Running head: EDTECH e-PORTFOLIO RATIONALE
Educational Technology e-Portfolio Rationale Haley Dixon Boise State University October 7, 2013
EDTECH e-PORTFOLIO RATIONALE Introduction As a Master of Educational Technology candidate at Boise State University, the rationale paper provides a description to each completed projects alignment to the
Association of Educational Communications and Technology (AECT) Standards. A new transplant to beautiful Spokane, Washington, I am becoming an active member of the digital arts community! I look forward to utilizing my education in the direction of community computer literacy and digital storytelling.
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 (AECT, 2000, p. 14).
1.1 Instructional Systems Design Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction (AECT, 2000, p. 14).
The final EdTech 503 assignment presented a perfect opportunity to practice instructional systems design through completion of an Instructional Design Project. The instruction, designed as a future community project, focused on developing a plan and mapping out a garden for spring planting. Following the ADDIE Model process of analyzing, designing, developing, implementing, and evaluating as a guide throughout the instructional design process proved to be an eye-opening task (Smith & Ragan, 2005).
EDTECH e-PORTFOLIO RATIONALE
Prior to completion of the instructional design project, and my introduction to the ADDIE Model, I found little connection between formal instructional design and myself as an educator. I learned opportunities for ISD do not just exist in the traditional classroom, but can be applied to online learning.
1.2 Message Design Message design involves planning for the manipulation of the physical form of the message (AECT, 2000, p. 14).
In response to my first video editing assignment (EdTech 533), I created the Tiny Home Edu Remix Monopoly for Thought. Although new to video production and editing, I immediately felt the power of video as a digital storytelling tool. By utilizing the YouTube Editor as instructed, I quickly learned to manipulate creative commons clips together creating a new message aimed at informing learners about the pluses of living in a tiny home. Utilizing Adobe After Effects to enhance text into moving graphics, I included a clip using chunking principles of graphic design (Lohr, 2008). This first video editing assignment provided an opportunity to learn tech skills necessary for presenting instruction (message) in an entertaining format.
1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson (AECT, 2000, p. 14). In response to a website design project assigned in EdTech 502, I created a
EDTECH e-PORTFOLIO RATIONALE Jigsaw Activity requiring learners to complete a sequence of events related to locating free images on the Internet. Learners split into small groups, visited websites promoting free images, and answered a few short questions about each site before sharing with the other participants. The jigsaw activity introduced the possibility of utilizing website design as part of an instructional strategy. Using a website to present instruction is extremely efficient as the learner retains the ability to quickly link to supplemental information (Ko & Rossen, 2010).
1.4 Learner Characteristics Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process (AECT, 2000, p. 15).
EdTech 504 presented an opportunity to research learner characteristics and produce a Final Synthesis Paper - Socially Shared Cognition: Analyzing Success in Technology-Based After-School Programs. At the beginning of the course, I felt completely intimidated by the task of attempting to decipher how learning occurs in an effort to target most effective learning practices in an after-school setting (Ertmer & Newby, 1993, p. 50). The final synthesis paper not only aided in honing my research skills, but also enhanced my understanding of learner characteristics developed from various experiences in that I may apply effective instruction techniques in the future.
Standard 2: Development Candidates demonstrate the knowledge, skills, and dispositions to develop instructional
EDTECH e-PORTFOLIO RATIONALE materials and experiences using print, audiovisual, computer-based, and integrated technologies (AECT, 2000, p. 18).
2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes (AECT, 2000, p. 18).
In reply to an assignment request in EdTech 506, I created a Typography Image to use as an instructional companion for a community garden compost project. Posted to a webpage, the static visual provides a method for delivering information related to the basic elements of the compost project. The image was my first attempt at utilizing graphic design principles, and represents my initial understanding of visual literacy and expressing ideas/text in terms of images (Lohr, 2008).
2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages (AECT, 2000, p. 18).
As my video editing skills developed, I created a Compost Comprehension Video utilizing PowerPoint, Camtasia, and Audacity, and iMovie in response to an assignment in EdTech 533. Completing the video required utilizing many of the tech skills I had learned in previous courses, and provided an opportunity to experiment with instructional delivery methods. Keeping in mind my ultimate goal of providing digital
EDTECH e-PORTFOLIO RATIONALE video/storytelling instruction, the assignment promoted an expansion of my tech skills related to digital learning (Valdez, McNabb, Foertsch, Anderson, Hawkes, & Raack, 2000).
