My EDTECH Experience

Nathaniel Irwin
8th Grade Mathematics Teacher Louisa County Middle School - Mineral, VA Fall 2013

INTRODUCTION

My career goal is to make learning as relevant and interesting to my students as possible. Integrating technologies into the classroom is not only motivating to a student, but also gives he or she a sense of comfort and familiarity as most students already use technology while performing daily tasks. The course work I have completed in the EDTECH Masters program at Boise State University has provided me with interactive and engaging ideas to incorporate technology into my classroom. Implementation of techniques learned during my time at Boise State will help motivate my students and will add life to stale lectures.

The purpose of this paper is to demonstrate the knowledge I have acquired while pursuing my Masters degree. The paper is organized based on the Association for Educational Communications and Technology (AECT) Standards. Each standard will be represented by an artifact that I created during my Boise State experience.

STANDARD 1: DESIGN

1.1 Instructional Systems Design

During the EDTECH 503 Instructional Design course, I explored various instructional design models. I chose my Instructional Design Project to demonstrate my mastery of this standard. For my project I used the instructional design process to create instruction that integrated Google Maps into a Pre-Algebra curriculum. The first part of my project analyzed the student population of my school. Background information pertaining to Internet access, computer use at home, and mapping software

experience was collected through a needs analysis survey. The data collected through the survey was used to create learning objectives that would meet the criteria of the mathematics curriculum while still following the framework for system design. A plan to meet the learning objectives was then formulated using the ARCS model. An instructor guide was developed assist in the implementation of the learning activity. A checklist was created to determine the success of students who complete the learning activity.

1.2 Message Design

I chose the graphics I created during the EDTECH 506 Graphing Design for Learning course to represent this standard. During the course, I created graphics to accompany a mathematics unit on the coordinate plane to help students visualize concepts such as the areas of the coordinate plane, slope and y-intercept, and geometric transformations. I used principles of CARP to my visual designs more appealing and purposeful. Using proper contrast and alignment in my graphics enhanced readability. Lohr (2008) suggests that contrast can be created by establishing difference between elements in a visual. Each important element of the graphic uses a specific color to provide contrast and state importance. Repetition created a sense of continuity throughout the images. Proximity gave purpose to all elements in the images and helped deliver message of the graphic. Lesson plans were also developed to accompany the integration of the graphics into a mathematics classroom.

1.3 Instructional Strategies

I chose to represent this standard with the Project-Based Learning Unit created during EDTECH 542. The project led students through the process of designing, budgeting, and presenting a plan for developing their own playground. In order to complete the project correctly, a sequence of events must be followed. Students must first design their playground. Once the layout is designed, a budget can be calculated to support the design plans. Finally, students would combine all their information in a portfolio that would be used to present their proposal to a local organization.

The WebQuest created during EDTECH 502 also follows a specific sequence of activities during a lesson. This WebQuest was designed to enhance a unit on area and perimeter. Students would be expected to use the WebQuest to explore definitions and examples of area and perimeter. Once they show mastery of the concepts, the activity will guide students through the process of being an architect. Using the information they learned about area and perimeter they will design their own clubhouse. This activity not only meets specific learning objectives in the mathematics curriculum but also links the concepts to real world problems.

1.4 Learner Characteristics

The Instructional Design Project completed during EDTECH 503 required me to determine the learners background experience before designing instruction. Using a needs analysis survey, I was able to see the strengths and weakness of my students as they pertained to computer use, Internet access, and mapping software experience.

The results found in the data allowed me to design learning objectives that would specifically target the needs of the students.

During EDTECH 504 I also explored the characteristics of learners. The Synthesis Paper I wrote at the conclusion of this course discussed the constructivist learning theory and how principles of the theory can be combined with technology integration to develop 21st century learners. The paper highlights how the needs of learners are an essential component to constructivism. Constructivists argue that instruction must address students affective needs as well as their cognitive ones, saying that students will learn more if what they are learning is interesting and relevant to their needs (Roblyer & Doering, 2013).

STANDARD 2: DEVELOPMENT

2.1 Print Technologies

This standard is represented by the Design Challenge completed during EDTECH 506. The challenge required me to take a static visual that lacked principles of good design and recreate the image in a more stimulating and engaging way. For this challenge I chose a bland image that represented the problem solving process. I recreated the image using a circular representation of the problem solving steps. Following the steps in the enhanced graphic was more fluid and contrast between the steps provided a more drastic visual cue to the learner.

2.2 Audiovisual Technologies

The artifact I chose to represent this standard was the Hypermedia Integration web page and Enhanced Video Lesson Plan I created for EDTECH 541. The Hypermedia Integration web page provides a variety of videos that can be used to accompany various mathematics lessons. Online videos can be used to improve lessons by providing both audio and visual message that complement the instruction. An enhanced video lesson plan was developed to incorporate a video detailing scale factors into a lesson on dilation transformations.

The Surface Area and Volume lesson I created as part of my EDTECH 521 asynchronous lesson also utilized audiovisual technologies. I created video tutorials detailing how to calculate the surface area and volume of multiple three-dimensional objects. I used SMART Notebook 10 to create the examples and used the programs integrated screen recording software to record both audio and visual procedures for calculating surface area and volume.

