1

ETEC Program Learning

Outcomes
1. Content Knowledge

6223

Projects/Products/Artifacts

6253
IT
Blackbo
Strategic
ard
Plan
Course

1.1 Creating: Create instructional materials and

learning environments using a systems approach.

5243
5313
5303
5013
5373
CSI
Infographi Internet Resear Website
Design
c
Safety
ch
Model
PowerPoint paper

4. Professional Knowledge and Skills

4.4 Assessing/ Evaluating: Design and implement

assessment and evaluation plans that align with learning
goals and instructional activities.
4.5 Ethics: 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.

5. Research

5.1 Theoretical Foundations: Demonstrate foundational

knowledge of the contribution of research to the past
and current theory of educational communications and
technology.
5.2 Methods: Apply research methods to solve problems
and enhance practice.
5.3 Assessing/ Evaluating: Apply formal inquiry
strategies in assessing and evaluating processes and
resources for learning and performance.
5.4 Ethics: Conduct research and practice using
accepted professional and institutional guidelines and
procedures.

x
x

x
x
x

processes that emphasize the diversity of our society.

4.1 Collaborative Practice: Collaborate with peers and

subject matter experts to analyze learners, develop
and design instruction, and evaluate its impact on
learners.
4.2 Leadership: Lead peers in designing and implementing
technology-supported learning.
4.3 Reflection on Practice

2. Content Pedagogy

3. Learning Environments

2.1 Creating: Apply content pedagogy to create

appropriate uses of processes and technologies
to improve learning and performance outcomes.
2.2 Using: Implement appropriate educational
technologies and processes based on appropriate
2.3 Assessing/ Evaluating: Assess the adequacy of learning
and evaluate the instruction and implementation of
technologies and processes.
2.4 Managing: Manage processes and resources to
provide supportive learning communities, create flexible
and diverse learning environments, and demonstrate
appropriate
content
pedagogy.
2.5 Ethics: Design
and
select media, technology, and

3.1 Creating: Create instructional design products

based on learning principles and research-based
best practices.
3.2 Using: Select appropriate processes and resources
to provide optimal conditions for learning based on
principles, theories, and effective practices.
3.3 Assessing/ Evaluating: Use multiple assessment
strategies to collect data for informing decisions to
improve instructional practice, learner outcomes, and the
learning environment.
3.4 Managing: Establish mechanisms or plans for
maintaining the technology infrastructure to improve
learning and performance.
3.5 Ethics: 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.
3.6 Diversity of Learners: Foster a learning community that
empowers learners with diverse backgrounds,
characteristics, and abilities.

1.2 Using: Select and use technological resources and

processes to support student learning.
1.3 Assessing/ Evaluating: Assess and evaluate the
effective integration of appropriate technologies and
instructional materials.
1.4 Managing: Manage people, processes, physical
infrastructures, and financial resources to achieve
predetermined goals.
1.5 Ethics: Demonstrate contemporary professional ethics of
the field per AECT Code.

x
x

x
x

x
x
x

x
x

x
x

x
x
The e-portfolio will act to fill this substandard.
x
x

x
x

x
x

x
x
x
x

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AECT Standard 1 - Content Knowledge
AECT 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.

Artifact: Blackboard Course, Elementary Algebra

A systems approach was used in the creation of the Elementary Blackboard course
in that instructional materials were created in an attempt to coordinate all aspects of
learning activities toward specific objectives. Each activity, video, game, and lesson
contributes to the overall objectives of the course, thereby producing a unified system of
components designed to accomplish a common goal. Furthermore, the components of the
overall system include the students, the instructor, the course content, and the evaluation
techniques all working in tandem to produce maximum learning outcomes.
A systems approach focuses on first the learner and then course content, learning
experiences, effective media, and instructional strategies (Parankimalil, 2105). In
designing the Elementary Algebra Blackboard Course, the learner is first assessed
through I Can Learn diagnostic tools and then exposed to a variety of learning activities
based upon different learning styles. A specific example of an effective media selection
is the Pythagorean Theorem Slide Show in which students view each slide, taking notes
along the way. They then apply what they have learned by recording the four practice
problems given to them during the presentation and solving them following the steps they

reviewed in the presentation. The system also relies upon various learning components
and evaluation methods which will be discussed later in this paper.

