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EDTech 503

Classroom Website Design


Template Based Educational Websites
Danielle Tymitz

Fall 2010

Classroom Website Design Fall 2010


Instructional design is a prism. It has many different facets and when held just right, it has the ability to shine a rainbow of knowledge and color onto any learner it encounters. A prism uses outside light to create a colorful glow. The design process is reflective like a prism and can only create knowledge when it builds upon the information and skills that the learners already possess (Smith & Ragan, 2005). In the same token, the light that a prism takes in is plain white light while the light it exudes is colorful and spectacular. This is mirrored by the design process in that instructional designers assess the knowledge base of their learners and create lessons and experiences that expound on those talents to create something even more special. As I worked through the modules of this course, I was definitely challenged along the way. My expectation was that this work would be simple for me because I design instruction daily. As a teacher, I am constantly creating lessons, assessing and evaluating. What I didnt understand was how difficult it is to create instructional sessions for others to give. I am an instructor that designs lessons with the expectation that much of what I do will be based on my own skills and knowledge of the available materials and my students. Through this instructional design project, I have learned how much of my own intuition I rely on. I especially struggled as I created my concept map for this project. I had a lot of trouble writing down every step of the process. I had a similar situation when I was creating my instructor materials. I had to walk through the creation of a website in order to check that I was not skipping any steps. In my current position, a fourth grade teacher, I see many of the aspects of instructional design happen every day though in a much less formal way. I apply the ADDIE process most concretely when designing fluid small group instruction. After completing this course, I wonder how good I would be as an instructional designer. I believe that with some practice the steps would become more automatic. I think that I would miss the instructing part of my work though. Even in this hypothetical situation, it was hard for me to imagine handing these materials off to someone else to teach. This brings to light one big question for me. How would I manage being a full time instructional technologist? I wonder if I would miss being in the classroom. I have always imagined modeling lessons and creating materials, which is what I love to do. If I were hired on with the expectation that I design instruction that integrates technology, I am not sure I would be completely happy.

Reference Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons

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Classroom Website Design Fall 2010

Table of Contents
Part I: Topic.....................................p.3 Part II: Analysis Report Needs Assessment Survey.p. 4 Needs Assessment Data.p. 5 Learning Context Description.p.7 Description of Learnersp. 7 Task Analysis Flow Chartp. 8 Part III: Planning List of Instructional Objectives...p. 9 Objectives Matrix Table...p.10 ARCS Table...p.11 Part IV: Instructor Guide...p. 12-14 Part V: Learner Content Learning Materials...p. 15 Summative Assessment Materialsp. 16 Technology Tool Justificationp. 17 Part VI: Formative Evaluation Plan Expert Review Planp. 17 One-to-One Review Plan...p. 18 Small Group Evaluation Planp. 18 Field Trial Plan.p. 18 Part VII: Formative Evaluation Report Evaluation Survey..p. 19 Results of Expert Review..p. 20 Comments on Change..p. 20. Part VIII: AECT Standards Grid...p. 21-26
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Classroom Website Design Fall 2010

Part 1a: Goal Statement


After a two hour workshop session, learners will be able to create and publish a classroom website using the free online tool: Weebly.com.

Part 1b Audience
This project is designed for a group of 60 elementary school teachers at North Elementary School in Cincinnati, OH. The educators vary in years of experience, level of education and proficiency in technology. They will be grouped into two different sessions based on their reported level of comfort with computers and the Internet.

Part 1c Rationale
North Elementary is a brand new school that was built to consolidate three smaller elementary schools. It is an environmentally green building with updated technology. Given these new surroundings it is the perfect time for teachers to design a classroom website to create an online presence for this new building. In addition to the new updated technology at the school, more parents and students have access to the Internet in our district. Using websites to disseminate classroom information, schedules and curriculum updates will put information in the parents hands without sending home a multitude of fliers. This will play directly into our districts green initiative.

