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8/4/2019 Rationale Paper for AECT Standards
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Rationale Paper for AECT StandaThe rationale paper makes a case for each of theartifacts selected for the ePortfolio. Specifically, the paper should provide a clear
rationale of (1) why each artifact was selected, (2) how each artifact demonstrates
mastery of the standard(s) it has been mapped to, (3) your understanding of
connections between theory and practice, and (4) a discussion of how your teaching or
thoughts about teaching have been impacted. The recommended length is 20 to 30
double-spaced pages. Cited references should be formatted in APA style.
HTML Preferred: Please prepare your rationale paper in HTML format. Word and PDF
documents are difficult to work with.
Rationale Paper Outline
TITLE BLOCK
Linking Theory to Practice and the Association for Educational Communications and
Technology
Shanda Veatch
6-8th Grade Theatre and Publications Teacher, Gaiser Middle School, Vancouver School
District
Title or affiliation (e.g. 6th Grade Social Studies Teacher, Somewhere, Middle School)
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Date
INTRODUCTION
Continuous effort - not strength or intelligence - is the key to unlocking our potential.
Winston Churchill
I have found this quote to be ever more relevant as I have slowly made my way
through Boise State Universitys Masters of Education Technology program. While
most of my peers in education have held Masters degrees, I was one of the few hold outs
who, after 20 years in the field, had yet to unlock that potential. It was just over three
years ago when I decided that it was time to not only conquer an advanced degree, but
to expand my knowledge in an area of extreme interest to me, educational technology.
As a single mother of two, a full time educator, and a passionate consumer of
cheese, I had taught my way through multiple grades, content areas and pedagogy.
Through it all, I had the great fortune to utilize my training in the Theatre to direct,
instruct and inspire students in the Theatre Arts. Initially, I considered an advanced
degree in Theatre, but sadly, I knew that my undergraduate work in the Conservatory of
Acting at Cornish College of the Arts had provided me with such a strong base in
Theatre, that it was going to be hard to find a program that rivaled, much less surpassed
this training.
In contrast, I always enjoyed working with technology, and in addition to my
Drama courses, I was able to secure a position teaching publications at my current
assignment, Gaiser Middle School. For the past five years, I have learned and integrated
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technology into my teaching, gradually discovering that the opportunities available to
me as a teacher of technology were only limited by my knowledge. It was time to learn
more.
It took me some time, but I found Boise State Universitys program and, after
comparing it to some others, made my initial inquires into the program. The
opportunity to work slowly and deliberately through the program appealed to me. I
wanted to continue my full time work, continue being a parent to my children while
getting this degree. But I wanted something I could use. I found this statement on the
BSU Website, and my mind was made up.
The program is specifically designed to meet the needs of practitioners who want
to immediately apply in their work environments what they've learned in ours.
It has been a daunting process at times, but a consistently rewarding one.
Because I have been able to use much of the work I created during my time at BSU, my
teaching has improved, contributions to my educational community have increased, and
there has been a passion rekindled that I had not anticipated. I am extremely satisfied
with my accomplishments in the program and my choice of Boise State as the vehicle for
obtaining my Masters degree.
This reflection paper was an opportunity for me to line up some of my best works
for review and align them with the standards set forth by the Association for
Educational Communications and Technology (AECT). This paper is organized by
AECT strand and the standards set forth by the association. Artifacts which
demonstrate mastery of the standard are included, and commentary is provided about
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the impact the theory has had on my teaching practices. It is with great pride I present
these artifacts of learning from the last three years at BSU, as I enthusiastically greet the
future opportunities my training here will surely provide.
AECT Standards
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)
Instructional Systems Design (ISD) is an organized procedure that includes the steps
ofanalyzing, designing, developing, implementing, and evaluating instruction (Seels
&Richey, 1994, p. 31).
While many of the projects that I undertook in the MET program at BSU were
based on the design process, one of the most comprehensive courses I took throughout
my time at BSU was Instructional Message Design, EdTech 503, and the Instructional
Design Report I created in conjunction with a unit I designed as a Web Based
Instructional project. In this course we were required to systematically analyze and
design a course using the ADDIE process: analysis, design, development,
implementation and evaluation. I chose to create a course for instructors in the use of
Windows Movie Maker. The process was very slow going at first. I found that working
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on each individual piece of the project rather than working on the entire project
simultaneously to be frustrating, but discovered that, in the end, the restraint I needed
to exercise during the development of the design plan paid off great dividends with a
well organized final project. The artifacts I am presenting from for this standard are the
actual design document, and the steps I undertook to complete this document.
These steps, which followed the ADDIE process closely were, the instructional
design project proposal, the front-end analysis plan, the front-end analysis report, the
goal analysis document, the subskills analysis and entry behaviors flowchart, the learner
and context analysis, the outline of instructional objectives, the learner assessment
document, the instructional strategies packet and the instructional materials for
learners document, the formative evaluation plan and the formative evaluation results.