1.2-Using - Candidates demonstrate the ability to select and use technological

resources and processes to support student learning and to enhance their pedagogy.
Artifact: Infographic
The content I chose to convey for the final project in ETEC 5313 is information
and statistics surrounding the topic of Women in Golf. Since there is a wealth of
statistical data is available relevant to this topic, I was able to choose those bits and
pieces of data which I felt would be of interest concerning participation by women in the
sport. The resulting infographic is a one-page visual image containing complex data that
presents information using graphics, engaging graphics that make the information more
easily understood. In creating this infographic, I was forced you to extract the most
important features (Gretter, 2015) of a potential lesson on women in golf, thereby
encouraging students to summarize the material they would learn. As suggested by Davis
& Quinn (2013) the infographic serves as an example with which the educator can model
reading and interpretation practices. Students can work in groups to examine and create
infographics for practice, an activity which could become part of their assessment in the
course. Furthermore, using this infographic during a lesson would support my
pedagogical attempts to make learning artifacts that are appealing, creative, and easily
shareable. The Women in Golf infographic seems deceptively uncomplicated at first
glance, but it requires a collection of digital and analytical knowledge and skills which go
hand-in-hand with digital learning.
As educators, we should teach students how to students how to scrutinize the
messages being communicated by various types of media, and infographics can be

extremely useful for this purpose. The Women in Golf infographic supports student
learning by instilling skills for decoding the language of imagery.

1.3-Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate

the effective integration of appropriate technologies and instructional materials.
Artifact: CSI (Common Sense Instructional) Design Model
The CSI (Common Sense Instructional) Design Model is based on a combination of

elements from several different instructional design models. In this project, the designer
uses the CSI model to develop an Intermediate Algebra course for students at Phillips
Community College of the University of Arkansas (PCCUA). Built into the model is a
test and assess phase during which the designer determines if the goals of the project were
accomplished in an effective manner. The evaluation phase is a systematic process that
determines the effectiveness of the instructional design and upholds that evaluation is an
ongoing process that happens during every phase of the process and consists of two parts, the
formative assessment (determines effectiveness of each phase) and the summative assessment
(determines effectiveness of the project following implementation). For the Intermediate
Algebra course design, methods for formative assessment include observations,
question/answer sessions, design team feedback, field trials, and focus groups. A summative
assessment occurs first for a pilot group, followed by necessary modifications. Once the
modifications have been made, summative assessments follow for the Intermediate Algebra
class. These assessments will use the following instruments to assist in collecting the data:
observation, surveys, questionnaires, interviews, and testing. The method used to gather the
data is detailed in a step-by-step process and carefully designed and executed to ensure
accuracy and validity.

1.4-Managing - Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve predetermined
goals.
Artifact: Phillips Community College of the University of Arkansas (PCCUA)
Information Technology (IT) Strategic Plan
The major project in ETEC 6223, Strategic Planning, was to facilitate the
development of a strategic plan for an entity or organization. I chose to work with the IT
team at PCCUA to devise a strategy, the purpose of which was to provide a roadmap for
the Information Technology (IT) Department for the development, implementation, and
delivery of services that support the strategic mission and goals set by Phillips
Community College of the University of Arkansas. This plan focused on the integration
of people, processes, and technology that would deliver the most value and benefits to the
institution by establishing more streamlined processes and by upgrading equipment and
systems as necessary and feasible. The ultimate goal of the plan was to develop a vision
that is consistent with the Colleges mission and goals, align technology initiatives with
institutional priorities, and disseminate knowledge about technology needs and
constraints.
The completion of the projects demonstrates my ability to effectively manage the
following:
1. PeopleActivities during which effective management of people are
demonstrated included visioning meetings, focus group interviews, nominal
group process meeting, informal interviews, and needs assessment session.
2. Physical InfrastructureThe formal needs assessment determined that
PCCUAs facilities and maintenance processes are more than adequate to

support any changes that the strategic plan might bring about. Also, aspects of
management of physical infrastructure are evident in choosing ideal meeting
locations, inventorying equipment, and planning for classroom equipment
arrangement.
3. Financial ResourcesIn managing financial resources, a two-year budget was
provided to guide the implementation of the plan from the financial
perspective.

1.5-Ethics - Candidates demonstrate the contemporary professional ethics of the field

as defined and developed by the Association for Educational Communications and
Technology.

Commitment to Individuals
Artifact: STEM Website
Throughout the STEM Website, assessment issues were addressed for
individuals with vision and hearing impairments.
1. Captions for video filesDue to time constraints, captioning for two videos on
the site. The website team is currently investigating the most efficient method of
captioning the videos.
2. Alt textAlt text for images is provided to the user which adequately describes
the content and function of the images within the web content.
3.

Color---We chose black text against a white background, providing enough

contrast so that the text can be easily read.

4. Heading tagsBecause assistive technologies, like screen readers, allow users to

navigate through a document by its heading structure, we used headings to form a
sensible structure independent from the rest of the document markup.

5. HyperlinksWe used helpful and descriptive text for hyperlinks in order to give
those using assistive technologies enough information to readily determine the
nature of the hyperlink.
6. TestingThe website has been tested to ensure that it is coded according to W3C
(W3C, n.d.) standards with both the HTML and CSS syntax validators.
Additionally, the pages were manually reviewed to confirm compliance with
accessibility standards.

