Context Analysis

The University of Memphis offers an online Educational Technology Certificate for K12 classroom teachers. This certificate program is over 20 years old and has been
successful both locally and statewide. The Educational Technology Certificate is
one-of-a-kind in the state of Tennessee and is the only educational technology
certificate recognized by the state at the graduate level. The program consists of
four graduate-level courses including IDT 7061, 7062, 7063, and 7064. The primary
function of this program is to teach educators how to develop, utilize, and integrate
instructional computing in their classrooms.
IDT 7061 is titled Instructional Design and Educational Technology. Currently, this
course familiarizes students with Google tools (docs, sheets, slides, and forms),
online graphic organizers/mind maps, and how to effectively integrate these in their
classroom using the ISTE Standards*S for educational technology integration. The
course utilizes the Modeling Visual Thinking with Technology (MTVT) lesson
planning template, which is aligned with the edTPA lesson template that is currently
being adopted by Tennessee as a requirement for teacher licensure.
IDT 7062 is titled Teaching, Learning, and Technology. This course has students
create an online portfolio documenting the assignments they complete during the
course. Currently, assignments are centered around creating interactive media and
games and exploring emerging technologies.
IDT 7063, Models and Innovations of Educational Technology, currently aims at
teaching students about the current trends and issues in educational technology
integration. Digital citizenship, funding for technology, leaders in the field, and
new/emerging technologies are explored and discussed.
IDT 7064, entitled Educational Technology and Instructional Development, focuses
on creating a culminating project, much like IDT 7095 students pursuing their
Masters or Doctorate. This course is currently under construction but will enhance
learners knowledge of badge systems and introductory coding as well.
Since the program has been in existence for over 20 years, it has been updated and
evolved along with the technology as it becomes available to classroom teachers and
students. The courses have been updated as individual courses by the instructors,
but the entire certificate has never been reevaluated and updated as a whole.

Learner Analysis

Demographics and Group Characteristics

There are several different student groups who will participate in these classes. The
first group, and most numerous, consists of current classroom teachers who are
either taking one or more of these courses towards earning their MAT, MAT+30, or
MS in IDT. Next, a large amount of teachers take all four of these courses towards
earning the Educational Technology Certificate. Finally, the smallest number of
students take these classes while working in a profession other than K-12 education
and are primarily doing so to be a more attractive applicant when applying for K-12
teaching jobs.
Entry Behaviors
The students entry behavior should be a basic knowledge of how to operate a
computer, the premise of educational technology, and a willingness to work hard to
learn new skills that will enhance their current job performance or future job
opportunity. Students may or may not have experience with Google Apps For
Education (GAFE).
The education of the students will vary, but all will have a Bachelors degree since
these are graduate level courses. Some of the students obtained their Bachelors in
education, while many other students majored in other fields. These students are
usually teaching on an alternative license and working towards an apprentice
teaching license through their pursuit of a MAT.
The ability of learners will vary, especially in 7061, since there are no skill or course
prerequisites for the certificate program. The learners should prefer to work
independently and at their own pace since all of the courses are completely online.
Learners need to be self directed, motivated, and possess good use of time
management. The learners will hopefully have a good attitude towards the training
organization since it was their choice, not a requirement, to pursue the certificate. As
this is an intermediate level course, it is not designed for individuals with beginner
level technology skills.

Motivation
Since pursuing the educational technology certificate is optional, this group of
students has voluntarily chosen to participate. The attitude of the learners should be

motivated and excited to learn skills that will help them in their profession. The
students who are taking IDT 7061 as a mandatory part of their MAT program may
have differing attitudes and learning expectations.
Following the ARCS model, the courses are designed to sustain motivation with the
learning process. Attention of the students has been claimed by the description and
promise of the certificate program. Relevance for the certificate will be demonstrated
with the transfer of knowledge between the assignments and real world applications.
With the practice of skills, learners will have confidence in their ability to perform work
effectively after certification. Upon completion of the program, students will have the
satisfaction of knowing they learned new skills they will be able to apply to their
current job or that will help their resum when searching for new job opportunities.
Furthermore, the students who are currently teaching in Tennessee, will receive an
increase in salary upon completion of their Masters or Masters +30.

