ETEC Program Standards

and Requirements

ETEC 5303
Weebly
Site

ETEC 5243
Instruc.
Design

ETEC 5263
Grant

ETEC 6243
Online
Orientation

CONTENT KNOWLEDGE
1.1: Create instructional materials and learning environments using a systems
approach.
1.2: Select and use technological resources and processes to support student
learning.
1.3: Assess and evaluate the effective integration of appropriate technologies and
instructional materials.
1.4: Manage people, processes, physical infrastructures, and financial resources to
achieve predetermined goals.
1.5: Demonstrate contemporary professional ethics of the field as outlined by the
AECT Code of Ethics.

X
X
X
X
X

CONTENT PETAGODGY
2.1: Apply content pedagogy to create appropriate uses of processes and
technologies to improve learning and performance outcomes.
2.2: Implement appropriate educational technologies and processes based on
appropriate content pedagogy.
2.3: Assess the adequacy of learning and evaluate the instruction and
implementation of technologies and processes.
2.4: Manage processes and resources to provide supportive learning communities,
create flexible and diverse learning environments, and demonstrate appropriate
content pedagogy.
2.5: Design and select media, technology, and processes that emphasize the
diversity of our society.

X
X
X
X
X

LEARNING ENVIRONMENTS
3.1: Create instructional design products based on learning principles and researchbased best practices.
3.2: Select appropriate processes and resources to provide optimal conditions for
learning based on principles, theories, and effective practices.
3.3: Use multiple assessment strategies to collect data for informing decisions to
improve instructional practice, learner outcomes, and the learning environment.
3.4: Establish mechanisms or plans for maintaining the technology infrastructure to
improve learning and performance.
3.5: Foster a learning environment in which ethics guide practice that promotes
health, safety, best practice, and respect for copyright, Fair Use, and appropriate
open access to resources.

X
X
X
X
X

3.6: Foster a learning community that attends to learners with diverse backgrounds,
characteristics, and abilities.

PROFESSIONAL KNOWLEDGE & SKILLS

4.1: Collaborate with peers and subject matter experts to analyze learners, develop
and design instruction, and evaluate its impact on learners.
4.2: Lead peers in designing and implementing technology-supported learning.
4.4: Design and implement assessment and evaluation plans that align with
learning goals and instructional activities.
4.5: Demonstrate ethical behavior within the applicable cultural context during all
aspects of their work and with respect for the diversity of learners in each setting.

X
X
X
X

RESEARCH
5.1: Demonstrate foundational knowledge of the contribution of research to the past
and current theory of educational communications and technology.
5.2: Apply research methodologies to solve problems and enhance practice.
5.3: Apply formal inquiry strategies in assessing and evaluating processes and
resources for learning and performance.
5.4: Conduct research and practice using accepted professional and institutional
guidelines and procedures.

X
X
X
X

Evidence of Standards Achievement

Standard 1 Content Knowledge: Candidates demonstrate the knowledge necessary to
create, use, assess, and manage theoretical and practical applications of
educational technologies and processes.
1.1 Creating: Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches.
For the ETEC course, Learning with Computers in the K-12 Classroom, I designed a
website that hosted various lessons and technological resources for the K-12 environment. The
objective for the course was to learn about various technology resources that could be used to
support a K-12 classroom. In order to meet the learning requirements of this course, I designed
several lessons that used many different technological mediums.
Throughout this course I demonstrated my ability to use different mediums to create
different instructional materials. The first assignment for this course was to create a lesson on
networks and hardware. During the PowerPoint presentation, students would complete the fill in
the blank handout that went along with the presentation. Next, I created videos for parents on
Internet Safety and Social Networking. These instructional videos gave parents the cold hard
facts about social media, and suggestions on keeping their children safe while on the Internet.
Another assignment in this course allowed me to demonstrate my knowledge of Google
Classrooms in which I use in my day-to-day teaching. I provided many instructional tools to
assist my website viewers with tutorial videos that discuss the basic and some advanced features
of Google Classroom. The last assignment for the ETEC course was to create an integration
strategies page. For this assignment I chose four topics, Math, Language Arts, Physical
Education, and Foreign Language and provided different resources that could be utilized for

technology integration. For each resource (there were four provided for each subject area) I
provided the relative advantage and expected outcome for each.
1.2 Using: Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhancetheir pedagogy.
For the Computers in the K-12 Classroom course, I provided many different
technological resources that I use in my 4th grade classroom. These resources include, Edmodo,
FrontRow Ed, Prodigy, and Google Classroom. These are the four primary resources that I use
in my day-to-day teaching to support student learning and enhance their pedagogy.
Edmodo and Google Classroom are the ones that I facilitate the learning for students.
Edmodo allows me to provide students with a Facebook style-learning environment. Edmodo
allows a safe learning environment where I can hold class votes using polls, assess students on
standards, and give them assignments. Google Classroom allows me to provide my students
with a virtual classroom in which I can assign homework and presentations to them. An aspect
that I liked about Google classroom is that it allows me real-time feedback that I can offer my
students as they are working on their projects. I can monitor what they are doing and offer
instant feedback and suggestions as they are working.
FrontRow Ed and Prodigy are apps that the students take more control over their
learning. In FrontRow Ed, students can select from any of the Common Core Standards in both
Math and ELA in order to master the skills. Prodigy is strictly a math game that covers all of
the Common Core Standards. I can plan the skills that students practice while on the app, but
they chose the path their character in the game takes.
In this assignment for the Learning with Computers in the K-12 Classroom, I provided
insight and information on these technological resources that hopefully other educators will
take into consideration and start using in their classrooms as well. With the constant changing

