TechnologyTransformation MarkBuckner anniemark8710@gmail.

com EdTech592 BoiseStateUniversity March10,2014

Introduction WhenIembarkedonmyjourneythroughtheMastersofEducationalTechnology programatBoiseStateinthefallof2011Iwasbeginningmythirdyearofteachinghigh schoolGermaninFlorence,Montana.Florenceisasmallbedroomcommunityabout20 milessouthofMissoula,MontanaonU.S.Highway93.ThetownofFlorenceisnot incorporatedthereisnocityhall,nomayor,norealsenseofcommunity.Whattheydo haveinFlorenceisapostoffice,aSubwayrestaurant,andaschool.Theschoolservesa localpopulationofabout800students.ThestudentswhostartschoolinFlorencein Kindergartenuntiltheygraduatehighschoolremaininthesamebuildingforallthirteen years.Theschooldistricthasonebuilding,alongwithafewmodularunitsthatmakeupthe campus. ThatlackofasenseofcommunitythatIalludedtoiswhereIwouldliketobeginto paintthepictureofmytransitionfromtechnologyneophytetotechnologymaster. BecauseFlorencelacksanyrealsenseofcommunity,manyofthelocalresidentshesitate tohelppassanysortoflevyorbondissuetohelptheschool.Asaresult,theschool operatesroutinelyonalackfunds.Thelackofcommunityassistancecoupledwiththefact thatsomewherearound1520studentstransferoutofdistrictannuallymeansthatFlorence isalwayssearchingforwaystosaveeverylastpenny.Aschoolshortonfundingasa result,isnotthebestplacetocutonesteethinthewayoflearningnewmethodsof technologyintegration. Iwasalwaysshywhenitcametojumpinginfeetfirstwithanynewtypeof technology.Itscaredme.Iknewmystudentswouldalwayshavesomeadvantageoverme andtheymightmakefunofmefornotknowingasmuchastheydidaboutanyparticular pieceoftechnology.ItwasntuntilIenrolledintheM.ETprogramatBoiseStatethatI begantoreallypeelawaythelayersoftechnologyandlookateachtopicasasepartepart ofthesum.Thesepiecesincludedtechnologydesign,instructionaldevelopment, technologyutilization,management,andproperevaluation.Manyofyouknowthese componentsasthefiveAECTstandards.Collectively,thesefivecomponentscanbe overwhelmingtothinkaboutwhenyouarehesitanttobeginusingtechnologyinthe classroom.Brokendownhowever,theyallowyoutoanalyzethetheories,concepts,and applicationofeachcomponent.Essentially,eachcomponentallowsyoutotestthewater, getafeelforit,andthenbegintoincorporateitintoyourteaching. ThefollowingartifactsthatIhavecollectedwilldemonstratemyunderstandingofthe AECTstandards.Theseartifactswillalsoprovideevidenceoftransitionfromsomeone whowasinitiallyverytimidandhesitanttouseanytechnologyinteaching,tosomeonewho nowembracesandlooksforwaystousetechnologynotonlyasasupplementto instruction,butasadrivingforcebehindthecontentofeachlesson.
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1.1InstructionalSystemsDesignInstructionalSystemsDesign(ISD)isan organizedprocedurethatincludesthestepsofanalyzing,designing,developing, implementing,andevaluatinginstruction. 503SimpleLessonPlan ThisartifactisveryimportantintheschemeofinstructionaldesignandEdTech503. Despitethisassignmentbeinglabeledasimplelesson,thatwordingshouldnotdemean thevalueofitsimportance.Bydesigningasimplelessonasaninstructionaldesigner,we wereabletocreatealessonfromtheend,andthenbuildittothebeginning.Bybuilding withtheevaluationandobjectiveswewereabletoseehowinstructionaldesignersmight workwithcurriculumandhelpingstudentsandteachersachievestandardsandobjectives. Thisassignmentwasoneofthemoresimplewaystoviewthebasicinstructionaldesign principlesbeforewebeganworkingonoursemesterfinalwhichrequiredmuchmoredetail (Smith&Ragan,2005). IhaveusedthislessoninmybeginningGermanclasses.Theassignmentcanwork finewithouttheaddedbenefitofusingnewtechnology.Studentsarestillabletospeakto oneanotherandmeettheobjectives.Whenthetechnologyofsmartphoneswas introducedhowever,studentsweremuchmoreinterestedforanumberofreasons, includingthefactthatstudentsliketotakeownershipoftheirlearning.Howmuchmoreofa senseofownershipcanthestudentshavethanbycompletingalessonthatallowsthemto usetheirownpersonalproperty,especiallysomethingasimportantasasmartphone? ThislessonisalsoagreatexampleofmeetingAECTStandard1.1foranumberof reasons.Thelessonutilizesavarietyoftechnologiesincludingsmartphones,theinternet, andevensomeprinttechnology.Thelessonalsoappealstoavarietyoflearning strategiesfromGardnersMultipleIntelligencessuchasbodilykinesthetic,interpersonal, andlinguistictonameafew(Smith&Ragan,2005). 1.2MessageDesignMessagedesigninvolvesplanningforthemanipulationof thephysicalformofthemessage. 554LessonEnhancement ThisartifactwasalessonthatIhaveusedinmyhighschoolGermanclassesforthe pastfouryears.ThispastyearIrecordedmyvoicegivingdirectionstothestudentsin German.Irecordmyvoiceonyoutube,turntheURLintoaQRcode,andhavethestudents scanthecodetolistentomydirections.Forthislesson,thestudentsarelisteningtomy voicetodecidehowmanystudentsIamtalkingto.Thislessonhelpsstudentsdistinguish betweenpluralandsingularcommands.DependingontheverbsIuseinmydirectionsone
