Rationale Paper for Joshua Smith’s EDTECH Portfolio
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Technical Director and Trainer at Mitchell+Palmer
Masters of Educational Technology Candidate
Boise State University
My name is Joshua Smith, and I am a graduate student at Boise State University. Presently, I work as the Technical Director for Mitchell + Palmer, a full-service creative agency in Boise, Idaho. I spend most of my time developing marketing campaigns and training clients on the creative and technological strategies we develop for their organizations. Essentially, I decided to attend Boise State’s EDTECH program to aid in further developing my professional skills so that I could one day become an online teacher or trainer.
My personal objective for continuing my education was to further develop my knowledge and skills in the field of educational technology. In other words, I would like this MET degree to aid me in integrating technology for curriculum enhancement. I consider finding the appropriate multimedia resource for a specific, educational situation a passion of mine. In fact, the prospect of being able to motivate students with the aid of the proper, educational technology is exciting to me. Utilizing educational technology provides me, whose ultimate purpose is to create an impact in a student’s life, a competitive advantage. That is why it is important for me to further develop a strategy for integrating technology into the classroom. Ultimately, it is the sole reason I decided to continue my education in this particular field.
The rationale that follows maps a collection of artifacts that document my progress and growth through my coursework in the EDTECH program at Boise State University. Each artifact is an example of work that I believe demonstrates my mastery of the Association for Educational Communication and Technology (AECT) Standards on which this degree is based. Following this introduction, please examine each AECT standard, my chosen deliverable, and my rationale that meets and hopefully exceeds the overall purpose of each standard. In short, it is the culmination of my studies.
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).
Thinking back over my instructional design project geared to have high school art students make a poster with Adobe Photoshop, I thought about how intricate and detailed the steps of analyzing, designing, developing, implementing, and evaluating are in instructional design. In fact, I executed every single part of that process in this assignment. I learned that creating an effective, organized procedure in the overall learning environment is critical for an instructional design’s success. Furthermore, I deepened my understanding of the various learning theories involved in instructional design that are critical for determining if a specific design ultimately allows a student the proper chance to master the intended set of skills (Smith & Ragan, 2004, p. 327). In my assignment, I tried to measure how successful my instructional design was in achieving the instructional goal of having a student create a poster in Adobe Photoshop and ultimately be able to demonstrate an understanding of his or her newfound knowledge. In the end, I have used this exact assignment many times since creating it, and I have been told that it has really helped instructors teach the basics of Adobe Photoshop.
1.2 Message Design
“Message design involves planning for the manipulation of the physical form of the message” (AECT, 2000, p.14).
To demonstrate my understanding and mastery of this educational standard, I choose the “CARP Project” I worked on in EDTECH 506. This assignment was meant to focus on providing a visual element to explain the principle of proportion to beginner art and design students in grades 9-12. Essentially, by using black and white contrast, left and right alignment, repetition, and proximity with my graphic, hot air balloons; I let the learners know that the objects were related, but proportionally different (Lohr, 2008, p. 201). In other words, I used the CARP principles to analyze, create, and evaluate the selection, organization and integration of the information and visuals I had collected on the fundamentals of design (Lohr, 2008, p.94). In the end, it became a foundational piece for my beginner design class, and I have often utilized the graphic that resulted from this lesson as an introduction to the concept of proportion.
Creating this digital story was something I found very exciting. I got to provide a persuasive argument for why individual should travel the world, and I got to use a variety of my own pictures to help illustrate this outlook. In short, my digital story involved planning the manipulation of various forms of media to create an entirely new message. I learned that this manipulation was at the core of message design, and that by combining words, pictures, music, and movement; I could sustain student interest and engagement much longer than a typical lesson. Furthermore, the digital story’s broad appeal to individuals with different learning styles has helped me to master reinforced teaching. By appealing to all of their senses, I have personally used this particular assignment to persuade individuals that are hesitant to travel to take a second look what they are missing. In the end, this assignment is a perfect representation of the Modality Principle by presenting important words as speech rather than on-screen text (Clark & Mayer, 2003, p. 83). In other words, students learn better when new information is explained by audio narration than on-screen text, especially when the graphic content is complex and the lesson is fast-paced.
1.3 Instructional Strategies
“Instructional strategies are specifications for selecting and sequencing events and activities within a lesson” (AECT, 2000, p.14).
