Rationale Paper

Rationale PaperEDTECH 592: Portfolio

9/14/2012Boise State UniversityBrian Wetzel

Introduction

My name is Brian Wetzel. I currently reside in Johnstown, Ohio which is just outside the capital of Columbus. I am currently employed by the Licking Heights Local Schools District. For the past seven school years, I have taught seventh grade Mathematics; however during the current school year (2012/2013), I have been granted the opportunity to teach Computer Application to sixth grade students. Since the Fall semester of 2010, I have been pursuing a Master of Educational Technology (M.E.T.) degree through Boise State University. The coursework involved with this program has prepared me well for my current teaching assignment and has given my career a new focus in the direction of educational technology. Based on the Standards created by the Association of Educational Communications and Technology (AECT), the classes and learning activities of the M.E.T. program have provided a strong foundation for me to grow upon in the rapidly developing field of educational technology. The following rationale paper depicts several of these learning activities and how they illustrate my knowledge and mastery of the AECT Standards. The standards were first developed from the work and definitions created by Barbara Seels and Rita Richey in their 1994 book Instructional Technology: The Definitions and Domains of the Field.

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.

The five subdomains of the first AECT Standard deal with design, which as Seels and Richey note, is the process of specifying conditions for learning (1994, p. 30)

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

To exemplify my knowledge of this subdomain, I chose to use my Final Instructional Design Project created for EDTECH 503: Instructional Design.

Not having much expertise in the field of instructional design, I learned a lot throughout the course of this class which culminated with the creation of this design project. As an educator, I had a lot of experience creating basic and detailed lesson plans; however, when focused on the entire process of instructional design, there were many details that I had never considered in the past. In my lesson plans, I had never considered elements like a preliminary analysis (needs assessment) or evaluations of the design. I have never field tested a lesson plan or sought expert reviews. However, these elements are critical to developing good units. Cycling from analyzing to evaluating, instructional design is a constant process, that never be thought of as a completed process. As Smith and Ragan(2005, p. 15) note, Although the instructional design process may often be portrayed as linear, in practice it is frequently iterative, moving back and forth between activities as the project develops. This project, where I focused on creating movies with Windows Live Movie Maker, exemplifies each part of the process. I have not used this artifact in class yet as I have found it very difficult to fit in time for it while attempting to teach my mathematics curriculum. I have given the address of my website to students who were interested in learning how to use Movie Maker so that they may explore this program in their free time. Now that I am teaching a computer applications class, there might be more time to incorporate this into my curriculum and use it accordingly.

1.2 Message Design - Message design involves planning for the manipulation of the physical form of the message

For this subdomain, I chose two projects to reflect my knowledge. The first project I chose was my 2nd Lesson Plan that was developed for EDTECH 506: Graphic Design for Learning. Secondly, I chose the Web Accessibility Page developed during EDTECH 502: Internet for Educators

The learning concept of this website centers on compound probability, which is the probability of two or more events happening together. Since there are two types of compound probabilities, independent and dependent events, I created a graphic that the students could associate with each type. The graphics can be found by clicking on these links: Independent Events and Dependent Events. Learning the characteristics of good design was a real challenge for me. I have always struggled with proper design elements. During this class, I learned how the elements of CARP (contrast, alignment, repetition and proximity) help make graphics easier to understand. While these two graphics incorporate those elements, I also used a shadowing effect to make the information stand out, as Lohr (2008, p. 270) suggests. I also chose the Web Accessibility page that I created for EDTECH 502: Internet for Educators. When given options for this project I chose to provide a synopsis of Color Blindness and used colors that properly contrast in order to make the design of the page more accessible to people affected by the various forms of color-blindness. Prior to this project, I did not know much about color-blindness, and thought that it always meant a person saw things only in black and white. Now that I understand it a little better, I try to make these contrasts in my visual lessons so that they are easily interpreted by all students.

1.3 Instructional Strategies - Instructional strategies are specifications for selecting and sequencing events and activities within a lesson

For this subdomain, I chose my Webquest project that was developed for EDTECH 502: Internet for Educators.

