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Running Head: WEEK ONE ASSIGN

Week One Assignment


Keith C. Quarles
EDU649: Technologies for Teaching & Learning (MKI529DS)
Instructor: Dusty Clark
07-20-2015

Running Head: WEEK ONE ASSIGN

Plan, Implement, Evaluate (PIE)


Identify a lesson you would like to use for the Final Project in this class. Recall that it must include an
activity in which learners conduct a search on the Internet.
Describe your lesson idea, and then use Figure 1-7, Instructional Process: What Questions Should be
Asked? found in Chapter 1 of the text to complete the following:

Teacher Perspective:
Use this framework from Figure 1-7 of the text to consider your own Final Project lesson.
Answer each question in the first column from the teacher perspective.
Plan
Question (Q): What tasks must the student be able to do and how do I determine when it is
accomplished?
Answer (A): The students will have to be able to collaborate and communicate in order to present a
five page paper on the use of Web 2.0 tools/technology in Business training and marketing. The
students will be graded and evaluated according to the presentation content, form and collaboration in
order to determine if learning objectives were met.
Q: What do the students already know that will assist in this learning task?
A: as collegiate and professional persons the students are familiar with internet browsing/research,
training and business operations and are computer literate.
Q: What resources, facilities and equipment are available and accessible?
A: Access to the internet is available and accessible including access to Skype, Face book, PbWorks
and You Tube. The students have own personal computers and are provided tech support.
Q: What information should be included in the instructional materials or activities?
A: Directions for accessing educational software is routinely added to the instruction. Additional
information includes required sources/research, paper format/content and deadlines
Q: What is the most affect, efficient and appealing manner in which the to-be-learned task can be
acquired by the student?
A: Asynchronously through Wikis and Skype so that students can access updated information in
addition posting/editing wiki in collaboration with other students and instructor..
Q: In what order should the learning activities be sequenced? In an Absorb-Do-Connect sequence
since research, presentation and implementing the online business are required activities.
Q: What are the best methods and media to assist students in learning the new information?
A: The use of the internet and Web 2.0 technology is inexpensive, efficient and accessible to all

Running Head: WEEK ONE ASSIGN

student: therefore, the students can be reached over distance/time with instructions and feedback
solicitations with a variety of media made accessible to the learners.
Q: What can be done to help this learning be transferred in a similar situation.
A: In training the use of some of the We 2.0 tools empowered students to collaborate and present
material with graphic/visual/audio formatting that was documented which can be used in a similar
situation to orientate students with the use of Web 2.0 tools for training/instruction.
Q: Are there relevant instruction materials (or parts there of) that already exists? Which materials will
need to be created?
A: Because this is the second phase of instruction for the same students which progressed from
understanding Web 2.0 tools to actually using some in a business environment training
materials/wikis/blogs are exist which document sources of information that extend the knowledge of
using We 2.0 tools for training instruction purposes.
Implement
Q: How will the instructional experience and activities be managed?
A: Wiki, Skype, Facebook, Blogs will contain content documented per learning activity which will be
to be retrieved and revised by group and instructor.
Q: How will I manage groups of learners as well as individuals with special needs during their learning
experience?
A: Fortunately the special need concerning communicating/collaborating over distance was met
through technology. All the students are technically competent and learned.
Q: During the learning process, how will I maintain the students' attention and motivation?
A: With so many new educational software products it will e easy to find new and interesting media
technology/software to keep the student's interested and learning new material/methods.
Evaluate
Q: How can I determine to what degree the students have learned the material?
A: Discussions are a good way to gauge student's grasp of the concept behind a learning activity.
Grading and feed back also aids in assessing student's grasp of the material and its relevance.
Q: What types of remediation or enrichment activities may be necessary for my students?
A: I recommend students to engage in learning more We 2.0 tools in spare time. Self-directed study
shows initiative and boosts students capacity to keep up with the learning objectives.
Q: In what ways can these instructional materials and activities be improved for repeated or adapted
use?
A: The wiki contains all the information found useful after reviewing and revising posts from
students/instructor; thus, the instruction material can e reviewed by present/future students/instructors
for evaluation/adaptation.
Q: How will needed changes throughout the learning experience be monitored?
A: Pbworks will be used to give students space to collaborate under instruction. Regular reviews
editing and revising of the entries to the wiki will be conducted by the instructor.

Running Head: WEEK ONE ASSIGN

Q: How will student self-evaluation and regulation be learned and encouraged?


A: Each student will be required to write journal entries throughout the process that reflect on each
phase of the absorb-do-connect activities. Students are required to participate in self-evaluation
quizzes throughout the activities.
Learner (Student) Perspective:
Read the next set of questions (from the second column of Figure 1-7) and explain which elements of
the PIE model should be considered by students as they approach your lesson. For the student
perspective, respond to two items per category.
Plan
1. In what ways can my previous learning help?
2. What obstacles or obstacles could hinder me from learning the task?
Implement
1. How do I assemble or create what is need to carry out the plan?
2. What should I look for in order to tell if learning is occurring?
Evaluate
1. What have I learned from this exp0erience that can be used at different times with 0other tasks?
2. What improvements could I make for future learning tasks?
Educational Technology Perspective:
Read the final column of questions regarding Educational Technology used in your lesson (from Figure
1-7).
How can technology be used to help both students and teachers during each of the PIE
stages (use a bulleted list, table, or chart)? Address one or two items in each of the three
categories. Include examples of technology tools that could help students and teachers
during these stages, and explain why.
Pie Model for Educational Technology Perspective
Stage of PIE Model

Relevant Educational
Technology Questions

Educational Technology and


Why it was Chosen

Plan

In what ways can technology


PBworks allows instructors to
effectively impact how a teacher design learning activities in a
designs and creates?
classroom setting online and thus
can e tested before y
How can technology improve the instructor/peers/students.
efficiency of the student learning Through You Tue Videos/
or teacher preparation?
podcasts instructors can share
information before during or
after a learning activities that
support concepts and prepares

Running Head: WEEK ONE ASSIGN

5
students for learning activities.

Implement

In what ways can the teacher


efficiency during instruction
increase with the use of
technology?

With the use of online


classrooms such as online
classrooms RSS feeds social
networking the instructors can
increase efficiency in instruction
design.

Evaluate

How can technology be used to


generate teacher and student
feedback?

Skype wiki and Facebook can be


used to submit information and
gain feedback from targeted
group of learners.

References
UBUKU, Z. (2012). Teachers' evaluation of student-centered learning environments. education,
133(1), 49. Retrieved from http://eds.b.ebscohost.com.proxylibrary.ashford.edu/eds/pdfviewer/pdfviewer?vid=1&sid=0f37ff65-d756-4e7b-b50031674a170323%40sessionmgr112&hid=113
Steel, J., & Hudson, A. (2001). Educational technology in learning and teaching: The perceptions and
experiences of teaching staff. Innovations In Education & Teaching International, 38(2), 103111. doi:10.1080/13558000010030158. Retrieved from http://eds.b.ebscohost.com.proxylibrary.ashford.edu/eds/pdfviewer/pdfviewer?vid=8&sid=bac72519-25f0-4b2a-bba1a8c10185d90e %40sessionmgr112&hid=113
Friedman A. and Kajder, S. (2006). Perceptions of beginning teacher education students regarding
educational technology. Retrieved from http://files.eric.ed.gov/fulltext/EJ876911.pdf

Running Head: WEEK ONE ASSIGN

Your paper must be two to three pages in length (double-spaced, not including title and reference
pages) and utilize APA formatting. It must cite at least two scholarly references. Citations must be
properly formatted in APA style.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

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