This particular artifact was selected because of its sequencing of activities within a specific lesson. In other words, this jigsaw activity was created as a collaborative learning tool for seventh grade history students studying the important events in the life of Abraham Lincoln. With this activity, I learned the importance of specifying the selection and sequencing of activities for a particular instructional strategy. It deepened my understanding of the jigsaw activity. In short, the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. I believe my mastery of this particular technique can be seen through my organization and sequencing of events of Lincoln’s presidency for each specific student group.
I believe that this assignment demonstrates my mastery of instructional strategies in a variety of ways because this particular lesson demonstrates the foundational AECT standards of design, development, and utilization. Specifically, this video was created to discuss the advantages of using multimedia in the classroom. During this assignment, I learned that by sequencing multimedia elements in a lesson plan I am able to create a solid teaching material with an effective instructional strategy. In fact, I have used this particular assignment in my training when exploring various techniques in the world of art. I learned that by assessing my students’ needs and identifying the goals and objectives that need to be taught, I can become extremely proficient in designing instructional strategy that meets my institution’s overall expected outcomes. This experience I believe has deepened my ability to develop instructional materials by applying the principles and theories of utilization and implementation. By explaining the advantages of using hypermedia in a learning environment, I have helped instructors vary their teaching style to facilitate the learning of different students, and, ultimately, take responsibility for their professional and personal development.
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).
My final instructional project for EDTECH 503 is a great example for the utilization of learner characteristics. Specifically, this simple project on creating a poster with Adobe Photoshop used a learner’s experiential background as the foundation for the assignment. In fact, I learned that the outlook and experience of a learner was something that need to be researched and defined because it was critical to both the delivery of the information and the effectiveness of the entire learning process. Overall, it deepened my knowledge of the amount of pre-production work that is needed in designing a course. In fact, I believe this project shows my mastery of learner characteristics through the pre-survey research, the understanding of my intended audience, my learner expectations, and the amount of rational, leaner content that was created for this assignment. As I have previously stated, I have used this particular instructional design in my beginner art class with tremendous results in learner retention and execution.
According to Jean Piaget, there are two major principles that outline the child development theory. Essentially, both principles, adaptation and organization, are used to aid in the intellectual and biological development of children (Malerstein & Ahern, 1979, p. 107). During this assignment, I learned that by understanding a learner’s past and present educational experiences and how they impacted their learning process. I also deepened my understanding of Piaget’s major principles and how they were designed to emphasize an individual’s desire to survive through their adaptive ability in both a physical and mental capacity. This survival characteristic is part of a learner’s life experience that impacts the effectiveness of the learning process. In fact, by studying this learning theory through this assignment, I have been able to use my newfound knowledge through the creation of more organized lesson plans that give credit to a learner’s adaptability.
Standard 2: Development
“Candidates demonstrate the knowledge, skills, and dispositions to develop instructional 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 this particular assignment, I utilized modern print technologies to outline and produce a storyboard for an interactive video. Specifically, my interactive video was a quiz to be given to high school art students on the various movements in the field of art. I learned the importance of these technologies not only in their intended medium, but I also found use for them in producing educational content in others. In short, this assignment helped me to explore the great number of print resources and technologies available to a student now. Since this assignment, I have created a storyboard for almost every one of my video tutorials. Using the available software as a guide, I have been able to print these storyboards to help plan the progression and implementation of multimedia lesson plans and other ideas. Overall, this project gave me the confidence to create needed print resources so that I continue to master its integration with other modern-day technologies.
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).
I believe there is no better way to represent the delivery of materials to be used in a presentation than an Internet-connected computer’s audiovisual capabilities, and this “EDU Remix video” for EDTECH 533 is the perfect example. This assignment utilizes audio visual technologies to produce and deliver an auditory and visual message about Andy Warhol’s impact on art. Overall, I learned that by simply living in an Internet age, teachers are able to produce and deliver more interactive materials than have ever previously been seen. In short, the volume of audiovisual technologies available for student’s use in research, construction, and application are astounding. Additionally, I deepened my knowledge of the quality of the information available through legal tools like the Creative Commons that helped me to extend my new audiovisual understanding onto the students I train. In fact, I have used this particular lesson in class when teaching students about famous artists’ impact on popular art and culture.
2.3 Computer-Based Technologies
“Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources” (AECT, 2000, p.18).