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Classroom Website Design Fall 2010

Part 2a1: Needs Assessment Survey


1. Do you believe that creating and maintaining a classroom website is a valuable use of your time? 2. Have you ever designed a website before? 3. If yes, what type of website was it? 4. How do you most frequently communicate with parents regarding classroom objectives and curriculum? 5. Do you feel comfortable searching for information on the Internet? 6. How often do you use email for work? 7. Are you able to create a document using word processing software? 8. How much time do you expect creating a website to take? 9. How often do you expect to update your classroom website throughout the year? 10. What type of information do you believe should be included in a classroom website?

Online survey conducted through Surveymonkey.com. http://www.surveymonkey.com/s/L62XFCT

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Part 2a2: Needs Assessment Data
1. Do you believe that creating and maintaining a classroom website is a valuable use of your time?
Yes No

a. Yes (91.7%) b. No (8.3%) 2. Have you ever designed a website before? a. Yes (41.7%) b. No (58.3%) 3. If yes, what type of website was it? All websites were variations on classroom websites 4. How do you most frequently communicate with parents regarding classroom objectives and curriculum? a. Telephone (41.7%) b. Website (25%) c. Newsletter (16.7%) d. Notes (41.7%) e. Email (25%) f. Other (8.3%)

Parent Communication
Telephone
Website Newsletter Notes Email

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Classroom Website Design Fall 2010


5. Do you feel comfortable searching for information on the Internet? a. Yes (100%) b. No (0%) 6. How often do you use email for work? a. Daily (100%) b. 3-4 times a week (0%) c. 2-3 times a week (0%) d. Once a week (0%) e. Never (0%) 7. Are you able to create a document using word processing software? a. Yes (100%) b. No (0%) 8. How much time do you expect creating a website to take? a. 1-2 hours (8.3%) b. 3-5 hours (50%) c. 5-8 hours (25%) d. FOREVER (16.7%) 9. How often do you expect to update your classroom website throughout the year? a. Weekly (58.3%) b. Monthly (25%) c. At the beginning of each quarter (16.7%) d. Never (0%) 10. What type of information do you believe should be included in a classroom website? Curriculum information Contact information Homework News Announcements Permission slips Calendar information Links for students Links for parents Homework tips

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Classroom Website Design Fall 2010


Part 2b1: Learning Context Description

This workshop will take place in the buildings media center. The computer lab portion of the media center has 35 brand new Dell desktop computers that are in working order. All machines are connected to the Internet and are equipped with Microsoft Office 2010. At the front of the room is an interactive whiteboard (Promethean). There is also a ceiling mounted projector with a desktop used to control the board.

Part 2b2: Transfer Context Description


The teachers will use the skills taught to update and change their basic website to meet their personal needs. The web page that is built in the workshop will be personalized to some degree, but learners will need to add content on a recurring basis. They will also need to continually update their content and possibly change the formatting as their needs change.

Part 2c: Learner Description


The teachers in the class range in age from 22 to 66. Many of the teachers have limited experience with website design. The learners are interested in the topic of classroom web design and based on the interest survey; see the value in creating a website.

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Classroom Website Design Fall 2010


Part 2d: Task Analysis Flow Chart

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Classroom Website Design Fall 2010


Part 3a: Instructional Objectives
Given a 2 hour training on Weebly webpage design the learner will be able to: 1. Create a Weebly account 2. Choose a design template and apply it to their website 3. Edit a title picture 4. Create and edit title text 5. Add new pages to their website 6. Add two column element to a page 7. Embed a document into a page 8. Add a titled paragraph element to the page 9. Add three web links to a web page 10. Publish a classroom website

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Classroom Website Design Fall 2010

Part 3b: Objectives Matrix Table

Objective Blooms Taxonomy Classification 1 Knowledge 2 Synthesis 3 Knowledge 4 Application 5 Application 6 Application 7 Application 8 Knowledge 9 Comprehension 10 Synthesis

Strategy to be employed Supplantive Generative Supplantive Supplantive/Generative Supplantive Supplantive Supplantive Supplantive Supplantive/Generative Supplantive

Type of Learning Procedural Procedural Procedural Procedural Procedural Procedural Procedural Procedural Procedural Procedural

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Classroom Website Design Fall 2010


Part 3b: ARCS Table
ATTENTION
A.1 Perceptual Arousal > The learners will be shown a completed classroom page. A2. Inquiry Arousal > The learners will be asked to discuss the need and possible uses for a classroom website. A3. Variability > Learners will be asked what parts of the sample would work for their class and what would need to change.

