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Ashley HungerfordTechnology Coordinator, Stevens Cooperative School617/2014

Introduction

This is my tenth year in education; looking back to the beginning I often reflect on how I

came to be on my current path. I graduated with an undergraduate degree in Film and Television

with a minor in Religion. Growing up with a family of educators, teaching had never entered my

mind as a possible career option, in spite of everyone telling me I was meant to be a teacher.

Eventually, the calling was stronger than my resistance to it, and I entered into an alternative

certification program. Having never received proper teacher training, I always had the desire to

go back to school, but I knew that I didn’t want my master’s degree to be strictly in education; so

for years I let it rest.

I was always a technology enthusiast probably because my dad was a computer analyst

back when computers were the size of rooms. I remember the Apple 1 my dad had, and almost

each upgrade thereafter; so when I got into my first classroom, technology was second nature. I

soon found that others were coming to me for help and advice on how to use technologies in the

classroom. That is when I started looking at a degree in computers. Once I found the MET

program at Boise State I knew I was in the right place at the right time.

In this paper I will take you through my educational journey as an MET student. In the

MET program, the classes and their assignments are built around learning objectives or

standards. These standards are split into 5 main areas: design, development, utilization,

management and evaluation; this paper will be organized by those standards and their sub-

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standards. For each sub-standard I will provide at least one example assignment from an MET

class and an explanation of how that assignment meets the standard it is placed under.

Standard 1: DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning

by applying principles of instructional systems design, message design, instructional strategies,

and learner characteristics.

1.1 Instructional Systems Design (ISD)

Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level

in that it describes the systems approach and is a step within the systems approach. The

importance of process, as opposed to product, is emphasized in ISD.

1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be

learned.

1.1.2 Designing: process of specifying how it is to be learned.

1.1.3 Developing: process of authoring and producing the instructional materials.

1.1.4 Implementing: actually using the materials and strategies in context.

EdTech 503- Instructional Design Final Project; IB Exam Webquest Lesson

The final instructional design project for EdTech 503 (EdTech 503- Instructional

Design Final Project; IB Exam Webquest Lesson) challenged me to design instruction that

I could actually use in my classroom. Throughout this class I learned about systematic

approaches to design, including the ADDIE (Analysis, Design, Development, Implementation

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and Evaluation) method. Ragan and Smith (2005) in Instructional Design list some of the

advantages to using a systematic approach to instructional design, they are as follows:

supporting effective instruction, facilitating instruction that matches the standards, and providing

a framework for addressing the learning goal (pp. 11-12).

I began the course with the thought that instructional design was designing a website that

you would use to teach or instruct. Upon reading the course materials I replaced that definition

with one that addressed instructional design as a process, facilitated through a series of steps,

with which one creates materials to engage and instruct learners. This process is ongoing and

involves a non-linear pathway often approached through a linear model.

The preparation that is required prior to beginning the design process is almost

overwhelming. The needs assessment, approaches to learning, instructional strategies, the

learning context and environment, the learner profile descriptions, the flow charts for pre-

requisite knowledge, and the learning objectives and how they would be addressed on the higher

level thinking scale; all of these tasks were prior to writing the actual instruction. Throughout

this process I started to see all of the curriculum and online lessons that I had ever purchased,

used, taught from or learned from in a new light.

In the case of my final ID project for EdTech 503 I used the ADDIE model to design an

advanced Biology lesson to help students prepare for their final IB Biology exams. Instructional

design, while amazingly thorough, is time consuming and would not be ideal for each and every

lesson completed; however, I have been utilizing the ID process in my larger units to ensure a

strong foundation for concepts.

This course, and my experience with instructional design throughout the course, has

helped me to become a better teacher. This course has shown me that not all instruction is

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created equal. I have already taken away so much from this course that I have been able to apply

in my daily life. Earlier this year the Science Department was given permission to order new

curriculum and lab lessons for next year. Prior to this course I would have chosen the instruction

that looked the most interesting, covered the material I needed, and had the most technology

applications. This year I read through the background information, I spoke to my students that

would be using the materials, I considered my demographics, I assessed the content and

usability, I attempted to complete a lesson from each book using the labs and worksheets

provided, and most importantly I evaluated the effectiveness of the material afterwards. The

book I ordered was not the book I would have ordered prior to this course, it doesn’t look as

fancy, but it is far more effective because it was well researched and designed, and it met the

needs of my students in my situation.