Computer-based activities are the heart and soul of educational technology, and, in EDTECH 502, I had the pleasure of creating my first WebQuest that utilized computer-based technology to deliver a journey through Florence, Italy. In creating this WebQuest, I learned that a message design and an entire lesson in which most of the information comes from the web can be an effective learning tool in deliver technology-based resources. In short, these resources can help improve digital literacy, critical thinking, and problem-solving skills. When using this WebQuest to demonstrate the power of computer-based lessons for my colleagues, I noticed more active engagement, more participation in group activities, and more interaction and feedback. Overall, this assignment illustrates ways technology can expand what children learn by helping them understand and explore information that might otherwise be unobtainable.
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).
“The Virtual Field Trip” project completed for EDTECH 502 was the perfect way to deliver several forms of media through one medium. Specifically, I was able to create a virtual field trip that took my students on a field trip through the birthplaces of music using media controlled through their computers. This particular assignment showed me that unique and memorable learning experiences can be created without the need for tremendous expense or resources. In other words, technology is bridging the educational divide by bringing students experiences in sight, sound, and interactivity that would be impossible on a regular basis. Additionally, the message design increases student knowledge and understanding of a subject and adds realism to the topic of study. I used my virtual field trip on the birthplaces of music to not only teach about the beginning of different styles of music, but also to assist in the fundamentals of web design.
The “Design of the Times” podcast series was produced and delivered using several different forms of media under the control of a single computer. In short, it was created to show how design and art is used to impact the world and culture around us. During this assignment, I learned how combining various forms of media into one specific deliverable helps address the numerous learning styles existent in students. In short, this podcast was created to examine how design and art is used to impact the world and culture around us. The goal was to have my students understand what current artists were creating to positively impact or cause change in the world around them. Ultimately, my mastery of a way to produce and deliver materials which encompass several forms of media under the control of a computer can be heard in the final product of the podcast.
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).
Specifically, the “Rich Media Tutorial” completed in EDTECH 522 became the perfect example of the systematic use of resources for leaning. In short, in this assignment, I learned how to structure a video lesson on the educational tool Animoto to create a resourceful video that facilitates learning. Additionally, this assignment helped me to understand the intricacies of multimedia learning, and how important it is to have an organized approach to the message design. Overall, this assignment has provided me with a better understanding of media utilization in the classroom. Furthermore, my mastery of media utilization can be seen in my demonstration of the use of Animoto as a presentation tool.
Combining old world art techniques with new world art techniques, I used videos to enhance the study of art and art history in a systematic way. This lesson was created for my training sessions as I looked for a meaningful and exciting way to convey art and art history to my students. In short, with limited student attention spans, it can be a challenge to convey the excitement of art and art history to today’s youth. One tool I discovered that reinvigorates students is the medium of video. Thus, this instructional design utilized a library of videos to inspire and teach students about various artists, art styles, period of arts, and specific techniques used throughout the long recorded history of art. In fact, I focused on the use of multimedia to teach students specific terminology and famous works of art through demonstrations, narrations, and tutorials.
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).
Essentially, this assignment utilized a wide variety of resources, strategies, and innovations in each part of the project. From the planning and controlling to the monitoring stages of this assignment, the purpose of our strategies were to address digital inequalities by providing solutions and alternatives to public instruction in the state of Idaho. These suggestions were made in hopes that they would gain adoption by our intended audience. This assignment’s review and assessment of digital inequality in general helped me to understand the access issues present in today’s educational system. Furthermore, this collaborative presentation allowed me to examine a number of possible solutions to the problem and their potential positive or negative impacts on the student. Ultimately, this assignment caused me to reexamine the expectations I have for students not only having access to technology but also their understanding of the technology itself. Although I have shown enthusiastic colleagues who appreciate the presentation, I look forward to refining this presentation in the future and presenting it to my area’s public school stakeholders.
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).
Working for a national marketing agency, plagiarism and copyright issues are always an important thing to be aware of when creating something new. That is why I tried to create a fun video to examine plagiarism through the use of the educational technology tool Xtranormal. This lesson helped me to start thinking about how important proper implementation is in the academic world when using instructional materials according to the expectations and culture of my parent organization. In fact, after doing more research on the subject, I realized that proper citation provides an instructor with an understanding of specific foundational concepts that are important in all institutionalized endeavors. In other words, I felt this assignment taught me two critical concepts that are essential in keeping with the structure and culture of proper attribution. These critical concepts are: the importance of proper research techniques and the importance of accurate citations. Essentially, both concepts have not only aided my lessons in terms of strength and focus, but they also have provided a solid foundation to the overall communication I use within them. In all, this has been a great tool for me and my students. I have actually used this assignment every year since its creation to teach students about copyrighting and plagiarism.