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ormorethanonestudentwillenteraclassroominordertogetaprizefromacooperating teacher.Ifthewrongnumberofstudentsentertheroom,theymustlistenagaintothe recording.Thereareusually6or7teachersthatarewillingtocooperatewiththislesson. Thelessonturnsintoascavengerhuntforthestudentsastheygothroughtheschool findingthecorrectclassroomstovisit. AECTStandard1.2involvesplanningforthemanipulationofthephysicalformofthe message.Inthefirstpartofthisassignment,youcanseethatinitiallythelessonwas designedforusewithouttheassistanceofanytechnology,smartphoneorotherwise.After arevisionwasmadetothelesson,studentswerethenabletouseavarietyoftechnologies tohelpthemcompletetheactivity.Studentswererequiredtouseyoutube,QRcodes,and smartphonesorhandhelddevices/tabletstocompletetheassignment. 1.3InstructionalStrategiesInstructionalstrategiesarespecificationsfor selectingandsequencingeventsandactivitieswithinalesson. 541InstructionalSoftware Instructionalstrategiesarespecificationsforselectingandsequencingeventsand activitieswithinalessonaccordingtoAECTStandard1.3.InEdTech541aprojectwas designedfortheclasstodemonstrateavarietyofmethodsthatmaybeusedinthe classroomtohelpstudentsgraspaconcept.Thisprojectlookedattoolssuchas educationalgames,tutorials,simulations,andproblemsolvingsoftwaretodemonstratethe multitudeofoptionsthatteachershaveattheirdisposal(Roblyer&Doering,2010).While theassignmentitselfwasaverysuperficiallookatsomeofthetoolsusedinclassrooms today,itdidallowsomeofustoreallyviewalargerspectrumofofavailableitems. Perhapsascienceteacherwasreallykeenonaparticulartutorialforadissection.Didthat sameteacherknowtherewasproblemsolvingsoftwarethatmighthelpaccentuatethe tutorial? Inmanyofmyclasses,Germanstudentsarerequiredtoplaysomesortof educationalgameeitherathomeorwithadditionaltimeleftinclass.Studentscanlogon tothetextbookpublisherswebsite,andtheretheycanfindavarietyofactivitiesthatserve asapplicationofthemateriallearnedfromclass.Tutorialsarealsoverycommoninmy classroom.Slidespresentstudentswithachancetohearanotherpersonspeakthetarget languagesotheycanadjusttohearingvoicesotherthanmine.Allofthesetoolsserveto helpsupplementalessoninanyclassroom.Theimportantpartisfindingateacherwhois willingtolearnaboutthesetoolssothatstudentshaveagreaterchancetosucceed.

1.4LearnerCharacteristicsLearnercharacteristicsarethosefacetsofthe learner'sexperientialbackgroundthatimpacttheeffectivenessofalearning process. 503ConceptMap TheconceptmapwasanassignmentcompletedforEdTech503Instructional Design.IntheassignmentthestudentsusedtheADDIEmodeltoviewvariousmodelsof analysis,design,development,implementation,andevaluation.Thepointofthe assignmentwasforstudentstonoticethevariousmodelsusedtoachievethefivedifferent componentsoftheADDIEmodelandhowdifferingapproachesmightstillyieldthe intendedresults. Theconceptmapisonewaythatinformationcanbedispersedamongststudents. Informationthatisallinclusiveistaughtfirstfollowedbysuccessiveconcepts(p.288, Smith&Ragan,2005).JustastheADDIEconceptmapillustrates,planningsupercedes evaluation.Withoutthemostimportantconceptbeingtaughtfirst,youcannotcompletethe followingtasksintheconceptmapsuchasimplementingalessonorevenhavingstudents performtherequiredtask.AccordingtoAECTStandard1.4,alearnersbackground impactstheeffectivenessoftheirlearningprocess.Astheconceptstructureillustrates,the learningbackgroundcannotbeginwithoutthemostimportantconceptbeginningthe process. 2.1PrintTechnologiesPrinttechnologiesarewaystoproduceordeliver materials,suchasbooksandstaticvisualmaterials,primarilythroughmechanical orphotographicprintingprocesses. 541LessonPlan ThisisaverybasiclessonplanintroducingGerman1studentstohellosand goodbyes.ThisisalessonIcompletewithmystudentsgenerallybytheendofthefirst weekofanewschoolyear.Thisprovidesstudentstheopportunitytogohomefromthe firstfewdaysandshowoffwhattheyhavealreadylearned.Inthelesson,themajorityofthe contentisdeliveredverballywithmodelingforthestudents.Oncestudentshavehadthe opportunitytohearthewords,theyarethenabletousetheirtextbooks(KommMitinthis case)astheylearntoassociatethesoundswiththespellingofthewords.Anotherbonus ofusingthistextbookisthateachlessoncomeswithalinktothepublisherswebsite.On thewebsitestudentshavetheopportunitytopracticethegrammarwitheducationalgames andtutorials.Anotherfeatureofthewebsiteisthelisteningportionwhichwillallow studentstohearthewordsagain,inthiscase,thegreetingsandgoodbyes,whilethey
