Rationale Paper for AECT Standards Ashlie Cox 3rd/4th Grade Social Studies Teacher, Eminence Elementary Fall

2011

When I first started the Master of Educational Technology program in the fall of 2009, I was a reading recovery teacher at Eminence Elementary, working with 1st and 2nd graders. As I am finishing the program, I am currently a Social Studies teacher for 3rd and 4th graders. What has been interesting about the position change and ending my Masters program is the differing opportunities for technology use in the classroom. In 2009, I did not have a wide range of knowledge about using technology in the classroom. I gained more knowledge semester by semester, but I was limited to technology programs that related to reading. Now, in 2011, I have an extensive knowledge of technology that can be applied to the classroom and Social Studies. I became interested in the technology program at Boise State when I realized that I could operate a computer easily and clearly, unlike many teachers I worked with. I also realized that technology is a great complement to the classroom and will continue to be used more every day. By enrolling in this program, I wanted to learn more about how to incorporate technology into the classroom and ultimately fulfill my goal to be a technology coordinator. Throughout this paper, artifacts from courses I have taken in the M.E.T. program will be available, as well as how those assignments relate to the AECT standards. The connection that the standard and artifact have will be explained, the theory behind each assignment will be highlighted, and my thoughts about the assignment and how it can be used in the classroom will be shared.

AECT Standard 1- Design 1.1 Instructional Systems Design- The instructional design system focuses on how to design instruction that includes analyzing, designing, developing, implementing, and evaluating instruction. An example that connects to this standard is the Instructional Design Project (EDTECH 503). To complete this project, I followed each step to develop a system of instruction for NEO training for the teachers. After the needs analysis was conducted, I had a better idea of how to design and implement instruction to meet the needs of the teachers. What I found most beneficial through this project was the needs analysis. I realized that I dont take enough time to find out where my students are before I create a lesson. Sometimes I end up teaching them material they already know because I havent taken the time to find out their needs and design the lesson around them. Also, I learned that each step in the process has an important role to the overall design. 1.2 Message Design- Message Design focuses on the physical form of the message and how it is portrayed. Two artifacts that I completed can fit into this standard. One is the Organization Principle from EDTECH 506 and another is the Typography Principle from 506. The Organization Principle helped teach me more about message design because I categorized and ordered my information to make more sense (Lohr, 2007). According to Linda Lohr, the organization principle is based on the minds tendency to process and remember chunks of information. This can be done by using a hierarchy, which can be accomplished through the use of an outline (p. 65). I chose to create an outline to detail questions to ask when determining the setting of a story. To make my message more clear to my 2nd grade audience, I chose primary colors with good contrast and made the font large and easy to read. The questions were written in kid-friendly language. These factors together contributed to a more effective message.

The second project, Typography Principle, also fits under the standard of Message Design. This project introduces the word typography which means the art and science of the letterform (Lohr, 2007). Lohr goes on to say that typography takes place when a word or letter is presented in a particular way to form a message (p. 14). To me, typography is a way to portray a message through a word without having to explain the message. In my Typography project, I represented a message through four different words. The words were fantasy, character, main idea and setting. 1.3 Instructional Strategies- Creating lessons that included a sequence of events is the main purpose of standard 1.3. I created two projects that revolved around following steps in a sequential order to accomplish the end goal. One of those projects is a Virtual Field Trip I created in EDTECH 502. In this virtual trip, elementary students learn about the biomes of the world. They navigate through the biomes in sequential order, while reading information, viewing photos and watching videos related to each. On each biome page, they are also required to answer questions and the answer key is found at the end of the trip. Another project that uses sequencing events is the WebQuest I created in EDTECH 502. The WebQuest is titled, Food Pyramid WebQuest, and it requires students to navigate through five different web pages to answer the question, What are the food groups in the food pyramid and how can we include them in our 3 meals every day? Because I am now teaching health this year, using this WebQuest in the classroom would be a great way to introduce the food group and also give students the opportunity to improve their computer skills. 1.4 Learner Characteristics- Focusing in on what learners already know or dont know and creating lessons based on that knowledge is the basis of this standard. In my Learner Context