“The Evaluation Report-Course Project” I completed in EDTECH 505 was selected because of the great example of utilizing instructional materials and strategies in a real setting. Specifically, this assignment focused on the evaluation of Lynda.com’s “Up and Running with Photoshop Elements 11” course for the Ambrose School in Boise, Idaho. During this assignment, I learned how a specific, educational technology product worked when it was implemented as it was intended. In other words, this assignment demonstrated how the product worked under ideal conditions and how effective the product was in a real classroom setting. It deepened my understanding of the evaluation process by learning relevant, real-world skills through the use of an effective educational tool. Getting to use this particular tool for the Ambrose School itself made me extremely excited. In the end, I believe my final evaluation from a budgetary and effectiveness standpoint not only impacted the Ambrose School, but it also showed that I had mastered the intended assignment.
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).
This particular assignment exhibits the rules and actions of society that affect the use of technology. Specifically, this assignment examined the legalities of peer-to-peer file sharing systems and copyright law. In short, this activity was first created to aid individuals in understanding how to properly use peer-to-peer file sharing services. It was also created to help individuals avoid the consequences of unintentionally misusing peer-to-peer file-sharing services with respect to copyright law. This scavenger hunt offered a list of resources that individuals could refer to for future questions about what source material they can and cannot use and to the extent they can use it. In fact, I have already used this particular assignment in my classroom with tremendous results. My students have told me that it has provided them a guide to ensure they use media in a fair and legal way.
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).
In short, during this assignment I learned a great deal about planning, monitoring, and controlling while evaluating the Determining Instructional Purposes training program for Far West Laboratories. Essentially, during this project, I finally began to put the pieces of the evaluation puzzle together. In other words, after learning about the individual elements of the evaluation process, I was able to plan, monitor, and control the instructional design and its development. Specifically, the “Evaluation Proposal-Response to RFP” project taught me to be clear about the purpose of the evaluation, to give the client a data report as soon as possible, to review program materials, and to use sampling in data collection techniques. I have consistently used elements of the task schedule to plan and outline projects and evaluations on a daily basis. In the end, this project provided me with new knowledge and skills for any present and future evaluation scenarios I encounter.
4.2 Resource Management
“Resource management involves planning, monitoring, and controlling resource support systems and services” (AECT, 2000, p. 25).
EDTECH 505’s “Evaluation Proposal-Response to RFP” was selected for this standard because of its foundational use of resource management. Specifically, the assignment, which was a proposal from Greendale Educational Associates (GEA) of Boise, Idaho, submitted in response to an RFP from Far West Laboratories for an evaluation of a training program, had the overall goal in determining whether or not their organization should commit resources to the marketing of a proprietary training program. During this proposal response, I learned the primary purpose of this assignment was to learn how to plan, monitor, and control resources for use in the decision-making process regarding available resources. Essentially, it deepened my understanding of the instructional design process by allowing me to look at educational tools from a budgetary and stakeholder point-of-view. In the end, I believe my mastery of this particular standard can be seen in the budget that was developed to offer our assistance in providing information that was useful to the stakeholders and school administrators responsible for making decisions about the purchase and use of the training program. Overall, this assignment impacted my teaching by making me think about the budgetary impacts of my decisions on technology tools used in the classroom.
Managing resources through the planning, monitoring, and controlling of resource support services can be seen in this specific assignment. Essentially, by using PowerPoint, I was able to provide supportive resources to students studying movements and styles in art history. In fact, I learned that by organizing resources into smaller, logical segments my students have an easier time following the new information. Furthermore, by presenting information with an easy-to-follow message design, I made sure that the information delivered is clear and engaging. Luckily, this realization has been utilized in my training. By limiting the amount of text on the screen and incorporating meaningful visuals that help illustrate the new knowledge being presented, I was able to create a video that motivated students and allowed them to work at their own pace.
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).
As a trainer, I am always looking for new ways to plan, monitor, and control the distribution of instructional materials in an organized manner. In fact, by switching up the delivery system, an instructor can break away from the usual routine and offer students a fresh new way to learn. In short, this specific assignment was the perfect way to manage those delivery methods by planning the medium and method for teaching individuals art and design through the cognitive, affective, and psychomotor domains. By creating video libraries addressing these domains, I learned that YouTube playlists are the perfect way to deliver specific information to my learners. In fact, I even deepened my own personal knowledge of these three domains while completing the assignment. Additionally, I have used this particular delivery method many times in my training since completing this assignment, and I have learned that creating a playlist of specific videos for students to progress through provides each individual with greater motivation and productivity.