Each part of the ADDIE process plays a critical role in the development of an
Instructional product, but in my opinion, the evaluative process may be the most critical
to the development of a meaningful product. The act of developing the instructional
material cannot be understated, and while it plays a key role in producing worthwhile
instructional design, it is only part of the whole design process. If a design product is
properly evaluated, then this too is critical to its successful development. In learning the
process instructional designers undertake in order to create successful projects, I have
gained an appreciation for the systems approach designing instruction. Prior to
embarking upon this project, I viewed instructional design as essentially linear in its
approach, but upon its conclusion, I have come to the realization that it is, in fact, quite
non-linear. The systems aspect of instructional design requires extensive revision of
each individual piece. As any segment of the process is impacted, so the entire product
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is impacted. Each step in the process needs to be revised to embrace any changes made
at every step, including the evaluative process.
This process has had a lasting impact on the implementation of all instruction that
takes place in my classroom. I tend to evaluate my instruction with a more systems
approach. I have also revived many lessons that I have used in the past and taken time to
do a summative evaluation on the content prior to putting them to rest for the year, and
have reaped the benefits the following year when that instructional unit has been pulled
out and brushed off with that evaluation in place.
Additional Artifacts which Support this Strand:
I am also including the evaluation of a web quest I developed for EdTech 502
entitledPropaganda Web Quest. The web quest was based on the model developed by
Dodge and March. The lessons are designed to meet instructional standards in Social
Studies, English, and Computers. Lessons are designed to tap into the higher cognitive
levels of Blooms Taxonomy. The evaluation portion of this web quest demonstrates the
final assessment which is available for students to refer to throughout the web quest.
I was able to use this web quest for instruction in a middle school English
classroom setting. It was a project that had a very high engagement rate, and the
number of students who completed the entire assignment was far higher than other,
similar, paper/book-based investigations I delivered while teaching that course.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the
message
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(Seels & Richey, 1994, p. 31).
I selected my Instructional Message Design project from EdTech 506 entitledStage
Directionsto demonstrate my attainment of this standard. I created this unit for
students in my theatre classes in order to teach them the basics of blocking on a stage.
One of the greatest challenges I faced when addressing my Theatre courses in the
EdTech program was finding ways to bring a broader understanding of the theatre to my
students using a digital approach. Stage directions seemed to be a logical place to start.
Students in my Theatre course are placed there because they are essentially kinesthetic
learners. As a result, integrating technology into this coursework was a challenge.
In the process of creating a unit of instruction on scene blocking, many steps were
taken before the final product was reached. Choices about course direction and graphic
design were made, feedback was solicited, and adjustments continuous. The concept
being addressed was Mental Models and Near Transfer
I chose to work further with stage directions when creating this graphic. Reducing
the cognitive load was the goal for this work. The mental model I was trying to work
with was the stage itself. Showing the stage and linking to the animations from the same
image I used in an earlier lesson allowed for lesson continuity as well as providing
students to opportunity to access a mental model that will help them not only to retain
the information from the previous page, but to the stage itself.
The elements I worked with for this project were line, both horizontal and vertical,
using the grid. I also used shape. I chose to crown the picture and placed some fullness
in the figure. Movement was used by employing the animations, as well as balance and
text, which help to guide the user to the proper points on the graphic.
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1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and
activities within a lesson, (Seels & Richey, 1994, p. 31).
The controlled, systematic delivery of the content I developed for my Theatre
Blocking Game,which I created in Ed Tech 506, exemplify the essential elements of this
strand. Students are prompted to execute a series of movements through an interactive
tutorial. As I have stated previously, bringing theatre to students through a digital
medium can be a challenge, but this particular project was an opportunity for me to
build a lesson, and an opportunity for practice, which regularly takes place in the
classroom.
Initially, students are guided through the process through a slide show which
outlines the rules for the interactive game. The activity allows students to make
blocking choices for some characters on a stage. If the blocking choice would work,
taking into account audience sightlines, the student receives a positive smiley. If the
blocking choice is incorrect, then the smiley does not look happy, and the student is
prompted to redo the choice for mastery.
This visual is meant as a self assessment of this unit prior to moving on to the
final project of staging a short piece with a partner. I created this visual in order to
provide an experiential opportunity for the users of this lesson. This graphic allows the
user to make good as well as bad choices for blocking a simple scene. It pertains to sight
lines. If the audience, as represented by the smiley faces, can see all the action, the
audience's response is positive. If they can't see all the action, then they get "grumpy".
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The user clicks through, making choices as to the route the actor should take from the
doors to the couch.
I made this graphic in two parts. The first is in the form of an animated slide show. I
tried to time it so that everything can be read in a timely fashion. This can be read aloud
by the instructor, or read silently by the students. I then created the interactive section,
which is linked from the animation. The goal of using primary colors in this graphic was
allow students to view this graphic from a distance, and to voice their choices to the
teacher, while the teacher selects their choices. I wanted to make the buttons clear, so
that routes to the different pages were easy to identify, and their purposes apparent.