1.2 Message Design

Message design is embedded within learning theories (cognitive, psychomotor, behavioral,

perceptual, affective, constructivist) in the application of known principles of attention,

perception, and retention which are intended to communicate with the learner. This sub-domain

is specific to both the medium selected and the learning task.

EdTech 506- Final Website Design Project

In EdTech 506 I created a final project in the form of a website. (EdTech 506- Final

Website Design Project) The website brought together the various design pieces that I created

in 506; my final project emphasizes how imagery can send a message. The messages are sent

through a variety of medium that each address various learning theories. I have broken down

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several of the images, explaining the message that was being conveyed by the choice of color,

text, white space, image placement etc…

Mitochondria page- I decided to use a transformation image; by changing the visual

representation of the mitochondria from a cell part to a battery I am able to help students

remember that the mitochondria are the powerhouse energy supplier for the cell (Lohr, 2008, p.

75). I chose the name Mighty Mitochondria with special lettering and bright red colors to

symbolize power (Geer, 2007, para. Color Survey). I attempted to bring the images and the

words together by using the placement, size, and color of the words “mighty mitochondria.” The

color, gradient, and fill pattern of the title make it stand out, but its placement, or proximity to

the rest of the graphic, at the top of the page covering the length of the images and text help

bring the graphic together (Lohr, 2008, p. 203). Throughout the series of organelles, I repeated

the image of the cell in order to link the images together and create consistency throughout the

site. According to Reynolds (2008) “Repetition of certain design elements in a slide or among a

deck of slides will bring a clear sense of unity, consistency” (p. 154).

Nucleus page- I created the image using scale, texture, color, text, repetition, and font to help

create a working analogy. Scale- The brain is the largest aspect of the image in order to

communicate its importance in the image (Lohr, 2008, p. 272). The brain has a drop shadow to

provide dimension (Lohr, 2008, p. 272). I used the same font for the title “Knowing Nucleus”

as “the cell”, and the same font for the word “information” and the actual information. I chose to

repeat this font to connect thoughts and ideas within the image. I chose to make the title

“knowing nucleus” orange because orange is associated with knowledge (Kotak, 2001, para.

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Color Chart). According to Lohr (2008) “colors evoke emotional responses” and I wanted to

evoke that feeling of knowledge by using chrome orange with gold markings. I chose to keep the

image simple and leave a balanced white space to encourage readability and increase

understanding. By being concise I am able to “reduce the visual information to its most basic” (p.

102).

Golgi Complex page- This image of the Golgi complex as “the packaging center” of the cell

was created using a compilation of the skills we have learned thus far, focusing primarily on

organization and hierarchy. I chose to give the title “Golgi complex” a wooden fill to create the

feeling of creating and building, much like the job of the Golgi complex. I attempted to use my

white space to give students and idea of the big picture as well as the smaller details (Lohr, 2008,

p. 126). By using the arrows to point to each job, I am attempting to show the sequence.

“Sequence, such as steps, is a process or alphabetical ordering, and is clearly hierarchical in

nature (Lohr, 2008, p. 124).” By using symbols to represent the different jobs, I am able to tell a

story without extraneous text. “A symbol, for us in the design world, is usually a combination of

graphic elements that represent something to us-in other words, a picture that tells a story

(Guerrini, 2012, para. 2).” I attempted to balance the white space and the images with the text.

According to Bear (2012) “Visual balance comes from arranging elements on the page so that no

one section is heavier than the other” (para 2).

Cell Wall page- This image of the cell wall is transformative, it focuses more on helping the

learner understand the concept than presenting the content (Lohr, 2008, p. 22). The purpose of

this image is to help students “see” the structure of the cell wall. The colors of this image were

chosen to represent the idea of a solidly built structure. Brown represents reliability and duty

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according to Lohr (Lohr, 2008, p. 270). The pattern in the wood, and in the text “Cell Wall”

helps to add depth and makes it stand out (Lohr, 2008, p. 272). I used the negative space to show

the importance of the structure and to draw your eye to the important information by separating

instructional elements (Lohr, 2008, p. 272). I decided not to include the typical green cell in this

image because I didn’t feel it was adding anything to the final image (Lohr, 2008, p. 89).