This webquest was designed for students to learn, develop, and analyze six different types of data graphs. Starting with the understanding that the students have a basic understanding of how to create the graphs, the sequencing of this webquest is quite simple. The students would start by reviewing on their own how to create each graph. I used a combination of web pages and online videos to present the information to the students. After reviewing the material, the students are to download a data packet with meaningful data that the students would use to create the various graphs that had been discussed. Finally, after creating the graphs and analyzing the data through a variety of questions posed for each data set, the students would click to the next page of the webquest, where the grading rubric is listed, and perform a self evaluation for each graph to approximate their grade prior to grading by the teacher. In the conclusion of the activity, the student is asked to reflect on the activity and think about how graphing techniques are applied to real-life situations and professions. This sequence of activities allows students to work at their own pace to produce quality work and experience with each graph. Viewing a web page and then watching a video on each topic properly scaffolds the information so that the level of support is faded as the skills are internalized (March, 2009, p. 3). At this point the student can create the graph as required. I used a project that I had already created for this webquest and modified it to be delivered through the web. Having limited access to whole-class, computer-guided instruction, I did not incorporate this into my mathematics class. However, now conducting class in a computer lab, I now use this webquest for mathematics enrichment in a technology class.

1.4 Learner Characteristics - Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process

For this subdomain, I chose to use my Final Synthesis Paper from EDTECH 504: Theoretical Foundations of Educational Technology.

After having taught for a few years prior to taking this course, I began to feel that my students learned material better through hands-on activities and approaches to the content that we discussed. I never really knew the theory behind this feeling until completing the coursework for this class. I learned about the theorists that developed the constructivist learning theory and the evidence behind it and realized that it aligned with my personal beliefs since constructivists believe understanding is in our interactions with the environment (Savery & Duffey, 1996, p. 136). I felt the constructivist influence on educational technology would be a good topic for my final synthesis paper. I discussed how previous experiences influence the students attitudes during learning activities, in terms of teaching methods and content. When interested in the learning activities and/or goals, students are more likely to engage in the learning activity and therefore develop those meaningful experiences where understanding is created. I continue to utilize this approach in my computer applications class as I try to facilitate their learning through the use of tutorials and hands-on projects with different software titles rather than deliver the knowledge through lectures.

STANDARD 2: DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

The four subdomains of the second AECT domain deal with development, which is the process of translating the design specifications to physical form (Seels & Richey, 1994, p. 35)

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.

For this subdomain, I chose to use the Unit of Instruction project that I developed in EDTECH 506: Graphic Design for Learning.

This unit developed over the course of the entire semester, was a combination of graphics, utilizing good design principles, and learning activities gathered together in a website. Throughout the course, I was made aware of CARP actions (contrast, alignment, repetition, and proximity) and how they are used to facilitate the design principles of selection, organization, and integration (Lohr, 2008, p. 207). This series of graphics has the potential to be used in classroom environments. I have used many elements of this instructional unit, including the lesson plans and a couple of the graphics in my classroom in previous years. The visuals provided in these images drew the attention of my students and enabled them to relate to the material better. Since I am not teaching mathematics any longer, I do not intend to incorporate them in my lessons until I see an opportunity for this type of content into my new technology curriculum. I can easily make this unit available for other math teachers in my building and possibly others through the Internet.

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.

For this subdomain, I chose to use the page of my final project for EDTECH 541: Integrating Technology into the Classroom Curriculum that was devoted to Hypermedia Integration.

Hypermedia incorporates all the communication mediato the present time as noted by Barrett (1994, p. 92). This page starts with a selection of several videos that deliver high caliber instructional value. The videos range from content specific videos to educational animations to song parodies that increased knowledge retention. I completed this page with a lesson plan that incorporates the use of hypermedia through a website, xtranormal. This website enables students to create a simple animation by utilizing text-to-speech software. The students not only gain understanding of content through the creation of dialogue of one or two characters, but then are able to deliver their knowledge to their peers by downloading or presenting their rendered video. When I incorporated this lesson in class, the students were able to choose a topic of their choice, and all of the students received exposure and content from a wide range of material from number sense to data analysis. Students employed not only their knowledge, but also their creativity and humor to provide a meaningful lesson for themselves and their peers.

2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

For this subdomain, I chose to use my Internet-Enhanced Activity developed in EDTECH 541: Integrating Technology into the Classroom Curriculum.

I centered this activity on drawings and models that are drawn to scale. Looking for ways to incorporate technology and the Internet into this content area, I decided to develop an activity involving Google Earth. Feeling that the students would be able to relate to the material better if using meaningful places, I thought it would be a good idea to have the students find the distance from their house to the school using the measurement tools that are integrated into Google Earth. After finding this distance, the activity develops the process for finding the scale factor of the image rendered on the monitor and the actual distance between these two locations. For fast learners, a second activity was developed so that students could redesign their bedroom using an online CAD program. Upon creation, students would again find the scale relationship between their drawing and their actual room. I never had a chance to incorporate this activity into my mathematics curriculum, but once again intend to share this activity with anyone interested in integrating it into their lesson activities.