2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources (AECT, 2000, p. 18).
Utilizing VoiceThread, I developed the Emerson Technology Use Plan in response to an EdTech 541 assignment. With the use of static graphic images, I created a narrated slideshow presenting an outline for consideration of student computer related abilities and available resources, ultimately resulting in a road map for reaching instructional goals. Interested in providing digital arts instruction, I was impressed by VoiceThread as a method for delivering instructional materials and information to the learner. As a digital storytelling tool, the possible uses for VoiceThread are endless, and I plan to further develop my use of the tool in the future.
2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer (AECT, 2000, p. 18).
Designed as a brainstorming lesson related to digital storytelling, I created a Virtual Field Trip in EdTech 502. Although I had developed website based instruction before, this assignment presented an opportunity to integrate web design, static visual images, and recorded audio. Students were asked to view images of abandoned
EDTECH e-PORTFOLIO RATIONALE mansions, choosing one for the subject of narration. Utilizing VoiceThread, students were asked to upload the chosen abandoned mansion image and make a short voice recording imagining what it might have been like to live in the house when it was new. By designing instruction utilizing several forms of media, I furthered the goal of providing choice in learner creative activities (Valdez, et. al, 2000).
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 (AECT, 2000, p. 22).
3.1 Media Utilization Media utilization is the systematic use of resources for learning (AECT, 2000, p. 22).
The Etsy Camtasia Project was created in response to an EdTech 513 assignment. New to Camtasia at the time, I was amazed by the simplicity of screen recording. The Camtasia project presents the learner with systematic instructions for listing an item for sale on the website Etsy. The ability to provide step-by-step visual instruction combined with narration for material reinforcement opened a new door for me as an instructional designer, as many computer related tasks require systematic representation of the material.
3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption (AECT, 2000, p. 22).
EDTECH e-PORTFOLIO RATIONALE Writing an Evaluation Report Animation was initially posted as a discussion response for EdTech 505 as a strategy to eliminate confusion regarding the steps of
generating an evaluation report. The video, created utilizing Go!Animate (an in-browser animation tool) aimed to provide a light-hearted explanation of the evaluation report while also providing a basic outline for report content. The experience of creating the animation was almost therapeutic, as animating the content outline reinforced the material. As an outcome of completing the animation, I realized the educational value of utilizing an entertaining/innovative tech tool as part of a review process (Gainer, 2010).
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 (AECT, 2000, p. 22).
Edtech 551 presented an opportunity to explore my future goal of providing instruction in an after-school media related program. I developed the Emerson Multimedia Grant Proposal in response to the desperate need for after-school programs available through the local school district. Written as a request for funding from the local arts council, the proposal outlined the purpose of the multimedia arts program and included a detailed budget for purchasing basic technical needs. The program outline also provided a basis for generating post-participation critical thinking skills as well as enhancing computer literacy for all participants (Jonassen & Land, 2000).
EDTECH e-PORTFOLIO RATIONALE 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 (AECT, 2000, p. 22).
In response to an assignment in EdTech 502, I designed the web-based Copyright Scavenger Hunt. New to the EdTech program at the time, I was consistently confused regarding the use of media material with regards to copyright. The scavenger hunt requested the learner navigate to various websites outlining copyright laws, complete a worksheet assessing what they learned about copyright, and ultimately check their answers via a linked answer key. The Internet provides easy access to many instructional materials that when used responsibly, with proper citation, can enhance lessons beyond the limitations of the instructors technical skills (Roblyer & Doering, 2007).
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 (AECT, 2000, p. 25).
4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects (AECT, 2000, p. 25).
EdTech 505 provided a more in-depth approach to planning, monitoring, and evaluating a tech related program. The Far West Labs Evaluation Proposal was generated in response to a request for proposals regarding the current lab program. As an
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introduction to project management, including developing ongoing plans for monitoring, the assignment proved a challenge for incorporating an effective evaluation method, but proved a valuable experience for future projects (Boulmetis & Dutwin, 2005).
4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services (AECT, 2000, p. 25).
