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Standard Mastery
Tabitha Spivey
UNIVERSITY OF ARKANSAS
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Projects/Products/Artifacts
ETEC 5243 ETEC 5303 ETEC 6223 ETEC 6253
ETEC Program Learning Outcomes
Instructional Computers in Strategic Distance
Design Theory K-12 Planning Learning
1. Content Knowledge
1.1 Creating: Create instructional materials and learning
environments using a systems approach.
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.
2. Content Pedagogy
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 content pedagogy.
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 processes
that emphasize the diversity of our society.
3. Learning Environments
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.
4. Professional Knowledge and Skills
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 The entire eportfolio will serve to fill this substandard.
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.
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to create, use, assess, and manage theoretical and practical applications of educational
1.1 Creating- Candidates demonstrate the ability to create instructional materials and
Instructional Systems Design, also referred to as ADDIE as a guiding tool. ADDIE has three
systems inputs, people, technology, material, and time (Clark, 1995). This course was made of
myself and the students as the people. There was a wealth of technology used, but examples are
the software used to create videos, recordings by learners, my knowledge and skills, and
interactive software. Material would include lesson plans I created for the instruction, online
articles, assessments, presentations, and wikis. Time involves the amount of time invested into
designing and maintain the course, as well as amount spent learning the material by the students.
evaluation. When in the analysis phase of this course, I decided what learning environment
would be used, which was Blackboard. Learners were also to be in the classroom with children
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to gain real experiences with students. I also described the goals and objectives of the course to
improve success of the distance learning course. The goal of the distance learning course is to
use literature and manipulatives appropriately to master standards in the K-12 math classroom.
When working in the design phase, I identified specific objectives for lessons. For
Activities were used to master the objectives for this lesson. Learners had to create a
lesson plan demonstrating mastery of the objectives and post it on a Wiki, where they would
For the development of the course, I created the course using accessibility guidelines and
ensured I followed copyright law through fair use of articles and videos. I included articles
concerning the information I wanted students to learn, as well as statistics on the use of
manipulatives and literature in the classroom. Every aspect of the course was considered and
When implementing the course, I included all mentioned aspects of ADDIE, and I placed
it on Blackboard for students to view and participate in learning activities. My participation was
consistently expected in response to emails from learners and observing student work. When
evaluating learning, assessments of student learning were considered, as well as how successful
1.2 Using-Candidates demonstrate the ability to select and use technological resources and
While designing the K-12 Technology Coaching Website, I had to make several
decisions about processes and resources and to enhance pedagogy. I had to select appropriate
tools that would facilitate math and language art instruction, as well as consider their relative
advantage and outcome. If tools were selected that were not applicable for the typical K-12
teacher, the website would not be as suitable. Links were provided to make the websites easily
accessible for student learning. As considering elements to include, I also ensured they met ISTE
standards.
I integrated resources regarding assistive technologies to meet the needs of students with
disabilities. These assistive technologies support student learning both in the school and home
VoiceOver for iOS on iPhone and iPad verbalizes all functions and text. The user can decide
how to manipulate the device by listening to VoiceOver read the screen. This would be
beneficial for the blind or students with visual impairments.
Speak Selection reads sections of text aloud. This may be activated by telling Siri to 'speak
screen.' This would be helpful for nonreaders or students with a visual impairment.
Safari Reader allows students to focus on reading passages. This would be helpful for students
with sensory or attention impairments.
Speak Auto Text reads corrections on the iOS device to student prior to auto correcting. This
would be helpful for learners who are delayed or have a visual impairment.
Assistive Touch allows students with a mobility impairment to control the iOS device using
pinches, swipes, and other gestures. These may be selected within the settings of the device.