RELEVANCE
R1. Goal orientation > The learners will be told that they will be designing their own classroom page. R2. Motive matching >Explain to the learners that with the instruction from this session they will be able to update their page to meet their personal needs. R3. Familiarity > The sample page will be available for the students to use as a model throughout the lesson

CONFIDENCE
C1. Learning requirements >The learner must have basic knowledge of word processing and the Internet C2. Success opportunities > As each step is completed the learners will feel successful as they watch their webpage become personalized and functional C3. Personal control > Students can explore within the parameters of each step as needed and will be allowed to add more or less detail depending on their comfort and skill level.

SATISFACTION
S1. Natural consequences > The learner will be able to add more detail to their page after the session and add updates easily. S2. Positive consequences > The learner will publish his/her website to the Internet and create cards to send to parents. >The learner will use the webpage that s/he created to update parents on classroom events. S3. Equity > Objectives will be made clear as each step is created and personal, individual feedback will be given verbally throughout the session.
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Part 4: Instructor Guide
Introduction 1. Introduce yourself and the topic 2. Ask group to briefly brainstorm uses they would have for a classroom website. 3. Open completed class website and navigate through the pages to show an example of the finished product. Body Registering the site 1. 2. 3. 4. 5. 6. While demonstrating on the interactive white board, have students open Internet Explorer on their computers Write the site address (www.weebly.com) on the board and have students type it into the address bar Students will create a username and password using their school email address Have students type a name for their website that is descriptive ie. Mrs. Smiths Class a. Choose Educational Site and Teacher from the drop down menus Type in an address that is easy to remember in the first box entitled subdomain of Weebly Circulate to ensure everyone has a registered site The Title Page 1. 2. 3. 4. 5. Have students click on the design tab at the top of the screen Allow time for the students to browse various themes To choose a layout theme double click it If they chose a theme with a they have the option to change the picture Demonstrate clicking on the picture to edit a. Choose edit image b. Choose Add Image in top left corner c. Choose Photo Gallery to search preloaded pictures d. Select an appropriate picture and click ok e. Move it within the page bar. Parts that are highlighted will show in the final design. f. Click ok when the picture is centered to their liking g. Click save to all Pages on the top right From the elements tab at the top, choose the Paragraph with title and drag it to the body of the page Click inside the title section and type Welcome to our Class Page Remind students that anything that we type or add today can be changed in the future In the body section of that element, have students type a short paragraph explaining their website a. If teachers arent sure what to say have them type some about me information Allow teachers several minutes to add information and personalize this page while you circulate and provide assistance and feedback

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Classroom Website Design Fall 2010


Adding Pages 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. At the top, click on the pages tab Choose New Page Type a Daily schedule in the Page Name box Choose Edit Page and template should pop back up for editing From Elements tab, click and drag Two column layout to the body section From Elements tab click and drag Paragraph with Title into each of the two columns In the title section of the first column type Daily Schedule In the title section of the second column type Shortened Day Schedule Have teachers type in their times and activities for each type of schedule in the paragraph section beneath each heading Allow teachers several minutes to add information and personalize this page while you circulate and provide assistance and feedback Return to Pages tab Choose New Page Title the new page News Choose New Page Title the new page Contact Me

News Page 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Have teachers choose the news page and click edit page Select the Elements tab at the top Click and Drag a title to the page Type Class News in the title On the left side tabs, select the multimedia tab Have students click and drag the file element to their page Click on the element and then on the box at the top that says upload new file Have teachers browse for their newsletter Click on the file and click open The file will upload to the page and show a file name Contact Me Page 1. At the top, choose Contact Me 2. Click and Drag the Paragraph with title element to the page 3. In the title, type Contact Me