in education and the technology advancements, it is important that we as educators make sure
that we are equipped with the resources that support student learning and practices.
1.3 Assessing/Evaluating:
Candidates demonstrate the ability to assess and evaluate the effective integration of
appropriate technologies and instructional materials.
The Rufty Report website I created on Weebly in the Computers in the K-12 Classroom
hosted an assignment we were given on technology integration. For this assignment I chose
four different content areas. The content areas I chose were, Math, Language Arts, Foreign
Language and P.E. Along with this assignment, we were assigned to make a chart on relative
advantage.
For my focus group I chose 4th grade, since that is the area I am the most experience in.
For this assignment I assessed different learning problems that 4th graders might have while in
the 4th grade. I had to evaluate different technological programs to incorporate the ones that I
felt would have the best outcomes for students who were experiencing these learning problems.
The learning problems that I addressed in my relative advantage topics were, students not
being able to read at grade level, students not being fluent in multiplication and division facts,
students learning at different paces from their peers, and students struggling to compare and
contrast two different texts. For each of these learning problems I evaluated various
technological resources, and included the ones who made the biggest impact on my focus group
of 4th graders.
1.4 Managing: Candidates demonstrate the ability to effectively manage people, processes,
physical infrastructures, and financial resources to achieve predetermined goals.
In the summer of 2015, I took the course, Grant Writing for Instructional Technology. In
this course I demonstrated my ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve my goal of completing the 1:1 iPad process of
the elementary school.

Throughout the grant writing process I was meeting with administration at our building,
as well as stakeholders, other staff members, and our districts technology director. Not only did I
meet with these individuals to discuss the purpose of writing this grant, but I also managed the
rolls in which they played in this grant writing process. I managed communication amongst the
diverse group of stakeholders in order to attain their thoughts and opinions throughout the
process. My communication with these individuals was mostly via email as well as face-to-face
conferences hosted at the school.
During these meetings I continues to demonstrate me ability to manage people, physical
infrastructures, and financial resources be cause I was responsible for the strategic planning
undertakings, and figuring out the best ways to make sure there were no gaps in this grant
proposal. While writing this grant, I also created a timeline and a budget so the potential investor
would see the how serious and intentional would be if we were to receive the funds for the
proposal.
1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as defined
and developed by the Association for Educational Communications and Technology.

Upon review of the Association for Educational Communication and Technology Code of
Professional Ethics, I believe that I have demonstrated many of these obligations throughout
my experience in the ETEC graduate program at the University of Arkansas. In the spring of
2016, I took an Advanced Instructional Design course. This course allowed me to really focus
on the three main sections of the Code of Ethics, commitment to the individual, society, and the
profession.
I demonstrated my commitment to the individual through the designing process of an
online orientation for students at the University of Arkansas. Throughout the designing process

the individuals who would potentially be using this online orientation were kept in mind. The
needs and well-being of the individuals remained in focus when it came to actually designing
the online orientation.
Commitment to society was demonstrated in the truthful light and manner in which the
University of Arkansas was presented in the online orientation. When designing the online
orientation a combination of personal experiences as well as institutional views were also
disclosed for the viewing audience. When working on the design aspect of this project, there
were no offers of favor, service, or things of value to obtain special advantage to any of the
departments or people of global campus. One of the many goals of this project was to offer an
accurate representation of being a University of Arkansas student. I feel that through personal
experiences and interviews and feedback from the people of global campus, an accurate and
unbiased orientation was created for upcoming students at the university.
Lastly, the course offered me the opportunity to demonstrate my commitment to the
profession by allowing my to communicate with members of global campus, and work through
the proper channels to influence decisions. One of the main responsibilities I had as the project
lead for this assignment was to make certain that all of the members of the group were able to
put their own special skills to use. When delegating assignments to my colleagues, I needed to
ensure that they had the skill sets to complete the jobs in a timely and could also demonstrate
competency in performing the tasks. A specific example of this was assigning a colleague who
was Google certified to be the person responsible for getting all of the information the design
team needed into our shared Google folders so that all members could access the information
without spending significant time searching for it. During the design process of this assignment
proper credit was given to those who assisted and helped design the final online orientation.