Analysis project (EDTECH 503), I was able to analyze the knowledge that teachers had regarding NEO computers. After giving and analyzing the survey results, I had a clear idea of the needs of the learners and how to modify my instruction to meet those needs and maximize the learning process. With the results of this survey, I was able to train the teachers at my school about how to use the NEOs in ways that would benefit them. AECT Standard 2- Development 2.1 Print Technologies- The unit I created in the Unit of Instruction from EDTECH 506 was based off of posters, worksheets and ideas I used in my 2nd grade reading class. We were learning about realism and fantasy, characters, setting, and main idea. The students were having trouble remembering the difference between characters and setting and realism and fantasy and figuring out what main idea was. I decided to make posters to hang on the wall and handouts for the students to keep to look off of. These static visual materials were produced through printing processes. 2.2 Audiovisual Technologies- When material is delivered using mechanical devices or electronic machines to present auditory and visual messages, it is related to standard 2.2. A project that I created that falls under this subdomain is my Rich Media Tutorial from EDTECH 522. In this video, I give learners a tutorial on how to navigate through and use PowerPoint. I am delivering my message using an electronic device and presenting the material orally as well as providing visuals of me and the PowerPoint screens. I could possibly use this video with elementary students to guide them through the steps of using PowerPoint. It could also be used with online students if I was ever to become an online teacher.

2.3 Computer-Based Technologies- Computer-based technologies can be delivered in the forms of drill and practice, tutorials, simulations, educational games, and applications. These technologies are forms of instructional software. According to Roblyer and Doering, instructional software is applications software designed specifically to deliver or assist with student instruction on a topic (2010). The whole purpose for instructional software is supporting instruction and learning. The Instructional Software Presentation that I created in EDTECH 541 details those five types of instructional software, giving examples and benefits of each. The specific examples I used related to aspects of Social Studies learning. All of the examples are effective ways to deliver material using computers and computer-based software/programs. 2.4 Integrated Technologies- One project that I created that produced and delivered material that encompassed several forms of media was a Moodle Course Design in EDTECH 522. For this project, I created assignments for another student to complete about visual rhetoric. On this Learning Management System, the student was required to complete assignments that covered a blog post, an Elluminate Live! session, an online quiz, and a forum post. The course also required online research. This particular project was fun to create because I had never produced my own online course and because visual rhetoric was a new term to me. It was interesting to learn about it while integrating it into the course. AECT Standard 3- Utilization 3.1 Media Utilization- The Relative Advantage Chart (EDTECH 541) portrays a systematic use of resources for learning. In the book, Integrating Educational Technology into Teaching, Roblyer and Doering define relative advantage as deciding on instructional problems and whether or not a technology-based solution would be better than other ways of addressing

the problems (2010). They argue that people will change how they do things if they clearly see the benefits of a new method (p. 51). The chart focuses on ten learning problems that are encountered in the third grade. For each problem, a technology integration recommendation is given, as well as the relative advantage of using that specific technology in the classroom. Each integration strategy is geared specifically for a specific learning problem and the advantage of using the technology is clearly identified. It is important for all teachers to have a purpose when using technology. By using this chart, teachers would see a systematic way to use technology when they encounter specific learning problems. 3.2 Diffusion of Innovations- Standard 3.2 focuses on communicating through planned strategies with the plan of adoption. The Digital Divide Letter I wrote in EDTECH 501 correlates to this standard. In my letter, I define digital divide as meaning, the difference between those with access to the Internet and with those who do not. I wrote my letter to people that were knowledgeable in technology and would be able to understand the letter and have a major part in offering support. What my letter focused on was not necessarily solving the problem of students having computers at home, but rather solving the problem of computer illiteracy by using computers and the internet in schools frequently. The letter focuses on why changing the digital divide is important and strategies to use to change it and improve students knowledge of computers and the internet. 3.3 Implementation and Institutionalization- The Accessibility Page was created in EDTECH 502 and it focuses on how to design web pages that are accessible to everyone, specifically people with disabilities. Having a website that is accessible allows people with disabilities to understand and find their way around the web easily. This artifact correlates with the standard because it can be used in a real setting for web designers or teachers to teach them