Commitment to Society
Artifact: Internet Safety PowerPoint Presentation
The Internet Safety PowerPoint presentation guides viewers toward the
responsible use of the internet and communication media for learning and social
purposes addressing cyberbullying, exposure to inappropriate materials, and internet
predators. The presentation also includes internet safety tips, statistics, and links to
related tutorials.

Commitment to the Profession

Artifact: Research Paper
Professionally accepted guidelines and procedures were followed during the
research conducted for the Final Research Paper in ETEC 5013. Special regard was
given to protecting participants identities as evidenced by their identifying
themselves on the questionnaires by randomly chosen numbers.
(Code of professional ethics, n.d.)

AECT Standard 2 - Content Pedagogy

AECT 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.
Artifact: Blackboard Course, Elementary Algebra
The Blackboard Elementary Algebra course was developed recognizing the importance of
the principle of the current proposed draft of mathematics teacher TPACK standards and
indicators (Niess, et al., 2009)

Teachers design and develop authentic learning environments and experiences

incorporating appropriate digital-age tools and resources to maximize
mathematical learning in contextThe online learning environment that I created
uses the Blackboard Learning Management System. The system incorporates
tools to engage, collaborate, grade, and track assignments. The tools for
engagement and collaboration allow the content to be delivered in contextually
relevant ways. Additionally incorporation of the I Can Learn mathematics
software into the curriculum adds one more dimension to the relevance of content
delivery.

Teachers implement curriculum plans that include methods and strategies for
applying appropriate technologies to maximize student learning and creativity in
mathematicsThe Elementary Algebra curriculum takes advantage of videos,
blogs, wikis, collaborative sessions, and the I Can Learn platform to maximize

student learning using diverse strategies while fostering creativity through

individual and group projects.

Teachers apply technology to facilitate a variety of effective assessment and

evaluation strategies-- Those assessment tools include the I Can Learn software
programs built-in quizzes and cumulative exams, discussion forums, Wiki
activities, and journal reflections.

Teachers use technology to enhance their productivity and professional practice

The I Can Learn software includes the Classroom Explorer CMS, a userfriendly classroom management system. It allows teachers to create diagnostic
reviews and practice tests, establish lesson orders, customize grading scales, and
tailor lesson difficulty levels to suit students' academic needs. The Classroom
Explorer also helps teachers by taking attendance, assigning homework, grading
tests, and monitoring and recording each student's progress through the
courseware (Classroom explorer, n.d.)
Students are able to connect mathematical principles to both theoretical and real-

world contexts through blogs, individual, group projects. Learning activities support
my instructional efforts to provide tasks that are engaging, creative, and meaningful
within a pedagogically sound environment.

Appropriate formative and summative assessments were selected, planned, and

implemented to inform instruction and improve performance outcomes by encouraging
reflection on proficiencies needed by all students. Those assessment tools include the I
Can Learn software programs built-in quizzes and cumulative exams, a discussion
forum, Wiki exercises, and gaming activities.

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2.2-Using - Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.
Artifact: Blackboard Course, Elementary Algebra
Educational experts agree that strategies for improving the algebra achievement
of middle and high school students depend in fundamental ways on improving the
content and pedagogical knowledge of their teachers (Katz, 2007).
The National Center for Educational Achievement (NCEA, 2009) studied higher
performing schools in five states (California, Florida, Massachusetts, Michigan, and
Texas) and concluded that in terms of instructional strategies, higher performing middle
and high schools use instructional strategies to deliver mathematical content that include
classroom activities which:

Have a high level of student engagement

Demand higher - order thinking

Follow an inquiry - based model of instruction including a

combination of cooperative learning, direct instruction, labs or
hands - on investigations, and manipulatives

Connect to students prior knowledge to make meaningful real world applications

Integrate literacy activities into the courses including content based reading strategies and academic vocabulary development

In following these principles, the Blackboard course incorporates proven mathematical

learning activities, including multiple instructional strategies and technological tools in
guiding students toward reaching specific learning goals. Through Wikis and
collaborative projects, students are provided the opportunity to read about, write about,

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and talk about mathematics with their peers. They are able to connect mathematical
principles to both theoretical and real-world contexts through blogs, individual, group
projects. These learning activities support my instructional efforts to provide tasks that
are engaging, creative, and meaningful.

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.
Artifact: CSI (Common Sense Instructional) Design Model
During the test and assess phase of the CSI Design model, the designer
determines if the goals of the project were accomplished in an effective manner. The
evaluation phase is a systematic process that determines the effectiveness of the
instructional design and upholds that evaluation is an ongoing process that happens
during every phase of the process and consists of two parts, the formative assessment
(determines effectiveness of each phase) and the summative assessment (determines
effectiveness of the project following implementation). Specifically, within the
Intermediate Algebra course design, course design, methods for formative assessment
will include observations, question/answer sessions, design team feedback, field trials,
and focus groups. A summative assessment will occur first for a pilot group, followed by
necessary modifications. Once the modifications have been made, summative
assessments will ensue for the Intermediate Algebra class. These assessments will use
various instruments to assist in collecting the data including observation, surveys,
questionnaires, interviews, and testing. The method used to gather the data will be
detailed in a step-by-step process and will be carefully designed and executed to ensure
accuracy and validity.