Vacuole page- This image of the vacuole was created as a transformative visual, to help make

information more memorable. This image affects long-term memory because it relies on analogy

to help people learn (Lohr, 2008, p. 22). The colors were chosen to represent the stored item in

the vacuole. Brown, which is often associated with dirt and poverty, was used to represent waste.

The blue, which is associated with dependability and life, was used to represent water (Lohr,

2008, p. 270). The fact that the vacuole is half brown and half blue is part of the analogy

because it stores both waste and water depending on the cell. I used a water filler for the glass of

water to add texture. According to Chapman (2011) “Textures can add to the feeling and mood

of a design, or they can take away”. I used the image placement to help split the page into two

halves the water being slightly larger to show an almost equal hierarchy. “Aside from using

alignment, hierarchy is perceived through color and size” (Lohr, 2008, p. 133). I wanted to use

more blue and a larger space for water, because it is present in both plant and animal cells and

makes up the majority of a cell, but animal cells often contain mostly waste.

Cell Systems page- I designed the image with the thought that I want students to be able to learn

a concept using words and shapes only. I wanted them to learn that cells form tissues which form

organs not just by the words, but the image that is represented within the words. I believe my

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image will work because the lesson is presented in both words and visuals. According to Lohr

(2008), “the first function of color is to label or differentiate information”, which was the

purpose differentiating the color of each level of cell growth. “The fourth function of color is to

create decoration or aesthetic appeal.” (p. 265) By using a different color for each word the color

now represents and differentiates the information. I used colors that would stand out against their

backgrounds and appeal to the students. I have discovered that contrast in colors seems to appeal

to students, especially those in the lower MS grades. I gave the cell texture and added “cell

parts” surrounding the word cell. I did this in order to remind students that even though the cell

is the starting point, the most basic building block of life, it is made up of smaller parts.

According to Lohr, (2008) “people tend to perceive shapes as wholes (or Gestalt). A shape is

seen as a unit, and anything superimposed on a shape, or aligned to it, is likely to be seen as part

of that unit. Therefore, a shape can be an effective way of presenting related but distinct

information as one unit” (p. 250). In my image I used not only a cell shape, but actually used the

words” tissue” and “organ” as a shape as well. The shape of the words, and the meaning behind

the words being filled with smaller words, all acts together as one unit to represent the

interconnectedness of the three words.

Cell Division page- These images were placed on this page as decorative, organizational, and

interpretive tools. These images each represent a step in the process of mitosis. They are

organizational because they are sequential, each picture representing a step. The information

surrounding the picture is chunked, “which helps the learner think about information in a

meaningful or efficient way” (Lohr, 2008, p. 125). The information is interpretive because it

helps learners understand difficult content by breaking down the steps visually (Lohr, 2008, p.

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20). The images are used as repetitious figures (the same cell with slight adjustments to the

organelles). There are many versions of the process of mitosis but the repetition of these images

added a sense of harmony and congruency to the flow (Lohr, 2008, p. 203).

1.3 Instructional Strategies

In practice, instructional strategies interact with learning situations. The results of these

interactions are often described by instructional models. The appropriate selection of

instructional strategies and instructional models depends upon the learning situation (including

learner characteristics), the nature of the content, and the type of learner objective.

EdTech 502- Webquest Activity

In EdTech 502, the internet for educators, we learned about creating practical and useful

internet lessons while using Dreamweaver to build our own activities website. (EdTech 502-

Webquest Activity) The first internet activity I would like to explain in more detail is the

webquest activity. Creating my own webquest from the code to the material covered within the

code. The purpose of the webquest I designed is to teach students about the biological imperative

by allowing them to recognize and identify it in modern fiction. This webquest teaches a crucial

lesson in understanding life of the past, present, and future. By connecting these concepts to a

popular piece of fiction, “The Hunger Games”, we are helping to make the concepts relevant to

students as well. If a student can identify key biological implications in a fictional story, the

process of identifying and applying them in real life becomes that much easier. Using the mode

of the webquest helps students to learn through exploration, and it provides the interactivity and

independence that we attempt to provide for our students.

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EdTech 502- Jigsaw Activity

The second activity in EdTech 502 I would like to relate in further detail is the jigsaw

project. (EdTech 502- Jigsaw Activity) This project focuses on scientists responsible for the

discovery or advancement in understanding of various aspects of DNA information. In the jigsaw

activity students are asked four questions, but they are split into 4 expert groups to answer the

same questions about different scientists. Students are provided resources which allow them to

explore information relevant to the topic while gaining insight into DNA structure and function.