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I have used tools mentioned to support students of various disabilities in the learning
environment, such as providing read aloud for attention impaired students and assistive touch for
I also created a video to introduce web based technologies to teachers. I selected the
following tools I have used in the learning environment to share in the video. These tools have
proven their worth to me in the classroom. Kahoot is a useful tool for student review. I have
used Kahoot to support students struggling with grade level standards. Blendspace has been
valuable for the learning process, as it saves valuable instructional time in the classroom,
supports the pedagogy of technology integration, which realizes that the computer is only a tool,
them based on my personal experiences and student testing data. I assessed Blendspace through
integrating it in my instruction over a period and was amazed at the amount of instructional time
saved. In my classroom, I previously had to load each website or tool in a different application
or tab, and I had to switch to it when ready. This was highly time consuming, and it often did
not go as planned. With Blendspace, I could upload each resource into one page. It could
include Word documents, images, websites, and much more all in one place.
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Another tool I evaluated for this artifact was Kahoot. Over the past school year, I used
Kahoot on a biweekly basis with my third-grade math students for math and science review.
Their math and science grades have increased significantly over this period, when compared with
As for Subject Area Integration, I have personally used all the math tools and
experienced the listed relative advantage and outcomes. My school is high poverty and lacks
funding to buy many math manipulatives for student learning, such as rulers, counters, and
fraction strips. With the National Library of Virtual Manipulatives, students can virtually
manipulate these tools to grasp math concepts. To assist students with preparation for
standardized testing, IXL has helped students with reviewing grade level standards from earlier
in the year. Because of these experiences, this was encouragement for me to include these tools
on my website. With language arts, fellow teachers within my school have utilized them, so I
gained feedback on effectiveness in student learning. For example, first and second grade
teachers regularly use Fun Brain to assist students with identifying misspelled words and making
the necessary corrections. Spelling grades have increased with this valuable practice, which is
why I included this as a tool for teachers to use for language arts. Discussions with peers
allowed me to see which other tools were most successful in language arts.
For my strategic planning project, I facilitated the creation of a strategic plan for an
organization. This was to be a roadmap for the use of technology for the upcoming years. I
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chose to work with peers to create a technology plan for Hillsboro School. This plan would
focus on planning for the schools educational technology to meet the needs of the faculty and
students at Hillsboro over the next three years. The committee wanted to ensure technology was
being used to differentiate for students and to provide the best learning environment for both
teachers and students to thrive. The committee collaborated to develop a vision for the schools
technology consistent with the schools mission statement and goals. Over time, the committee
continued meeting to ensure the plan was created to ensure the vision was in line with the way
For this strategic planning project, I effectively managed people, time, and financial
resources. I scheduled meetings over the semester to discuss our vision, needs, and action plan.
Here is a small section of information from the plans for a committee meeting to maximize
efficiency.
Materials: Flip Chart, pad of paper and 10 pencils, fat marker, bottles of water
Attendees: All Stakeholders (Megan, Kristin, Tabitha, Linda, Angela, Haley, Judy,
Rose)
(5 minutes)
Thank you to everyone for staying after school to come to this brief meeting.
Water is available if anyone is interested.
We are going to think and brainstorm on our own a bit today about our schools
technology needs before putting it all together. We are going to think of what you wish we
had available for instruction or independent practice for the students. Think of what
struggles you may have using technology in your instruction or what you would like to
know more about. We will take 5 minutes to jot down all the thoughts you have. During
this time, I hope everyone will work alone instead of with others, so we can sort them
properly.
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During these meetings, I used various techniques, as the facilitator, such as the nominal
group technique, to ensure all views were acknowledged. I also conducted focus group
interviews and informal interviews through the planning process. Time had to be managed as
well, as this process had to be completed within three months. I had to ensure all committee
members were completing their tasks within the given amount of time. I had to ensure
technology evaluations, needs assessment, and an action plan were completed during this period.
Financial resources were limited for this planning process, as there were limited funds for
purchasing new technologies. I had to make important decisions about what, if anything, could
be purchased for the action plan. This was part of the reason that training for resources we
already had at Hillsboro were implemented, rather than purchasing more materials.