12

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.
Artifacts: Blackboard Course, Elementary Algebra
Throughout the creation of the Blackboard Course, I organized course content,
and managed processes and resources in an effort to maximize student learning through
various proven approaches:
o Management of Processes to Provide Supportive Learning CommunitiesAs
evidence of using supportive learning communities, the Pythagorean Theorem
lesson involved use of a discussion forum in which students posted to the forums
thread and incident about the life of Pythagoras that the student found especially
interesting and explain why that incident was interesting to him or her. Students
had the opportunity to view the posts of their classmates. Students also posted to
a blog and identified one way in which the Pythagorean Theorem could be used
to solve a real-life problem and then replied to at least one of their classmates
posts, commenting positively on that students use of the theorem. In the wiki
assignment, students were asked to work in groups to solve problems. The
instructor made that first posting to the wiki in the form of a word problem and,
via the wiki, the students worked in groups to solve the problem. Additionally,
the web conferencing application was used to allow students to attend a question
and answer session and class discussion surrounding issues related to the
Pythagorean Theorem.
o Management of Processes to Provide Flexible and Diverse Learning
EnvironmentsThe Blackboard course offers the learners flexibility in that they

13

could progress through the lesson order individually. Using the I Can Learn
software platform, I managed the lessons so that they were customized to the
individuals learning speed. For each individual, I was able to control various
lesson components, including teacher alerts, test completion time, video playback
capabilities, and access to learning support tools.
o Development and Demonstration Appropriate Content PedagogyThe
Elementary Algebra Lesson Order demonstrate appropriate sequencing of learning
experiences. Additionally, the course provides multiple and varied ways to
demonstrate knowledge and skill, including multiple choice and fill-in-the-blank
quizzes, daily notebook portfolio, wikis, blogs, and collaborative sessions.

2.5-Ethics - Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
Artifact: CSI (Common Sense Instructional) Design Model
As educators, we must integrate a multicultural respect into our teaching-learning
processes in an attempt to ground our approach to education in the ideals of fairness and
equality for all students. The following items are representative of my deliberate attempt
to respect the diversity of learners:
o The CSI Design paper contains a section in which the learners are analyzed in
order to determine the experience and knowledge of the learners, the cultural
mix of the learners, and any physical handicaps of the learners. This section also
calls for the designer to take into consideration any cultural conventions that the
learners may bring with them and adjust the design accordingly.
o

Based on this analysis, the designer determines the delivery methods, choosing
process, media, and technology that appeal to and are most appropriate for the

14

cultural mix of the learners. Since the overwhelming majority of students at

PCCUA are low-performing students of color, the course designer chooses
learning activities for the online course that are individualized to the students
learning levels, engaging, and at times collaborative. These activities include
videos, self-paced instructional videos, gaming, and collaborative activities
(wikis, blogs, and talk sessions).
o

The homepage of the STEM website which I developed declares that Not only
are STEM occupations underemployed, but there is also a lack of gender and
ethnic diversity of students entering STEM educational programs and career
fields. My goal in developing the website was to bring an awareness to our
college and our community of the abounding opportunities that exist for
underrepresented students in the STEM disciplines and careers.

AECT Standard 3 Learning Environments

AECT Standard 3 (Learning Environments): Candidates facilitate learning

by creating, using, evaluating, and managing effective learning environments.

3.1-Creating - Candidates create instructional design elements

based on learning principles and research-based best practices.

Artifacts: CSI (Common Sense Instructional) Design Model, Blackboard Course,

Elementary Algebra
In order for teachers to provide effective instruction, they must create a safe
and supportive environment which fosters productive teaching methods and valuable
learning experiences. Without such an environment, both instruction and learning are
compromised. Key variables include effective curriculum planning, systemic
assessment, effective strategies for delivering instruction and classroom procedures

15

for preventing and responding to student problem behavior (Colvin & Lazar, 1997).
Evidence that this standard has been met follows:
Instructional design elements were created within the CSI Design Model
which pulled from a variety of commonly accepted learning principles and researchbased best practices. The model originates from the perspective of cognitivism
which, according to Ertmer and Newby (n.d.) emphasizes making learning
meaningful and helping learners organize and relate new information to existing
knowledge in memory. The tenets of cognitivism were relied upon in the creation of
the Intermediate Algebra course which was organized in a manner that allows learners
to connect new material with prior knowledge in a meaningful way while engaging
learners throughout the process. The model proposes that the major elements of the
designer process should include:
1) determining the various learning experiences that individuals bring to the learning
situation which can impact learning.
2) determining the most effective manner in which to organize and structure new
information to tap the learners previously acquired knowledge, abilities, and
experiences.
3) arranging practice with feedback so that the new information is effectively and
efficiently assimilated and/or accommodated within the learners cognitive
structure.