how to create a website that can be used with all students. In the four classes that I teach a day, I have many students with disabilities, so knowing how to create web accessible sites and what assistive technology should be used can save me a lot of time when trying to teach curriculum to the class. 3.4 Policies and Regulations- Using technology requires following specific rules and actions in order to be courteous internet users. One project that I did that illustrates this principle is my Netiquette Lesson from EDTECH 502. This site defines netiquette as, the network etiquette; or behavior rules for acting appropriately online. I researched some ways to show good manners online like using respectful and appropriate language, being careful about what you say and how you say it, and respecting the privacy of others. Showing this site to my group of elementary students before using the internet would be a good way to teach them how to be courteous web surfers. The Copyright Scavenger Hunt (EDTECH 502) aims toward teachers who are unaware of their copyrights and fair use policies. The scavenger hunt requires teachers to navigate through three websites and answer questions along the way. Each website explains the copyright and fair use guidelines for teachers. An answer key is provided at the end of the site. Because teachers use outside sources in their classrooms all the time, copyright issues arise frequently. Conducting a training for the teachers using this site would be helpful to the teachers at my school. AECT Standard 4- Management 4.1 Project Management- An artifact that involves planning, monitoring, and controlling development projects is the Evaluation Project from EDTECH 505. The project involved an evaluation, timeline, and budget focusing on the usage of SMART Airliner wireless slates at

Eminence Schools. Teachers completed a survey about how often they use an Airliner and for what purposes. An evaluation was then made based on the survey results. The purpose of the Evaluation Project was to find out if Eminence was making a good decision in purchasing wireless slates for each classroom. If teachers were not using them frequently or for inappropriate reasons, the school could make the decision to spend the money on something more useful. 4.2 Resource Management- An artifact that focuses on planning, monitoring, and controlling resource services is my Grant Proposal from EDTECH 551. The proposal was written for a Read to Achieve grant and with the money, more computers would be purchased for each classroom and Kidspiration software would be purchased for each computer. With the addition of these resources, the goal was to improve reading scores using technology. To monitor reading improvement using these resources, student reading scores would be monitored every four weeks using the Developmental Reading Assessment. I chose to write a grant about Kidspiration because I was a reading teacher at the time and had used the software in college with good results. 4.3 Delivery System Management- One project that involves planning, monitoring and controlling the method by which distribution of instructional materials is organized is the Mobile Learning activity completed in EDTECH 502. I really enjoyed this project because it was unique but I also really saw the value in it. Because of the increased capabilities of cell phones and mobile devices, accessing the internet anywhere is possible which in turn, makes learning on a mobile device possible. This project required me to create a web site on Dreamweaver that could be viewed using a mobile device. The mobile learning activity was created for students who are taking a field trip to the zoo. Students use their cell phone to take pictures of certain animals at

the zoo and then use Google to research three specific questions about each animal. This mobile project gives students the opportunity to have a more enjoyable experience at the zoo and to learn more about the animals that live there. Another project that involves planning, monitoring and controlling the method by which distribution of instructional materials is organized is the Jigsaw Activity from EDTECH 502. In his book, Nobody left to hate: Teaching compassion after Columbine, Elliot Aronson defines the jigsaw method as a cooperative learning activity that involves all group members and that requires them to participate and complete their part of the activity (2000). It is called the jigsaw method because each student has a piece of information or a question that they focus on and research. Later on, the group members come together, talk about what they learned and each piece of information that is needed is put together like a puzzle. For my activity, the students are divided into three groups and each group is assigned a step of the water cycle that they become experts on by researching the given web sites. They answer specific questions and then present their step to the class. Using the jigsaw method in the classroom is a great way to allow the students to have control of their learning and to give them an opportunity to work together and learn from each other. I use this method in my social studies classroom weekly and have found it to be effective for student learning and enjoyable for the students. 4.4 Information Management- During EDTECH 505 and EDTECH 541, I was required to keep up with a blog. A blog is an artifact that fits this standard dealing with planning, monitoring, and controlling the storage and transfer of information in order to provide resources for learning. According to Dawley (2007), a blog is a web page that serves as a personal journal for an individual. She goes on to say that blogs are a recent Web-based tool that has gained popularity with online educators and that there are currently over 32 million Americans reading 8