Standard 2 Content Pedagogy: Candidates develop as reflective practitioners able to

demonstrate effective implementation of educational technologies and processes based on
contemporary content and pedagogy.
2.1 Creating: Candidates apply content pedagogy to create appropriate applications of processes
and technologies to improve learning and performance outcomes.
For the Learning with Computers in the K-12 Classroom course I was given the task to
find appropriate technology applications that would improve learning and performance
outcomes. For this assignment I selected four different content areas, Math, Language Arts,
Foreign Language, and P.E.
The four content areas I chose were then accompanied by four different technology
resources that would improve the learning and performance outcomes of the course. I was able to
apply content pedagogy in order to create appropriate applications of processes and technologies
to improve learning outcomes because many of the resources I provided were tested out with my
4th grade students to see how they would respond to the technology resources, or they were ones
that were already being implemented in my classroom.
Specifically, for this assignment I hosted a collective place for all sixteen technology
resources to be available for viewers of my Weebly site. For Math and Language Arts I shared
eight total resources that I use in my every day curriculum with my 4th graders. Some of these
resources include: Kahn Academy, Edmodo, FrontRow Ed, Prezi, TeacherVision, and C-MAP
Tools. These resources were selected based on my pedagogy in these different content areas, and
the success that I had seen when the students used them. For Foreign Language and PE, two
areas where I did not have as much experience in, I chose resources based off of what I knew my
students liked, and would be engaged in. Some of the resources I chose for these two content

areas were: Babbel, Languages online, Spanish Study, Living Spanish, Choose My Plate, Gym
Hero, PBS, and Prezi. While these content areas are not in my normal realm of instruction, I was
able to collaborate with the Spanish and PE teacher at my school. I asked for their feedback and
guidance on activities for the classes. For example, in PE, I know that the 4th grade class does a
large unit on healthy eating/living in October. I was able to locate resources that would assist in
the teaching of those skills.
Based off my experience of teaching at an elementary level, and my educational
experiences I was able to find lessons that would engage the students in an interactive and
meaningful way. Many of the resources I chose for this assignment allow the students the
opportunity to create meaningful projects, and put skills that they have learned into presentations
or express what they have learned in artistic ways. An example of how I applied my content
pedagogy is knowing my students and what motivates them. For example, the app, FrontRow Ed
has the students work through Math or English Language Arts skills, as the students answer
questions correctly, they are immediately receiving positive reinforcement by earning coins. The
coins can then be turned into a store to buy items for the avatar they created, but the students
only have a certain amount of time to spend in the store so they are not spending most of the time
doing non-educational things.

2.2 Using: Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy.
I provided appropriate educational technologies and processes based on appropriate
content and pedagogy in the course Learning with Computers in the K-12 Classroom. I selected

four different content areas, Math, Language Arts, Foreign Language, and P.E. in which I
provided four appropriate educational technologies and processes. For each one of these
technology resources I provided educational resources and personal insight on the effectiveness
and appropriateness of the resources.
Based off of the five years of experience I have in 4th grade, this being my 3rd year with
1:1 iPads, I can honestly say that I know the standards that need to be met, and I have found
resources and appropriate educational technologies that I use to ensure that I meet the
educational needs of my students. For example, one of the resources I use daily in my classroom
is Edmodo- this resource has allowed me to differentiate instruction for my class easily by
sending students different assignments without the other students knowing. This resource also
allows me to collect data through the use of snapshots which is when I can send my students
an exit slip or mini quiz over a standard I want them to meet. I can see at a glance which students
need more work on that skill, and which ones have mastered the skill. If a student fails to pass
the snapshot, this tells me that the student needs to practice this skill more, and I need to reteach
it for them. Apps like Edmodo make this easier because I can send the student a direct link to a
game or presentation for them to view and or work through, and then I can check for
understanding again through another snapshot. When I first started using this app, I was amazed
at how much the students enjoyed the app, and I did not get the typical moan and groans of
giving an assignment because they were more fun for the students. Utilizing the tools like the
snapshots also allowed me to really get to know my students and their individual abilities.
Another way in which I would implement Edmodo was the group features. I could send
differentiated assignments to students without other students knowing they were working on
something different. This feature is beneficial, because it allows students to think they are all

working on items at the same academic level, but really, I am able to differentiate the instruction
without risk of other students finding out and making fun of students who are functioning at a
lower level.
Other examples of some of the resources include Prodigy and Google Classroom. Both of
these technology resources are ones that I use in my 4th grade classroom, but can also be used in
grade levels below and above 4th grade. I provided my personal feedback of the resources, but I
also included informative videos on the technology resources that broke the resource down and
showed basic functions of each resource.
These specific resources have allowed me to enhance my pedagogy while simultaneously
meeting the educational needs of my students. Prodigy is a wonderful app that has really
heightened my students math scores over the past year and a half. I discovered this app at a
technology conference I went to, and it has completely changed how I teach math to my students.
Prodigy is a math app where the students create their own mythical avatar. This avatar then
travels to these different worlds and battles different monsters. In order to battle these
monsters, students have to answer math questions correctly to inflict damage to the enemy with
the ultimate goal of defeating it. As the teacher, I get to plan what types of questions the students
are working on that week. So, if we are starting a unit on multiplying large numbers, then I can
select multiplication as the skill, and then select the specific 4th grade Common Core Standard
that I want the students to work on. I can assign homework to specific students, and have them
work on specific skills. However, the homework assignments are not pencil and paper, they are
in the form of an interactive app that allows students to battle their way to understanding.
Prodigy has changed the way in which I teach because I now do about twenty minutes of whole
group, then I work with students in leveled math groups during math center time. When students