1.4 Learner Characteristics
Learner characteristics are those facets of the learners experiential background that
impact the effectiveness of a learning process, (Seels & Richey, 1994, p. 32).
I conducted a Learner Analysis for myEdTech 503 Instructional Design Project
on Windows Movie Maker for the classroom. This was a guided investigation into the
population to whom the Movie Maker lessons would be delivered and included entry
behaviors/knowledge, prior knowledge, attitude, motivation, education, learning styles
and group characteristics. Each of these areas were divided the sub topics of
characteristics, implications and data sources. This was a comprehensive view of the
target audience and allowed me to maintain that focus as I was creating the project. My
target audience was middle school teachers. My instructional objective was to introduce
teachers at my school to Windows Movie Maker as a tool for classroom instruction.
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Movie Maker has been preinstalled on all computers in our district, and was simple to
place on the desktops of our computer lab.
According to the rationale on the IDP proposal, There are many uses for media
in the classroom. Supplementing instruction with media can streamline the
instructional process. Teachers regularly seek new approaches to content delivery. By
introducing them to the use of Movie Maker, which is a free and commonly installed
program in the Windows platform, teachers will gain the knowledge necessary to edit
pre-selected digital video clips in order to enhance their classroom instruction.
I used my brother, Joel Veatch, as my subject matter expert, as he has spent his
life as a professional video producer and creator. It was an opportunity to work with
him on a project for this program, and he proved to be an excellent resource.
I sent out a survey to my colleagues at Gaiser Middle School to get an idea of
what the interest in learning Movie Maker might be, and was interested to find that
there were many interested parties. My angle was to propose to them how they could
create a video to play for their students which include basic, beginning of the year rules
and classroom expectations. Teachers expressed an interest in getting professional
development in this area. Sadly, our professional development funds have been put on
hold, so the possibility of going on with this teacher in-service is currently on hold.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional
materials and experiences using print, audiovisual, computer-based, and integrated
technologies.
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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
(Seels & Richey, 1994, p. 37).
Myonline course design project for EdTech 512gave me many opportunities to
include print technologies in my course design. The project was entitled Introduction to
Middle School Journalism. I took the opportunity to design an online course placed the
content that I had been delivering for the past several years in to one place. I used
Moodle to create this course. Included in each of the units were multiple documents for
download by students for submission for grading. This web-based instructional unit has
made it possible for me to allow students to work at their own pace in Journalism.
Being a middle school elective, students move in and out of that class throughout the
year due to mobility, intervention courses and AP course requirements. This results in a
history of having to reteach the basics of journalism to each new incoming student. The
WBI allowed me to have the opportunity to continue working with students on creating
a newspaper while keeping the new students engaged in learning simultaneously.
This project has turned into one of the most useful projects I had the pleasure to
create during my EdTech career. I have used this WBI every year in the classroom since
I developed it, and I have since passed it along to the new Journalism instructor. All the
curriculum is mapped out in a systematic approach to the learning goals and the print
technology allows the instructor to do regular formative assessments to ensure that
students are gaining an understanding of the material before moving on to the next unit.
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The end result of this project is to create a printed newspaper for publication, so this is
the use of print technology at its best.
Additional Artifacts which Support this Strand
I also used printed material in the development of my units onstage directions
for EdTech 506.Among the printed material I developed for this course were a series of
lesson plans to help guide the teacher.This artifact from lesson 1, demonstrates how
these plans are to be used in the classroom. This is a hands-on experience for the
students and the teacher, and does not allow the teacher to be standing near a desk and
referring to digital copies of the information while instructing, so it is imperative that
the teacher be able to move about the room with a hard copy of the lessons.
In addition to the lesson plans, there are also handouts that accompany the
lessons which serve the same purpose for the students. Students are to move about the
room, work in small groupings while referring to scripts, outlining blocking. These
artifacts are examples ofassessmentsfor blocking,open scenes (or scripts)for practice
and assessment, and blocking lessons to assist students in plotting their blocking for
theirfinal project.
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 (Seels & Richey,
1994, p. 38). Audiovisual technologies are generally linear in nature, represent real and
abstract ideas, and allow for learner interactivity dependent on teacher application.
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I am quite proud of the artifacts that I produced for my Journalism course.
Among these artifacts is the Journalismformatting lesson I created in EdTech 521, for
students to begin the process of formatting their articles in preparation for uploading
into InDesign, the program used at our school for publishing our school newspaper.
This was the first time I created a voice over for a lesson, and, as with the material I
created for my Introduction to Journalism Moodle course in EdTech 512. I have used
this camtasia presentation every year since I created the lesson. It has allowed me to
deliver information to each and every incoming student in my class while being able to
continue the work of bringing the publication to completion without interruption. All of
the expectations are outlined in this presentation, and it is available for review by
students if they forget some of the main points presented in this presentation
throughout the year. It is the little things, the details that get lost in the process of
developing a publication for print in a middle school, and these details are contained in
this presentation so there can be no confusion.