million blogs. It is no doubt that blogs are an effective way to transfer information and to receive information. In my two classes, I wrote reflections on materials I had read, opinions on readings and theories and I read other blogs from classmates and responded with my thoughts and comments. Writing a blog is a great way for me to gather my thoughts and take time to reflect on what I read. It also helps me to better understand the concepts that I have been reading or learning about. AECT Standard 5- Evaluation 5.1 Problem Analysis- An artifact that focuses on determining the nature of the problem by using information-gathering strategies is my ID Project 1 from EDTECH 503. This project dealt with integrating SmartBoards into the classrooms. In this project, I first determined the computer skills of the teachers and their knowledge about SmartBoards. This was done through a survey given to each teacher. Through the survey, I learned that SmartBoard training was a need because 79% of the teachers wanted to learn how to use it to enhance their teaching. With the information I received, I created a training program. The goal of the program was for teachers to be able to create a lesson plan using SmartBoard features and be able to demonstrate how to use the SmartBoard features. This project gave me experience in how to determine a need, gather information about the specifics of the need, and then find a solution to accommodate the need. 5.2 Criterion-Referenced Measurement- An artifact that I created that demonstrates criterion-referenced measurement is the WebQuest Rubric from EDTECH 502. The rubric gives students a clear idea of what the project entails and specific guidelines for them to follow to get their desired grade. Rubrics are an easy way to show students your expectations in an understandable and measureable format. Creating rubrics in college was one of the most

beneficial skills I learned because rubrics save me time while grading student work. I think students enjoy using rubrics as well because they dont have any questions on how to get an A. 5.3 Formative and Summative Evaluation- Formative Evaluation is a huge focus at my elementary school. Formative evaluation is gathering data about the effectiveness of materials and using that information to improve the effectiveness. In my Instructional Design Project for 503, the Formative Evaluation piece at the end of the project relates to this subdomain. In my formative evaluation, the principal looked over my training materials for the NEO training. Through his formative evaluation of my work, I was able to tweak the materials to make them more applicable to the teachers and easy to understand. Using formative evaluations as a teacher helps me to know if my students are on track with my teaching and what I need to do to catch them up. Summative evaluation is another type of evaluation that is just as important as formative evaluation. Summative evaluation is an evaluation that occurs at the end of a program to rate its effectiveness. An artifact that connects to this evaluation is my Evaluation Project from EDTECH 505. This project evaluated the results that were gathered from a survey given to each teacher about Airliner usage in their classroom. The summative evaluation results indicated that the Airliner is an effective tool that needs to be used in the classrooms and some teachers are still in need of adequate training on how to use the slates. 5.4 Long-Range Planning- The Technology Proposal that I wrote in EDTECH 501 demonstrates my ability to write a long-range sustainable plan. When writing this plan, I worked with the technology coordinator at my school to look at the current status of the technology. Knowing what we had and knowing the needs of the students at the school, I came up with three

technologies that the school could benefit from year after year. I came up with goals that could be accomplished if the school purchased these items, reasons why these technologies were effective, a timeline that detailed when items would be purchased and a budget. Writing a plan like this takes time and careful planning that considers how actions will affect everyone involved. This plan demonstrated strategic long-range planning that focused on everyone in the elementary school. Though my graduate career is coming to an end, I know that furthering my education is not. This program has not only taught me valuable information about education and technology, but it has also taught me that I can do anything I put my mind to. I had so many doubts during this program. They were doubts about succeeding. This program has been challenging but it has strengthened and helped me to grow in ways I wouldnt have. Earning this Masters degree has helped me to focus on the needs of my students while introducing them to the endless possibilities of technology. Let us all be reminded that hard work and dedication are on the price tag of success.

References Aronson, E. (2000). Nobody left to hate: Teaching compassion after Columbine. New York: W. H. Freeman. Dawley, L. (2007).The tools for successful online teaching. Hershey, PA: IGI Publishing. Lohr, L. ( 2007). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Cleveland, OH: Prentice-Hall. Roblyer, M.D. & Doering, A. H. ( 2010). Integrating educational technology into teaching (5th ed.). Boston, MA: Pearson Education Inc.