I created my first instructional video today using Camtasia! I decided to teach a very easy topic due to my inexperience with this program. My topic was creating relative links within Dreamweaver. I found the program to be very easy to use, I was quickly at ease with the program. I added some text in the beginning and in the middle of the lesson. I did this to highlight the area I wanted learners to see. This program will be used in many more of my class presentations! I am so glad I finally learned how to create presentations like this!
Hi Guys,This is my very first real podcast. I decided to create a format where kids are interviewed. As a teacher I think it important for children to speak their minds and have people listen. I will be interviewing several children in the next few weeks about their thoughts on their home life, school community and their view of the world! I hope you enjoy the first of the series called, Kickball! This is my son Micah helping me out by being my first interviewee!
I have created a short presentation for third grade learners. The students will be learning the location of five major rivers within the United States. For the success of this assignment, I have used newly learned principles such as the Multimedia principle as well as the Contiguity Principal. Prior to this assignment my students must have had Power Point overload! I have learned to create slides with the images on the same screen as the corresponding text. On my older Power Points I would split up the pictures and titles creating longer presentations and less contiguity of information; my poor students!
I also left out color from the background to help highlight specific colors chosen represent specific rivers. I highlighted these rivers in corresponding colors to the text to help the learners recall information. I also kept the slides simple, clear and aligned with the goal, stated on the second slide.
The last page of the project was and assessment, created to test learner knowledge. I used the same map throughout the entire project so the students would not feel tricked. I highlighted the rivers as before, but in a neutral color keeping the text the same as in earlier slides. I can not believe how much better the students have learned through this Power Point compared to my old silly over done power points! Simplicity really worked for my class here!
Creating this learning log has been and will continue to be a process. I started my learning log last semester and have added work and comments about technology ever since. The learning log was very easy to create. First I opened an account with WordPress and then followed the directions as the sight prompted me. Soon I was spending time trying to find the perfect theme to display my work. If you follow my blog, chances are you will see the theme change time and time again.
This web site aligns with the AECT Standard 2.3 because of the content that it contains. The blog is strictly about educational technology and computer based technology. This blog is to help guide and showcase computer based technologies to other students, clients and prospective employers.
Create a new post, calling it “Creating My Learning Log,” discussing how you used a blogging platform to create a website. Include information on how this activity aligns with the AECT Standard(s) you included on the post label. After publishing, check to see if your post shows up on the Label Widget.
This is a plan for technology use. It was a team effort as our group Theta came together from around the world to create. I hope you enjoy watching this presentation. This project taught me how to collaborate with others in an online environment as well as the back bone of creating a technology plan for schools or businesses. This was a great project to end our semester with, thanks to all involved!
Planning technology use within organizations is a process. While it may take time to put a plan into use and see positive results, there is sufficient help for designers, instructors and students. Technology use planning is a plan created to guide users within learning environments as they learn and apply new technology. Implemented over time by creating a sort of ‘blueprint’ outlining the organizations existing technology as well as future needs and expectations. This is a plan that becomes part of an organizations core process. Although this plan takes time, it brings much to the table. Looking into technology use planning one must not forget the emphasis of teacher training. We need teachers to feel confident as they demonstrate new technology within their organizations. Technology use planing needs not to be confined to academic settings. Technology use planning is an effective way to create an efficient workforce within an office or business setting as well as a classroom. Technology use plans are the key to restructuring offices or schools to adjust the dynamic technological advancements within the 21st century.
As technology planing within organizations become more common, so is the need for guidelines helping designers create the systematic plans used to restructure technology use. The new National Educational Technology Plan NETP 2010 is an effective and powerful resource for technology use planning due to its content. The NETP is a guide that is helping technology transform education, created by select professors. The NETP, “urges our education system at all levels to: Be clear about the outcomes we seek. Collaborate to redesign structures and processes for effectiveness, efficiency, and flexibility. Continually monitor and measure our performance. Hold ourselves accountable for progress and results every step of the way. The national plan will help designers in Technology use planning on many levels.” (Education 2010).
The NETP gives the national overview of technological needs in education. As state technology standards vary the NETP looks at the larger picture and brings recommendations all state districts can benefit from. The NETP suggests incorporation of individual assessments, individual learning and learning differentiation as well as personalized learning, all within the use of technology (Education 2010). The NETP states that we must turn ideas into action. The NETP presents “five goals that address the key components of this plan-learning, assessment, teaching, infrastructure and productivity- along with recommendations for stats, districts, the federal government, and other stakeholders in our education system for achieving these goals.” (Education 2010). With that said, the outline for the Technology use plans seem well in place as it gives designers their start as they work to collaborate within their districts to create effective plans for 21st century needs.
Both short term and long term tech use plans may be successful, however, according to John See form the Minnesota dept. of education, “Five year plans are too long. Technology is changing so fast that it is almost impossible to plan what type of technology will be available for use five years from now.”(See, 1992). I must admit that I agree with See. Technology is changing at such a rapid pace I can not keep up with it on my own, let alone and entire organization.
Keeping a plan in action for five years may become problematic to all involved on several levels. First, there is the administrative nightmare trying to keep the budget balanced year to year. As technology changes so will the price. What may have been a fair amount to budget for in the beginning may become unrealistic within the five year period. Secondly, a lack of accountability may become problematic as the approval will have been completed for five years. There may also be a lack of work completed that is strictly due to the comfort of job security of a five year plan that is implemented. The thought employees may have that their job is safe for five years because we are locked into a plan may not bring results that are as successful as a one year plan. Third, long term plans may not be updated on a yearly basis, keeping cutting edge technology out of the picture. Therefore, while noteworthy long term plans are feasible, I believe capitalizing one year short term plans are more desirable.
Application of technology is a major goal of tech plans. See states that “effective technology plans focus on applications, not technology” (See, 1992). This is a very telling statement. We need to learn how to meet the needs of each student. Creating a tech use plan that strictly focus on technology is not complete. What good is learning technology based plans with out knowing how to apply them. The purpose in creating these plans is to create the ability for student and teachers to apply learned knowledge and assess their skills more efficiently. This will all be implemented in a student-centric environment due to technology. Technology is the means however application is the end.
Al-Weshail, A. S., Baxter, A., Cherry, W., Hill, E. W., Jones, II, C. R., Love, L. T., . . . Montgomery, F. H. (1996, May 7). Guidebook for developing an effective instructional technology plan: Version 2.0. Mississippi State University. Retrieved from http://www.nctp.com/downloads/guidebook.pdf
U.S. Department of Education, Office of Educational Technology. (2010).
Transforming American education: Learning powered by technology.
Retrieved from http://www.ed.gov/technology/netp-2010
See, J. (1992). Developing effective technology plans. The Computing Teacher, 19(8). Retrieved from http://www.nctp.com/html/john_see.cfm
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
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.
STANDARD 2 DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
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.
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.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
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.
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.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.
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.
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.
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.
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems and services.
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.
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.
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.
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
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.
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.