I created this project by going creating a list of all of the formatting issues my
editors face when receiving an article from their journalism peers. I culled past articles
for examples and non examples, and created screen shots of each and loaded these into
Fireworks. Fireworks allowed me to manipulate the images, blur out names, and draw
arrows to highlight issues in each of the articles. I then created a powerpoint of the
images and recorded a voice over for narration.
The students are able to plug in their headsets and listen to the instruction while
viewing the slide show. At the conclusion, they are tested with aninteractive quizfor
mastery of the concepts delivered in this lesson.
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Additional Artifacts which Support this Strand
In EdTech 513, I created a slide show for my Online Multimedia course. This
lesson was created to help students to understand the essential principles in conducting
aneffective interview for the school newspaper. This is a middle school Journalism
lesson designed using multimedia and contiguity principles in order to teach students
how to conduct a formal interview for the school newspaper. Text is used sparingly, and
proximity of text to graphic support the speaker notes which accompany each slide.
The concepts being addressed were the application of the multimedia and
contiguity principles to instruction. According to Clark and Mayer, 2008, the
multimedia principle is based upon the fact that, "People learn more deeply from words
and graphics than from words alone." This lesson was a careful combination of this and
the contiguity principle, according to Clark and Mayer, used the proximity principle
between words and graphics demonstrating contiguity. "In multimedia presentations,
printed words should be placed near the correlating graphic(s) in order to create a
connection to the learner," (Clark and Mayer, 2008).
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using
microprocessor-based resources (Seels & Richey, 1994, p. 39).
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Edtech 513 was a revelation of for creative output for me. Multimedia instruction
was one of the key goals I wanted to explore upon entering the EdTech program at BSU.
It was here that I was able to explore several computer based instructional strategies
that I had not fully explored prior to taking this course. The first artifact that I present
in support of this strand was theDigital Storytelling Project. As a teacher, I spend many
hours working with students on becoming confident speakers. Students are regularly
required to tell improvised theme-based autobiographical stories to the class. This
project was an example of this.
I had recently come across a box of photographs from my childhood. Not only
did this project provide me with the opportunity to cull through many pictures from my
childhood, but forced me to scan a portion of them for use in this project. I uploaded
the pictures to Fireworks for editing and created a WMV of a story from my childhood.
The images are timed to my narrative for a comprehensive delivery of the computer-
based instructional model.
Additional Artifacts which Support this Strand
The other piece of computer-based technology instruction is a podcast I created for
EdTech 513 entitledTheatre for Educators. This particular podcast remains among
my proudest products of my entire BSU career. Podcasting has been a passion of mine
for many years, and I have been an avid consumer of this medium. Online Multimedia
Instruction gave me the opportunity to create a podcast from beginning to end, and
upload it to itunes. What happened during the creation of this podcast is somewhat of a
performance mystery. My goal was to use the fundamental elements of theatre and
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applying them to the teaching profession. This worked very well. I was able to
seamlessly incorporate my philosophy as an educator into a model of instruction, the
core of which I would like to spend more time investigating. Approaching teaching as
an actor would his or her part is often an overlooked view of the profession, and yet, it is
vital that we view ourselves as not only people who deliver instruction, and assist
students in gaining the instructional goals, but we are cheerleaders, performers,
responsible for making students think that they are important in not only our lives, but
integral to the success of the class as a whole.
I was inspired and excited about my final project for the podcasting portion of
this course, and was able to share it with many colleagues. It has been a seminal work
for me, and a guide for my goals as an educator.
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 (Seels & Richey, 1994, p. 40).
For this AECT strand, I would like to present my Moodle hosted EdTech 512
Introduction to Middle School Journalism course. As I have mentioned before, this
course has become one of the most utilized online Journalism courses in our school.
For many years, teachers of this course have not had a complete curriculum to provide
to students. My objective for this course was to bring all the materials that I have used
to deliver instruction into one place. Students in this class work at varied ability levels
and tend to work more independently, due to the publications schedule. This online
course allows for this to occur. I have been able to leave this online course as a legacy to
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future teachers of our middle school Journalism course in order to provide them with a
comprehensive integrated WBI.
Learners have control of their learning through this web-based instructional
course. There are many opportunities for interactivity with the program through the use
of printed material. There are links to virtual tours, online instruction through youtube
and interactive lessons and quizzes. Students are led, through asynchronous learning
environments, how to use our districts host server files, how to create powerpoint
slides, how to utilize our InDesign program and how to prepare, brainstorm, interview
and write an article for publication.
Additional Artifacts which Support this Strand
The second artifact which I would like to present for this standard is myInstructional
Design course for EdTech 506. This course utilizes many forms of integrated technology
in order to achieve the learning goal of teaching students the essential elements of
staging and blocking for a beginning Theatre course. Included in the visual design
portion of this course are images which allow students to learn about different types of
stages. This allows students to view various configurations of performance venues while
learning the applicable vocabulary. I also created anadvanced organizerwhich provides
students with a visual to help them to understand what the learning goals are for this
course. Mystage directions advanced organizerhelps students to test themselves in
viewing the stage as a place where directions can be communicated in written form.