are not with me, they are working on the skills we have discussed in class on Prodigy. Students
then battle each other and fight to be the top of the class. The students motivate one another and
encourage each other. I have also found that the students have better attention spans because they
want to make sure they learn the skill in whole group and small group in order to perform well
on Prodigy.
Google Classroom is another resource that I provided on the K-12 Weebly website. This
resource has come to be a part of our every day writing curriculum. At the beginning of the week
I provide my students with a writing prompt in which they are to build upon every day. While
using Google Classroom, I am able to view what each student is working on in real time, and
provide him or her feedback while they are working. I can provide comments and suggestions to
them off to the side, as well as check in to make sure the students are actually doing the
assignment. The students really like that I am able to give them comments and feedback more
quickly, and it is right there on their screen for them to view. When a student works on a
comment, they can send me back message and let me know the made a correction or change.
Students can also use this feature to ask my questions while they are working without getting up
from their seats or disrupting other students by talking. Writing time is completely quiet, and I
feel as though I am able to spend more time with each individual student and provide him or her
with more meaningful feedback throughout the writing process.

2.3 Assessing/Evaluating:
Candidates demonstrate an inquiry process that assesses the adequacy of
learning and evaluates the instruction and implementation of educational technologies and
processes grounded in reflective practice.

When designing the online orientation for students at the University of Arkansas, I spoke
with different members of global campus in order to demonstrate an inquiry process that
assessed the adequacy of learning as well as the instructional implementations of educational
technologies that would be used on the site. Based off of the conversations with global campus
and my own personal experiences at the University of Arkansas an online orientation was
designed. Other online orientations were examined before coming up with the final design plan
for the University of Arkansass orientation.
The online orientation was broken down into four main sections, student success and
well-being, policies and procedures, tools, and resources. Each one of these modules had an
instructional implementation of educational technologies that would ensure that the students
were accessing the information on each module. When the beta test was released, a survey was
also sent out to assess and evaluate the product that was created. This inquiry process allowed for
both positive and negative feedback that was taken into consideration before launching the final
online orientation process. The inquiry process allowed for me to see how others would navigate
through the online orientation and make an overall better product for the final.

2.4 Managing: Candidates manage appropriate technological processes and resources to provide
supportive learning communities, create flexible and diverse learning environments, and
develop and demonstrate appropriate content pedagogy.
For the Advanced Instructional Design course, I designed an online orientation for the
University of Arkansas. This online orientation possessed processes and resources to provide
supportive learning communities for both graduate and undergraduate students at the University of
Arkansas. This was achieved through a personal reflection of my own undergraduate experience, as

well as my graduate experience at the University of Arkansas. The online orientation was broken
down into four different modules, policies and procedures, tools, resources, and student success and
well-being.
Each one of these modules is a host to University of Arkansas resources that would help
acclimate undergraduate and graduate students to the campus life. For example, in the student success
and well-being module, the students will have access to the following links and resources: UARK
traditions, the UA counseling and health services, diversity groups, and international students and
scholars, financial literacy, and student health care benefits. Each one of the four modules contains a
diverse learning environment in which the students will navigate through in order to familiarize
themselves with the services the University of Arkansas offers them, and make their experience a
successful one.
As the project lead, one of my many responsibilities was managing the appropriate
technological processes and resources to support the learning community. The main tool that was used
to manage this project was Google. The design team for this project utilized Google in order to
accommodate our own individual schedules. Working in Google Docs allowed the design team to see
who was working on their assigned sections for the project. Since all of the documents in Google
work in real time, the individuals of the design team could log in at various time and work on their
sections. It also allowed an easy way to collaborate on the same document so the team was not
constantly email and merging different documents together. Luckily, one of the members of the design
team was Google certified, and was able to give all of the members of the design team a crash course
in the usage of Google. Google Drive assisted in the management of the documents for this
assignment. When someone from the design team worked on a specific project, it was to be saved in
the Google Drive shared folder, and upon saving the document, a notification email was sent to all

members of the design team. This helped me manage the team to ensure that the individuals of the
team were all working and pulling their weight on the project.

2.5 Ethics: Candidates design and select media, technology, and processes that emphasize the
diversity of our society as a multicultural community.

