to implement an instructional plan on the Food and Drug Administration.
Design Advanced 1.1.4.a Conduct basic and applied research related to technology integration and
implementation.
Design Advanced 1.1.4.b Utilize the research, theoretical, and practitioner foundations of the field in the implementation of instructional plans.
Design 1.1.5 Evaluating
Design Initial 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/finalassignment.docx
This artifact demonstrates use of assessment measures. It includes formative assessment questions that are aligned with the goals and objectives of the lesson. The importance of appropriate, positive, and immediate feedback is stressed.
Design Advanced 1.1.5.a Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
Design Initial 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.
Design Advanced 1.1.5.b Conduct basic and applied research in the evaluation of emergent learner assessments.
Design Initial 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
Design Advanced 1.1.5.c Articulate the relationships within the discipline between theory, research, and practice as well as the inter-relationships between
people, processes, and devices.
Design 1.2 Message DesignDesign Initial 1.2.a Apply principles of
educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmstoryboards.docx
This artifact (flowchart and storyboard) demonstrates the use of visual and message design techniques. The arrangement of content, the arrangement of elements on each page of the program, colors, text characteristics, legibility, and overall appeal were considered when the Categorizing Substances multimedia program was developed and designed.
Design Advanced 1.2.a Conduct basic and applied research related to message design, which includes multiple media.
Design Initial 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
Design Initial 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
Design 1.3 Instructional StrategiesDesign Initial 1.3.a Select instructional
strategies appropriate for a variety of learner characteristics and learning situations.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/graphics/complete.pptin id and password to open this one)
This artifact illustrates the selection of instructional strategies like Venn diagramming, active reading, and role playing for gifted and talented learners.
Design Advanced 1.3.a Identify multiple instructional strategy models and demonstrate appropriate contextualized application within practice and field experiences.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmstrategy.docx
This artifact demonstrates the selection of ARCS Model of Motivational Design for a group of high school chemistry students. The Dick and Carey Model was used to design the Categorizing Substances multimedia program.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/ionicbonds_salt_web.pptand password to open this one)
This artifact demonstrates the use of a web on Ionic Bonds and Salts to help students review the concept. This could be used in a face-to-face or virtual learning environment.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idproject/instructional_strategy.docx
This artifact demonstrates the use of multiple instructional strategies (video as introduction, video as review, numerous real world examples, diagraming) for an asynchronous learning environment.
Design Initial 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
Design Advanced 1.3.b Demonstrate appropriate uses of multiple instructional strategies for complex, interactive environments.
Design Initial 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
Design Initial 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
Design 1.4 Learner CharacteristicsDesign Initial 1.4.a Identify a broad range of
observed and hypothetical learner characteristics for their particular area(s) of preparation.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/instrdes/learners.docA list of learner characteristics was developed for high school chemistry students. These characteristics were used to reflect upon how their age, attitudes, ability levels, backgrounds knowledge, motivation levels, and preferences might affect learning.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/autonomous_learner_model.pptin id and password to open this one)
A range of observed and hypothetical learner characteristics of gifted students is listed in this artifact and the Autonomous Learner Model is described. The Autonomous Learner Model is a learning model based on encouraging students to become self-regulated.
Design Initial 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Design Initial 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
DevelopmentDevelopment Initial 2.0.1 Select appropriate media to
produce effective learning environments using technology resources.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmprogram.ppsx,http://www.educationmind.net,https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/fda.ppsxopen this one)
Multimedia programs: Categorizing Substances, Using SCAMPER to Increase Creativity, The Food and Drug Administration,
Development Advanced 2.0.1 Collaborate with a development team to apply principles of design specifications to produce technological products.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmevaluation.docx
Collaborated with ITMA classmates in the Applied ID course to develop multimedia program “Categorizing Substances”.
Development Initial 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/natures_color.mp4
This artifact demonstrates the development of a video titled, “Nature’s Colors” using a digital camera and video editing program to add text.
Development Advanced 2.0.2 Use theory, research, and evaluation to select appropriate technological tools for developing effective instructional products and processes.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmevaluation.docx
Collaborated with ITMA classmates to develop multimedia program “Categorizing Substances”.