1.5 Ethics- Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and Technology.
Educational Communications and Technology throughout the Instructional Coach website. This
was by showing commitment to the individual, society, and profession (AECT, n.d.).
Two of the ways I demonstrated this for the individual were by providing individuals the
opportunity to participate in various programs and making reasonable efforts to protect the
programs for learning, geared towards multiple subject areas. This provides choices for
instructors, parents, and students when selecting programs to use. I made reasonable efforts to
protect individuals from harmful conditions caused by using technology when informing
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students of ways to protect themselves from online predators. A couple of these ways were to
not meet people from online without an adult present and to not ever provide personal
information.
Two ways I demonstrated this for society were by honestly representing the organization
I represent and my personal view and engaging in fair and equitable practices. All views are
stated as my own, and not any representation of my organizations view. In order to provide
access to technology for all students, I am linking information for tools that I use with my
website, but I also share the information with viewers for instructor and student use and to
continually improve professional skill and knowledge. I encourage proper copyright use through
modeling and sharing of information about fair use in links and a slideshow. I continually
improve my professional skill and knowledge in this project by finding more information on
various tools and software used in the learning environment to share with my peers.
K-12 Technology Coaching was created with the principles of TPACK in mind.
Mathematics (NCTM) beginning in 2000 (Niess, et al., 2009). TPACK is an acronym for
integrating technology, pedagogy, and content knowledge. The mathematics framework has
specific guidelines, and I am including how I followed each guideline while creating K-12
Technology Coaching.
experiences.
I designed a learning environment appropriate for math learners to have resources available
for all abilities, remediation or enrichment included. Included is the relative advantage of
each tool, so learners and instructors are able to see my prior gains by using the learning tool.
Learners will utilize virtual math manipulatives as a technology tool integrated into their
learning environment, as well as skill practice on IXL. Math cats integrates learning about
students across the world with writing and solving word problems. When students miss
school or need extra instruction, they can access Khan Academy for videos and interactive
practice.
IXL provides assessment of mathematics learning through multiple choice questions. All
data is provided for the instructor to access and see at any time. BrainPop allows students to
take the quizzes online or printed. They can be evaluated by the website or instructor.
enriched learning.
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content knowledge.
I promote ethical use of technology for learning in information shared on this website
concerning copyright and fair use. I also am communicating this information with peers by
creating this site. I attend annual educational technology conferences, which allows me to
1) acknowledges that all students, irrespective of age, can develop positive mathematical
identities and become powerful mathematical learners.
4) is committed to enhancing a range of social outcomes within the mathematics classroom that
will contribute to the holistic development of students for productive citizenship.
This pedagogy suggests students having difficulty in math benefit from systematic and
explicit instruction using visual representations. This is applied through the integration of
technology, such as Khan Academy and BrainPop. These tools are explained and linked in Math
Integration. Each of these tools consistently use visual representations for instruction in
concepts. Each of these are highly engaging to maintain student attention, and both offer
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methods of assessment after instruction to evaluate student learning. National Library of Virtual
Manipulatives provides the opportunity for students in schools with low funding to have access
to number of manipulatives, if they have a computer or mobile device. This is a great use of a
visual representation to solve math problems. Peer assisted learning activities, also fostering
math pedagogy, are encouraged and implemented in Math Cats. Mathematical communication is
a part of the principles of effective pedagogy of mathematics (Anthony & Walshaw, 2009). A
variety of the other tools listed under Math Integration can be successfully used with peers for an
improved learning experience. When working with peers, interpersonal respect and sensitivity
skills are gained which coincides with Anthony and Walshaws beliefs on pedagogy. These peer
activities and the gaining of ability to reason encourage students to become productive members
of society.
In this course, I designed and used the GADDE model, derived from the ASSURE model
(Forest, 2017). With the GADDE model, adequacy and effectiveness of learning is considered
throughout the process. This is demonstrated throughout the model and its implementation
through a math lesson. This model is based on the constructivist theory, and constant self-
assessment is critical.