Performance Analysis
Desired Performance
The desired performance is for students to demonstrate mastery of a the
instructional objectives with 80% proficiency. The students will also have the
opportunity to earn badges based on mastery of skills.
Performance Discrepancies
Possible performance discrepancies could be that students are not able to attain
mastery of certain skills within the required time period. Because these courses
rely heavily on technical skills within the GAFE suite, lack of familiarity with GAFE
may cause performance discrepancies. There is also a considerable load of
general computer skills. Students that are not computer literate, may struggle
completing lessons in a timely manner. Some of the students do not have a
background in teacher education which may cause them to struggle completing
lesson plans. This could affect the entire lesson plan as a whole, or individual
parts of a lesson plan, such as constructing objectives for lessons. If a student
does not have a dedicated computer with reliable Internet service, it will be a
hindrance on their productivity. Students might obtain the objective of mastering a
skill with at least 80% accuracy, but they might not be able to earn the badge for
that skill. Only students that meet the highest expectations will be able to earn the
badge.

Those students who do not have an aptitude for basic computer skills and office
productivity software will be at a disadvantage, and those who are not proficient
with GAFE will also be at a disadvantage because of the nature of the format of
the course. If students lack basic computer knowledge and skills, they could
potentially become frustrated with the class because of the extra time it may
require them to complete assignments. This frustration could potentially hinder
their personal motivation to continue or perform well in the courses. Every aspect
of the class will be completed through Google Classroom and GAFE. Assignments
will be deployed, turned in, and graded and returned all through Google
Classroom. Those not familiar with the format of Google Classroom or Google
Docs will experience a steeper learning curve.
Students who do not have a background in education and instructional design
might not have sufficient background knowledge to help them in writing lesson
plans that include research based lesson objectives, lesson routines and
procedures, and assessments. Since the students come from a variety of
backgrounds and fields, not all will have had experience in instructional design
and lesson plan writing.
Students may not have had a sufficient amount of exposure or access to a variety
of technology, causing them to have various levels of performance with
productivity tools. While some students might be proficient in using the
AppleWorks or Microsoft Office suite, they may not have much experience using
Google Docs, which these courses will utilize heavily. Students will also be
required to learn many different Web 2.0 and mobile apps within a short time
span. If they are not able to learn about and how to use these programs quickly,
the 7 week time constraint of the courses will cause these students frustration.
Purpose Statement
The instructor will provide the students with appropriate and thorough instruction
so students may attain mastery and personal goals for the educational technology
certificate program.

Goal Analysis
Educational Goal

Upon completion of the IDT EdTech Certificate, students will be able to design and
implement effective lessons that incorporate the use of technology to promote and
enhance learning.
Domains of Learning
Gagnes Domain of Learning: Intellectual skills, Cognitive strategies
Blooms Domains of Learning: Creating
Instructional Goals
All goals fall under the Gagns Domain of Learning of intellectual skills and cognitive
strategies.
During 7061, students will utilize productivity tools, higher order thinking skills, and
ISTE Standards*S to create effective lesson plans.
During 7062, students will utilize Web 2.0, 21st Century Skills, and higher order
thinking routines to create effective lesson plans
During 7062 and 7063, students will design and implement a self-improvement plan
based on a specific technology goal and personal interest.
This instructional goal also utilizes Gagns domain of attitudes.
During 7063, students will explore trends and issues in the educational technology
field and develop their professional learning network while creating professional
development units.
During 7064, students will follow the formal instructional design process to create an
instructional unit encompassing all of the resources learned throughout the EdTech
certificate.

Learning Context
The learning will take place in Google Classroom using GAFE. The core Google
Apps include: Classroom, Gmail, Drive, Calendar, Vault, Docs, Sheets, Slides, Sites,
and Hangouts. This platform will work well with the instructional requirements
because most of the foundation work for the certificate will require students to be
proficient with GAFE.

The learning context simulates the learning environment because it is a tool that
could be used in the future with their own students. The tools that students will use
for their classwork will be compatible with the LMS. This will allow for a streamlined
process for delivery of instruction, turning in assignments, collaboration, and
returning graded work.
The learning context is adaptable for various instructional delivery methods. There is
an option to attach documents to allow others to be able to view or edit them, attach
YouTube videos, insert files and links from Google Drive, and insert URL links.
Google Classroom also provides an option for class discussion and teacher feedback
to the discussion. The built in grading system allows for immediate feedback for
students as the instructor updates a grade or gives a critique.
Constraints
The learning context has constraints because most team members are not familiar
with Google Classroom. It will take a few weeks into the design process for all team
members to have access to the actual Google Classroom where the instruction will
be deployed. The only constraints for delivery will be in training the instructors and
students how to manipulate and use Google Classroom. It is not a difficult platform,
but there will be a learning curve for those not familiar with the platform.
There are potential compatibility issues with integrating a digital badging system
within Google Classroom. It appears that at present there is no direct way to link
digital badges with Google Classroom. It may be necessary to use another site for
the badges and provide links to that site in the About section.