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.
Artifact: Blackboard Course, Elementary Algebra

16

In developing the Blackboard Course, Elementary Algebra, I relied on the

Seven Principles for Good Practice in Undergraduate Education (Chickering &
Gamson, 1987) as follows:
1. Good Practice Encourages Contacts Between Students and FacultyThe Wiki
shown below is just one example of the instructors interaction with students.
Other means of communication include emails, collaboration sessions, and
assignment feedback.

2. Good Practice Develops Reciprocity and Cooperation Among StudentsThe

wiki illustrated above also fosters a sense of reciprocity and cooperation
among students as each student plays a part in solving the word problem.
3. Good Practice Uses Active Learning TechniquesThe blog assignment below
demonstrates the use of active learning techniques in that students are asked to
talk about what they are learning, reflect on it, and relate it to a real life
situation.

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4. Good Practice Gives Prompt Feedback--The I Can Learn software is promotes

prompt feedback in two ways. First, the students receive immediate feedback
from the computer as they work through their homework and assignments.
Incorrect responses are identified and verbal and visual cues are given provide the
student information in how to correctly solve the problem. Secondly, using the
program frees up the instructor so that she can work with a student on a one-onone basis, giving that student immediate and personal attention without
interrupting the class.
5. Good Practice Emphasizes Time on TaskSince the course is accessed online,
students are able to review materials on their own schedules. Additionally,
students are able to access video presentations, study guides, and homework
answers at their convenience.
6. Good Practice Communicates High ExpectationsFor each assignment within the
Blackboard course, clear and exact information is given. Furthermore, the course
syllabus outlines the criteria for outstanding, average, and poor performance.
7. Good Practice Respects Diverse Talents and Ways of LearningNot all students
learn the same way. Therefore, students need to be exposed to learning
techniques that work for them. The Blackboard course offers a number of

18

different approaches in presenting material including videos, blogs, wikis,

gaming, animations, and graphs.

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.
Artifacts: Phillips Community College of the University of Arkansas (PCCUA)
Information Technology (IT) Strategic Plan, Blackboard Course, Elementary Algebra
The Evaluation Plan Implementation schedule below demonstrates
evaluation techniques which will be used for assessing the PCCUA IT departments
strategic plan procedures. The effectiveness of the IT departments processes and
policies, directly and indirectly, impact instructional practice, learner outcomes, and
the learning environment by ensuring that technological equipment and procedures
are in place to support effective teaching and learning strategies.

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Assessment strategies to improve instructional practiceThe evaluation

form below is a portion of an overall course evaluation that focuses on
instructional issues. The form is analyzed to determine strength and
weaknesses of the instructor.

Assessment strategies to improve learner outcomesThe screenshot

below shows that in the Blackboard Elementary Algebra Course several
strategies were used to assess learner outcomes including ICL lesson
completion, individual projects, group projects, unit tests, and journal
posts. Additionally, during the live collaborate sessions interaction and
feedback was used to assess progress and understanding of concepts.

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21

Assessment strategies to improve the learning environmentThe evaluation

form below is a portion of an overall course evaluation that focuses on the
learning environment of the course.

3.4-Managing - Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

Artifact: Phillips Community College of the University of Arkansas (PCCUA)

Information Technology (IT) Strategic Plan
I managed the process in which PCCUAs Information Technology
Department developed a strategic plan to provide a roadmap allowing the
department to implement and deliver services that support the strategic mission and
goals of the institution. The purpose of the plan was to develop a vision that is
consistent with the Colleges mission and goals, align technology initiatives with

22

institutional priorities, and disseminate knowledge about technology needs and

constraints. Since the department has never had a structured plan in place to guide
decision-making, the strategic planning process benefited all involved. The visioning
team created the following vision statement for the department:

In supporting PCCUAs commitment to helping every student

succeed, the IT department envisions a college in which each
student and instructor will use communication and information
technologies to enhance the learning experience both inside
and outside the classroom. We strive to support and integrate
technology which will address various learning styles and
learning rates, provide the methods to communicate globally,
and increase academic attainment in all areas.
In addition to creation of the vision statement the strategic planning committee

formulated the following action plan:

PCCUAs action plan focuses on the needs of the IT department and

technical needs within the classroom. The goal of the action plan is to
close the gaps between where we currently stand and where we need to
be. The major needs that have been identified include professional
development for instructors, technology training for students, and
more integration of technology within the classrooms. Addressing
these needs will serve to provide instructors with the tools necessary to
bring technology into their classrooms in order to deepen and enhance
the learning process. Integration of technology in the classrooms will

23

also help students acquire the skills they need to thrive in a highly
technologically-based society.