Step 5 in the GADDE model is Evaluate and reconsider. This step is about evaluation
and where I should go next with the lesson. What should the student master next, or what should
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be done to facilitate mastery? It must be decided what technologies will be utilized to help
students with mastery or to enrich students who are prepared to move on. At this stage, it is
decided what happens next. The instructor should constantly be asking themselves Are students
mastering the standards? What must learners be able to do after this lesson is complete? To
use these questions to guide assessment, the instructor must utilize formative assessments for the
learners, such as using response systems during the lesson, quizzes, and else. At the completion
of a lesson, formative assessments must be utilized to evaluate mastery of the standards being
taught. Self-assessment should even include Do I know how to utilize the materials I have
chosen for this lesson? This is something the instructor must consider as they use the materials
by potentially recording their lesson to observe how efficiently the lesson is moving. It is also an
excellent idea to allow another observer to evaluate the materials and efficiency.
With the use of this model, I successfully worked towards mastery of creating arrays for
third grade multiplication. Students became better at self-assessment using the GADDE model
provide supportive learning communities, create flexible and diverse learning environments,
Using the Computers in K-12 website, I managed the use of technological processes and
technology for students of varying abilities using the information provided in Assistive
Technologies. For students with sensory impairments, Safari Reader has frequently been used
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within my school environment to assist in focusing on reading material. For hearing impaired
students, I ensure closed captioning is on by default for materials presented within the learning
environment.
technological resources from Internet for Instruction for differentiation. For third grade learners
in the math classroom, I used Khan Academy for both, refinement and enrichment. When
students had difficulty retaining basic math facts, I was able to use tools listed, such as ABCya
I developed learning content using appropriate content pedagogy using tools listed in
Productivity Software. These tools were excellent technological resources for me to use when
lesson planning, selecting appropriate technology, and ensuring students have access to
manipulatives at school and home. By collaborating with fellow math teachers at BlendSpace, I
could compare the quality of my lessons and chosen materials with fellow teachers. I used the
2.5 Ethics-Candidates design and select media, technology, and processes that emphasize the
I designed this website with tools in mind that emphasize the diversity of our society by
including resources encouraging the communication between students in all areas. This was
done in one way through Internet for Instruction by including Penpal Schools and The Teachers
Corner Penpals. These websites allow students to communicate with fellow students all over the
world while practicing writing letters and communication skills. For example, when visiting The
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Teachers Corner Penpals, the first step is to select a grade level. After completing this, the
interactive map shows symbols all over the world where pen pals are currently available in this
grade level. I first selected third grade, so I noticed a bilingual school in Novoaleksandrovo,
Moskovskaya has 7 students wanted to communicate. For first grade, I saw a variety of schools
interested, but I selected a school in Collado Villalba, Comunidad de Madrid with 25 first
graders interested in becoming pen pals. When signing up to use the website, teachers can select
This activity also teaches the use of technology in communication while also
emphasizing diversity and learning about students in other cultures. In Math Cats, students are
encouraged to exchange math problems and ideas with students all over the world. This leads to
3.1 Creating-Candidates create instructional design products based on learning principles and
I designed the GADDE model as my instructional design model. This model is based on
ASSURE. Both models are based on highly frequent evaluation throughout the learning process.
GADDE begins with goals and objectives, unlike ASSURE, as I found goals and objectives
allow both instructor and learner to see what should be gained from instruction. This model was
also based on the constructivist theory created by Jerome Bruner (Culatta, 2015).
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The constructivist theory is based on these principles, and GADDE is aligned with all
three:
1. Instruction must be concerned with the experiences and contexts that make the student
2. Instruction must be structured so that it can be easily grasped by the student (spiral
organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going
Learners are often in very different stages throughout the learning process. This is the
reason step 3 is Develop strategies. All levels will require different strategies to meet their
learning needs. For example, third-grade students are typically in the concrete operational stage,
as described by Jean Piaget. This means the learner still has a difficult time grasping abstract
ideas. For developing strategies, a good strategy for multiplying would be manipulating counters
and resources to provide optimal conditions for learning based on principles, theories, and
effective practices.