This insight is then shared with the other expert groups in the class. In the jigsaw activity

students are responsible for their own learning, which leads to a more authentic learning

experience.

1.4 Learner Characteristics

Learner characteristics impact specific components of instruction during the selection and

implementation of instructional strategies. For example, motivation research influences the

selection and implementation of instructional strategies based upon identified learner

characteristics. Learner characteristics interact with instructional strategies, the learning

situation, and the nature of the content.

EdTech 504- Synthesis Paper (Learning Theories)

In order to properly educate a student you must first understand how that student learns,

what characteristics they possess that influences their learning patterns. (EdTech 504-

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Synthesis Paper) In 504, Theoretical Foundations of Educational Technology, I learned about

various epistemological theories. My synthesis paper was entitled The Effectiveness of

Educational Technology, Through the Implementation of Technology Integration, on Inquiry-

Based Learning. I choose to research inquiry-based learning because I teach at an IB school,

which is based on the theories of constructivism and inquiry-based learning. Through my

exploration of these two learning theories and many others, I was able to better understand the

expectation the IB organization has of me as a teacher. This class, perhaps more than any other,

has immediately impacted my career and my teaching. Better understanding how students learn,

and how the curriculum in my school is written has made me a stronger teacher.

Standard 2: DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials

and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Print Technologies

Print technologies include verbal text materials and visual materials; namely, text, graphic and

photographic representation and reproduction. Print and visual materials provide a foundation for

the development and utilization of the majority of other instructional materials.

EdTech 504- Annotated Bibliography

In EdTech 504 I developed a better understanding of learning theories and eventually

wrote a final synthesis paper based on the research of a chosen learning theory. (EdTech 504-

Annotated Bibliography) Prior to actually writing that synthesis paper we were tasked with

creating an annotated bibliography, which served as the foundation for the development of the

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synthesis paper. This task was challenging, and it forced me to reconsider the way I write

research papers. The annotated bibliography helped me to ensure that my resources are valid and

that I know how to best utilize my resources.

2.2 Audiovisual Technologies

Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and

allow for learner interactivity dependent on teacher application.

EdTech 513- Digital Storytelling Video

In EdTech 513 I created my own digital story; the story tells about a part of my life.

( EdTech 513- Digital Storytelling Video) I found, after completing my own story, that there

are so many uses for this type technology in my classroom. I have already asked my students to

use digital storytelling to tell the story of photosynthesis from the point of view of a chloroplast.

I had my other science class create a digital story for their graduation video. The use of digital

stories in the classroom can tell real stories, like mine, or stories that are more abstract in nature

but tell a story none-the-less. The concept of using images, music, and voice-over techniques to

tell a story or convey an understanding of a concept in a deeper way is something that could be

invaluable in a classroom, if used correctly.

EdTech 513- Worked Example Video

In EdTech 513, I also created a worked example, or a screencast of a lesson. (EdTech

513- Worked Example Video) I am attempting to create more a flipped classroom and using

this technology would make those lessons much easier and much more effective. I have used

Khan Academy many times, but never fully understood how they accomplished the lesson, and

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now that I have used Camtasia I have a much better grasp on what is out there. I will be

requesting that my school purchase this software for next year. I think it would also be a great

alternative to substitute lesson plans, as the teacher could actually teach the lesson and the

substitute could supervise classroom management. This technology can open the door for a truly

individualized and facilitated classroom, as one has the ability to self-pace, rewatch, and teachers

can even individualize instruction level.

2.3 Computer-Based Technologies 

Computer-based technologies represent electronically stored information in the form of digital

data. Examples include computer

-based instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction

(CMI), telecommunications, electronic communications, and global resource/reference access.

EdTech 502- Virtual Fieldtrip Activity

In EdTech 502 I created a virtual fieldtrip, where students had the opportunity to “visit”

the scenes of natural disasters. (EdTech 502- Virtual Fieldtrip Activity) One of the benefits of

technology is that is opens up the door for students to experience things that would normally be

impossible or at the very least improbable for most students to experience. Natural disasters are

dangerous and seeing them in person would put students in jeopardy, not to mention the cost of

getting the students to the scene, and the time required to get them there. While it is important to

realize that this technology opens doors and should be used to inform, it is also important to

remember that it can be fun and engaging. The Virtual Field Trip I completed in EdTech 502

Internet for Educators allows students to see, hear, and “feel” the power of natural disasters. The

use of visual imagery, videos, texts, and outside links brings students into the event. Prior to this

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course my website design skills were limited to graphic interface “drag and drop” websites, but

this website is of my own design; and that is a very big accomplishment for me.