Using Fireworks and Dreamweaver, I was able to create this project as an interactive
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web hosted unit complete with instructor lesson plans and printed materials for
students to use while completing the tasks.
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
Media utilization is the systematic use of resources for learning (Seels & Richey, 1994,
p. 46).
TheInstructional Design Project powerpoint I created for EdTech 503is an
example of media utilization in a two-fold approach. First, the goal of this project was to
teach instructors how to use Windows Movie Maker as an instructional tool in the
classroom. The use of Movie Maker is an innovative yet rarely employed educational
tool. Many educators shy away from such forms of advanced technology, but with this
lesson plan, teachers can use and review the steps necessary to bring this application to
their instruction. I employed the ADDIE process in creating this lesson as a visual aid
in delivering this instruction.
The systematic process I used to bring this lesson to my colleagues provided them
with a clear model for practice and every day use. I have used this program as an
instructional aide to my peers, and have had the opportunity to use it for my students in
my Yearbook course. Students were required to create commercial advertisements for
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yearbook sales. They were able to use this lesson to help them to upload their videos to
Movie Maker in the classroom, which were edited in class and submitted to
administration for approval for school wide dissemination. The commercials were
played continuously on the school channel and assisted in yearbook sales for the spring
of 2011. The project was so successful; I plan to repeat this lesson each year to help with
yearbook sales.
Additional Artifacts which Support this Strand
In addition to the IDP powerpoint for EdTech 503, I created a final project which
demonstrates the fusion of all the elements delivered in the previous lesson. This
project is a Movie Maker video entitled The Most Talented Men. I created this video
by downloading creative commons video clips and music. It employs the use of many of
the tools presented in the lesson including editing, fade, synching sound to video and
transition. It was an opportunity for me to explore Movie Maker as a tool. Before I
undertook this project, I had no experience with Movie Maker. I undertook this project
as an opportunity to learn about a tool which I had much interest in, but had yet to have
explored.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies
for the purpose of gaining adoption (Seels & Richey, 1994, p. 46).
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As part of my first course at BSU, EdTech 501, I created a blog which was
designed to bring together my ideas about integrating technology into the classroom. As
a part of this course, I was required to write aletter to the school boardregarding the
use of technology in the classrooms of our district, and in particular Gaiser Middle
School. I addressed several issues facing our population, not the least of which was the
digital divide. Our population has a diverse range of students from many socio
economic backgrounds, and while we are requiring students to become more familiar
with technology in our classrooms, many have limited or no access to technology outside
of the school environment. There are many factors that have led to this situation
including school district mapping, which forces half of our population to be bussed long
distances to and from the school.
The state requirement that students have access to computer technology before
or after school for at least five hours per week is an issue when it comes to the
transportation situation our highest poverty population faces. Making the computers
available is not enough when students are required to board their busses immediately
after the bell rings, or arrive just minutes before the start of the school day. Many of
these students do not have any other forms of transportation, due to economic difficulty
and gas prices, so there needs to be an effort put into place which would bring
technology to them, perhaps in a more satellite based approach, with computers made
available to students regardless of their district location.
3.3 Implementation and Institutionalization
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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 (Seels & Richey, 1994, p. 47).
The Technology Use PlanI created for myTuttytech Blog in EdTech 501was an
example of working toward a greater vision of technology use within the Vancouver
school district. The goal was to bring awareness to the viewer of the timeline we are
facing in our district and around the state for integrating technology into the classroom.
I have found that, while there is a mandate state wide, that technology be integrated into
all learning environments within the next year, there seems to be little movement in the
regular classroom in that direction.
Our district is spending money on bringing into the classroom, programs which
support reading, math and writing, but there needs to be dissemination of the urgency
with which each teacher must meet this goal. Imposing technology onto individual
teachers without providing them with the rationale or the tools to comply is a disruption
to teaching which is already being delivered effectively within the classroom.
There is a need to help teachers to pull more of their instruction together via the
web, rather than having a baby with the bathwater mentality. As I have experienced
through this EdTech program, much of my instruction has benefitted from bringing
material onto the web for use and adaptation to different curriculum with which I have
been entrusted. Heightening awareness among educators who do not have a broader
vision of the mandates that are moving their direction, might help to inspire them to
utilize technology on a more regular basis within their classrooms without having to
bring in entire programs designed to just meet the state mandates.
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Additional Artifacts which Support this Strand
I would like to present myIntroduction to Middle School Journalismas an
example of this strand of the AECT standards. This has been the most successful
contribution I have made to our middle school curriculum and is currently being utilized
by third party presenters to ensure successful delivery of this program. I am proud of
this product and pleased with the positive results it has delivered to both students and
instructors at our school.