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4. In the paragraph section type in contact information including name, school phone number, teacher voicemail, and email 5. On the top, left, choose the tab More 6. Choose forms 7. Click and drag the contact form to the page 8. Allow teachers several minutes to add information and personalize this page while you circulate and provide assistance and feedback Conclusion Saving and Publishing 1. Tell teachers that the website saves automatically as you work. 2. When site is ready to be on the web, click the publish button on the top right of the screen 3. Explain that this button will need to be pushed every time an update is made 4. Circulate as students finish up to informally assess websites a. Make note of students that are missing many sections or are below average based on the assessment rubric

Wrap Up 1. 2. 3. 4. Ask students if they have any questions Have them brainstorm some other things that they might want to add to their pages Provide your contact information for future questions and concerns Allow time at the end if teachers would like to stay longer to work on their pages

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Classroom Website Design Fall 2010


Part 5a: Learning Materials
The materials for this presentation are basic and can be found in many elementary schools.

Material Location Interactive White Board Computer lab

Instructor workstation

Computer lab or instructor laptop Computer Lab Online With teachers

Other instructions Check ahead of time to ensure it is working properly and compatible with the workstation you are using If using a laptop, be sure it is charged and ready before the presentation

Workstation for each teacher Sample Website Teacher schedules, contact information and newsletters

www.dtymitzmthcs.weebly.com Teachers should be instructed to bring these items with them for the training. If possible, they should email or bring a newsletter file on a flash drive.

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Classroom Website Design Fall 2010


Part 5b: Summative Assessment Materials
Although you will not be formally assessing each website and assigning a grade, using the attached rubric will help you to evaluate whether or not the learners have understood what you were presenting. It will also give you a good starting point for follow up help. 4 3
-Has applied a design template -Has a Welcome Note or a Welcome Title -Has some links to other pages

2
-Has applied a design template -Has a welcome note or welcome title

1
-Page is incomplete or missing a design template -Has no welcome note -Has no links to other pages -Page is incomplete or missing a design template -Has no newsletter link or title

Home Page

-Has applied a design template -Welcome Note has a title -Welcome Note is contained in the paragraph portion of the page -Has links to other pages -Has applied a design template -Newsletter has a title -Newsletter file is visible on the page -Newsletter link is working

News

-Has applied a design template -Newsletter has a title -Newsletter file is visible on the page

-Has applied a design template -Newsletter title or link are missing

Contact

-Has applied a design template -Has a paragraph with name, email, school phone, and voicemail -Has a contact form

-Has applied a design template -Has a paragraph with 4/5 contact pieces -Has contact form

Schedule

-Has applied a design template -Has added a two column element -Has title for daily schedule -Has daily schedule posted -Has title for shortened day schedule -Has shortened day schedule

-Has applied a design template -Has added a two column element -Has titles and schedules in place

-Has applied a design template -Has a paragraph with contact information but some is missing -Contact form is missing -Has applied a design template -Has added daily schedules or shortened day schedule -Missing two column element

-Page is incomplete or missing a design template -Has no contact information -Contact form is missing -Page is incomplete or missing a design template -Schedules are not present or are incomplete

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Part 5c: Technology Tool Justification Tool
Interactive White Board

Justification
The interactive white board allows for the instructor to demonstrate the exact steps of the site building process in a way that everyone can see from their workstation. It eliminates the need for overly wordy explanations and provides for more learner styles. By providing each learner their own workstation, each student will be able to create their own personal website during the session. They will leave the presentation with a ready to publish website for their classroom. Weebly is a free web building tool that allows anyone to create an attractive, functional website using just simple computer and word processing skills. The format of this tool is simple enough for any learner of any age to create a website that will attract visitors and inform visitors.