2.4 Integrated Technologies

Integrated technologies are typically hypermedia environments which allow for: (a) various

levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio,

video, and graphic environments. Examples include hypermedia authoring and

telecommunications tools such as electronic mail and the World Wide Web.

EdTech 505- Evaluation Model Glogster

In EdTech 505 we given the option to present our weekly assignments using any medium

we saw fit. ( EdTech 505- Evaluation Model Glogster) Most weeks I chose to use some

form of a Web 2.0 technology. I wanted to practice taking an assignment and turning it into

something more interactive and creative and this assignment was one such example. In this

project my goal was to explain the evaluation model I was using for my final evaluation paper. I

chose to use Glogster as the medium with which I would break down the goal-based model I was

using for my evaluation. Glogster allows the creator to add hypermedia links, video, sound,

graphics, images, and text. My Glog not only provided the information required, but it allowed

me to express that information in a way that was both engaging and informative. I was forced to

consider how to organize my information on the page, what graphics, text, and video would best

inform the viewer and where I would place those items. Glogster is an interactive media that is

saved on the web; its very nature encourages the use of integrated technologies.

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Standard 3: UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources

for learning by applying principles and theories of media utilization, diffusion, implementation,

and policy-making.

3.1 Media Utilization

Utilization is the decision-making process of implementation based on instructional design

specifications.

EdTech 505- Learning Statistics Glogster

“Media utilization is the systematic use of resources for learning” (AECT, 2000). In the

EdTech 505 Statistics project I once again decided to use a Glog.  (EdTech 505- Learning

Statistics Glogster) I found from previous experience that Glogster allowed me to use a

variety of media (links, text, images, and video) on one poster page. The fact that Glogster makes

media utilization easier by providing simple links and embedding capabilities makes it the

perfect resource for teachers that want their students to utilize resources in meaningful ways. In

my Glog I used a variety of resources to help explain a complicated concept. I found myself

struggling to understand all of the aspects of statistics we were being taught in EdTech 505, but

finding resources for this Glog helped me to better understand the concept myself, and as a

result, I utilized the resources that I found most helpful to help others better understand the

concept as well. My mom, who was a teacher, always said the best way to learn something is to

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teach it to others. Glogster provides a medium for students to be creative, engaged, and to utilize

media in a way that will teach both themselves and others.

3.2 Diffusion of Innovations

With an ultimate goal of bringing about change, the process includes stages such as awareness,

interest, trial, and adoption.

EdTech 501- Technology Use Planning Project

In EdTech 501, I created the technology use plan, in which we were asked to create a

strategic technology use plan for our school. (EdTech 501- Technology Use Planning

Project) The technology use plan allowed for open communication with school stakeholders

about the school’s technology goals and strategies for attaining them. The plan was written with

the intent of adoption by school officials. The rationale of the plan was to create an on-going

plan of action that worked in phases to help the school meet their goals and expectations. The

EdTech 501 technology use plan project exemplifies the diffusion of innovations. Through this

project we opened the doors of communication, sharing in our awareness of our deficiencies, we

came to together to build on our common interest to improve our technology situation, we

created surveys and truly examined all aspects of the current technology use with the hopes of

creating a plan that would eventually be adopted by school officials. I am very proud of the plan

I created for my school, and my school has adopted the plan and we have just completed the first

phase of the plan, which was to build an infrastructure that can support current technologies, and

hopefully, future technologies that the school possesses and/or will possess.

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3.3 Implementation and Institutionalization

Implementation is using instructional materials or strategies in real (not simulated) settings.

Institutionalization is the continuing, routine use of the instructional innovation in the structure

and culture of an organization.