For the Weebly website I designed, The Rufty Report I selected a cornucopia of media,
technology, and processes that emphasize the diversity of our society. When designing The Rufty
Report website, I wanted to make sure there was a diverse selection of technology and media for
users to choose from.
With technology in education constantly changing and growing, I offered up several
different technological resources that could be used for various technology devices. The
resources I provided would be applicable for many diverse groups of people.
One of the projects we had to complete in the class was on assistive technologies. In this
project I researched various resources that could help the mental, physical, and hearing-impaired
individuals with the use of technology. I discussed the accessibility features of both Apple and
PCs. I also disclosed information and accessibility resources that could be used in a computer
lab, because sometimes as educators we will need to make sure that all of our students have the
accommodations needed to help make them successful.

Standard 3 Learning Environments: Candidates facilitate learning by creating,

using, evaluating, and managing effective learning environments.

3.1 Creating: Candidates create instructional design products based on learning principles and
research-based best practices.
In the fall of 2015 I took the Instructional Design Theory and Models course in the ETEC
program. During my experience in this course, I studied various instructional design models and
participated in weekly case studies. In order to meet the learning objectives of this course
project, I conducted research on many design theories and models including the ADDIE
Instructional Design Model, Gagnes instructional design model, Bloom's Taxonomy, and Dick
and Carey Systems Approach Model. The final project in this course required us to create our
own instructional design model while reflecting on the various types of design models we
studied.
The ID Model I created has four phases, recollection, examination, produce, and
evaluation. This ID model, just like the constructionist theory, both requires the learner to
create/learn new ideas and relates them to past experiences. It requires the learners to go through
a multi-layered design that is a continuous cycle. This model relates to Blooms Taxonomy
because of its multi-layered design and the fact that it requires the learner to do some higherlevel thinking. When designing this ID model, I conducted research on the various ID models
that were discussed in the course textbook, and deduced ideas for an ID model I wanted to
implement.
The ID model that I designed was created after researching and evaluating other ID
models such as the ADDIE Instructional Design Model, Gagnes instructional design model,
Bloom's Taxonomy, and Dick and Carey Systems Approach Model. I chose the four phases I did
based off of research-based best practices after spending most of the semester learning about
different ID models and theories. I was successfully able to implement the ID model I created

into my 4th grade classroom and see effective results. I examined many different ID models and
the pros and cons of each, which allowed me to focus on what I wanted to ensure my model,
would have.
3.2 Using: Candidates make professionally sound decisions in selecting appropriate processes and
resources to provide optimal conditions for learning based on principles, theories, and effective practices.
In the Advanced Instructional Design course, I was named project lead for the cumulative project
of creating an online orientation for both undergraduate and graduate students. During this process I had
to make professional sound decisions in selecting appropriate processes and resources that would provide
optimal conditions of learning and information for the undergraduate and graduate students at the
University of Arkansas.
The decisions to include the resources that were encompassed on the online orientation were
decided based upon principles, theories, and effective practices. In order to make final decisions that
would be implemented on the beta testing I reflected upon my experiences in the ETEC program, and the
effective practices I had experienced in my classes as well as theories and models that I read about over
my time in the program. When designing this online orientation, it was important to me to use a variety of
different media types that would be engaging for students and give them the best learning experience
possible.
The learning experiences on the online orientation included videos, links to other websites and
resources that would play an important role in student success while at the University of Arkansas. In
order to check for understanding, there were quizzes at different points of the online orientation to check
for understanding as well as to ensure the students were actually going over the information carefully.
Other aspects that were also taken into consideration while designing this online orientation were the
layout and formatting of the actual website itself.

When making sound decisions in selecting appropriate processes and resources to provide
optimal conditions for learning based on principles, theories, and effective practices, I focused a lot on the
ADDIE instructional design model. The effectiveness of each one of these steps made managing the
work on this project organized and clear-cut. When reflecting on the stages of the ADDIE ID Model,
analysis, design, development, implementation, and evaluation, I knew that our design team would be on
the right track towards making an unyielding online orientation for future University of Arkansas
students.
3.3 Assessing/Evaluating: Candidates use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment.
For the online orientation project in the advanced instructional design course multiple
assessments strategies were used to collect data and improve the instructional practice, learner
outcome, and learning environment. When working on this online orientation it was important to
keep assessing and evaluating the product in order to improve and make it into a vital resource
for the undergraduate and graduate students at the University of Arkansas.
One way in which assessment strategies were used through the development process of
the online orientation was the use of interviews. In the beginning stages of development, I met
with several subject matter experts and interviewed them on what they thought should be
included in the online orientation. Their opinions and recommendations were greatly valued in
development process because of their positions and experiences at global campus.
Other assessment strategies that were used were personal experiences and surveys. When
the Beta test was released for the online orientation, colleagues, subject matter experts, and
potential college students assisted in the assessment and evaluation process of the product. Based