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” (AECT, 2000, p. 25).
Writing an annotated bibliography forces a researcher to better plan, monitor, and control the storage, transfer, or processing of information. In short, this is all done to provide students with better resources for learning. In fact, one of the things I learned when completing this assignment examining a communication theory’s approach to educational technology was that an individual should begin writing their bibliography while still searching for resources. This allowed me to understand where my research fit into the bigger picture. Essentially, it helped me research my thesis and firmly develop my own personal point of view. Ultimately, this particular assignment helped me master an understanding of the value of the communication theory’s approach to educational technology. In the end, my teaching began to look at the primary purpose of my research as the conceptualization of communication as a phenomenon and the understanding of the advantages and disadvantages of communication within the overall realm of educational technology.
Without the measurement and monitoring of progress using spreadsheets and databases, the effectiveness of the work of many instructors and students may never be known. Without these tools, instructors may never know how a revision of their resources could have made a world of difference to a student’s future. During this assignment, I learned that without spreadsheets and databases, instructors are hindered from sharing relevant, effective information to the student. That is why this assignment perfectly matches the information management standard. In short, my lesson plan easily helps students identify and categorize paintings of the twentieth century. Furthermore, in using spreadsheets and database in my professional experience, I have seen that they provide an organized way for students to achieve success without being left to chance and perception.
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).
The primary goal of my “Final Instructional Design Project” in EDTECH 503 was to determine how to teach my students how to make a poster using Adobe Photoshop by using information-gathering and decision-making strategies. I learned that by examining my intended audience through their learner characteristics and past experiences I could make more sound decisions on how to get the most out of my students through the most effective lesson possible. In short, by simply assessing and reassessing the parameters of the challenge of teaching my students a new piece of software; I deepened my knowledge and became better prepared to execute a more quality lesson in the future. Overall, my mastery of problem analysis can be seen in this assignment from the anticipation of my learners’ needs as well as my ability to tackle any outlying, unconventional problems that could possibly arise in my instructional design.
Essentially, there are numerous fundamental concepts that provide the foundation to the field of design. In short, these concepts are often categorized differently depending on the specific art philosophy or methodology being implemented. Nevertheless, no matter the ideology or methodology, most fundamental design concepts can be placed into two categories: principles and elements (Jackson, 2008, p. 64). Specifically, this justification paper focused on teaching the learner the fundamental concepts of design so that they can determine the appropriate strategies needed to reach their intended outcomes. In other words, I learned that proper problem analysis can benefit the instructor’s year-long goals in design of providing the learners with the foundational skill sets needed to successfully complete their other design assignments. In fact, the student’s understanding of this type of analysis has proven to be invaluable in my profession. Therefore, I am extremely proud that I have mastered this educational standard because of its key contribution to critical thinking skills.
5.2 Criterion-Referenced Measurement
“Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content” (AECT, 2000, p. 28).
Overall, “Using the Internet for Instruction” for EDTECH 541 was a typical lesson plan where a rubric was created to measure the learner’s mastery of the overall assignment. In short, I learned that providing a set of criterion to my learners gave both my students and me a way to measure achievement. In fact, I deepened my knowledge and understanding of learning theory and instructional design by witnessing the motivation of students by stating exactly what is expected of them as well as how effective instructional design always includes techniques for measuring mastery of pre-specified content. In other words, my mastery of this standard can be seen in the rubric I developed for this particular assignment. Therefore, I am grateful, as a student, that we had this lesson as a guide. In the end, it has provided me with a better understanding of rubrics in instructional design.
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).
After many hours of research and investigation into this assignment, I truly believe I began to get a more in-depth understanding of formative and summative evaluation. In fact, what I first believed would only be a topical outline or sketch of technology use at my selected school turned out to be a comprehensive exam of the multiple areas responsible for the state of technology at Chuck Darwin Elementary. Essentially, through this examination, I learned about a large number of areas that needed improvement based on adequate information gathering. Furthermore, it also identified a few sections that are already exceptional examples of technology use in education. In short, this assignment supports the mastery of this specific AECT standard by utilizing information for overall development and decision-making. Therefore, I hope that this research can become a learning tool itself by providing me a more detailed look at how each decision and action by an institution can result in an expected or unexpected outcome.