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followalongintheirtext.Thislessonisgreatbecauseitreallygivesstudentsanexciting waytostarttheschoolyear,andinthiscase,thefirstweekoflearninganewlanguage. 541SocialStudiesLesson Thissocialstudieslessonutilizesavarietyofsources:text/lyrics,photographs,and maps.AllofthesesourcesarecombinedtopresentalessonontheGreatDepression andDustBowlinthe1930s.InthislessonstudentsareaskedtoviewDorotheaLanges famousphotofromthedepression.Usinggoogledocs,studentswouldberequiredtoadd oneadjectivetoalistdescribinganemotiontheyfeelwhenviewingthepicture.Inthenext phaseofthelesson,studentswouldbeaskedtolistentoWoodyGuthriessongThisLand IsMyLand.Usingtheadjectivesfromthefirstsection,studentswouldcontributetheirown versetothesong.Thethirdstepofthislessonistoviewthemapofthedustbowlinthe 1930sintheUnitedStatesalongwithamapofcurrentdroughtconditions.Studentswould mapthetwoperiodsdroughtsandcomparesizeandstature.Finally,studentswouldbe askedtochoosetheworstdroughtbetweenthetwoandexplaintheirchoice.Eventhough themajorityofthislessoncanbedoneonacomputerandsupplementedwithprograms likegoogledocs,theoriginalartifactsinthislessonwouldbeprintedmaterials:picture, songlyrics,andmaps. 2.2AudiovisualTechnologiesAudiovisualtechnologiesarewaystoproduceor delivermaterialsbyusingmechanicaldevicesorelectronicmachinestopresent auditoryandvisualmessages. CelebrityInterview Usingyoutubevideoscanbeanquickandeasywayforstudentstofindan interactivewaytoaccessaudiovisualmaterials.InthisassignmentthatIcreatedformy Germanclasses,studentswouldberequiredtowriteinterviewquestionsforacelebrityof theirchoice.Avarietyofyoutubevideoshelpedtoexplaintostudents,alongwiththetext, whattheywouldberequiredtodotocompletetheassignment.Notonlywerethestudents hearingandwatchingtheirinstructor,buttheywerealsogivenexamplesofwaystoconduct interviewsbyprofessionals.Alloftheseresourcesgaveaudioandvisualcuesforthe studentstousewhenconductingtheirinterviews.

2.3ComputerBasedTechnologiesComputerbasedtechnologiesarewaysto produceordelivermaterialsusingmicroprocessorbasedresources. 521FinalLesson Todemonstratecompetencywithcomputerbasedtechnologies,Icreatedasimple lessonplaninEdTech521forstudentsthroughgooglepresentation.InthelessonIhavea numberofslidesexplainingtostudentswaystoconjugatepresenttenseverbsinGerman. Thisisobviouslyaratherbasicuseoftheprogram,butpresentingstudentswitha technologybasedversionofthesameinformationtheywillreceivethreeorfourotherways isonewaytoaccommodatestudentswholearnbestbysomeothermethodbesides readingandlistening(Ertmer&Newby,1993).ThisparticularartifactisnotonethatIhave usedinmyclassroom.Itisbasedcloselyoffofasimilarpresentationthatstudentsseeon aDVDfromourtextbook.Usingaplatformlikegooglepresentationwouldallowstudents toviewthesameinformationfromtheDVDathomeasawaytoaidanystudentwhomay wishtoviewthematerialasecondtimeoutsideoftheclassroom.Attheendofthe slideshow,studentshavetheopportunitytoclickonadditionallinksforeducationalgames ortotakeapracticequizoverthematerial.Alloftheseresourcescombinedcanbeused intheclassroomasagroup,individually,oroutsideofclassasasupplementtodaily instruction. 2.4IntegratedTechnologiesIntegratedtechnologiesarewaystoproduceand delivermaterialswhichencompassseveralformsofmediaunderthecontrolofa computer. 503InstructionalDesignFinal Attheendofthe503course,studentsarerequiredtoevaluatealessonor curriculumusinginstructionaldesignstrategies.ThefinalprojectthatIdesignedwasa lessonthatallowedstudentstocreateablogusingthewebsiteEdublogs.Iselectedthis artifactbecauseIfeelthatthisclasswasthebestclassintheentireM.ETprogramforme personally.Aftertakingthisclassanddesigningthisproject,Ibegantofeelasif instructionaltechnologywasthetypeofcareermoresuitedtomeratherthanclassroom teaching.Iliketheideaofbuildingcurriculumfromtheendtothebeginningasawayto meetallthegoalsandobjectives. Byusingvariouslearningtheoriesincurriculumdesign,theinstructionaldesigner hastobeawareofvariousmethodsoflearning.Howdoestheendprojectallowlearners ofalltypestomeettheimportantobjectives?WhichstagesofBloomsTaxonomyaremet thatallowstudentstocreate,synthesize,orapplytheirlearningtomeettheseobjectives