EdTech 541- Integrated Technology Lesson Plans (Science, Language, and the Arts)

In 541, Integrating Technology, the technology integration lesson plans we created for

various subject areas are a great example of how these EdTech projects can be used in our daily

lives immediately.  (EdTech 541- Integrated Technology Lesson Plans) When I created

the lesson plans for integrating science and technology with Language Arts, P.E., and Math my

goal was to create a resource for my colleagues. When I began the process I reached out to my

colleagues to ask them to sit down with me and tell me about what they do in the classroom,

EdTech once again opened the door to communication. This project was the stepping stone for a

serious of joint projects that I completed with my colleagues this year to help integrate multiple

subjects through the use of technology. Each lesson plan that I created included media

utilization, computer-based technologies, integrated technologies, learner theories, and

instructional strategies. This project meets the standard of implementation and

institutionalization perfectly because I used it in my real-life classroom situation and it has

changed the way that my colleagues and I work together, our school culture is now one of

cooperation and integration.

3.4 Policies and Regulations

Policies and regulations are the rules and actions of society (or its surrogates) that affect the

diffusion and use of Instructional Technology.

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EdTech 502- Netiquette Webpage

In EdTech 502, I made one of my first attempts at web page design, with a project on

Netiquette. (EdTech 502- Netiquette Webpage) While I was already familiar with the topic

from previous EdTech courses I found the creation of a Netiquette webpage both challenging and

useful. I was teaching in a new school at the time that I was creating this project and the school

had never even heard the term Netiquette, much less created any policy around the concept of

Netiquette. I know from experience that it is important for schools to have technology use

policies in place and clearly defined for students and faculty. Using proper Netiquette is

essential for online communication, whether it is students, parents, teachers, or administrators

communicating to any of the above. Once I showed my administration the webpage I created in

EdTech 502 they understood the importance for a Netiquette policy and asked me to share my

webpage with each of the grade level classes. Since introducing this policy to the school we have

all noticed a big difference in the online communications on campus. It was not a quick or easy

process, everyone needed reminders to continue following the policies but it has proven well

worth it in the end.

EdTech 502- Scavenger Hunt Activity

After the introduction of Netiquette I approached my administration with my next

EdTech 502 project, Copyright & Plagiarism, which is an Internet scavenger hunt that provides

students with a variety of online resources and videos to learn more about copyright and

plagiarism. (EdTech 502- Scavenger Hunt Activity ) This webpage challenges students to

investigate the provided links and answer questions to determine understanding. My

administration had policies in place for Copyright and Plagiarism, but agreed that students

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should be required to complete the scavenger hunt and pass in order to utilize the school’s

technology. These two projects are perfect examples of policy and regulation implementation in

real-life situations.

STANDARD 4 MANAGEMENT

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and

supervise instructional technology by applying principles of project, resource, delivery system,

and information management.

4.1 Project Management

Project management involves planning, monitoring, and controlling instructional design and

development projects.

EdTech 503- Instructional Design Final Project; IB Exam Webquest Lesson

In EdTech 503 Instructional Design, I created an IB exam webquest project that meets

the requirements for this standard. (EdTech 503- Instructional Design Final Project; IB

Exam Webquest Lesson)  Prior to creating the lesson, I first had to take into consideration the

learner characteristics, the contextual analysis, strategies to improve student buy-in, learning

theories and strategies, objectives for learning, and of course formative and summative

evaluation, which are key in IB instruction. Part of completing the lesson involved creating the

instructional materials that would accompany the lesson. This project took on one more

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dimension as we were required to create an instructors guide as well, it was to be based on

Keller’s (1987) ARCS model (Attention, Relevance, Confidence and Satisfaction). In order to

determine if the project was in fact effective I had to have another person implement the

instructional design, part of that process required me to have an expert review the lesson, to have

one-on-one and small group evaluation of the instructional design unit and a field trial of the

lesson. In the monitoring process I received feedback from my subject matter expert which

helped me to make necessary adjustments to the lesson. Prior to creating this project I did not

have a thorough understanding of all of the elements that go into instructional design. This

project is a perfect example of project management. I was required to plan, develop, implement,

monitor, and control the various aspects of the instructional piece.  

EdTech 505- Final Evaluation Project (Teacher Technology Training)

Another example of project management is the final evaluation project in EdTech 505,

Evaluation for Educational Technologists. (EdTech 505- Final Evaluation Project) This

evaluation project proved to be quite challenging. I found myself struggling with my role in the

evaluation because I was the creator of the program being evaluated as well as the evaluator. The

dual role made objectivity all the more important. The project began with planning, choosing an

evaluation model, researching the programs objectives, the school’s goals, and understanding the

background leading to this programs implementation. Planning then led to monitoring and

observing the program in action. Monitoring included surveys, observation checklists, and

recording raw data. From there the program was formatively evaluated and changes were made

to see if the changes implemented would improve the program in areas of concern. From there

more information and monitoring and then summative evaluation took place. In the end being

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both the creator of the program (which allowed me to utilize my knowledge from EdTech 503)

and being the evaluator (which allowed me to find objectivity as a project manager and

evaluator).