In short, the overall purpose of this evaluation report was to encapsulate the evaluation of one of Lynda.com’s single, video tutorial courses, and determine if it was adequate enough for use in teaching The Ambrose School’s students. Essentially, this assignment exhibited formative and summative evaluation through the use of pre-tests and pre-surveys, on–task observations of the use of Lynda.com, and post-tests and surveys that helped the decision-making abilities on the utilization of Lynda.com’s course by the Ambrose School. In all, I learned that my evaluation report shows how gathering information on adequacy can be used to improve the effectiveness of a particular educational technology. In the end, my artifact was actually used by the Ambrose school. In a sense, it provided me with a feeling of mastery because the results of my particular evaluation showed that the online video tutorial service of Lynda.com not only helped students in obtaining new knowledge and skills about the world of design, but it also assisted in motivating and changing the attitude of students learning new information in a new, technology-literate way.
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).
In short, the “Technology Use Planning Overview” assignment in EDTECH 501 is the perfect artifact to represent loan-range planning. Essentially, I learned technology use planning is both a formal document and structured implementation process that details an institution or organization’s plan for the integration of technology into their educational or business model. Furthermore, I deepened my knowledge of how long-range planning can benefit institutions and organizations by ensuring that the right technology is used in the present and in the future. I also demonstrate my mastery of long-term strategic planning by utilizing this method for my school’s new sound board for its multimedia class. In the end, this had a huge impact on my teaching. Ultimately, after showing a revised strategic plan for purchasing our new technology tool, I was able to convince the board to purchase a cheaper, more applicable board for the students.
In today’s educational environment, individuals often have to look beyond their own world view. Typically, an individual in today’s educational landscape has to envision new possibilities for growth by focusing on innovative thinking and change. Furthermore, this need for new tools, methods, and ideologies is usually compounded when technologically savvy students bring increasingly more advanced skills into the classroom. Basically, these students generally bring specific expertise that reinforces a more innovative mindset within an organization. Thus, that is why it is imperative for instructors to utilize the benefits of educational technology within their particular educational environment. Above and beyond the development of innovation, instructors face significant challenges around technology selection and implementation. Therefore, it is important for an individual to further develop a strategy for integrating technology into the classroom. In the end, an instructor can increase his or her comfort level around breakthrough innovation decisions and implementation by ensuring that students are involved in the creative, discovery process of innovation instead of simply an implementation procedure.
In short, I believe the use of educational technology is both a motivating and structured process that allows for more detailed monitoring and preparation of each individual student’s current and future needs. According to researchers Abdullah S. Al-Weshail, et al. (1996), the purpose of educational technology is not just to produce a result, but to produce continuous action that creates and maintains a technology-rich educational environment (p. 9). At its foundation, educational technology can benefit students and organizations by ensuring that each student has access to more resources and opportunities than previously allowed through a single medium. As recently noted by the Northwest Educational Technology Consortium, technology allows children to respond and represent learning in ways that fit their individual learning styles (“Early Connections: Technology,” 2005). This use of educational technology under this strategy often provides students with more confidence, curiosity, creativity, independence, cooperation, and persistence. Thus, it is easy to see that technology use in education is a powerful part of how an instructor not only develops their specific strategic objectives, but also their students.
In essence, educational technology is used to ensure educational systems are continually seeking the improvement of students through the teaching of relevant skills (Valdez et al. 2000, p. 25). However, this support of effective skill practice does not mean educational technology should be thought of as strictly a hardware or software integration. In fact, educational technology should be utilized and viewed based on the theories and practices associated with the advancement and development of a learner in modern times. Ultimately, this utilization ensures technological literacy, information literacy, and visual literacy (Roblyer & Doering, 2013, p. 26).
In conclusion, I often find myself incorporating these beliefs and what I have learned in the EDTECH program into my daily profession. Therefore, with my professional goal of becoming a trainer for a large technology corporation in mind, I am hoping to not only provide myself with a better education through an exciting degree, but to also gain a better understanding of educational technology in general. In short, my experiences with technology in an educational setting are becoming more frequent. In fact, I currently utilize educational technology in my profession when trying to determine the appropriate technology to use in my teaching and training. Nevertheless, although I have had some experience using technology in education, I believe I could further refine my skills to ensure the overall objective and purpose of each educational technology tool best serves the curriculum I create now and in the future.
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