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(Smith&Ragan,2005)?Iknowthatjustlikeeveryoneelse,Ilearninmyownway.Ifeel thatIambetterabletolearnthingswhenIamabletohearandseetheinformationthatIam supposedtobelearning.Thisallowsmetobetterapplytheimportantprinciplesand synthesizeananswerinmyownwords.ThistypeofdesigniswhyIchosethisfinal503 project. ThefinalprojectthatIusedinthisartifacthasbeenusedbystudentsinmyclass before.IhavehadadvancedGermanstudentscreateablogwhichallowedthemtocreate theirownworldtodocumenttheirlearningoftheGermanlanguage.Studentswere encouragedtosharevideostheyliked,subscribetoRSSfeedswhichallowedthemtostay currentonnewsinGermanspeakingcountries,andgivefeedbacktotheirpeerson collaborativeassignments.Theblogallowedstudentstoutilizeavarietyoftechnologies organizedfromacomputer. Justliketheprojectforthe503course,Iwasabletositbackattheendoftheschool yearandevaluatecomponentsoftheblogthatIlikedandthatIdidntlike.Justlikein instructionaldesign,Ihadtoguaranteethatmyprojectorcurriculumwasmeetingthe standardssetforthbytheMontanaOfficeofPublicInstruction.Weremystudents understandingthestandardswiththisproject? 541WeeblyPage OneofthemoreextensiveprojectsIcompletedduringmytimeintheM.ETprogram wasaweeblypageforEdTech541.Thispageincludesavarietyofintegrated technologiesincludinglessonplans,managementtools,aswellasusefuldatabasesand othernetworkingresources.Eachitemonthepagereliesonavarietyoftechnologies. Lessonplansonthepageutilizeprintresources,internetbasedprograms,andinone case,music.Managementtoolsincludeinformationonassistivetechnologyalongwith informationoninternetnetworks.OtherresourcesincludeinformationcoveringGerman teachingdatabases,foreignlanguageintegration,andavideointegrationlibrary.This websiteprovidesmanyresourcesforanyoneinterestedwhiledemonstratingAECT Standard2.4. 3.1MediaUtilizationMediautilizationisthesystematicuseofresourcesfor learning. 504LearningTheories Inmypaperaboutlearningtheories,Ichosetofocusonthelinkbetweentechnology intheclassroomandthelearningtheoryofcognitivism.Cognitivismstatesthatlearners learnbestbyformingexperiences,andthendrawingfromthosepastexperiencestohelp
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makefuturedecisionsandconnections(Ertmer&Newby,1993).Cognitivismandother learningtheoriesthatwerepresentpriortonewinnovationssuchastheflippedclassroom oranyofthenewWeb2.0toolsstillhavetheirplaceintheclassroom.Teachersor instructorsmuststillbeabletoidentifythateachoftheirstudentslearnsinadifferent manner.Utilizingmediaisnodifferentthanhavingastandardbrickandmortarclassroom withalecturinginstructor.Atsomepoint,teacherswillneedtobeabletofindnew innovativeformsoftechnologythatcanconnectwithallofthemultipleintelligences. InmyownteachingIhavetriedtouseavarietyofmediatohelpstudents.Mediais notjustlimitedtooldertechnologiesliketelevisionandradio.Howarewekeepingkids engagedtodayistherealquestion?Withtheproliferationofsmartphones,studentsinmy classroomareabletolistentodirectionsorpodcasts,recreatetheirownsketchwitha videorecorder,andtheneditthatrecordingonadigitaleditor.Alloftheseformsofmedia allowthestudenttoshowmethattheyunderstandtheconceptthatliesatthebottomofall thenewtechnology. 3.2DiffusionofInnovationsDiffusionofinnovationsistheprocessof communicatingthroughplannedstrategiesforthepurposeofgainingadoption. 554ProfessionalDevelopmentTechnologyPlan AECTStandard3.2istheprocessofcommunicatingthroughplannedstrategiesfor thepurposeofgainingadoption.InEdTech554,oneoftheassignmentsstudents completedwastoviewamockschooldistrict,findouttheirproblemwithtechnology integration,andthensolveitthroughadoptionofanewplan. Byusingafictitiousschool,Iwasabletopracticeidentifyingareasofconcern.With thisoneassignment,theschoolsteachersrankedthemselvesinTier1concerning technologyuseintheirclassrooms.Soinordertoachievethebiggergoalofincorporating technologyintothemathematicsprogramtohelpsolvelaggingscores,thedistrictneeded torevampitstechnologypolicy.Thisincludedteachingteachershowtousetechnology effectivelyintheclassroomsforpurposesotherthansendingoutemailstoparentsand administratorsorcompletinglessonplans. Inordertomoreeffectivelyteachteacherssothatallstaffcanberankedinthetop tieroftechnologyuse,itwasdeterminedthataseriesoftrainingsessionswouldbeoffered tostaff.Staffwouldberequiredtoattendtrainingbasedonthetiertheywereprojected into,andthenstaffwouldeventuallybeobservedandassessedbasedonthistrainingand howtheyincorporatednewtechnologytheoriesintotheirclassinstruction. Eventuallyasolutionwasfoundandthisinitialexperienceofplanninghowtoteach teachersgavemeagreaterappreciationforacareerpathIaminterestedinpursuing. Sometimesteachstaffwillallowforagreaterdiffusionofinnovationsratherthanalways