The GADDE model is based on the constructivism theory, and it is identified that
teachers must constantly consider what tools will be most effective in their learning while
keeping them engaged. In these decisions, best practices and learning models must be
considered. When I used this model in the third-grade classroom, I ensured I provided optimal
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conditions for learning by following Jean Piagets concrete operational stage. Students in the
third grade have typically not advanced to being able to see abstract ideas, so I utilized counters
and other manipulatives for learning how to multiply one digit numbers. When utilizing
counters, we created actual arrays instead of drawing them out or imagining them. After creating
Jean Piaget, Jerome Bruner, Zoltan Dienes, and Maria Montessori all emphasize how
Piaget has explained how significant it is to use concrete tools prior to teaching abstract ideas in
the learning environment. These concrete experiences must occur before students can grasp
symbols and abstract concepts. Dienes claims that manipulatives bridge the gap between their
environment and abstract concepts being taught in the math classroom (ETAHand2Mind, 2017).
With the GADDE model, reevaluating and reconsidering is a part of every stage as well,
so if students advanced past the concrete operational stage into the formal operational stage, we
worked towards drawing the manipulatives and eventually, just working with numbers. The
formal operational stage is where students begin to understand abstract ideas and have an
This model has been highly effective within my third-grade classroom in other lessons as
well. When using GADDE while working with telling time, I first considered our goal. The goal
is tell time to the nearest minute. I ensured students would have the devices necessary, which are
clocks to practice identifying time to the nearest minute. This would be appropriate for this age
group, as they are still in the concrete operational stage. Throughout the lesson planning process
and implementation, I consistently reevaluated what aspects were working and which students
informing decisions to improve instructional practice, learner outcomes, and the learning
environment.
There were multiple assessment strategies used while creating Hillsboro Schools
Technology Plan. The first step in the use of assessment was developing questions that needed
to be answered for the planning process. Then it had to be decided how to collect the necessary
data to improve Hillsboros learning environment. The methods decided upon by the planning
committee were using the technology inventory, asking faculty questions, counting compares to
verify inventory, checking lesson plans, observation of classroom lessons, and discussing aspects
with administration.
When beginning the needs assessment to improve student learning with the use of
technology, there were key questions that must be answered. The methods of assessment chosen
were written questionnaires and focus group interviews. A variety of responses were provided
by stakeholders and teachers at Hillsboro, but these responses ultimately informed the committee
After evaluating this data, the planning committee could consider funds currently
available and where students would benefit the most in learning in each subject area. Seeing
students and teachers currently not utilizing current software to its full potential allowed the
planning committee to decide to implement monthly training with the technology specialist.
This allowed the school to continue to work to gain more funds for extra student devices and
If teachers can appropriately use Google calendars to sign up for times for the computer
labs and mobile carts, devices will be more frequently used. It was also decided that teachers
would need to be taught how to read the data shared within the software, such as IXL. These
management techniques had to be utilized to be successful. This technology plan was developed
to ensure technology was being used to its maximum ability for student learning and
performance at Hillsboro. The very first technique I used was a stakeholder analysis to decide
which stakeholders would be beneficial in the process and how invested each would be. I sorted
them based on what their impact would be on the strategic plan. I knew that some of the
SWOT Analysis. The SWOT Analysis was helpful in assessing strengths and weaknesses and
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threats and opportunities. This analysis allowed the committee to find vulnerabilities and
The nominal group technique (NGT) was also used in the planning process to encourage
group brainstorming on Hillsboros technology needs and prioritization. This method allowed
all committee members to have their thoughts heard and recorded. All needs were ranked in
order of importance, allowing the committee to better prioritize needs. Prioritizing needs
These methods allowed the planning committee to consider plans for maintaining
technical concerns. Issues in use of technology in learning are typically resolved by the
technology specialist at Hillsboro. Future purchases of devices were considered, and it was
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
In this project, I foster a learning environment where ethics are fostered by setting an
example for teachers and students through ensuring all sources are properly credited to their
source. In Web Based Instruction there is detailed information on how to properly use others
images and work. There is a list of resources on copyright, including a YouTube video by Ruth
Carter, Fair Use data, and a search engine for Creative Commons images.