4.2 Resource Management

Resource management involves planning, monitoring, and controlling resource support systems

and services.

EdTech 505- RFP Evaluation Proposal

The EdTech 505 Evaluation Project exemplifies standard 4.2. We were tasked with

developing an evaluation proposal for the Far West Laboratories, a fictional company.

( EdTech 505- RFP Evaluation Proposal) The Far West Laboratory needed to evaluate a

training program for current and future administrators to learn to plan effective school programs.

Throughout the development process I had to take into consideration the resources that the

company had available and the goals and outcomes that were to be met by the program. I had to

create a plan for how to properly evaluate the program’s effectiveness, how my evaluation

company would go about monitoring the progress of the program, and I had to provide

reasonable but accurate billing for the services provided. This evaluation proposal required me to

think about how all aspects of the evaluation process would work prior to actually seeing the

program in action, and I had to consider how my company’s would provide the Far West

Laboratory with the best evaluation for their situation.

4.3 Delivery System Management

Delivery system management involves planning, monitoring and controlling ‘the method by

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which distribution of instructional materials is organized’ . . . [It is] a combination of medium

and method of usage that is employed to present instructional information to a learner.

EdTech 502 M-Learning Activity

In EdTech 502 I created a project called M-Learning, which was a mobile learning

webpage that was designed to be completed by students while on a field trip to the Florida

Botanical gardens. (EdTech 502 M-Learning Activity) The reason I choose to classify this as

in the delivery system management standard is because the this mobile webpage was the medium

by which students were presented an assignment to complete in an interactive method in order to

learn more about plant science. The webpage included links to more information on plant

science, it included instructions for the project, images, and even a link to an application that

students needed to download to complete the activity. The webpage was completed on a fluid

layout so that it could be viewed on computers, tablets, or cell phones. The website was

organized in such a way that the instructional materials could be viewed in the correct sequence

to complete the assignment.

4.4 Information Management

Information management involves planning, monitoring, and controlling the storage, transfer, or

processing of information in order to provide resources for learning.

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EdTech 501- RSS for Educators

When I think about information management I think about EdTech 501 and the RSS for

educators’ project. ( EdTech 501- RSS for Educators) Going in to this assignment I was a bit

apprehensive, because while I know what an RSS feed is, I don't use them. I am not a big blog

follower, but as I began to think about how I could use this technology in my classroom I

realized that kids would prefer to read short articles from the internet far more than reading from

a textbook. By teaching students how to initially seek out information, and then save time by

having that site update you with new information, we teach them to become active learners.

Having so much information available from so many different sources, opens up the possibilities

for learning. RSS feeds not only provide up-to-date information but they provide a means by

which to share and organize that information.

STANDARD 5 EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of

instruction and learning by applying principles of problem analysis, criterion-referenced

measurement, formative and summative evaluation, and long-range planning.

5.1 Problem Analysis

Problem analysis involves determining the nature and parameters of the problem by using

information-gathering and decision-making strategies.

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EdTech 505- Final Evaluation Project (Teacher Technology Training)

In EdTech 505, the evaluation of my school’s technology training program served not

only as a great way to learn to manage a program, but also as an opportunity to learn to analyze a

problem by gathering data and making decisions based on that data. (EdTech 505- Final

Evaluation Project) As a part of the evaluation process I had to gather background information

on the school and its needs, and sit down with administrators and other stakeholders to determine

the objectives of the program they wanted to evaluate. These individual aspects are all a part of a

greater picture of problem-solving. The evaluator must consider the goals of the organization and

determine if the program they are evaluating will help the company meet those goals. In order to

make this determination information must be gathered, then processed and decisions must be

made that help stakeholders determine if the program could potentially solve their problem and

meet their needs.

EdTech 501- Technology Use Planning Project

In EdTech 501, the technology use project allowed me to create a method by which I

could gather data on my school’s technology maturity. (EdTech 501- Technology Use

Planning Project) I surveyed school stakeholders, observed the technology usage, researched

the policies and procedures in place, and then processed the data I collected to determine the

school’s technology strengths and weaknesses. The gathering and processing of this data helped

open the conversation for school administrators to determine how to strengthen the areas of

deficiency.