Computer Workstations

www.Weebly.com (website)

Part 6a: Expert Review Plan


The SME for this project will be our building Instructional Technology Specialist. I will submit my project and concept map to him on Nov. 22 and request feedback on the project by November 29. Based on his knowledge of our building technology and staff attitudes, I will be looking for the following information: How many teachers should be in each group to ensure success for each learner? What labs will be available? Which steps need to be further simplified? Are there any components missing from the basic design? What obstacles do you anticipate from the staff?

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Part 6b: One-to-one Review Plan
One-to-one evaluation will be conducted with three individuals that are members of the teaching staff. They will be given a set of website design instructions to start working through the design process with. As they work through the process, they will be asked to make note of missing information or steps within the instruction pages.

Part 6c: Small Group Evaluation Plan


Small group evaluation will be conducted with 5-7 staff members of varying age and reported confidence. They will go through a trial run of the project to set up their websites. This activity will take place in one session with instruction provided by the instructional technologist in the building. As the designer, I will be present to accommodate any questions or problems that arise. During this phase, learners will be expected to create an account and design a title page for their website.

Part 6d: Field Trial Plan


The field trial will be conducted with 30 teachers. The field trial group will be representative of the ages and skill levels of the learner group. The field test will be led by the instructional technologist with the designer present. During this phase, learners will create an account and work through all the steps of the design process to create a functional classroom website. While conducting their field trial, the group will be instructed to make notes of questions and difficulties they encounter.

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Part 7a: Evaluation Survey
The information contained in this survey is related to a 2 hour presentation for teachers at North Elementary. The main goal is for each teacher to create a classroom website with four main pages. The website should be individualized for each teacher in design while containing some static elements. Please review the following materials for accuracy and completeness. Instructor Guide- This guide is a list of steps necessary to create a class website. Please work though the steps and report any missing pieces as well as any points that were unclear when using the website. www.weebly.com -- Spend some time familiarizing yourself with Weebly.com. www.dtymitzmthcs.weebly.com - Please look through the sample classroom website for accuracy and elements that may be missing. After reviewing these materials, please take a few moments to comment on the project as well as list any changes that you recommend. How many teachers should be in each group to ensure success for each learner? What labs will be available? Which steps need to be further simplified? Are there any components missing from the basic design? What obstacles do you anticipate from the staff? What other changes would you recommend?

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Part 7b: Results of Expert Review Question
How many teachers should be in each group to ensure success for each learner?

Suggestion
The smaller the group the better, but with time constraints on our professional development we will probably only have two groups of 30. To be sure there is success throughout; wed probably need groups of 15. Both labs are available before and after school each day.

What labs will be available?

Which steps need to be further simplified? Are there any components missing from the basic design? What obstacles do you anticipate from the staff?

Most steps were very clear. When importing files for the newsletter section, it might take longer than the other steps. You may want to go through the steps of finding a file on your h drive. Looks good Our staff is pretty split. You will have half that are really excited and busting ahead and another half that is intimidated and doesnt want to do it. Many have already decided that its over their heads. Make sure you share how valuable it is and how much easier it makes your job. Your sample website is great, but it has elements that arent covered within the course. You may want to make an attractive sample that has only the parts that you are designing with the group. It might feel intimidating to see one with too many elements or pages. You could always lead with the smaller site and finish with your bigger site to inspire more ideas as they exit.

What other changes would you recommend?

Part 7c: Comments on Change


After the expert review of this project, I will definitely create a different sample site. My original plan was to dazzle the learners with all they could create, but agree that it might become overwhelming. I like the idea of sharing my larger site at the end once many of the learners will feel more comfortable. Also, based on my experts analysis of the staff, I will consider breaking the groups into two sets based on reported skill level and interest.

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Part 8: AECT Standards Grid
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X X X X X X ID Projects 1 & 2 ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 ID Project 2 ID Project 1

X X X

ID Project 02 Reading Quiz; ID Projects 1 & 2 (all assignments)

(all assignments) ID Project 2

X X X

ID Project 2 ID Project 2

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COURSE GOALS & OBJECTIVES


The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

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b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design
1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 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. 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. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 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. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 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. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

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1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 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. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management
(none specifically addressed in 503)

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5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) 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).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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