Development Initial 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
Development Advanced 2.0.3 Compare, analyze, critique, and evaluate commercially produced products to determine how learning theories, instructional design specifications, production principles, and teaching strategies are embedded within the product.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/assignment9.docxCreated evaluation rubric to analyze commercially available learning tools. Critiqued Blubbr, Edmodo, and VoiceThread using the evaluation rubric.
Development Initial 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.
Development Advanced 2.0.4 Solve problems of design specifications for embedding learning theories and effective teaching strategies in the development of instructional or professional products.
Development Initial 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idproject/evaluation.docx
This evaluation report on the web-based tutorial “Using Scamper to Increase Creativity” was used to make changes to the original tutorial. These improvements affected the appearance and clarity of the web-based tutorial.
professional products.http://www.educationmind.net
Created a web-based tutorial using HTML coding that describes a method of increasing creative thinking skills.
Development Advanced 2.0.5 Evaluate the effective use of design specifications in products used in a variety of learning or training environments.
Development Initial 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.
Development Advanced 2.0.6 Create instructional or professional products using technology resources such as CD-ROMs, laser discs, Web pages, digital technologies, and other emerging technology resources.
Development Initial 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.
THIS DOCUMENT
Completed an indicator checklist based on AECT standards by developing and selecting artifacts that correspond to tasks and subtasks.
Development Advanced 2.0.7 Apply principles of learning theories and research to create effective learning environments.
Development Initial 2.1 Print TechnologiesDevelopment Initial 2.1.1 Develop instructional and
professional products using a variety of technological tools to produce text for
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/sample_email.docxhttps://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/ADoubleReplacementReactionLab.doc
These artifacts illustrate the development of a wide variety of instructional and professional products using a wide variety of technological tools. Artifacts include a screen
communicating information. capture of an email sent and a lab experiment produced using Microsoft Word.
Development Initial 2.1.2 Produce print communications (e.g., flyers, posters, brochures, newsletters) combining words and images/graphics using desktop publishing software.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/excellenceaward.ppttype in id and password to access this file)https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/periodictable_coloringactivity.dochttps://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/13p796.xlspassword to access this file)
These artifacts illustrate the ability to produce print communications that combine words and images. An award certificate and periodic table coloring activity were created using Powerpoint. A graph produced using Excel is also included.
Development Initial 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/thermochemistry.ppttype in id and password to access this file)
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/labstationinventory.ppttype in id and password to access this file)
These artifacts illustrate the ability to use Powerpoint to produce presentations and supplementary materials. The artifacts listed here are a presentation on thermochemistry and a lab station inventory sheet. The Microsoft Office suite is made up of several integrated applications, including Powerpoint.
Development Initial 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
Development Initial 2.2 Audiovisual TechnologiesDevelopment Initial 2.2.1 Apply principles of visual
and media literacy for the development and production of instructional and professional materials and products.
THIS DOCUMENT
Overall portfolio includes a range of electronic and print based media including web pages, audio files, video files, and digital images.
Development Initial 2.2.2 Apply development techniques such as storyboarding and or scriptwriting to plan for the development of audio/video technologies.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/fda_storyboards.pdfThis document demonstrates storyboarding for the development of a multimedia based lesson on the FDA.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/digvid/lesson2.docThis document demonstrates storyboarding for the development of a video titled “Nature’s Colors”.
Development Initial 2.2.3 Use appropriate video equipment (e.g., camcorders, video editing) to prepare effective instructional and professional products.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/natures_color.mp4This artifact demonstrates the development of a video titled, “Nature’s Colors” using a digital camera and video editing program to add text.
Development Initial 2.2.4 Use a variety of projection devices with appropriate technology tools to facilitate presentations and instruction.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/projectoruse.docx
This artifact (formative evaluation) shows that I have used the overhead projector to implement a lesson to high school chemistry students.
Development Initial 2.3 Computer-Based Technologies
Development Initial 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/natures_color.mp4
This artifact demonstrates the development of a video titled, “Nature’s Colors” using a digital camera and video editing program to add text.
Development Initial 2.3.2 Design, produce, and use digital information with computer-based technologies.
Development Initial 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idproject/storyboards.docxThis document contains storyboards that were drawn by hand, photographed using a cell phone, and then inserted into a Word document.
Development Initial 2.4 Integrated Technologies Development Initial 2.4.1 Use authoring tools to create
effective hypermedia/multimedia instructional materials or products.
http://www.educationmind.netUsed notepad to create website where a multimedia based tutorial on SCAMPER can be found.