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.

For this subdomain, I chose to use my Social Networking Unit developed for EDTECH 541: Integrating Technology into the Classroom Curriculum.

This particular group of activities focuses on the use of the Pythagorean Theorem. Knowing that students are becoming more involved with social media, it can be beneficial to incorporate it into their learning activities. I chose three different types of social media that could be used to create meaningful experiences involving the Pythagorean Theorem. To begin, the student would create a Voicethread that details a problem they created and its explanation. Students were encouraged to find another students Voicethread and appropriately comment on it. In the Twitter activity, students were asked to tweet a problem that involves finding the missing side of a right triangle. They would then retweet another students problem and describe how to answer it. Finally, students would get exposed to how the Pythagorean Theorem is used every day in engineering situations through a Skype session with certified engineers. Integrated together, these activities produce a learning environment that promotes real-world settings and skills along with collaborative activities that allow students to learn from each other. Prior to this project I never really understood the full scope of social media. I had a Facebook and Twitter account, but I never considered sites like Voicethread, Skype, and YouTube as social media. I realized at this point that social media websites are whenever people are interacting with other people through conversations whether it is through video, chat, text, or a combination. With the growing popularity of these sites and other others like them, students will be able to use their previous experiences with these tools to build new knowledge.

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.

The four subdomains of the third AECT domain deal with utilization, which is the act of using processes and resources for learning (Seels & Richey, 1994, p. 46).

3.1 Media Utilization Media utilization is the systematic use of resources for learning.

For this subdomain, I chose to use three assignments developed for EDTECH 501: Introduction to Educational Technology. They are the Voicethread Activity, the Zotero Bibliography, and the Learning Log.

During the course of this class, I began using these tools. Each of them must be handled systematically; starting with account/profiles, to creating documents/projects and saving them. After that, users proceed to printing, publishing, embedding and other ways to distribute the final project. I used these tools throughout the duration of the M.E.T. program, especially Zotero and my Learning Log on Wordpress.com. With Zotero, the capability to instantly save and cite references with a few clicks of the mouse was quite the luxury. However, I quickly learned that it was not perfect and found myself consistently editing the references that created by Zotero so that they would be in the proper form; adding yet another step to process. Additionally, the Learning Log was a place where I was could reflect on assignments or post my work accordingly. Sometimes people would comment on my postings, once again adding steps to the process because I would have to approve and release the comment, and then comment back to respond. These resources proved to be invaluable. I look forward to incorporating them into my new technology curriculum and emphasizing the systematic approach to my students that must be taken when utilizing them.

3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.

For this subdomain, I chose two assignments. First I chose the Tech Trends Assignment developed for EDTECH 501: Introduction to Educational Technology. I also selected the Needs Assessment associated with the Final Grant Proposal for EDTECH 551: Technical and Grant Writing.

The purpose of the Tech Trends assignment is to examine emerging technologies. In this paper, I explained about two emerging technologies that are closely related. The first part discusses the use of an online response collector called SMART Response VE. Developed by SMART Technologies, the creators of the SMART Board, Response VE allows questions to be uploaded to the Internet and accessed by any Internet-connected device for assessment or general data collection purposes. Watching my students facial expressions when they were allowed to use their iPods and cell phones in class (one student even used a Sony PSP) was priceless. They were immediately engaged in the learning environment and activity. I combined the details of this activity with my desire to adopt a 1:1 student-to-computer environment. While a huge financial undertaking, I have always felt that students should learn with tools they enjoy using. This creates an environment of comfortableness and willingness to learn. Knowing this desire, I stated my desire to take the grant writing class. When in EDTECH 551, one part of our Final Grant Proposal was the creation of a Needs Assessment. This part of the proposal is crucial because it informs possible grantors where the school currently is, in terms of its technology use, and the educational communitys (teachers, administrators, staff, students, parents) desire of where it wants to go. From a grantors perspective, the needs assessment sheds light on the desire for change. It also should raise awareness and interest from the grantor to persuade them to allow the possible grantee to conduct trials for possible adoption (AECT, 2001).

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.

For this subdomain, I chose to use my Tech Use Plan developed for EDTECH 501: Introduction to Educational Technology.