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Along with the list of linked resources, there is a slide show with detailed data for the
market.
The creative commons search offers learners and educators the opportunity to use images
ethically and properly. There are different types of creative commons licenses, and these are
explained on the website. Ruth Carter on YouTube explains copyright law and fair use. She
explains the ethical use of others work, so this is valuable information when creating a learning
environment where ethics guide practices. She identifies that teachers must explain to students
how teachers may copy resources due to fair use, but students are not able to copy things
whenever they feel the need. The Fair Use link provides information on Fair Use Law for
This website fosters a learning community empowering learners from all backgrounds,
with various characteristics, and abilities. For students becoming better at using the English
Language, there is a page dedicated to language arts instruction, remediation, and enrichment.
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For students trying to improve their math skills, they can utilize the tools and resources on Math
Integration. To foster a world appreciative of other cultures, resources are included for students
to become pen pals or to exchange math problems with students around the world.
This project also encourages growth and challenges for students of all abilities.
Resources are provided to remediate struggling students in math and language arts, but there is
also information on tools for enrichment. For every resource, the relative advantage is listed to
help instructors decide what tool is most appropriate for use with that students needs.
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.
During the strategic planning process, the school environment and status of technology
were evaluated with stakeholders. Through frequent collaborative meetings, decisions were made
for the betterment of the school. Stakeholders had a variety of backgrounds. A few embraced
technology and strived to use it as often as possible in the learning environment, but others are
less confident with their use of technology in learning. With each stakeholder bringing in a
different viewpoint and background, this let to productive conversations during planning
meetings.. During the process, learners abilities were frequently analyzed and considered. If the
teacher is less confident in the use of technology, students will have a harder time understanding
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what to do and how to do it. The benefit of having a variety of stakeholders was they would
represent the faculty and staff well at Hillsboro School by offering diverse viewpoints when
collaborating. While working together, we could evaluate what technology was currently being
used, how it was being used, and how we could best improve its use at Hillsboro School. While
taking all committee members thoughts and visions for Hillsboro, we could develop a
collaborative vision for our technology planning project. The following is notes from the
meeting.
Technology Vision:
The planning committee met Wednesday, September 28th, 2016 to discuss the technology
vision. After receiving input from other faculty and members of the community, we collaborated
to come up with the most common thoughts and themes of what we envisioned for Hillsboro. I
took the most common thoughts and statements to create our tech vision statement.
The vision of Hillsboro School is to use academic technology to best reach all learners at their
current level and learning styles while also improving mastery of state standards. We also strive
to use technology for better communication with the community and our school.
instruction. After realizing in assessments and evaluations technology was often not being used
to its full potential, monthly trainings were implemented with faculty by the technology
specialist. These trainings were meant to assist faculty in their use of educational technology to
After the trainings were complete, we evaluated the process through regular surveys,
evaluation of lesson plans, and observations in the classrooms. This allowed stakeholders and
facilitators to evaluate the success of the strategic planning process and its impact on Hillsboro
This process would not have been successful if the team had not worked together through
meetings and ongoing teamwork. For example, the vision was made of each members thoughts
on where they saw Hillsboros technology in the future. Members worked collaboratively to
ensure each job was done, such as ensuring inventory was verified and accurate. Each member
had a job to complete, even if it was only to provide input and their viewpoint during meetings.
supported learning.