Development Initial 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
Development Initial 2.4.3 Combine electronic and non-electronic media to produce instructional materials, presentations, and products.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/evalcomments1.pdf
This artifact shows additional comments that were attached to a formative evaluation for teaching chemistry. It shows that I used schoolnotes.com and a variety of instructional materials. Schoolnotes was used to post homework, assignment documents, and announcements. Non-electronic materials were posters, chalk board information (homework assignments, safety info, upcoming test and quiz dates, and objectives).
Development Initial 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/idtportfolio_3.docx
This artifact demonstrates how technology (the inputs, resources, and knowledge) required to create a survey that was used to evaluate a multimedia lesson on the Food and Drug Administration.
Development Initial 2.4.5 Develop effective Web pages with appropriate links using various technological tools (e.g., print technologies, imaging technologies, and video).
http://www.educationmind.netDeveloped a web-based tutorial to on the SCAMPER creative thinking technique. It includes text, video, images, navigation, and other interactive elements.
Development Initial 2.4.6 Use writable CD-ROMs to record productions using various technological tools.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/savetocdscreenshot.docxThis artifact is a screenshot illustrating that the save to CD feature in Powerpoint has been used.
Development Initial 2.4.7 Use appropriate software for capturing Web pages, audio wave files, and video files for developing off-line presentations.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/complit/captures.docThis artifact demonstrates that Snag It has been used to capture web pages and images for off-line viewing.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/audio_captures.docxThis artifact demonstrates that audio files (mp3) have been saved. These files were used in a video “Makenzie Loves” for the Digital Video class.
UtilizationUtilization 3.1 Media UtilizationUtilization Initial 3.1.1 Identify key factors in https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/assignment10.docx
selecting and using technologies appropriate for learning situations specified in the instructional design process.
For the FDA multimedia program developed for the Distance Education course, Edmodo was chosen as the preferred learning management system by which students would access content and respond to assignments. It was chosen because it addressed student privacy issues. This artifact list preferred student privacy features of a learning management system like Edmodo, which is especially important in the high school environment. These features are discussed in assignment 10.3.Utilization Advanced 3.1.1 Apply research and theory
in the selection and utilization of technologies for learning.
Utilization Initial 3.1.2 Use educational communications and instructional technology (ECIT) resources in a variety of learning contexts.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/edmodo_screenshot.docxThis document shows a screen shot of Edmodo Assignment entry. Students are asked to read the course guide. Edmodo is also used to share other class related information.
Utilization 3.2 Diffusion of Innovations
Utilization Initial 3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/profdevhistorypage1.pdfhttps://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/profdevhistorypage2.pdf
The artifact is a Recertification form (professional development history) that demonstrates that I was a member and leader of a professional learning community. Specifically the PLC was tasked with improving the pass rate for the end of course Chemistry SOL Test. The Chemistry PLC developed SMART goals each year for our chemistry students. SMART goals are Specific, Measurable, Attainable, Realistic, and Timely.
Utilization Advanced 3.2.1 Apply research and theory in the implementation of strategies for the diffusion, adoption, and dissemination of innovations in learning communities.
Utilization 3.3 Implementation and Institutionalization
Utilization Initial 3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/chemcurassessauditcert.pdf
This artifact illustrates that I participated in a Chemistry Curriculum and Assessment Audit. The chemistry curriculum materials were collected and reviewed. The purpose of the audit was to provide the school board, administrator, parents, and students with an objective look at how well the system was delivering content: pacing, content, and comparison to SOL standards.Utilization Initial 3.3.2 Identify and apply
techniques for integrating ECIT innovations in various learning contexts.
Utilization Initial 3.3.3 Identify strategies to maintain use after initial adoption.
Utilization Advanced 3.3.3 Identify and implement strategies to engage stakeholders in the process of diffusion, adoption, and dissemination.
Utilization Advanced 3.3.5 Evaluate the effects of diffusion, adoption, and dissemination.
Utilization 3.4 Policies and RegulationsUtilization Initial 3.4.1 Identify and apply standards
for the use of instructional technology.
http://www.educationmind.net,https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/scamper.doc
One of the ISTE standards is to facilitate and inspire student learning and creativity by promoting, supporting, and modeling creative thinking and inventiveness and by engaging students in exploring real-world issues using digital tools and resources. These artifacts illustrate that I have used knowledge of creative thinking techniques to advance student learning and creative thinking skills in a face-to-face and virtual environment.