2.3 Computer-Based Technologies

The Jigsaw Activity created during EDTECH 502 required me to produce and deliver materials online. The activity breaks students into groups of four. Each group member is assigned a three-dimensional object (prism, cylinder, cone, or pyramid) to research. I created a web page that provides links that will aid each group in the research of their object. Students must use information found within the links to report back to their group and teach the other members about their object.

2.4 Integrated Technologies

The Synchronous Lesson created during EDTECH 521 is a solid example of standard 2.4. The synchronous lesson utilized a computer to create and deliver educational material in a variety of ways. Online videos and a mobile interactive whiteboard were used to teach the procedure of order of operations. Blackboard Collaborate was used to deliver the lesson online. Learners were able to log in at a scheduled time and participate in the lesson. Interactive polls were used to gauge student understanding during the lesson. The software also allowed me to record the synchronous lesson for asynchronous viewing.

The Virtual Field Trip website produced at the end of EDTECH 502 also used integrated technologies. The website led students around the world to visit areas of mathematical importance. Students visited Greece to discover the Pythagorean Theorem, Egypt to calculate the size of the Great Pyramids, China to measure the Great Wall, and Italy to reinforce angles by looking at the Leaning Tower of Pisa. During each stop of the trip students learned about each area through a variety of resources. Videos, images, and external links were all used to enhance the content of the website.

STANDARD 3: UTILIZATION

3.1 Media Utilization

I experienced media utilization when I created a Prezi featuring Instructional Software for EDTECH 541. Utilizing the Prezi software allowed me to create an online

presentation that had a bit more flair that standard presentation software packages. The Prezi shared the various types of instructional software available to educators. After identifying each category of instructional software, advantages for using each type of software were discussed. An example piece of software and accompanying URL was also provided for each category.

3.2 Diffusion of Innovations

The Digital Inequality Presentation created in EDTECH 501 shows evidence of planning strategies for the purpose of gaining adoption. The purpose of the assignment was to make formulate a plan that would aid in the adoption and integration of technologies. Through the presentation my group explained the digital divide and provided insight on ideas to close the digital gap. The planning process allowed us to see which groups were most in need of technological advances and gave us the opportunity to make decisions that would most benefit these users. We learned the importance of planning strategies to maximize the diffusion and adoption of specific technologies.

3.3 Implementation and Institutionalization

The Synchronous Lesson on Order of Operations developed during EDTECH 521 is a prime example of implementing instructional materials into real settings. The lesson was developed to be an online synchronous lesson. Students would be able to attend the session and interact by asking questions and answering polls during the lesson. I have implemented components of the lesson, including the introduction video

and interactive whiteboard examples, into my own mathematics classroom. Students have found the interactive tools both engaging and motivating. The success of using student polls and mobile interactive whiteboards during this lesson has given me confidence to develop more engaging components to other lessons I teach. The tools you will use for delivering instruction online are limited only by your imagination, your skill level in using the tools, and their availability within particular teaching situations (Rice, 2012, p. 48).

My Instructional Design Project from EDTECH 503 discusses an instructional innovation that uses technology to integrate real world problems into math class. The instructional design project implements the use of Google Maps into the Pre-Algebra curriculum. Students often ask the purpose of learning so many math skills. I am frequently asked the question, Where am I ever going to use this? The instructional design project ties mathematics concepts such as equations and proportions to a real world application that many students are already familiar with.

3.4 Policies and Regulations

During EDTECH 501 I created a cartoon using Animoto that provided information pertaining to plagiarism. The animation discusses three types of plagiarism that are common among students then provides suggestions on how to avoid plagiarizing. Computers and search engines have made plagiarism extremely easy. I can use the animation as a starting point for the discussion of plagiarism with my students.

I also showed mastery of policies and regulations through the Netiquette Presentation I created during EDTECH 521. The rules of proper Netiquette should be observed before any online interactions take place. This is essentially critical in an online class where the majority of all communication will take place online. I have incorporated Netiquette into my mathematics classroom by discussing expectations before students participate in the classroom discussion forum. Following proper Netiquette will provide a safer and more enjoyable online environment for all users.

STANDARD 4: MANAGEMENT

4.1 Project Management

In EDTECH 505, my Evaluation Report demonstrates my ability to monitor and development projects. I evaluated the integration of mobile interactive whiteboards at my middle school. I monitored the use of the technology through a faculty survey that gauged frequency of use, ability to create lessons utilizing the technology, and confidence levels of integration into the classroom. The data collected during the evaluation can be used plan professional development workshops that will empower educators to better utilize the technology.

4.2 Resource Management

The Technology Use Plan my group developed during EDTECH 501 demonstrates my understanding of resource management. Our presentation outlines the procedure for developing and implementing a technology use plan in a school or organization. A committee should be formed that consists of all possible stakeholders.

The team then identifies goals based on a needs assessment and develops an action plan that will meet those needs. Once implemented, the plan should be continuously evaluated and revised to incessantly meet the needs of the individuals.