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continuingtoteachthestudents.Theideaofworkingwithvariousstaff,administrators,and possiblystudentsallowsforthisdiffusionofinnovationsasalleducatorscontinuetobetter theeducationthatweofferstudentsaswellascolleagues.Bybetteringourselves,wewill inevitablybetterourstudents. 3.3ImplementationandInstitutionalizationImplementationisusinginstructional materialsorstrategiesinreal(notsimulated)settings.Institutionalizationisthe continuing,routineuseoftheinstructionalinnovationinthestructureandculture ofanorganization. 503JobDescription Oneoftheassignmentswecreatedinthe503InstructionalDesignclasswasto writeajobdescriptionforapossibleopeninginaninstructionaldesignposition.This assignmentallowedthestudentstoreallydifferentiatebetweeninstructionaldesignersand theclassroomteachers.Itwasimportanttoknowthattheteacherswerethosepeople responsiblefordisseminatingtheinformationthatallowedthestudentstomeetthe objectives.Theinstructionaldesignerontheotherhandwasresponsibleforcreating curriculumthatmetstandardsandobjectives(Smith&Ragan,2005). ThisartifactappealedtomeasIwasputtingtogethermycollectionbecausethis assignmentreallyhighlightedthedifferencesbetweenclassroomteachersandtheirroles ascomparedtotheinstructionaldesignersandtheirresponsibilities.Inalignmentwith AECTstandard3.3,employinganinstructionaldesignerwillallowaninstitutiontomeetthe needsofcontentandstandardswhileutilizingnewtechnologies.Ifindtodayasschools andteachersarebeingputunderthemicroscopemorenowthanatanyothertime,itis importanttohavepeopleinrolesthatcanguaranteethatstateandnationalstandardsare beingmet.Byusinginstructionaldesigners,teachersareabletoteach,andthecurriculum willbedesignedbytrainedprofessionalswhocanimplementtechnologytohelpguarantee thatthestandardsandobjectivesareaddressedatalltimes. 3.4PolicyandRegulationsPoliciesandregulationsaretherulesandactionsof society(oritssurrogates)thataffectthediffusionanduseofInstructional Technology. 541AcceptableUsePolicy SchoolsnowhaveanAcceptableUsePolicythatrequirestudentstoadheretoa codeofconductwhileusingthedistrictsnetwork,hardware,andsoftware.Withthe emergenceofWeb2.0tools,schoolsmaybehavingahardertimeenforcingthiscodeof
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conductwhilestudentsareoncampus.Manystudentscarryaroundtheirownpersonal deviceandcanlogontothedistrictswebsiteasaguestuser.Inthiscasetheschoolhas tochoosewhethertoallowguestusersortoonlyallowregisteredstudentsandstaffthe opportunitytousethedistrictsnetwork,whichineffect,limitstheroleofsomeemerging technologiesthatcanbeutilizedintheclassroomforindividualizededucation.Inother cases,federalfundingmaybetiedtothesepolicies,suchastheChildsInternetProtection Act(Bosco&Krueger,2011).Sothequestionbecomes,howcanweprotectourchildren fromeverythingthatcouldpossiblyendangerthemwhileadvocatingforthediffusionand useofinstructionaltechnology?Theansweristohaveastaffwillingtoteachstudentsthe schoolsacceptableusepolicyandtoworkwithkidstoremindthemofproperbehavior whenusinganysortofconnectiontotheinternet. 501DigitalInequalityProject OneofthefirstsynchronousgroupprojectsintheM.ETprogramwasthedigital inequalityproject.OurgrouplookedatdigitalinequalityinIdahoandwaysinwhichfunding couldbeutilizedtolessenthedivide.Thegroupprioritizedanumberoffeasiblesolutions totheproblemsuchasincreasedinternetandcomputeraccessatpubliclibraries, increasedstaffingatpublicschoolssostudentsandfamiliescanaccessthecomputers andinternet,subsidizedinternetserviceproviders,andprovidinglowincomefamilieswith homecomputersandinternetservice.Fundingremainsthenumberoneobstaclewithany formofsubsidizedassistance(Dickard&Schneide,2011). InmyownschooldistrictinruralMontana,weseealloftheseproblems.Many familiesdonothaveaccesstotheinternetortheirownpersonalcomputer.Whenstudents areassignedprojectsthatrequiretimeoutsideofclassandaccesstotheinternetora computer,manyofthemarenotabletocompletetheassignment.Byconsideringsomeof thesolutionsproposedintheproject,thiswouldhelptodecreasethedigitaldivideand providemanymorestudentsachanceatsuccess. 4.1ProjectManagementProjectmanagementinvolvesplanning,monitoring,and controllinginstructionaldesignanddevelopmentprojects. 541VisionStatement ThevisionstatementdesignedinEdTech541wasoneoftheearliestmoments duringmytimeintheM.ETprogramwhenIrealizedhowimportanttechnologywasfor students.AsIsaidinmyintroduction,Iwasinitiallyverytimidwhenitcametocreatingand implementingclassroomlessonsthatcenteredonorevenusedanysortoftechnology.In EdTech541,ourlearninglogpostsseemtoindicatethatthelighthadfinallycomeon.