Utilization Initial 3.4.2 Identify and apply policies which incorporate professional ethics within practice.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/plagiarism_quiz.pptxAnother artifact is a Powerpoint based quiz with questions related to plagiarism and why it is wrong.
Utilization Initial 3.4.3 Identify and apply copyright and fair use guidelines within practice.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/assignment10.docxhttp://www.educationmind.netCopyright issues are discussed in assignment 10 of the Distance Education course. Fair use guidelines are put into practice by the use of information found at litemind.com, which was used as the basis for the SCAMPER website created for the ID project course.
Utilization Initial 3.4.4 Identify and implement effective policies related to the utilization, application,
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/assignment10.docx
and integration of instructional technologies.
For the FDA multimedia program developed for the Distance Education course, Edmodo was chosen as the preferred learning management system by which students would access content and respond to assignments. It was chosen because it addressed student privacy issues. This artifact list preferred student privacy features of a learning management system like Edmodo, which is especially important in the high school environment. These features are discussed in assignment 10.3. Student privacy policies discussed and ways to handle privacy issues related to high school students specifically suggested.
Utilization Advanced 3.4.4 Implement effective policies related to the utilization, application, and integration of instructional technologies in a variety of contexts.
Utilization Initial 3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.
ManagementManagement Initial 4.0.1 Demonstrate leadership
attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/Secondary_Practicum_Evaluation_Form%5b1%5d.docActed as supporting teacher for a practicum student. The artifact is the evaluation for I completed for the student after she presented a Radiation Lesson to my chemistry students. Copy of teacher evaluation demonstrates the ability to manage and encourage high chemistry students in a classroom setting.
Management Advanced 4.0.1 Implement and evaluate a micro-level technology plan in an appropriate setting.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idproject/evaluation.docx
Evaluation report for SCAMPER multimedia based lesson.
Management 4.1 Project ManagementManagement Initial 4.1.1 Apply project management
techniques in various learning and training contexts.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/EmployeeSuccessSWOC.docAs a member of a high school Employee Success committee, used employee satisfaction survey results and led a small focus group meeting to build a StrengthsWeaknesses, Opportunities, and Constraints (SWOC) chart. This information was used to understand the school’s situation at the time, so future goals could be determined. The artifact is the SWOC table completed using Microsoft Word.
An outcome of a SWOC analysis at the high school where I was employed was that students and teachers considered getting transportation to complete work afterschool and receive additional help from teachers a challenge. As a result, I became involved in the implementation of an “Academic Enhancement Period” at the school. This period was used to give students the opportunity to receive extra help from teachers and complete makeup work like tests and quizzes during school time. This period was also used to mentor students and provide information on topics like internet safety and goal setting. The artifact chosen is a presentation presented to other committee members that suggests other topics to present to 11th grade students.
Management Advanced 4.1.1 Implement and evaluate project management techniques using current research.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/profdevhistorypage1.pdfhttps://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/profdevhistorypage2.pdf
The artifact is a Recertification form (professional development history) that demonstrates that I was a member and leader of a professional learning community. The PLC was tasked with improving the pass rate for the Chemistry SOL Assessment. We developed SMART goals for the Chemistry Department and evaluated how we were progressing toward our goal on a monthly basis.
Management 4.2 Resource ManagementManagement Initial 4.2.1 Apply resource management
techniques in various learning and training contexts.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/labassistantduties.docManaged laboratory assistant who maintained resources (lab equipment and supplies) for chemistry classroom and learning activities. This artifact is a list of duties assigned to my laboratory assistant. Duties included conducting inventory of lab equipment and supplies.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/betaclubsponsorrecognition.pdf
Letter from assistant principal recognizing my contribution as a sponsor for Beta Club, which is a service organization for students. I was a founding sponsor for the organization and used resource and information management techniques to establish the chapter at the high school. This included selecting and recruiting additional sponsors, holding meetings, including selection meetings, setting criteria for admittance into the organization, planning service activities, and induction ceremonies.
Management Advanced 4.2.1 Implement and evaluate resource management techniques using current research.