4.3 Delivery System Management

I created and managed my own delivery system when I created my Asynchronous Lesson on surface area and volume for EDTECH 521. The lesson was designed using Google Sites and featured three components. The introductory component featured a discussion forum where learners would share their findings from a jigsaw activity. The lesson was included in an online video I created by screen recording guided examples of surface area and volume problems. The final component featured an online slideshow where learners were asked to upload their own real world images of three-dimensional objects.

4.4 Information Management

The Server Project completed during EDTECH 552 required me to set up a server on my personal computer. The first step in completing the project was to set up the required hardware including a PC, router, and modem with Internet access. Once the hardware was set up, I installed WampServer to my computer and used it to configure an Apache server with a homepage on my computer. Next, I installed an application called No-IP which allowed my server to run on a dynamic IP address. Finally, I configured my router to properly forward the necessary ports for my

connection. A step-by-step installation and set-up guide was created in the form of a website to document the procedures I completed during the project.

STANDARD 5: EVALUATION

5.1 Problem Analysis

During EDTECH 521 I created an Interview Tool that could be used by educators at the beginning of a school year or semester. The questionnaire provides insight on the strengths and weaknesses of students that can be helpful when designing instruction. The interview also collects information from parents that can give background information on study skills, work habits, family involvement, and technology in the home. Completing an interview like this would be extremely beneficial for an online class where the educator and learners are not in the same classroom or even interacting with the course content at the same time. I personally used the interview tool in my classroom at the start of this school year and gain a wealth of information before I even had students in my classroom.

The Needs Assessment Survey that was part of my Instructional Design Project in EDTECH 503 was developed for information gathering purposes that would aid in the creation of my project. The survey was created using a Google Form and completed online by my current middle school math students. The survey gathered data on the technological backgrounds of my students. Students were asked how often they access the Internet and what devices they use to go online. The survey also asked students to rate their familiarity with GPS devices and their confidence levels of using Google Maps.

The information obtained from the survey allowed me to create specific learning objectives for my project which ultimately be used to design the learning activity.

5.2 Criterion-Referenced Measurement

The artifact I have chosen to represent this standard is Presentation Rubric I created for my Asynchronous lesson during EDTECH 521. The rubric listed the criteria that were required for the development of multiple presentation slides. Each slide was to feature a real world example of a three-dimensional object. The rubric measure student success in five areas and scored each area on a scale of zero (inadequate) to three (exceeds expectations). Students are able to use the rubric see the expectations for the assignment before they begin working and know exactly how their performance will be scored. A student scoring in the 12 to 15 range will have demonstrated mastery of the content being taught.

5.3 Formative and Summative Evaluation

The Project-Based Learning Unit created in EDTECH 542 featured several assessments to evaluate student learning. Throughout the course of the projects, learners would undergo a variety of formative assessments. The first formative evaluation would emerge in the form of a learning log. Students participating in the project would complete a weekly journal where they would answer preset questions and reflect on the steps completed during the project. The educator would be able to periodically view the learning log to gauge the progress of the student. A second type of formative assessment that was developed for the PBL unit was a set of weekly math

quizzes. The quizzes would be used to quickly measure student understanding of mathematics concepts such as proportional reasoning, consumer math, and geometric measurements. The third formative assessment was a checklist that listed the requirements for each learners playground blueprint. Both students and educators can use the checklist to gauge the overall completeness of a blueprint. The final formative assessment would take place as students complete an item cost analysis. The analysis would provide insight to the students calculations for building supplies and total costs.

The PBL unit also featured a summative assessment in the form of a rubric. The rubric measured each learners portfolio, presentation, and group work. The purpose of the rubric is designed to represent the culmination of student learning at the end of the project. The rubric servers as a guide to students and provides educators with a way to determine each students success in mastering the content.

5.4 Long-Range Planning

I chose the Evaluation Report created in EDTECH 505 to represent long-range planning. The evaluation report provided insight into the integration of mobile interactive whiteboards at my middle school. The evaluation report found that most teachers do not adequately use the devices and many lack the confidence or skills necessary to incorporate the technology into their curriculum. With this information I was able to offer suggestions that would make the use of mobile interactive whiteboards more viable in the future. Offering professional development on both the hardware and accompanying software is essential in creating a more successful environment. The information I learned during this report also made me realize the importance of

designing goals and objectives for technology integration before simply purchasing cutting-edge technology.

CONCLUSION

The past two years have been an exciting combination for my passions of teaching and technology. Skills I have learned over the course of the program will prepare me to better educate 21st century students. My own curriculum has been enhanced through the integration of technologies that stimulate higher level thinking and provide an avenue for collaboration between peers and educators. The future of society and education is becoming increasingly reliant on technology. I recognize the shift in the educational spectrum and am ready to teach the students of tomorrow.

REFERENCES

Lohr, L. L. (2008). Creating graphics for learning and performance : Lessons in visual literacy (2nd ed.). Upper Saddle River, NJ: Pearson Education. Rice, K. (2012). Making the move to k-12 online teaching: Research-based strategies and practices. Upper Saddle River, NJ: Pearson Education, Inc. Roblyer, M. D. & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.