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BasedonGardnerstheoryofmultipleintelligences,theutilizationoftechnologywill onlyhelpreachmorestudentsinaclassroomthanwaspreviouslybeingdone.Ina traditionalbrickandmortarclassroom,maybesomestudentsthatlearnbestvisuallyor throughsoundmighthaveacceled.Now,studentswhowereprogrammedinamore bodily/kinestheticmanner,orperhapsthosewhoworkbestinavisual/spatialsettingwere nowmoreapttoexcelinclasswiththeintroductionoftechnology(Roblyer&Doering, 2010). EventhoughthisartifactdoesntdemonstrateAECTStandardthroughworkthatI havecreated,thejournalentrydoesprovethatIhadbegunthinkingaboutthisstandardon alevelnotpreviouslyreachedinmyownprofessionallife.Iwasnowusingmyown professionalpreparationtodesignanddevelopcurriculumandclassroominstructionthat reliedheavilyontheadaptationoflessonsandcurriculumbettersuitedtousewith technology.TofurtherprovehowIwasbeginningtoincorporatetechnologyintomyown lessonsthroughthisstandard,youcanseeintheartifactthatIhadinformationfromthe NationalDepartmentofEducation.Byexploringinformationbeyondlocalstandardsand objectives,Iwascurioustoseehowpeopleonthenationallevelweretryingtoincorporate technologyintotheclassroom(U.S.DepartmentofEducation,2010). 4.2ResourceManagementResourcemanagementinvolvesplanning, monitoring,andcontrollingresourcesupportsystemsandservices. 501TechnologyUsePlanning ThisartifactwasoneofthefirstassignmentscompletedwhenIbegantheM.ET program.Welookedatafewresourcesconcernedwithtechnologyuse,theNational EducationTechnologyPlan,andothersourcesregardingplanningfordistricttechnology use.Whatyoustillseeeventothisdayisafluiduniversewherethereisnorightanswer whenitcomestohowschooldistrictsplan,attain,andutilizetheirtechnology.Inthis artifact,oneoftheresources,theNationalEducationTechnologyPlanof2010laysthe groundworkfordistrictsintermsofassessingstudents,educatingstaffandadministration, andnecessaryhardwareandsoftwaretonameafewitems(U.S.Departmentof Education,2010).Therearealsoeffortstodeconstructanddefinetechnologyuse planning.Isitaverb?Isitanoun(Anderson,1999)?Finally,therearestillotherswho believethatlongtermtechnologyplanningshouldnothappen.JohnSeebelievesthat5 yearsistoolongofawindowforschooldistrictsbecausetechnologyischangingata breakneckspeed.Seebelievesthattostayaheadofthecurve,districtsneedshorter timeframestoworkwithinconcerningtheirtechnologyplans.(See,1992) Oneofthefrustratingpartsofreflectingonthisassignment,whichIcompletedin Novemberof2011,isthatmydistrictisnotanyclosertohavingthesepointsofcontention
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solved.Iknowitwouldbeagrossovergeneralization,buthowmanydistrictscansaythey arecompletelysatisfiedwiththeirtechnologyplan?AndIthinkthatsthepoint:whileI disagreewithSeethattechnologyplanningfora5ormoreyearsisperfectlyacceptable, heisrightaboutonething:technologyischangingandschoolshavetodothebestthey canwiththefundingtheyhavetokeepup. 501ElementsofEducationalTechnology Oneofthekeycomponentsofteachingwithtechnologyisunderstandingwhoyou areteaching.Asahighschoolteacher,nothingismoretrendyrightnowthanhavingthe newesttechnologyandstayingconnectedtofriends.Asateacher,ittakesagreatdealof planning,organization,andcommitmentinordertobeknowledgeableaboutthenewest usesoftechnologyintheclassroom.Ittakesanevengreatercommitmenttomakea connectionwiththattechnologytostudents.Effectiveuseoftechnologythatstudentsusein theirfreetimecreatesanopportunitytoreallyelevatetheleveloflearningthatstudentscan accomplish.Whatteachersnowhaveintheirbackpocketissomethingthatallother teachersarealwaysafter:intrinsicmotivationfromtheirstudentsandaconnectiontotheir students(Januszewski&Molenda,2008). Facebookisagoodexampleofanewtechnologythatteacherscanusetotheir advantage.Studentsalreadyfeelaconnectiontofacebookbecauseitkeepsthem connectedtofriendsandfamily.Teacherswhoareabletoeffectivelytransformfacebook fromasocialmediaplatformintoaclassroomtoolnowhaveawaytokeepstudents motivatedandlearn.Studentsareabletocollaboratetogetherandstayincontactona nearconstantbasiswiththeirteacher.Thisisjustoneexampleoftheabilitytoplan, organize,andcoordinateinstructionaltechnology.Thinkofalltheotheravailabletoolswith theevergrowingfieldoftechnology. 4.3DeliverySystemManagementDeliverysystemmanagementinvolves planning,monitoringandcontrolling'themethodbywhichdistributionof instructionalmaterialsisorganized'...[Itis]acombinationofmediumand methodofusagethatisemployedtopresentinstructionalinformationtoalearner. 503ReadingQuiz TheEdTech503assignmentlinkedherewasaveryearlyassignmentfromthe class.Itisareadingquizwhichrequiredstudentstosummarizevariousprinciplesand theoriesassociatedwithinstructionaldesignbyusingvisualmetaphorsalongwith explanationsofthemetaphors.IchosetoincludethisartifactunderAECTStandard4.3 becausetheassignmentrequiredanexplanationformanydifferentlearningtheoriessuch