In EdTech 501, I was assigned the task of performing the Blueberry School Evaluation, a basic review of the schools technology resource management. Recommendations were made regarding the planning, monitoring, and support services associated with the schools technology use plan.
4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling 'the method by 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 (AECT, 2000, p. 25).
EdTech 533 presented an opportunity to learn various YouTube annotation practices designed to engage the learner by providing methods for interactive video commentary. Utilizing annotation, I created an Interactive Tiny Home Adventure as a learner driven activity linking informational videos. Essentially, I was able to manipulate the delivery system of the material to the learner via YouTube.
EDTECH e-PORTFOLIO RATIONALE 4.4 Information Management Information management involves planning, monitoring, and controlling the storage,
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transfer, or processing of information in order to provide resources for learning (AECT, 2000, p. 25).
New to web server construction, EdTech 552 presented the challenge of creating a Server Project demonstrating comprehension of how to turn a home computer into a web server. The project served as an opportunity to demonstrate new technology skills while providing a basic overview of information management techniques.
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 (AECT, 2000, p. 28).
5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies (AECT, 2000, p. 28).
As a necessary component of conducting an evaluation in EdTech 505, I created the GoAnimate Survey (use in educational environments) utilizing SurveyMonkey. The survey proved to be an extremely useful method for gathering information, and ultimately served as a valuable component in providing suggestions for website improvements. Although the survey questions were somewhat difficult to compile, the insight gained by
EDTECH e-PORTFOLIO RATIONALE analyzing the website use through the eyes of multiple educators provided a wealth of information for the process of evaluation.
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5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content (AECT, 2000, p. 28).
In response to an assignment in EdTech 554, I was challenged to co-author a Software Evaluation Rubric. As described by Boulmetis & Dutwin (2005), we created a rubric for measuring software standard of performance. The evaluation, performed for two elementary level programs, provided an opportunity to utilize a tool (rubric) assisting in the decision making process of purchasing software (2005, p. 114). Using the software evaluation rubric, one can make an informed decision as to if the software will meet their needs compared to the expense.
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 (AECT, 2000, p. 28).
EdTech 505 provided an opportunity to examine GoAnimate Use in Education by performing a formative and summative evaluation. Information was gathered regarding GoAnimate use in the classroom (including online) via a survey distributed through the GoAnimate discussion board. All survey participants considered themselves educators,
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and the information gathered was used to evaluate the current application of the software as well as develop suggestions for further development in the future.
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 (AECT, 2000, p. 28).
EdTech 541 provided an opportunity to conduct a Technology Plan Review of an assigned school district. Analyzing every aspect of the districts current technology plan, beginning with the identification of the lack of a mission/vision statement. Utilizing the overall district mission/vision statement as a guide for the expectations of a long-term technology plan, recommendations were made regarding the implementation of a flexible, goal-oriented future technology plan.
Conclusion
The Boise State University Master of Educational Technology program has provided an exceptional opportunity to develop web-based instructional design skills. When I began the program, I had two goals: learn new skills and learn how to pass them on to others. The MET program has been an engaging experience exceeding all expectations and ultimately fulfilling my initial goals of mastering tech skills and fully understanding their role in education so that I may have a positive impact on multimedia web-based instruction.
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References
Association for Educational Communications and Technology (AECT). (2000). Standards for the accreditation of school media specialist and educational technology specialist programs (4th ed.). Boulmetis, J., & Dutwin, P. (2005). The ABCs of evaluation (2nd ed.). San Francisco, CA: Jossey-Bass. Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparingcritical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72. Gainer, J. (2010). Critical media literacy in middle school: Exploring the politics of representation. Journal of Adolescent & Adult Literacy, 52 (5), 364-373. Jonassen, D.H., Land, S.M. (2000). Theoretical Foundations of Learning Environments. Lawrence Earlbaum Associates. Ko, S. S., & Rossen, S. (2010). Teaching online: A practical guide. New York, NY: Routledge. Lohr, L. L. (2008). Creating graphics for learning and performance, Upper Saddle River, NJ: Pearson. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th ed.). Boston, MA: Allyn & Bacon. Smith, P. L. and Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
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Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., & Raack, L. (2000). Computer-based technology and learning: Evolving uses and expectations. North Central Regional Educational Laboratory. 1-41.