The table below shows mechanisms for maintaining the technology infrastructure to
improve learning and performance:

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.

Artifacts: Internet Safety PowerPoint Presentation, CSI (Common Sense

Instructional) Design Model

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The CSI Design model final paper is founded on the goals of secondary
education which, according to Chickering and Ehrman (1996), states that education
encourages contact between students and faculty, develops reciprocity and
cooperation among students, encourages active learning, gives prompt feedback,
emphasizes time on task, communicates high expectations, and respects diverse
talents and ways of learning. This is an environment in which students will feel safe
and also encourages the use of best practices. Furthermore, proper citations were
made, and credit was given to those whose ideas I either pulled from or quoted.
In the Internet Safety PowerPoint, I addressed the topics cyberbullying,
exposure to inappropriate materials, and bullying all of which promote emotional
health and physical safety of our students. Additionally, within the presentation, Fair
Use expectations were met and images were obtained with CC licenses, that promote
open access allowing any user in the world to download, copy, distribute, translate,
reuse, adapt, and build on them free of charge. Some of the graphic images were
obtained from Microsofts online clip art gallery which is freely available to anyone
owning a copy of Microsoft Office Suite software.
The STEM website was tested for accessibility tested for 508 compliance
using Cryptzone Cynthia Says Portal. Additionally, content from outside sources is
used following applicable copyright and Fair Use Guidelines.

3.6-Diversity of Learners - Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.

Artifact: CSI (Common Sense Instructional) Design Model

First, within the CSI Design Model, the designer profiles the student
population in order to identify the learning characteristic of the population. After

25

considering the various characteristics, he designs the course to meet the needs of the
target population. The chart below demonstrates the process used to determine the
impact learner characteristics will have on the instructional design. In this particular
scenario, no students with special needs were identified, but this process affords the
designer the opportunity to identify and address those needs before delivery methods
are determined.

Recognizing that diversity among the profiled population exists, the

instructor still holds high expectations for all students and uses a variety of learning
activities which reflect the instructors dedication to providing equitable access for all

26

students so that they can excel academically and socially. Delivery methods for the
PCCUA group focus on extremely engaging activities that blend technology with
face-to-face instruction. The engaging activities should include group discussion,
cooperative learning strategies, role play and simulations, problem-solving activities,
the use of manipulatives, and inquiry-based activities.

AECT Standard 4 Professional Knowledge and Skills

AECT 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.

Artifact: Phillips Community College of the University of Arkansas (PCCUA)

Information Technology (IT) Strategic Plan

Analyzing LearnersDuring the development of the CSI Design Model, I relied on

the expertise of Lisbeth Justice in her web published document Learner/Context
Analysis to guide me in forming the template for my learner analysis grid. The
original template is found at
http://www.personal.kent.edu/~lkjusti1/objectivelyspeaking/learner_context_analysis.
htm . Following is a link to the CSI design models Learner Analysis.
o Developing and Designing InstructionAfter having developed the CSI
Design Model, I collaborated with a peer who analyzed the final paper and
offered suggestions for improving the model. I carefully considered the

27

feedback, and then decided what changes I believed were appropriate to make.
This collaborative process was extremely valuable in offering a fresh
perspective on the instruction design process I had developed.
o Evaluating Instruction To address the technological needs of PCCUA
students, the IT Department Strategic Plan calls for the implementation of a
Digital Learning Strategies course. The planning team collaborated to
propose the Digital Learning Strategies Course Evaluation form as an
appropriate assessment tool for the effectiveness of the course and instruction.

4.2-Leadership - Candidates lead their peers in designing and implementing

technology-supported learning.

Artifact: Phillips Community College of the University of Arkansas (PCCUA)

Information Technology (IT) Strategic Plan

PCCUAs IT Department Strategic Action Plan focuses on the needs

within the IT department and technical needs within the classroom. The goal of the
action plan is to close the gaps between where we currently stand and where we need
to be. The major needs that have been identified include professional development
for instructors, technology training for students, and more integration of technology
within the classrooms. Addressing these needs will serve to provide instructors with
the tools necessary to bring technology into their classrooms in order to deepen and
enhance the learning process. Integration of technology in the classrooms will also
help students acquire the skills they need to thrive in a highly technologically-based
society. The table below outlines the priorities we identified and the actions which
will be taken to address those needs.

28

Q
u
e
st
i
o
n
s
A
s
k
e
d

1.
What technologies (equipment,
software, networks, etc.) and
resources are needed by
instructors and students to
support academic success?

2.

3.