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 (Seels & Richey, 1994, p. 47).
For my final course in the MET program at BSU, I took Blogging in the
Classroom, EdTech 597. In this course, I had to address multiple policies and
regulations in order to justify the use of a blog as a classroom tool. I investigated the
regulations which are restricting access to blogging and publications in order to draft a
blog proposalto the administration of our school.
There are many technology regulations in place in the Vancouver school district
which are meant to prevent misuse of technology by students. These regulations have
led to a filter which is often preventing access by students to learning tools which could
benefit learning. TheCARB blog proposaloutlines the regulations, and addresses the
ways in which the Community Arts Resource Blog could be not only an effective
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instructional tool for my students, but a resource for families to access free and
inexpensive arts opportunities in our community.
Student privacy is an important factor when creating an online web resource.
The goal was to give students access to post on this blog. A teacher managed blog, with
pseudonyms created for each user, was designed to maintain student privacy while
allowing them the opportunity to participate in the blog. Parent signed photo release
permission slips would be required for any images uploaded to the blog that included
images of individual students. Access to the blog would be outside of the school day,
and students would be required to submit electronic copies of their posts to be uploaded
to the blog by the instructor outside of the work day.
Additional Artifacts which Support this Strand
EdTech 521 provided me with the opportunity to create a Camtasia power point
ofclass expectations for online communication. This was a guide for students in online
netiquette. This is an audio and visual narrative providing students with the outline for
standards when posting, responding and reviewing online content. Creating a
supportive climate for a virtual classroom is essential to the success of a group. One of
the keys to this is to have a common set of rules which we must all follow when
communicating and collaborating with each other.
Standard 4: MANAGEMENT
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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 (Seels & Richey, 1994, p. 50).
The analysis that went into the creation of my EdTech 512 Introduction to Online
Journalism represents this strand. There were multiple steps that went into creating my
web-based instructional proposal. I had the task of creating adesign documentthat
represented the steps for the planning, monitoring, and controlling instructional
design. The design document began with a problem analysis of the WBI. While
researching the state Journalism standards, I discovered a lack of an aligned curriculum
for middle school Journalism students.
The document then explores the target audience for curriculum delivery. My
curriculum is geared toward middle school, grades 7-8. The analysis revealed a 55%
poverty rate at Gaiser, where the course is currently being taught, with a 71% Caucasian
population. An evaluation of the course which explored the effectiveness, appeal and
efficiency of the goals, content, technology and message design of the program was
conducted and published in the document. Reviews of the timelines for
implementation, formative and summative evaluations were explored in this design
document as well.
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I found this aspect of the development of my WBI to be very challenging.
Researching, assessing, and conducting a systematic analysis of this project was, at first,
a daunting task, but the end result of the WBI has proven to be by far my best work in
this program, and I lay much of its success not only at the feet of my instructor, but
because of the extensive analysis that went into the creation of this document.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource
support systems and services (Seels & Richey, 1994, p. 51).
In Edtech 512, as I created my Introduction to Middle School Journalism WBI, I
created aformative and summative evaluationplan which explored the timeline for
implementation and review of the WBI. The goal for this document was to outline a
short and a long term vision for the implementation and evaluation of this program.
Since the creation of this WBI, the course has been field tested and assessment data has
been gathered for formative evaluation purposes. This data has been shared with
administration, and the program has continued. It is now being reviewed for a second
year, and reviewed throughout this year, with a summative evaluation to be delivered to
me by the current instructor for continued review.
The actual timeline for review has been moved up, as staffing issues at our school
demanded that the curriculum be delivered on to another instructor a year prior to the
plans timeline. This does not affect the quality of the review process,and will, in fact,
allow for an earlier and more realistic formative assessment this year, rather than next.
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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 (Seels & Richey, 1994, p. 51).
In addition to the formative and summative evaluation plan presented above, I
would also like to present theLearning Task MapI created in EdTech 512. This graphic
is an organized look at the flow of each of the WBI goals for Introduction to Journalism.
It allows for the instructor to view the course as a whole, and gives him or her the
chance to review the process at each learning point, and move in an organized and
reflective, or systematic pace through the WBI. The current instructor has a copy of this
LTM and has forwarded it on to administration for his scope and sequence for the
course.
I created this LTM on Fireworks. IT was another opportunity to use this program
in consort with Dreamweaver. I have found, with each use of Fireworks, that the uses
for this program are giving me more fluency in publishing my work, and as a result,
becoming an even more constant and key component when creating graphics to be used
online.