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5.2 Criterion-Referenced Measurement

Criterion-referenced measurement involves techniques for determining learner mastery of pre-

specified content.

EdTech 503- Instructional Design Final Project; IB Exam Webquest Lesson

The EdTech 503 final instructional design project was built to be a complete lesson for

instruction. (EdTech 503- Instructional Design Final Project; IB Exam Webquest

Lesson) I set objectives for learning, provided material for instruction, and included a criterion

based rubric for evaluation. Rubrics are an effective way to meet the 5.2 standard, because they

are criterion-referenced measurement devices utilized for determining learner mastery of content.

EdTech 541- Integrated Technology Lesson Plans : The Arts

In EdTech 541, I created biology theme units that were integrated with technology and

another subject. (EdTech 541- Integrated Technology Lesson Plans : The Arts) In the

integration project with Biology and the Arts and I created a Glogster project that included a

rubric for criterion based evaluation of student understanding. By creating a rubric for the project

the students know how they are to be graded and the Glogster itself shows understanding of the

concepts being taught.

5.3 Formative and Summative Evaluation

Formative evaluation involves gathering information on adequacy and using this information as a

basis for further development. Summative evaluation involves gathering information on

adequacy and using this information to make decisions about utilization.

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EdTech 501- Technology Use Planning Project

In EdTech 501, the technology use program used formative assessment in the form of the

checklist that was used to determine what level of technological maturity the school has achieved

in the various areas. (EdTech 501- Technology Use Planning Project)

EdTech 505- Final Evaluation Project (Teacher Technology Training)

In EdTech 505, the final evaluation project on my school’s teacher technology training

program is the perfect example of both formative and summative evaluation. (EdTech 505-

Final Evaluation Project) Throughout the program, the evaluator observes, surveys, and

gathers data to assess the program formatively. At the middle point of the program trial period,

the information gathered throughout the formative evaluation is shared with program creators

and stakeholders so that recommendations can be made for change. The second half of the trial

period is used to evaluate the program now that changes have been made. Upon the completion

of the program the evaluator gathers more data, and processes all program data in order to

evaluate the program as a whole, or summatively.

5.4 Long-Range Planning

Long-range planning that focuses on the organization as a whole is strategic planning....Long-

range is usually defined as a future period of about three to five years or longer. During strategic

planning, managers are trying to decide in the present what must be done to ensure

organizational success in the future.

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EdTech 505- Final Evaluation Project (Teacher Technology Training)

The evaluation report that was written for the teacher technology training program in

EdTech 505 exemplifies the standard 5.4 long-range planning. ( EdTech 505- Final Evaluation

Project) The purpose of the teacher technology training program is to create a program that will

keep teachers up-to-date on new technologies, to train new teachers, and to improve technology

use school wide for years to come. The evaluation was created to determine if this training

program is sustainable for the school, and if the program would be the most efficient and

effective plan to meet the needs of the school.

EdTech 503- Instructional Design Final Project; IB Exam Webquest Lesson

The EdTech 503 final instructional design project is also an example of long-range

planning. (EdTech 503- Instructional Design Final Project; IB Exam Webquest

Lesson) The project is intended to be the culminating activity after a two year program. The IB

examination is something that teachers prepare students for each year, and there is no real study

guide for the exam. This project allows students to create their own study guide and share it with

classmates to split the load of information. Upon completion of this project I began using it with

my classes, and I shared the idea with other teachers. The project has grown, and each teacher

does it in their own way with their own adjustments, but it has become a school wide adoption

by Diploma Program teachers.

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BibliographyAssociation for Educational Communications and Technology. (2005). Standards for the

accreditation of school media specialist and educational technology specialist programs (4th ed.). Bloomington, IN.

Chapman, C. (2011). A Graphic Design Primer, Part 1: The Elements of a Design - Noupe. Noupe: The curious side of smashing magazine. Retrieved July 26, 2012, from http://www.noupe.com/design/a-graphic-design-primer-part-1-the-elements-of-a-design.html

Geer, C. (2007). Graphic Design Using Color. Web Design Library. Retrieved June 28, 2012, from http://www.webdesign.org/web-design-basics/color-theory/graphic-design-using-color.12801.html

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