Needs Prioritized

Actions to be Taken

Instructors need professional development 1. a. A training consult will be hired to

in classroom technologyThe need for
hold quarterly training sessions over
professional development and training on
the two-year implementation period.
the use of learning technologies,
particularly for faculty, was the most

b. Instructors will join webinars

collectively mentioned issue in the focus
quarterly over the two-year
groups. Students want their faculty to be
implementation period.
as proficient as they are so that class time

c. PCCUA will release two

can be used more efficiently. Training and
faculty
members at .25 FTE each
professional development would likely
semester over the two-year
increase the use of existing technologies
implementation period. These faculty
by faculty and increase the requests for
members will mentor and perform oneadditional technologies.
on-one coaching of faculty members
Students need training in technology
needing support while integrating
similarly, students need indicated that
technology into their classrooms.
they need training for themselves so that

2. PCCUA will add a digital strategies

they are also able to take advantage of
course to the curriculum modeled after
available technologies.
Valencia Colleges Digital Learning
Increased integration of technology within
Strategies to be developed in Year 1
the classroom. (To be addressed phase II)
and implemented in Year 2.

3. Once the instructor training and

professional development occur,
classroom use of technology resources
should increase. The use of classroom
technology will be re-assessed at the
end of the two-year implementation.

29

What information
technology and processes are
needed to promote the
integration of information
services to enable students to
access the information when
they need it? Where they
need it?

1.

What information technology

personnel are needed to
enhance instructional efforts
to ensure student success?
What budgetary resources are
needed to enhance
instructional efforts to ensure
student success? (no
budgetary shortfalls were
identified)

1.

2.

2.

Students need interactive technology to

1.
improve convenience and collaboration
and learning spaces to accommodate
teamwork-- Focus group students
indicated a need for technology that will
allow them to interact with other students,
such as student chat rooms, open only to
students.
2.
Students need technical help desks to
answer students questions and resolve
technical issues.

Shifting of personnel duties will be

1.
necessary to provide technological
support.
See Budget Sheet for detailed list.

A chat room will be established for

student interaction. The availability of
the chatroom will be promoted via
email and bulletins. Additionally,
instructors will inform students of the
resources availability. ChatRooms.org
offers free chat rooms
A help desk will be established to
address student technical concerns.
IT personnel will rotate or take shifts to
man the help desk.

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.

Artifact: This e-portfolio will act to fill this substandard.

4.4-Assessing/Evaluating - Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.

Artifact: Blackboard Course, Elementary Algebra

The Blackboard Course, Elementary Algebra, includes a lesson on the

Pythagorean theorem that includes the following lesson objectives:

Upon completion of this lesson, students will:

o describe interesting facts about the life of Pythagoras.

o use the Pythagorean Theorem to find side lengths of right triangles.

30

o use the Pythagorean Theorem to find areas of right triangles.

o apply the Pythagorean Theorem to real life situations.

I designed and implemented several different assessment and evaluation techniques to

determine if the learning objectives had been met and to improve student learning
through effective and timely feedback. Additionally, these assessment tools will
allow the instructor to adjust teaching methods in order to improve student
understanding. As students engage in the following assessment activities, they should
learn from them as well:
o Interesting Facts About Pythagoras--4 points
o Wiki--Pythagorean Theorem Word Problem--4 points
o Blog--Real Life Application of the Pythagorean Theorem--4 points
o Project--Pythagorean Theorem Project--20 Points

Following is a link to a detailed description of the Lesson Assessments.

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.

Artifacts: STEM Website, Phillips Community College of the University of Arkansas

(PCCUA) Information Technology (IT) Strategic Plan, CSI (Common Sense
Instructional) Design Model
o The website meets accessibility requirements taking into account users with
special needs, and respects requirements for copyright notices or

Creative Commons licenses.

o During the IT Department Strategic Plan visioning session which I facilitated,

the visioning team developed the following vision statement:

31

In supporting PCCUAs commitment to helping every student

succeed, the IT department envisions a college in which each
student and instructor will use will use communication and
information technologies to enhance the learning experience both
inside and outside the classroom.

We strive to support and

integrate technology which will address various learning styles and

learning rates, provide the methods to communicate globally, and
increase academic attainment in all areas.

The last sentence of the statement demonstrates the intent to provide an

environment which respects the diversity of all learners.
o In the analysis phase of the CSI Design Model presented below,
special focus is given to designing instruction that respects the
experience and knowledge of the learners, the cultural mix of the
learners, and any physical handicaps of the learners.

Analyze LearnersIn order for design to be effective, the designer

should perform a thorough analysis of his audience by
interviewing the learners, interviewing the learners managers,
conducting surveys, or holding focus sessions. It is important to
learn the number of learners and the location (environment) of the
learners, the experience and knowledge of the learners, the cultural
mix of the learners, and any physical handicaps of the learners. In
designing for the PCCUA Intermediate Algebra, the designer
should take into consideration the under-preparedness of the group

32

and any cultural conventions that the learners may bring with them
and adjust the design accordingly.