Additional Artifacts which Support this Strand
TheWBI Strategy WorksheetI created in EdTech 512, also was an attempt to
plan, monitor and control the method by which distribution of instructional materials is
organized. This document had several parts, including orientation to learning,
http://edtech2.boisestate.edu/veatchs/512/learning%20map.jpghttp://edtech2.boisestate.edu/veatchs/512/learning%20map.jpghttp://edtech2.boisestate.edu/veatchs/512/learning%20map.jpghttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/512/learning%20map.jpg8/4/2019 Rationale Paper for AECT Standards
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instruction on the content , measurement of learning and motivational strategies with
detailed instructional strategies for each unit of instruction presented. Within each of
these units, there were sub-domains including which forced an examination of the
objectives and analysis of the learning clusters from a different angle each time the WBI
was examined. For example, the orientation to learning analysis included an overview
of the instruction, objectives and desired performance outcomes, relevance, recall
activities and lesson openers and navigation. Each of the units was examined and
analyzed for effectiveness and delivery management in multiple ways.
In the same EdTech course, EdTech 512, I was able to explore this strand while
creating mymessage and visual design document for Introduction to Middle School
Journalism. In this document, the course is laid out by instructional content delivery
dates. Design elements such as text, graphical, media, balance and harmony were
explored through application ideas within the lessons.
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 (Seels
& Richey, 1994, p. 51). Information is available in many formats and candidates must be
able to access and utilize a variety of information sources for their professional benefit
and the benefit of their future learners.
In creating my Tuttytech Blog for EdTech 501, I was able to explore some of the
trends in online education through theNational Educational Technology Trends Study
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State Strategies Report, Us Department of Education, Vol. 1, 2005. In this report, I
explored some of the requirements that are being put into place for both student 8th
grade technology proficiency as well as proficiency standards for educators. I explained
some of the universal technology that has been put in place through the use of our
online data management system, Skyward, which allows access by students, educators
and parents to relevant student data such as grades, standardized test scores and
attendance. I included several relevant links includingLearning.com,Washington State
Tiers of 8th Grade Technology Literacy IndicatorsandTechnology Integration on the
OSPI website.
Additional Artifacts which Support this Strand
For EdTech 505, I created anInternet Websites Projectwherein I was able to locate and
review twelve websites for use by educators in meeting technology standards. The
document I created was intended as a resource for educators to locate evaluative
resources in beginning program evaluations. Evaluating learning programs is an
exhaustive and systematic process, and providing professionals with the resources
necessary to begin conducting a review is essential.
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.
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5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by
using information-gathering and decision-making strategies (Seels & Richey, 1994, p.
56).
In creating my design document for EdTech 512, I undertook aproblem analysis
for Introduction to Middle School Journalism. The essential problem that faces
teachers of middle school Journalism is that there are no state standards for middle
school in Journalism. This has resulted in a lack of aligned resources for middle school
educators faced with the problem of teaching this content. Standards for Washington
State are for grades 9 and 10.
The document was created to explain the situation facing these educators, and
then place the particular WBI in context, (ie: middle school students, Vancouver
schools). I also explored the audience to whom the WBI would be introduced by
researching the current student population, the course requirements and the standards
that students must have attained in order to participate in the course.
Additional Artifacts which Support this Strand
EdTech 505 required that I do a program analysis and create anExecutive
Summaryof that analysis. Theatre educators from the Vancouver School District
formed a district sponsored Professional Learning Community (PLC) in order to review
and make recommendations to the district regarding the Washington State Theatre
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Learning Standards and the Classroom Based Performance assessment data from the
2008-2009 school year. The goals for this project were designed to provide educators
with district level curricular alignment in the Theatre Arts and to begin a process of
identifying Power Standards through which educators could assure that these essential
goals were being met within each of the classrooms during the academic year. After
viewing the data, the group drafted consensus recommendations regarding 2010
assessment tools.
This evaluation was conducted to monitor the progress of the formation of the
PLC and the effectiveness of the collaboration in meeting the goals set forth by the
district as stated above. The program was designed to assess the process of evaluating
the data given to the attendees and the conclusions the PLC drew as a result of these
findings.
The process of this evaluation occurred in three phases. The initial evaluation
took place during a break out session in September of 2009, prior to the beginning of
the school year. The attendees consisted of the newly defined Theatre PLC, which had
been previously known as the Theatre Cadre. During this session, members were asked
their opinions about the current draft of the Theatre Standards and their confidence in
being able to meet all the Essential Academic Learning Requirements (EALRs) outlined
in the document.
After the break out session in which teachers defined Power Standards for the
Theatre EALRs for Vancouver School District, a confidence assessment was made
regarding the document and its adaptability to the classroom through the
implementation of the Power Standards approach to curricular alignment.
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The final assessment was conducted in December of 2009, at a second Theatre
PLC meeting. The Power Standards for EALR 1 that had been defined at the September
meeting were compiled into a single document for review by the PLC team.
Each assessment established a consensus of dissatisfaction with the existing
Theatre Standards. The formation of the PLC team was initially met with skepticism
among the cadre members, but has, with district support, become an acceptable and
appreciated format for establishing curricular alignment. Ongoing district sponsored
PLC planning time has increased the satisfaction levels of its members since the original
meeting in September of 2009. While the lack of confidence in the state Theatre
Standards has remained consistent though the entire evaluation period, the Power
Standards approach has provided most of the educators with a satisfactory work
around to working with a flawed document.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner
mastery of pre-specified content (Seels & Richey, 1994, p. 56).