Management 4.3 Delivery System Management
Management Initial 4.3.1 Apply delivery system management techniques in various learning and training contexts.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/instrdes/strategy.doc
Delivery system management involves planning and monitoring how instruction is delivered to learners. In the Instructional Design Course, I developed a strategy for managing how and in what order information would be presented to learners for a unit on Dimensional Analysis in a face-to-face setting. Clustering of objectives, pre-instructional activities, assessment, and media selection are addressed.Management Advanced 4.3.1 Implement and evaluate
delivery system management techniques using current research.
Management 4.4 Information ManagementManagement Initial 4.4.1 Apply information
management techniques in various learning and training contexts.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idtportfolio/infomanagement.docx
This artifact is a screen capture of jump drive contents. It shows that teaching documents and related files are arranged in logical folders for easy access. This technique has been implemented.
Management Advanced 4.4.1 Implement and evaluate information management
techniques using current research.
EvaluationEvaluation Advanced 5.0.1 Exhibit a knowledge of and
display skill in the analysis of current educational communications and instructional technology (ECIT) research on evaluation in order to evaluate ECIT projects and programs.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/distanceed/assignment6.docx
In Assignment 6 of the Distance Education Course Management and Learning was the focus. In this artifact “Education: Implications for Ghana’s Under-Served High Schools” was examined. (Nsiah, 2011)document was to identify non-instructional considerations that are a part of distance education implementation. Using Chapter 11 of “Teaching and Learning at a Distance: Foundations of Distance Education”, a chart was composed that describes what I believe the authors’ top three most important considerations are for a distance education leader. (Simonson, Smaldino, Albright, & Zvacek, 2012)includes what I believe the top three most important considerations are for a distance education leader in general and those that are important in the management of the FDA multimedia program.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/progeval/Graded_Exam_1.docIn this artifact, evaluation is defined and a discussion of the differences between developmental, formative, and summative forms of evaluation. Kirkpatrick’s Four-Level Evaluation Model is described including when and how it might be useful to an evaluator. The importance of focusing an evaluation is discussed and advantages and disadvantages of the three major types of evaluation data collection methods is described.
Evaluation Advanced 5.0.2 Demonstrate skill in the conception, design, implementation, and reporting of original ECIT research on evaluation in order to evaluate ECIT projects and programs.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/appliedid/mmevaluation.docxEvaluation report for Categorizing Substances multimedia program.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/idproject/evaluation.docxEvaluation questions and report for SCAMPER multimedia program. Illustrates the ability to problem solve functionality and message design issues.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/progeval/Graded_final_eval_plan.docx
This artifact, an evaluation plan, demonstrates knowledge, skills, and application of evaluation theories and techniques. The purpose of the evaluation is to determine if students’ reactions to the implementation of 21st century learning and technology skills into the Chesterfield County Chemistry Curriculum. The first semester of the chemistry will be evaluated. This is primarily a formative evaluation in which Kirkpatrick Level 1 (participator’s reaction to the learning
Evaluation Advanced 5.0.3 Apply theories underlying the five ECIT domains to instructional projects.
Evaluation Advanced 5.0.4 Identify and apply strategies
to develop and implement a long-range plan for an ECIT program or project.
experience) will be targeted by the evaluation. The results will be used to make improvements to the curriculum.
https://webdav.hosting.vt.edu/www.filebox.itma.vt.edu/itma/trking/itma/progeval/Graded_final_eval_report.docx
FINAL EVALUATION REPORT FOR ASSESSING THE CHEMISTRY STUDENTS’ PERCEPTIONS OF USE OF TECHNOLOGY IN CHESTERFIELD COUNTY PUBLIC SCHOOLS demonstrates problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
Evaluation 5.1 Problem AnalysisEvaluation Initial 5.1.1 Identify and apply problem
analysis skills in appropriate educational communications and instructional technology (ECIT) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
Evaluation 5.2 Criterion-Referenced Measurement
Evaluation Initial 5.2.1 Develop and apply criterion-referenced measures in a variety of ECIT contexts.
Evaluation 5.3 Formative and Summative Evaluation
Evaluation Initial 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.
Evaluation 5.4 Long-Range Planning
Evaluation Initial 5.4.1 Develop a long-range strategic plan related to any of the domains or subdomains.