AECT Standard 5 - Research

AECT 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.

Artifact: CSI (Common Sense Instructional) Design Model

The following excerpt from my paper outlining the Common Sense Instructional
Design (CSI Design) model demonstrates my knowledge of research to theory of
educational communications and technology:

The Common Sense Instructional Design (CSI Design) is a combination of

elements from several different instructional design models including the
ADDIE model, which was originally created at Florida State University, Dick
and Careys Systems Approach model, and Kemp, Morrison, and Rosss
Instructional Design Plan. Both the ADDIE model and the Systems model
are appealing because of their structured linear approach to the design
process. According to Kemp, Morrison, and Ross (2004), the oval shape of
the Kemp, Morrison, and Ross model represents that the design process is
cyclical and that different phases of the design process may be revisited at
any time. A designer, using this model has more freedom to adjust the
elements within the instructional process as needed. Since the elements of

33

the model are presented within an oval diagram, without interconnecting

lines and arrows, Brown and Green (2011) state that each component may
be addressed at any time while developing the instruction (p. 10). The CSI
Design Model attempts to combine ideas from both a linear approach and a
cyclical approach by integrating concepts from the more flexible approach of
the Kemp, Morrison, and Ross Instructional Design Plan.

5.2-Method - Candidates apply research methodologies to solve problems and

enhance practice.

Artifact: Research Paper

In the 5013 Research Paper, I used quantitative data answer questions

related the effects of religiosity and degree attainment on attitudes about and
participation in recreational sex. The research methods I used in this paper will be
equally as effective in studying topics concerning educational practices. Data for this
study were collected via a survey instrument developed by students of Educational
Statistics and Research Methods classes at the University of Arkansas, Fayetteville.
After the instrument was approved by the Institutional Review Board, students
collected the data through convenience sampling by asking students, friends, family,
or other acquaintances to complete the survey. The respondents voluntarily
completed the instrument, and responses were confidential and anonymous.

The data was analyzed using a number of statistical tests including an

independent t-test, the Shapiro-Wilk (1965) test of normality, Levenes (1960) F test,
and Cohens (1988) effect size. Results were reported and further explained in the
outcome summary and sections describing comparisons to prior literature, limitations
of the present study, and conclusion and future prospects.

34

5.3-Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing

and evaluating processes and resources for learning and performance.

Artifact: CSI (Common Sense Instructional) Design Model

During the test and assess phase of the CSI Design Model the designer
determines if the goals of the project were accomplished in an effective manner. The
evaluation phase is a systematic process that determines the effectiveness of the
instructional design and like the ADDIE model the CSI Model upholds that
evaluation is an ongoing process that happens during every phase of the process and
consists of two parts, the formative assessment (determines effectiveness of each
phase) and the summative assessment (determines effectiveness of the project
following implementation). For the Intermediate Algebra course design, researchbased methods for formative assessment will include observations, question/answer
sessions, design team feedback, field trials, and focus groups. A summative
assessment will occur first for a pilot group, followed by necessary modifications.
Once the modifications have been made, summative assessments will ensue for the
Intermediate Algebra class. These assessments will again use various research-based
instruments to assist in collecting the data including observation, surveys,
questionnaires, interviews, and testing. The method used to gather the data will be
detailed in a step-by-step process and will be carefully designed and executed to
ensure accuracy and validity.

5.4-Ethics Candidates conduct research and practice using accepted professional

and institutional guidelines and procedures.

Artifact: Research Paper

35

The survey instrument used to gather data from individuals received

approval from the Institutional Review Board, members having been appointed by the
Provost of the University of Arkansas at Fayetteville. University of Arkansas
research protocol includes the following:
Protocols for the use of human subjects in research and in-class

experiments, whether funded internally or externally, must be

approved by the IRB prior to the implementation of the human
subject protocol. IRB approval may be for one year (maximum)
or shorter intervals as determined by the IRB. Approval, denial or
the withholding of approval pending modification to the protocol
is at the sole discretion of the IRB. Violation of procedures and
approved protocols can result in the loss of funding by the
sponsoring agency or the University of Arkansas and may also be
interpreted as "scientific misconduct (Office of the provost, n.d.).

Additionally, the results of the survey were confidential and anonymous as

evidenced by the following excerpt from the research paper:

After the instrument was approved by the Institutional Review

Board, students collected the data through convenience
sampling by asking students, friends, family, or other
acquaintances to complete the survey.

The respondents

voluntarily completed the instrument, and responses were

confidential and anonymous.

The survey instrument contains the following statement in its introduction:

36

Completion of this survey is purely voluntary you may choose

whether or not to complete the survey. Please DO NOT put
your name, student id or social security number on this form.
We want the responses to be confidential and anonymous.
Thank you for taking the time to complete the survey!

References

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