This Google Presentation details the important aspects when creating a plan for Technology Use in a school or school district. Neither implementation nor institutionalization can happen without proper planning. Conducting a Needs Assessment and developing measurable goals is an essential part of this process as teachers and students will be hesitant to implement any technology or other teaching strategy without recognizing the need for integration or visualizing the intended direction of the school. Built into any Technology Use Plan should be professional development since many teachers refuse to look like amateurs in front of their students. Professional development is the key to being comfortable using the technology and learning best practices for those who intend to implement the technology into their classrooms. Once implementation happens with a small group of teachers, the chances of institutionalization rises as they pass on their knowledge and experiences to other teachers.

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.

For this subdomain, I felt three assignments reflect my understanding. I chose the Copyright Scavenger Hunt developed for EDTECH 502: Internet for Educators, the purpose of an Acceptable Use Policy in EDTECH 541: Integrating Technology into the Classroom Curriculum, and the Lab #3 completed for EDTECH 552: Introduction to Network Administration.

Each of these assignments deals with rules and regulations in their own unique way. The first site is a self-created guide for teachers that details copyright laws and fair-use guidelines. As noted by the authors at PBS.org, copyright laws can seemingly be bent and/or broken. These permissions are known as Fair-Use and are granted in certain situations, especially in educational environments. However, this activity lets teachers know when copyright laws apply and when they do not. I never knew that teachers had that much freedom when using copyrighted materials for their classroom. I even recall feelings of guilt in my first years of teaching, thinking that when I copied worksheets or downloaded music to burn on a CD for a fellow language arts teacher to use in class that I was breaking copyright laws. Now I understand that for the most part, these actions fell under the Fair Use guidelines. The Acceptable Use Policy is an agreement between two parties (commonly a network provider and a network user) that details the allowable activities and usages on a provided network. These are important because most networks are labeled as a privilege, not a right. Therefore, users must be made clearly aware of the acceptable uses so that their privilege is not revoked. I learned that and AUP should be written in very plain language that is not open for interpretation. They should be very clear so that everyone knows the expectations and cannot take advantage of loopholes in the interpretations. Finally, the Lab #3 activity was one of the first assignments completed for EDTECH 552 that discussed how networks are setup so that they function and transmit information properly. An IP address (in both binary and decimal form) is essential for proper communication between computers. Additionally, network administrators need to understand what class of network is established so they know how many IP addresses can be created. If these regulations are not followed the network will not function properly defeating the purpose of easy communication between computers. I was very inexperienced with networking and network and pretty much everything was new knowledge. While the mathematics came very easy for me, the purpose and reasoning behind it was sometimes difficult to grasp and remember.

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.

The four subdomains of the fourth AECT domain deal with management, which is controlling Instructional Technology through planning, organizing, coordinating, and supervising (Seels & Richey, 1994, p. 49)

4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects.

For this subdomain, I chose to use my Final Grant Proposal developed for EDTECH 551: Technical and Grant Writing.

This project outlines many aspects of project management. When considering ideas for my grant proposal, I recounted the many times I recognized the need for more computer-based resources in my school. At the time, teachers were limited to one computer lab that had to be shared among all teachers and their various project needs. Using this as the foundation of a Needs Assessment, I surveyed other teachers to find out their desires if money was granted towards the purchase of new computers. From these results, I felt the best option was mobile iPad labs that could be shared among the teachers. This lessened the need to occupy and furnish one or more rooms with computers. It would also increase time for learning activities as travel, login, and logoff procedures would be greatly reduced. I then turned my attention to budget requirements that would be associated with the project. I gave attention to the software, hardware, and professional development needs that would be necessary. I also gave attention to consistent monitoring of the project by incorporating pre- and post-surveys for the professional development, pre- and post-year teacher surveys, and quarterly surveys for students and teachers. I have already submitted this grant application to a corporate sponsor with administrative approval. However, the corporation is going through changes to how they fund projects. I have not received any word on acceptance.

4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services.

For this subdomain, I chose to use my Relative Advantage Chart created for EDTECH 541: Integrating Technology into the Classroom Curriculum.

The concept of a relative advantage chart is quite simple. The creator must compare the current or common teaching techniques to other cutting edge or innovative techniques. From there, the creator must decide the advantage of using the innovative methodology. I began this assignment by thinking of the many diverse ways that I learned and taught mathematics. Activities such as chalkboard and flash card races, time tests, and reading textbooks quickly came to mind. I brainstormed many different topics and planned activities that utilized technology and Web tools. Finally I determined the advantages of these innovative methods accordingly. With current Internet capabilities, many of these activities were free and provided rich meaningful experiences from which students could learn. This collection of resources and their relative advantage over traditional instruction, along with the planning monitoring the outcomes, exemplifies my understanding of this targeted learning outcome.