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asempiricism,behaviorism,andconstructivism.Thisartifactappliestostandard4.3 becauseasteachersorinstructionaldesignersitisimportanttorememberthatnotevery studentlearnsthesameway.Wheninformationisdistributed,itmustbedistributedina varietyofwaysthatallowalllearnerstodigesttheinformation(Smith&Ragan,2005). Asaclassroomteacheritisimportanttorememberthatallstudentslearnina differentmanner.SomestudentsmaylearnbestbyusingPiagetstheoryof constructivism.Othersmaylearnbestbyusingempiricism,ortrialanderror,whileothers stilllearnwithreinforcement,orthroughbehaviorism.Allofthesedifferenttheoriesand approachestolearningcanhelpclassroomteachersastheyprovidethestudentswith informationaswellastheinstructionaldesignerswhoarebehindthescenescreatingthe curriculumfortheteacherstouseintheclassroom. 4.4InformationManagementInformationmanagementinvolvesplanning, monitoring,andcontrollingthestorage,transfer,orprocessingofinformationin ordertoprovideresourcesforlearning. 554SoftwareRubric Oneofthemosthighlyregardedresourcesusedtodelivermaterialsfroma computeristheRosettaStonelanguageprogram.ForEdTech554Ireviewedthis resourcefromanobjectiveviewpointusingtheattachedspreadsheettoratehoweffective theprogramtrulywas.Iusedmywifeasatestsubjectforthe1steditionoftheGerman program.Togetherwewentthroughthebatteryofactivities,assessments,andeducational gamesontheprogram.Ifyouweretosubscribetotheprogramandpurchaseoneorallof thediscs,thenyouwouldhaveaccesstonativespeakersofthelanguagewhereyoucould practiceyourdayslesson.Wenevermadeitthatfar,butaccordingtomyassessment,the RosettaStonewouldhavemadeaveryvaluableresourcetoanystudentwishingtolearna language.Schooldistrictsmayhaveahardtimefindingthefundingtopurchasesucha toolastheytendtorunratherexpensive. 541NetiquettePresentation Thenetiquettepresentationismadeforstudentsinordertoteachthemabout properbehaviorwhenusingtheinternet,especiallyinaschoolsetting.Topicsofnetiqutte include,butarenotlimitedto,email,synchronousgroupwork,socialmedia,andwebsite selection.IfeltthisartifactbelongedunderAECTStandard4.4becauseofthelastlineof thestandard:processingofinformationinordertoprovideresources.Studentshaveto processtheinformationassociatedwithappropriatebehaviorinordertoearntheprivilege ofusingtheseresourcesmoreoften.Netiquetteawarenessalsodisplaysasenseof
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organization.Someonetakingthetimetoexplainrulesandexpectationsaboutproper internetuseisincontrolofthedeliverysystemandexpectshisorherstudentstoact appropriately. 5.1ProblemAnalysisProblemanalysisinvolvesdeterminingthenatureand parametersoftheproblembyusinginformationgatheringanddecisionmaking strategies. 541NetworkProject Learningcanoftenbeimpactedbytheeffectivenessofaschooldistrictsinternet network.Fromapersonalperspective,myownschooldistrictatonetimehadthree differentwirednetworksinonebuilding.Manytimesthiscausedstaffandstudentsaliketo bedroppedfromanetworkandlosedata.Asmorestudentsandstaffbeganusing wirelessdevicesthisproblembecamemorepronounced.Withinthelastyear,asadirect resultoftheproblemwiththewirednetwork,myschooldistrictpurchasednewwireless networksthatoverlapbetweenthethreeschoolsK2,38,and912.Allofthesegrades arelocatedinthesamebuilding,sohavingstaffonthesamenetworkmademuchmore sense. Thisartifactdetailssomeofthebenefitsofswitchingtoawirelessnetwork, including,butnotlimitedto:cost,space,individualfreedomforstudents,andexposureto newertechnologiestonameafew.Thisdocumentisoneexampleofidentifyingthe benefitsofswitchingtoawirelessnetworkratherthanstayingwiththewirednetworkthat hadbeencausingmyschooldistrictsomanyproblems.Onamoregeneralnote,this artifactdemonstratesanalyzingaproblemwithinaschooldistrictandusinginformation gatheringanddecisionmakingstrategiestocompilealistofbenefitsofswitchingtoa wirelessnetwork.

5.2CriterionReferencedMeasurementCriterionreferencedmeasurement involvestechniquesfordetermininglearnermasteryofprespecifiedcontent. 554DistrictTechnologyPlan OneoftheassignmentsforEdTech554askedstudentstosubmitacopyoftheir ownschooldistrictstechnologyplan.Studentswereassignedthetaskofbreakingdown thetechnologyplanwithanobjectiveperspectivewiththehopeoffindingwaysthatour schoolscouldimprovetechnologyintegration.Thistechnologyplanusesasetofcriteriato assessitsownstudentpopulationandtheireffectiveuseoftechnology.Thiscriteriaisthen

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usedasameansofstrengtheninggrantapplicationsthatarerenewedbythedistrictevery threeyearsfortechnologyupgrades.Essentially,thetechnologyplancreatescriteriato assessstudents,usesthatcriteriatoapplyforfunding,andtheninturnhopesthatstudents willtakeadvantageofnewer,bettertechnology.Theonlyrealvariableishowstudents learntousethetechnologytomeetthecriteria.Aretheybeingtaughtintheclassroom fromtrainedteachers,oristhedistrictrelyingonstudentstoteachthemselves?Thisisan issuethathastobeaddressediftheschoolhopestocontinuetomeetthecriteriainthe districtstechnologyplan.