I facilitated the planning committee at Hillsboro to find ways to use technology to meet
each childs individual needs in learning. The major needs identified during the planning process
were more devices for student use, accessories for students to use with devices, and training for
faculty to use technology in the best manner for teaching. I facilitated the committee to
categorize the needs and decide what was most possible with the funding available. This needs
were prioritized using the NGT (nominal group technique). This technique allowed each
committee member to share their thoughts, and as a committee, the needs were prioritized. The
(8 minutes)
Great! Time is up! Now lets look at what we have written down. Lets just have each person
say one thing they wrote down as we go around the table. Everyone mentions needs that they
think Hillsboro has and I record them onto the flip chart for all to see. If you think of something
not on your list, feel free to add it when it is your turn (I sort them under training, programs, and
equipment.)
(10 minutes)
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Take just a second and look at what we have listed so far. Think about what you feel is the most
important thing we need at Hillsboro and how you would rank these things in importance. We
will discuss what ideas we feel are most significant, and as a group, rank them in order from
most significant to least significant.
(1 minute)
Thank you everyone for staying today! I gained some valuable information from this
assessment.
When designing the action plan for implementing technology-support learning, it was
decided the best way to meet the needs at Hillsboro was to have a monthly training for faculty to
ensure all faculty can use technology for differentiation in student learning. This training
implement technology-supported learning through two types of learners, faculty and students.
With the faculty, the training is held in the computer lab where faculty can experience the tools
being projected on the whiteboard. In the classroom, students can learn using technology when
4.3 Reflection on Practice-Candidates analyze and interpret data and artifacts and reflect on
While facilitating the strategic planning process, I designed and implemented assessment
and evaluation plans to decide if current technology is being used to meet learning goals and
technology through observation in classrooms and evaluation of lesson plans. This allowed me
to see if programs such as IXL and Wowzers were being used to meet the listed grade level
learning standards. For example, fourth grade claimed to be using IXL to allow students to
allowed me to see that this was not occurring, due to lack of student engagement and teacher
redirection. When evaluating the data available from IXL, it was shown that most teachers and
students were not utilizing IXL on a regular basis. During focus group interviews and surveys, it
was identified students did not like using IXL and were not putting forth effort. They were
frequently leaving lessons incomplete and never returning to finish them. Intervention classes
were using Wowzers to differentiate learning math goals across all grade levels. Students were
highly engaged, and the data in Wowzers demonstrates student growth in these areas.
Due to these findings, IXL was eliminated from the schools budget and high-quality
replacements are being identified, such as Splash Math and Reflex. Teacher training was put in
place to assist in teacher use of the data provided from available educational resources. Splash
math is aligned with all grade level standards, and Reflex is focused solely on math computation.
First and second grade have the goal of adding and subtracting fluently through 20. Students in
third, fourth grade, and fifth are learning to multiply and divide fluently through 100. Reflex is
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.
During the strategic planning process, I demonstrated ethical behavior by ensuring all
stakeholders were consistently being heard. I showed all members respect using management
techniques, such as the nominal group technique (NGT). This technique was specifically
selected, so I could hear every stakeholders thoughts on the needs of Hillsboro School. There
was a diverse group of stakeholders, representing a vast range of age groups (ages 10-67), and
technological knowledge. Each member had thoughts to share and be considered by the
committee. Members ranked all the needs listed by the stakeholders, so every member had a part
Members of the rural community were also encouraged to include input in the planning
process through a Google Doc shared among faculty at Hillsboro. Faculty asked fellow
community members, including families and students, to share their thoughts on the use of
technology in the learning process. The committee wanted to ensure technology was being used
AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods
contribution of research to the past and current theory of educational communications and
technology.
The following section from my GADDE (Goals, Analyze, Develop, Design, and Evaluate
contribution of research to the past and current theory of educational communications and
technology:
This model is derived from the ASSURE model with variations. The ASSURE model creates
lessons that involve teacher and student use of media and technology (Reiser, 2002, p. 210)
similar to the GADDE model. GADDE has the rst two steps of ASSURE in the opposite
order. ASSUREs rst step is to analyze learners and to consider their characteristics,
competencies, and learning style (Reiser, 2002, p. 210). GADDE begins everything after
considering standards and curriculum. Both models also frequently require revision and
reevaluation.