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.

For this subdomain, I chose Lab #2 which was completed for EDTECH 552: Introduction to Network Administration and the Instructional Software Presentation created for EDTECH 541: Integrating Technology into the Classroom Curriculum.

I chose Lab #2 for two reasons. My initial reason for choosing this assignment is because of the importance of network administration to many of todays delivery methods. Many types of learning and learning activities are facilitated through the Internet and keeping networks working smoothly is a task that should not be ignored. The second reason I chose this assignment is because it was the first of several assignments where we used Packet Tracer to create a basic network map and assign network settings to a few computers accordingly. Teachers must realize that sometimes it is impractical to have true hands on experience because of several factors. With many of my networking lab assignments, we did not have actual computers, servers, and routers to create networks, thus our professor instructed us how to use this simulation program. Simulation programs allow hands-on experience in a virtual world, so that students can experiment with whatever the program allows. Simulation programs can be used in chemistry classes to see the affects of mixing two chemicals improperly as well as other science classes to show the importance of safety. The other assignment I chose, the Instructional Software Presentation, explains four other types of software that can be used in class: Drill and Practice, Tutorial, Instructional Games, and Problem Solving. Each of these types of software delivers instructional material in their own way. While this assignment focused on software in a computer environment, each type of software can be linked to a non-technological learning activity as well. I never gave much thought to the delivery method of my learning activities prior to my learning. I just chose the activities that I wanted to do and went with it. These projects and others have showed me that there should be a good balance of all different types. In my computer applications class, I do many tutorials and drill and practice activities, especially when I teach proper keyboarding technique. However, I now realize the importance of instructional games and incorporate them into my learning activities as well.

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.

For this subdomain, I chose to use my Final Project developed for EDTECH 554: Managing Technology Integration in Schools.

In this project, I planned a professional development activity for using iPads in the classroom. Using an animation, created with the website Xtranormal, I had a narrator detail the expectations of this professional development. After researching educational offerings provided by Apple, I laid out a professional development plan that began with classes that taught basic uses of iPads and concluded with classes for specific content areas. Ensuring proper use, I explained the expectations for each teacher by saying the iPad usage would be heavily encouraged and monitored throughout the school year. Monitoring would occur through informal and formal observations, surveys, and lesson plan evaluations. It was also noted that student progress would be examined and analyzed to monitor achievement and knowledge growth.

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.

The four subdomains of the fifth AECT domain deal with evaluation, which is the process of determining the adequacy of instruction and learning (Seels & Richey, 1994, p. 54)

5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

For this subdomain, I chose to use my Final Evaluation Project developed for EDTECH 505: Evaluation for Educational Technologists.

For this project, I chose to do a study on cloud-based storage options. Understanding that many schools continuously look for ways to minimize technology costs, I researched several different cloud storage options that were available. These options each had free accounts, as well as premium accounts with a larger variety of options and incentives. Throughout the duration of this project, I was gathering information from a large variety of sources. I began gathering information on each selected cloud storage option detailing the free accounts versus the premium and comparing them to each other. Then a short survey was sent out to school district technology personnel in the Columbus, Ohio area. This survey asked a few questions about their opinions on cloud based storage and how effective it could be in their district. From the information provided, cloud storage was relatively inexpensive and a great possibility, but there were concerns about security and management. As noted in the evaluation, the study was conducted in a time frame that was not ideal. It would be tough to make a firm decision on the use of cloud storage based off the results as there was not enough time to gather opinions of enough technology personnel and it would be wise to gauge the desires of students, staff and parents when integrating cloud storage. After one year of completing this evaluation, talks in my school district arose about the possibility of utilizing cloud storage with Google Apps for Education being a leading candidate. I would like to pursue this option as it could not only give our students and staff another option for storage, but also open avenues for student email and other technology resources.

5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.

For this subdomain, I chose to use my Webquest Activity developed for EDTECH 502: Internet for Educators along with my Spreadsheet Activity developed for EDTECH 541: Integrating Technology into the Classroom Curriculum.