While I have multiple artifacts to demonstrate achievement of this standard, the
artifacts I would like to present for this portfolio are both from EdTech 506. The first
artifact is a project from my unit on Staging for the Theatre calledLights Up. This was
a project that I created in order to help students to test themselves in stage directions.
Using an image of a stage, I utilized the masking feature in Fireworks to reveal different
sections of the stage as the user manipulates a simulated dimmer switch on the bottom
of the page.
http://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.htmlhttp://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.htmlhttp://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.htmlhttp://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.html8/4/2019 Rationale Paper for AECT Standards
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This was a complicated integration of fireworks applications into my lesson and
utilized many features which had been presented during the coursework. It allows for
students to explore and gain a better understanding of the correspondence between the
stage, the audience and the technical lighting aspects of theatrical work. Once the
students have mastered this content, they are ready to move on to create their final
blocking project for the unit.
I have successfully used this graphic several times in the classroom. This allows
me to bring more practical elements of theatre design into the classroom without having
the tools to demonstrate, such as a lighting board, lights, stage etc.
Additional Artifacts which Support this Strand
I also created a project entitledHow do I move around the stage?for EdTech
506. This was also designed to allow an interactive, criterion based exercise to assist
students in gaining an understanding of the corresponding written language of blocking
for the theatre. Students are to click on an abbreviated stage direction, designed for
script notation, and they view the corresponding graphic which executes the given
command.
I also created this as an animated project using Fireworks. The character was a
simple shape generated stick figure which moved from center stage to the area of the
stage indicated. When he arrives at his destination, he makes a little celebratory move.
Students in my Theatre classes have enjoyed this exercise, and it has given them a
http://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.htmlhttp://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.htmlhttp://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.htmlhttp://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.html8/4/2019 Rationale Paper for AECT Standards
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simple, interactive game which has greatly assisted them in understanding the parts of
the stage.
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 (Seels & Richey, 1994, p. 57).
The portion of the design document that I created for EdTech 512 that I would
like to present as an artifact for this strand is calledThe Evaluation of Introduction to
Middle School Journalism. This portion of the document is an assessment and a
timeline for assessment of the WBI. It delves into the evaluative criteria to be used, the
stakeholders and the essential questions that must be asked as the information
gathering process is taking place. This document also outlines the Methods and the
tools to be used during this process.
I have submitted this design document to our administration for approval, and it
is currently being evaluated by the subject matter experts and the primary stakeholders
named in the document.
Additional Artifacts which Support this Strand
http://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalism8/4/2019 Rationale Paper for AECT Standards
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Again, I present myExecutive Summary for the Vancouver School Districts
Theatre Arts Professional Learning Communityas an artifact for the formative and
summative evaluation strand. In this document, the ongoing analysis, and the tools
used to gather them were presented along with the summative analysis of the Arts PLC.
This document was submitted to the district and the findings have assisted with the
ongoing PLC objectives for VSD.
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. (Certo et al., 1990, p. 168).
One of the artifacts that demonstrate some long range planning was myblog
proposalfor EdTech 597. This proposal was written to address a need for more access
to the arts in our community. I created this blog as an attempt to create a resource for
students and their families to access free and inexpensive arts activities in the
Vancouver area. The proposal outlines the timelines for implementation in the
classroom as well as the various uses to the arts educators in our school. It is a practical
look at the uses for the blog as a classroom tool and a community resource for the
future.
Additional Artifacts which Support this Strand
http://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summary8/4/2019 Rationale Paper for AECT Standards
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TheTech Use PlanI developed for EdTech 501 outlined the long term
implementation plan for VSD to comply with the state mandated technology integration
timeline. I developed this slide show as a visual to be presented to staff in order to
understand the timelines that are required for this implementation and the technology
integration standards to which our district is being held.
I also created anEvaluation of Determining Instructional Purposes Proposalin
the course of creating my evaluation report for the VSD Theatre Arts Cadre. Although
this was a hypothetical proposal, it allowed me to visualize the process by which a
professional review process would be proposed, and the methods by which the
implementation of this assessment would be created. I was also required to a budget for
each of the members of the team, and a timeline for the information to be gathered and
the tools to be used in such a situation.
Write a brief conclusion. You might discuss some important things you have learned
that are reflected in the selected artifacts. You could even discuss plans for the future.
How has this made you a better teacher/trainer/educator?
REFERENCES
Include at least three or four references in APA format. Cite each reference in your paper
so that there is agreement between citations and references.rds
http://www.slideshare.net/kafkahead/technology-use-plan?src=embedhttp://www.slideshare.net/kafkahead/technology-use-plan?src=embedhttp://www.slideshare.net/kafkahead/technology-use-plan?src=embedhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.slideshare.net/kafkahead/technology-use-plan?src=embed