5.3FormativeandSummativeEvaluationFormativeevaluationinvolves gatheringinformationonadequacyandusingthisinformationasabasisfor furtherdevelopment.Summativeevaluationinvolvesgatheringinformationon adequacyandusingthisinformationtomakedecisionsaboututilization. 501SchoolEnvironmentEvaluation Theschoolenvironmentevaluationpostonmylearninglogallowedmetolooka littledeeperatmyownschooltoseehowtechnologyisdispersedandusedinourdistrict. WhilethepostinthelearninglogitselfidentifiesmultipleAECTstandardsthatthisproject mightalignwith,Ichosetoplacethisartifactunder5.3,formativeandsummative evaluation. ItwasimportanttoidentifyearlyintheM.ETprogramprocessesanddifferent dynamicsthattakeplaceineveryschooldistrict.Thisincludes,butisnotlimitedto,where technologyisdispersedinadistrict,whetherornoteachdistricthasatechnology committee,fundingforfuturetechnologyorthemaintenanceofcurrenttechnology,andstaff utilizationoftechnology.Thisfinalcomponentiswhereformativeandsummative evaluationplaysarole. Intermsofformativeandsummativeassessmentoftechnologyutilization,howdoes ourstaffdemonstrateaneffortatincorporatingtechnologyintothecurriculum?Istraining availablethatwouldmaketechnologyintegrationafeasible,realisticgoal?Includedwith thisartifactaretwoattachmentsthatillustratesummativeassessmentofthesituation.It wouldbeimportanttodocumentsometypeofobservationtocompletetheformative assessmentofthistopic.Thiscouldbedonewithadministrativeobservationsofstaffin ordertodeterminewhetherornottechnologywasbeingutilizedinthedistrict.

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5.4LongRangePlanningLongrangeplanningthatfocusesontheorganization asawholeisstrategicplanning.Longrangeisusuallydefinedasafutureperiod ofaboutthreetofiveyearsorlonger.Duringstrategicplanning,managersare tryingtodecideinthepresentwhatmustbedonetoensureorganizational successinthefuture. 505EvaluationReport ThefinalassignmentinEdTech505askedstudentstopicksometypeofprogram orprojectfromtheirschoolandevaluateit.ForthisassignmentIchosetoevaluatethe SpanishprogramstriptoCostaRica.Asaforeignlanguageteacher,Iwascurioustosee whetherthecostofthetripwouldhaveenoughbenefitforthestudentstobesustainable. Thereportusedbothqualitativeandquantitativedatatoevaluatetheprogram.Qualitative dataconsistedofinterviewswithstaff,chaperones,andstudentstoevaluatethetimespent planning,thefinancialcostofthetrip,aswellasthelevelofSpanishstudentswereat beforeandafterthetripthroughpreandposttesting(attachedinthereport)(Boulmetis& Dutwin,2011). AttheendoftheevaluationIdecidedthatbaseduponthedatathetripwasworth theinvestmentoftimeandmoney.Studentsdemonstratedaslightincreaseintheir Spanish,mostlyfromgainingtheconfidencetospeakandseeingarealworldneedfor finallyusingthelanguage.Manyofthestudentsnevergettheopportunitytospeaka foreignlanguageinarealsetting.GoingtoschoolinaruralsettinginwesternMontana doesnotoftengivestudentsthischance.ThisprojectclearlyalignswithAECTStandard 5.4,longrangeplanning.Themainideaoftheprojectasitrelatestothestandardwasto ensurethatthetriptoCostaRicawouldprovideenoughbenefittostudentsandtheir abilitieswiththeforeignlanguagethattocontinuethetripeveryotheryearwouldprovea valuableexperience. Conclusion Basedontheexamplesgiven,itiscleartoseehowIhavemeteachoftheAECT standards.WhileIspendmydaysteachinghighschoolstudentsandcreatinglessons,I feelthattheareawhereImostsignificantlyimprovedwasintheareaofpolicymakingand management.Thisisnottodiscreditmyadvancesininstructionaltechnologyintegration. Manyexamplesshowtheuseofnewweb2.0toolssuchassocialmedia,blogs,andother websites.However,theworkcompletedincreatingprofessionaldevelopment opportunitiesforteachers,grantwriting,andevaluationaretheexamplesthatIammost proudof.TheseareallareaswhereIfeltthatIneededtoimprovebecauseofalackof understanding.Withagreaterunderstandingofthesetopicsnow,alongwithanadvancing
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knowledgeinclassroomtechnologyintegration,IfeelthatIamequippedwiththetoolsand knowledgenecessarytoprovidemystudentsawellrounded21stcenturyeducation.

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Resources Anderson,LarryS.(1999).Technologyplanning:itsmorethancomputers. Retrievedfrom:http://www.nctp.com/articles/tpmore.pdf Bosco,Jim&Krueger,Keith.(2011)Movingfromacceptabletoresponsibleuseina web2.0world.EducationWeek,30. Boulmetis,John&Dutwin,Phyllis.(2011)Theabcsofevaluation:timelesstechniquesfor programandprojectmanagers,3rded.SanFrancisco:JosseyBass Dickard,N&Schneide,D.(2011)Thedigitaldivide:whereweare.Edutopia. Retrievedfrom:http://www.edutopia.org/digitaldividewherewearetoday Ertmer,Peggy&Newby,Timothy.(1993)Behaviorism,cognitivism,constructivism: comparingcriticalfeaturesoninstructiondesignperspective.Performance ImprovementQuarterly,6(4):5072 Januszewski,A.andMolenda,M.(2008).Chapter1:definitionineducationtechnology: adefinitionwithcommentary.NY:LawrenceErlbaum,Inc. Roblyer,M.D.&DoeringAaron.(2010)Integratingeducationaltechnologyintoteaching, 5thed.Boston:Pearson See,John(1992).Developingtechnologyplans.TheComputingTeacher,19(8). Retrievedfromhttp://www.nctp.com/html/john_see.cfm Smith,Patricia&Ragan,Tillman.(2005)Instructionaldesign,3rded.Westford: CourierCompanies U.S.DepartmentofEducation.(2010)NationalEducationTechnologyPlanExecutive Summary.Retrievedfromhttp://www.ed.gov/technology/netp2010

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