off of suggestions and feedback that was provided, adjustments were made to the project to
improve the overall learner outcomes and learning environment.
3.4 Managing - Candidates establish mechanisms for maintaining the technology
infrastructure to improve learning and performance.
When writing the 1:1 iPad grant to the American Honda Foundation I had to maintain
technology infrastructure in order to elaborate on a program we had already started
implementing at my elementary school. While maintaining our current technology infrastructure,
I also needed to discuss ways in which we would continue and maintain the technology
infrastructure if we were to receive the funds for a 1:1 implementation.
Another aspect that I had to elaborate on when writing the grant proposal was the
management and maintenance of the iPads, currently as well as if the funds for the 1:1 program
were to be received. Most importantly when writing this grant though, I needed to provide an
accurate image of how the iPads we did have improved the overall learning performance of
students.
As the 4th grade teacher in my elementary school, I was asked to pilot an iPad cart and
implement different technologies into my curriculum. I was successful in integrating technology
into my lessons and designing a whole new curriculum with more projects that engaged students
through the use of the iPads. With this 1:1 iPad program, I needed to capture the positive
influence that these iPads would have on our students learning performance if we were to
receive the funds. With technology on the rise and with a program that was piloted the previous
year, our district was able to offer the experiences we had with the pilot classes and elaborate on
the success we had. Maintaining this infrastructure would have been easier to implement since
we were already utilizing a program to maintain the iPads.

3.5 Ethics:
Candidates foster a learning environment in which ethics guide practice that promotes
health, safety, best practice and respect for copyright, Fair Use, and appropriate open
access to resources.
For the online orientation for the Advanced Instructional Design course, I fostered a
learning environment in which ethics guide practice that promotes health, safety, best practice
and respect for copyright, fair use, and appropriate open access to resources. For students
beginning their online program academics, an orientation to the university and the online
learning environment is vital in leading to successful matriculation and graduation. Through
completion of the orientation, students will gain an understanding of the complexities and
expectations of online learning, the universitys policies and procedures, what tools and
resources exist and how to access them all of which are essential for student achievement.
A far as access to the resources, the orientation was made available via the university
website. Students had the ability to access the information immediately upon admittance to the
university. The learning could be revisited as often as needed for reinforcement and continued
learning opportunities as the student progressed and additional learning needs transpired. The
information was made available 24 hours a day, seven days a week.
The online orientation itself promotes the culture of the University of Arkansas, and
provides students with information on health services they are entitled to as well as provides
recommendations for best practices as a student at the University of Arkansas. In order to respect
copyright and fair use, the UA Styleguide and Logos was used to make sure accurate colors and
logos were used throughout the online orientation.

3.6 Diversity of Learners - Candidates foster a learning community that empowers learners with
diverse backgrounds, characteristics, and abilities.
When working on the online orientation for the University of Arkansas, The UA Catalog
of Studies reports that the Campus Council supports equal treatment for all. It "does not condone
discriminatory treatment of students or staff on the basis of age, disability, ethnic origin, marital
status, race, religious commitment, sex, or sexual orientation in any of the activities conducted
on this campus. Members of the faculty are requested to be sensitive to this issue when, for
example, presenting lecture material, when assigning seating within the classroom, when
selecting groups for laboratory experiments, and when assigning student work. The university
faculty, administration, and staff are committed to provide an equal educational opportunity to all
students." The orientation project conformed to these principles of equal treatment.
When working on the overall format and layout of the online orientation, it was important
to implement a variety of media types in order to meet the needs of diverse students who would
be coming from different backgrounds. In the orientation there were assessments, animations,
videos, screencasts, voice-overs, and green screen. The project interface theme was a subway
map. Each section (subway line) was designated by a specific color and had subway stations
(sub-topics) to be reviewed by the user. This linear theme provided a more captivating
appearance and interactive approach than a traditional website layout. At the end of each subway
line (section), the user had to take an evaluation in order to leave the station. This ensured that
the learner understood the subject content and helped him/her self-identify which areas may need
to be reviewed for better understanding. Even if the user was not familiar with a subway, the
layout and navigation of the website was very simple and easy to follow.

Standard 4 Professional Knowledge and Skills: Candidates design, develop, implement,

and evaluate technology-rich learning environments within a supportive community of practice.

4.1 Collaborative Practice: Candidates collaborate with their peers and subject matter experts to
analyze learners, develop and design instruction, and evaluate its impact on learners.
The Advanced ID course allowed me to work with a team. Each week, members meet each
Thursday night at 7:00 p.m. CDT via Blackboard Collaborate. I, and another classmate, Amanda,
led these team meetings.. The purpose of these meetings will be to: discuss what has been
accomplished over the week, make decisions on various aspects as the project develops, discuss
upcoming tasks for the following week, determine which team members will be responsible for
various tasks and activities, and determine that the project is progressing appropriately according
to course requirements.
Also, each week on Sunday afternoon, various team members would meet via Google Docs
for a working session. During these meetings, the weekly team members work would be
consolidated into an appropriate formatted document for submission and/or presentation. In
working with colleagues, it brought a new perspective to the class experience and allowed for me
to hear other peoples experiences in the graduate program. Through personal reflection, our
team developed a strong final product for the online orientation for the University of Arkansas.
Another great experience that I got to have in this course was meeting with Subject
Matter Experts. In these meetings, I got to get feedback and hear great suggestions and
recommendations for SMEs on what they felt would be essential to add to the online orientation.
With the experience that these SMEs brought to the project, it was vital that our design team take