Within the previous model, ASSURE, much of the process is all included within one step
(Forest, 2017). In the fourth step, utilize technology media and materials, the instructor is to
preview technology, prepare the environment, prepare the learners, and provide the learning
experience (Forest, 2017). In GADDE, like ADDIE, the process is very distributed throughout
the entire model (Clark, 1995). In GADDE and ADDIE, instructors develop and design
separately from each other. Past research of these theories and models contributed to the me
designing the GADDE model, which instead begins with goals and revolves around evaluating
and reconsidering.
Vygotskys theory, as one of the foundations of constructivism, has three major themes,
social interaction, the more knowledgeable other, and proximal development (J.L, 2014).
Vygotsky believes learning all begins with peer interaction. With GADDE, peer interaction is
significant to the learning process. This continues with the knowledgeable other and zone of
proximal development. GADDE supports this theory through peer work and concrete learning
5.2 Method-Candidates apply research methodologies to solve problems and enhance practice.
In the strategic planning process, research methods were applied to solve problems and
enhance instruction. Data on educational practices was collected using surveys, focus group
interviews, and observation to improve the use of technology in learning at Hillsboro. Some of
the data was collected anonymously, but most was specific to the grade level. All respondents
participated voluntarily in the evaluation process. All the data provided allowed the committee
to see where needs were highest for technology training. Quantitative data was provided
frequently through observation data in resources, such as IXL. Qualitative data, such as the
quality of teaching and use of tools, was observed by administration and the facilitator in the
learning environment.
The committee ranked the amount of time various grade levels were spending using IXL
and other educational tools provided by the school. When analyzing data, statistical tests were
used to compare the data. This required identifying the mean of the population. After
considering the population distribution, the z score was identified and used to help the committee
In the strategic planning project, a variety of inquiry strategies were applied often
throughout the planning process. Questions were well prepared and considered prior to
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including them in interviews or surveys for assessing current processes and resources. Potential
barriers to accurate responses were always considered. Interviews were frequently completed to
evaluate current processes in the use of technology in learning at Hillsboro School. When
gathering data, focus group interviews and written questionnaires allowed the committee to have
How often should you use Written Questionnaire Two teacher representatives
technology with your students from each grade level
when teaching?
Focus Group Interview One teacher representative
from each grade level
The answers to these questions were training in utilizing software and devices within the
school, more devices for student use, and more software for student learning. This allowed the
committee to consider what options were best for students and possible with funds currently
available. After considering the software and devices would not be useful without proper teacher
While evaluating the planning process and the state of technology at Hillsboro, surveys
were used monthly to identify the success or failure of trainings by the technology specialist.
Also, there was observation of teacher lesson plans to see if technology was being used in
learning on a regular basis. The surveys allowed the planning facilitator to identify changes that
5.4 Ethics-Candidates conduct research and practice using accept professional and
While conducting research through the strategic planning process, ethical procedures
were in place to protect the privacy of participants. Prior to asking faculty to complete surveys,
written questionnaires, or interviews, the full process was explained by me, the facilitator. It was
explained to each participant that the resulting data would be used to improve the use of
technology for learning at Hillsboro School. Each participant was informed the data would not
include their name, and they would not specifically be discussed with the committee. When
returning the surveys through Google Forms, I was the only recipient.
Teachers already have their lesson plans reviewed on a weekly basis by administration,
so permission was not necessary for this evaluation. Prior to observing classroom lessons for
technology use, I always received permission prior to entering the classroom. On the survey and
questionnaire completed by participants, there was an opening statement requesting they not
include any personal identifying information, except for the grade level they teach. It also stated
permission was completely voluntary. I feel by following ethical guidelines the teachers were
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more willing to participate and be forthcoming. The participants wanted the best for the
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