I chose these two projects because they were both revisions of the same project. They both deal with creating different types of graphs based on given data. Each graph has certain aspects that it must contain. Each of these aspects, such as accuracy of displayed data, titles, and headings, are important to the graph in their own way. Each helps the reader interpret the data and understand the intention behind the graph. Additionally, students were asked to analyze the data and perform various calculations (i.e. mean, median, and mode) in order to analyze trends, make predictions and interpret results. I created this project for my students several years ago. Thinking it would help to incorporate technology into the project, I revised it into a webquest during my first semester of the MET program. However, in my last class of the program, I wanted to integrate even more technology into the project, and decided to incorporate the use of spreadsheets to create the graphs. I developed and revised this project over the last several years so that it aligns the Ohio Academic Content Standards. Students are expected to learn the various techniques of data analysis and be able to conduct data analysis for a variety of purposes. Additionally, data analysis goes even deeper in the new Common Core State Standards which are being adopted by Ohio schools in the 2013/2014 school year. Through any version of this project, student mastery of graphing techniques are measured based on these pre-specified standards. Additionally, mastery of pre-specified concepts for data analysis like measures of central tendency and spread can be measured. Teaching computer applications this year, I intend to incorporate this project, either partially or in its entirety, during my unit on Microsoft Excel. Next year, if teaching the same material, I foresee the need to align the unit more to the Common Core Standards. While updating the data or the graphs will not be necessary, many of statistical measures would need to be revised in the analysis questions in order to cover all the expectations of the new expectations.

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.

For this subdomain, I chose to use the Project #2: FWL Laboratories completed for EDTECH 505: Evaluation for Educational Technologists.

In this collaborative project, another student and I developed a plan for a simulated scenario to evaluate the effectiveness of a program developed by FWL Laboratories. While this plan did not detail each aspect of the evaluation, the plan incorporated time for formative and summative evaluations of the program. As noted in the task schedule, the program incorporated a needs assessment, interviews, and surveys that would be used to conduct formative assessments during the first half of the school year. These evaluations would be conducted at 3 different school districts in order to establish reliability and validity of the companys program. After analyzing the results of the formative evaluations of the first semester, summative evaluations would be made at the end of the school year by comparing results of state administered tests at each school to the previous school year. Through this project and others, I gained a much better understanding of the difference between summative and formative evaluation. I utilized this understanding to grasp the difference between these types of assessments. I always heard these words during meetings at school, but was largely unfamiliar with their difference and use.

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.

For this subdomain, I chose to use my District Technology Plan developed for EDTECH 554: Managing Technology Integration in Schools.

In this project, I read and analyzed the District Technology Plan for my current school district. Revised every three years, this plan details many different aspects of how the school integrates technology into its buildings and curriculums. From kindergarten to twelfth grade, technology integration was rated in various aspects in terms of its use and adoption. Ratings ranged from level 1(entry level where students and teachers are learning technology basics) to level 5 (invention level where students and teachers are discovering more uses for technology). Completed prior to the start of the three year cycle, the plan also details the projected rating of the district in these areas for the end of the three year cycle. In the plan, consideration was given to current and intended infrastructure, replacement cycle for hardware and software, and professional development for budgeting considerations. In terms of future success, the plan specified the districts intentions to utilize technology in special needs areas; however, specific tools and integrations were not mentioned for non-special needs students.While analyzing this plan, I noted many irregularities between the drafted intentions of the plan and its incorporation in my district. Knowing that the plan was going to be updated at the end of the school year, I offered any help that I could provide to my administrators and technology staff in the creation of the new plan. While I did not hear any more talk about the creation of a new plan, I have now become more involved with the technology department as a teacher of computer applications. I will definitely visit this topic with them in the future.

References

Association for Educational Communications and Technology (2005). Standards for the accreditation of school media specialist and educational technology specialist programs. (4th ed.). Bloomington, IN: Association for Educational Communications and Technology. Retrieved from http://aect.site-ym.com/resource/resmgr/AECT_Documents/AECTstandardsREV2005.pdf

Barrett, E. (1994). Sociomedia: Multimedia, hypermedia, and the social construction of knowledge. Cambridge, MA: MIT Press.

Lohr, L. L. (2007). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

March, T. (2009). What webquests are (really). Retrieved from http://collierschools.com/its/WQWebsite/tmarch_EdLeadership.pdf

PBS Teachers. Copyright law & fair use. (n.d.). Retrieved September 20, 2012, from http://www.pbs.org/teachers/copyright/fairuse.html

Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. Constructivist learning environments: Case studies in instructional design, 135148.

Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field. Retrieved from http://emf.mit.edu/afs/pitt.edu/usr51/bseels/rita.doc

Smith, P. L., & Ragan, T. J. (2004). Instructional Design (3rd ed.). Wiley.