their information and insight seriously. The SMEs also assisted in the evaluation potion of the
design process when it came time to view and evaluate the beta tests that were released.
4.2 Leadership: Candidates lead their peers in designing and implementing technologysupported learning.
During the Advanced Instructional Design course I was nominated to be the project lead
for the semester. In this roll, I demonstrated my leadership ability by leading my fellow
colleagues in designing an online orientation for the University of Arkansas. This roll also
required me to make final decisions of implementation when the design team was not in
agreement.
As project lead, one of the first steps we took in the design process was figuring out what
our goals were for the final product we wanted to produce. Overall, the goal of the project ended
up being to create an online orientation for undergraduate and graduate level students at
University of Arkansas that would support them with learning, as well as provide them with tools
in resources that would assist in them in their educational journal.
One of the biggest rolls I had as project lead for the Advanced ID course was facilitating
weekly meetings with the team. During these meetings we would debrief on what we had
individually worked on for the week, and discussed the next steps that needed to happen. Dr.
Murphy would join us for these meetings bi-weekly, and it was my responsibility to debrief her
on any issues and or success that our team had.

4.3 Reflection on Practice: Candidates analyze and interpret data and artifacts and reflect on the
effectiveness of the design, development and implementation of technology-supported
instruction and learning to enhance their professional growth.

4.4 Assessing/Evaluating:
Candidates design and implement assessment and evaluation plans that
align with learning goals and instructional activities.
For the online orientation that was created for undergraduate and graduate students at the
University of Arkansas, there were many different techniques and evaluations that were used to
assess the students knowledge at each check point on the website. The assessments and tools
that we used were aligned with the learning goals and instructional activities for the online
orientation.
The online orientation was broken down into four major modules; these modules were
student success and well-being, tools, policies and procedures, tools, and resources. For each one
of these modules, there was a scavenger hunt, quiz, or check for understanding questions to
ensure that the students were not only reviewing the material, but also absorbing the information,
and would be able to recall it in the future if they needed too.
The thought behind having the scavenger hunt along with the check for understanding
questions was that there was not a quiz at the end of each module or section. With a scavenger
hunt students will have to actively seek out the answers to the questions. In doing this activity,
hopefully the students will retain the information and be able to use it later on their educational
journey.
Another area in which evaluation and assessment was used was during the beta user test
evaluation phase of this project, each team member was asked to evaluate all areas of the online
orientation program including usefulness, effectiveness, specific topics and pages, navigation
buttons, links, content, grammar, and overall impressions. Once the design team did an

evaluation of the project, each team member then gave the beta test to two users to evaluate the
site and complete an evaluation survey that was created by the design team.
Insights from the feedback gave the design team different areas to work on for
improvements. Some of these amendments included, adjusting the screen shots for the sectional
short quizzes so that users can see the original question and the response, editing grammar and
punctuation, and correcting link issues. The evaluation covered topics including overall
experience, visual design, ease of use and navigation. Responders included high school and
university students, and technology and education specialists.

4.5 Ethics: Candidates demonstrate ethical behavior within the applicable cultural context during
all aspects of their work and with respect for the diversity of learners in each setting.
For the grant-writing course I took back in the summer of 2015 I had to demonstrate an
ethical behavior during all aspects of the application process, as well as show respect for the
diversity of learners. Throughout the grant writing process, I had access to personal school
account information such as the schools budget and finances. Also, during the grant writing
process, I conducted many surveys from faculty, staff, students, and community members.
Having all of this information at my fingertips meant that I was going to have to be honorable
and make moral decisions with the information.
When writing a grant, it is important to conduct a needs assessment. This needs
assessment states the educational need for the grant, and how receiving the grant meets the need.
In order to identify the need, demographics and student performance levels of our school as well
as other schools in the county needed to be recorded. Other needs that were looked at were

technology and educational needs. I could have not been ethical in the needs assessment portion
of the grant, and made information seem like we are worse off than what we really were.
Another area that I needed to be ethical in was conversations with stakeholders about the
plan for implementation and sustainability of the program. Many of the stakeholders had pledged
to assist with the maintenance of the iPads when it came to providing protective cases and app
management to the devices. In order for the stakeholders to keep their commitment to assisting, I
needed to provide them with accurate information as far as numbers and the costs of supplies.

Standard 5 Research: Candidates explore, evaluate, synthesize, and apply methods of

inquiry to enhance learning and improve performance.

5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications and
technology.
For the Advanced Instructional Design course, it was pertinent that us students
demonstrated foundational knowledge of the contribution of research to the past and current
theory of educational communications and technology. In order to demonstrate this knowledge, I
had to utilize prior understanding from other ETEC course in order to comprise the online
orientation for undergraduate and graduate students.
Designing the online orientation required a lot of research, especially when examining
other universitys orientation programs. It was important to identify various educational
communications and technology that was used within the online orientations. Other areas where

research was applied was examining why some undergraduate and graduate level students dropout of college- I wanted to discover areas other universities lacked to support their students when
it came to their education, and make sure to include this in the orientation for the University of
Arkansas. When designing the content for this orientation I wanted to make sure to include
current ideas and systems that the students would have to use for communication purposes as
well as current technological resources that the students would find engaging.
When conducting research for this project, I reviewed several of the instructional design
models such as the ADDIE model, Gagnes instructional design model, Bloom's Taxonomy, and
Dick and Carey Systems Approach Model. The two that I focused on the most were the ADDIE
instructional design model and Blooms Taxonomy. The design team and I felt that in order to
make a meaningful online orientation that would have the effectiveness we imagined would need
to follow all of the stages of ADDIE, analysis, design, development, implementation, and evaluation, I
knew that our design team would be on the right track towards making an unyielding online orientation
for future University of Arkansas students. The other theory that I researched was Blooms Taxonomy
because I wanted to ensure that I was going to use a diverse evaluation system that would require students
to do some higher level thinking versus just recalling information that they had seen or read, the design
team and I wanted the students to be able to apply information immediately and give them the tools and
resources needed to do so.

5.2 Method: Candidates apply research methodologies to solve problems and enhance practice.
In the fall of 2015 I took the Instructional Design Theory and Models course in the ETEC
program. During my experience in this course, I researched various instructional design models
and participated in weekly case studies. The final project in this course required us to create our

own instructional design model. For this assignment I provided in-depth instructions for each
stage of the ID model I created.
The ID Model I created has four phases, recollection, examination, produce, and
evaluation. This ID model, just like the constructionist theory, both requires the learner to
create/learn new ideas and relates them to past experiences. It requires the learners to go through
a multi-layered design that is a continuous cycle. This model relates to Blooms Taxonomy
because of its multi-layered design and the fact that it requires the learner to do some higherlevel thinking. This ID model was created after researching other ID models. The ID model I
designed enhanced my teaching practice, and allowed my students a four step instructional
model to work through problems and enhance their understanding. I chose the four phases I did
based off of research-based best practices after spending most of the semester learning about
different ID models and theories. I was successfully able to implement the ID model I created
into my 4th grade classroom and see effective results.
Conducting general research on the constructivist theory through the University of
Arkansas online library as well as utilizing the textbook from the class, I was able to take an indepth look at this theory and all that it has to offer to the educational technology profession. The
major take away the research is that learning is an operational process in which the learner erects
new ideas or notions based on their past or current knowledge. I learned a lot about the schema
and the meaning and organization it brings to our personal experiences. Since much of this
specific theory is interrelated to childhood development research, specifically Piaget, I had to
refer back to some of my undergraduate textbooks as well as rely on scholarly articles. After
conducting the research that I did, I realized this ID model I created needed to help the students
with readiness, organization, and giving higher-level information.

5.3 Assessing/Evaluating:
Candidates apply formal inquiry strategies in assessing and evaluating
processes and resources for learning and performance.
For the undergraduate and graduate online orientation for the University of Arkansas,
formal inquiry strategies were applied in the assessment and evaluation processes. For the
project, there were a total of seven beta tests that were launched and fine-tuned before launching
a new beta. With each beta launch stakeholders, subject matter experts, and prospective college
students assessed in the assessment and evaluation of the online orientation project.
The inquiry strategies allowed the instructional design to effectively make corrections in
real-time in order to enhance the overall online orientation. The individuals that were selected in
helping the instructional design team assess and evaluate were chosen for a specific reason, and
the team knew the individuals would offer different perspectives. For example, the subject matter
experts were going to offer advice based off of experience at the University of Arkansas, and
dealing first hand with undergrad and graduate students. However, the prospective college
students are going to be able to offer advice in the sense of if the layout and information was
presented in a way that made sense and was logical for them. In some ways, their assessment and
evaluation of the online orientation were some of the most important feedback the team received.

5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.
For the online orientation for the Advanced Instructional Design course, I conducted research
and practice by using accepted professional and institutional guidelines and procedures. The

instructional design team was very mindful when researching other online orientations of other
universities, and wanted to ensure that the University of Arkansass institutional guidelines were
met.
The instructional design team made sure to use the UA Styleguide and Logos was used to
ensure accurate colors and logos were used throughout the online orientation. The institutions
guidelines and procedures were followed in many respects on this project, and highlighted ways
in which the University of Arkansas is unique and special to those who are attending, as well as
those who have attended in the past.