Spring 2017 Evidence of

Standard Mastery

Tabitha Spivey
UNIVERSITY OF ARKANSAS
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Projects/Products/Artifacts
ETEC 5243 ETEC 5303 ETEC 6223 ETEC 6253
ETEC Program Learning Outcomes
Instructional Computers in Strategic Distance
Design Theory K-12 Planning Learning
1. Content Knowledge
1.1 Creating: Create instructional materials and learning
environments using a systems approach.
1.2 Using: Select and use technological resources and processes

to support student learning.
1.3 Assessing/ Evaluating: Assess and evaluate the effective

integration of appropriate technologies and instructional materials.
1.4 Managing: Manage people, processes, physical
infrastructures, and financial resources to achieve predetermined
goals.
1.5 Ethics: Demonstrate contemporary professional ethics of the
field per AECT Code.
2. Content Pedagogy
2.1 Creating: Apply content pedagogy to create appropriate uses
of processes and technologies to improve learning and
performance outcomes.
2.2 Using: Implement appropriate educational technologies and
processes based on appropriate content pedagogy.
2.3 Assessing/ Evaluating: Assess the adequacy of learning and
evaluate the instruction and implementation of technologies and
processes.
2.4 Managing: Manage processes and resources to provide
supportive learning communities, create flexible and diverse

learning environments, and demonstrate appropriate content
pedagogy.
2.5 Ethics: Design and select media, technology, and processes

that emphasize the diversity of our society.
3. Learning Environments
3.1 Creating: Create instructional design products based on

learning principles and research-based best practices.
3.2 Using: Select appropriate processes and resources to provide
optimal conditions for learning based on principles, theories, and
effective practices.
3.3 Assessing/ Evaluating: Use multiple assessment strategies to
collect data for informing decisions to improve instructional
practice, learner outcomes, and the learning environment.
3.4 Managing: Establish mechanisms or plans for maintaining
the technology infrastructure to improve learning and
performance.
3.5 Ethics: Foster a learning environment in which ethics guide
practice that promotes health, safety, best practice, and respect for
copyright, Fair Use, and appropriate open access to resources.
3.6 Diversity of Learners: Foster a learning community that
empowers learners with diverse backgrounds, characteristics, and
abilities.
4. Professional Knowledge and Skills
4.1 Collaborative Practice: Collaborate with peers and subject
matter experts to analyze learners, develop and design instruction,
and evaluate its impact on learners.
4.2 Leadership: Lead peers in designing and implementing

technology-supported learning.
4.3 Reflection on Practice The entire eportfolio will serve to fill this substandard.
4.4 Assessing/ Evaluating: Design and implement assessment
and evaluation plans that align with learning goals and
instructional activities.
4.5 Ethics: Demonstrate ethical behavior within the applicable
cultural context during all aspects of their work and with respect
for the diversity of learners in each setting.
5. Research
5.1 Theoretical Foundations: Demonstrate foundational
knowledge of the contribution of research to the past and current
theory of educational communications and technology.
5.2 Methods: Apply research methods to solve problems and

enhance practice.
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5.3 Assessing/ Evaluating: Apply formal inquiry strategies in

assessing and evaluating processes and resources for learning and
performance.
5.4 Ethics: Conduct research and practice using accepted

professional and institutional guidelines and procedures.

AECT Standard 1- Content Knowledge

AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary

to create, use, assess, and manage theoretical and practical applications of educational

technologies and processes.

1.1 Creating- Candidates demonstrate the ability to create instructional materials and

learning environments using a variety of systems approaches.

Artifact: Distance Learning Blackboard Course

When designing instructional materials for my distance learning course, I utilized

Instructional Systems Design, also referred to as ADDIE as a guiding tool. ADDIE has three

systems inputs, people, technology, material, and time (Clark, 1995). This course was made of

myself and the students as the people. There was a wealth of technology used, but examples are

the software used to create videos, recordings by learners, my knowledge and skills, and

interactive software. Material would include lesson plans I created for the instruction, online

articles, assessments, presentations, and wikis. Time involves the amount of time invested into

designing and maintain the course, as well as amount spent learning the material by the students.

ADDIE is an acronym for analysis, design, development, implementation, and

evaluation. When in the analysis phase of this course, I decided what learning environment

would be used, which was Blackboard. Learners were also to be in the classroom with children
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to gain real experiences with students. I also described the goals and objectives of the course to

improve success of the distance learning course. The goal of the distance learning course is to

use literature and manipulatives appropriately to master standards in the K-12 math classroom.

When working in the design phase, I identified specific objectives for lessons. For

example, in lesson 4, the objectives were as follows:

o Create an effective lesson plan for students.

o Identify appropriate manipulatives to facilitate learning.

o Select math literature to enhance the lesson.

Activities were used to master the objectives for this lesson. Learners had to create a

lesson plan demonstrating mastery of the objectives and post it on a Wiki, where they would

later collaborate with peers in following lessons.

For the development of the course, I created the course using accessibility guidelines and

ensured I followed copyright law through fair use of articles and videos. I included articles

concerning the information I wanted students to learn, as well as statistics on the use of

manipulatives and literature in the classroom. Every aspect of the course was considered and

included with extreme careful thought.

When implementing the course, I included all mentioned aspects of ADDIE, and I placed

it on Blackboard for students to view and participate in learning activities. My participation was

consistently expected in response to emails from learners and observing student work. When

evaluating learning, assessments of student learning were considered, as well as how successful

the course was through student surveys.

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1.2 Using-Candidates demonstrate the ability to select and use technological resources and

processes to support student learning and to enhance their pedagogy.

Artifact: Computers in K-12

While designing the K-12 Technology Coaching Website, I had to make several

decisions about processes and resources and to enhance pedagogy. I had to select appropriate

tools that would facilitate math and language art instruction, as well as consider their relative

advantage and outcome. If tools were selected that were not applicable for the typical K-12

teacher, the website would not be as suitable. Links were provided to make the websites easily

accessible for student learning. As considering elements to include, I also ensured they met ISTE

standards.

I integrated resources regarding assistive technologies to meet the needs of students with

disabilities. These assistive technologies support student learning both in the school and home

environment. Here is a small section of the information provided on the website.

Accessibility with Mobile Technology

There are a number of apps and tools available for mobile technology to assist students
with disabilities.

VoiceOver for iOS on iPhone and iPad verbalizes all functions and text. The user can decide
how to manipulate the device by listening to VoiceOver read the screen. This would be
beneficial for the blind or students with visual impairments.

Speak Selection reads sections of text aloud. This may be activated by telling Siri to 'speak
screen.' This would be helpful for nonreaders or students with a visual impairment.

Safari Reader allows students to focus on reading passages. This would be helpful for students
with sensory or attention impairments.

Speak Auto Text reads corrections on the iOS device to student prior to auto correcting. This
would be helpful for learners who are delayed or have a visual impairment.

Assistive Touch allows students with a mobility impairment to control the iOS device using
pinches, swipes, and other gestures. These may be selected within the settings of the device.
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I have used tools mentioned to support students of various disabilities in the learning

environment, such as providing read aloud for attention impaired students and assistive touch for

students with mobility impairments.

I also created a video to introduce web based technologies to teachers. I selected the

following tools I have used in the learning environment to share in the video. These tools have

proven their worth to me in the classroom. Kahoot is a useful tool for student review. I have

used Kahoot to support students struggling with grade level standards. Blendspace has been

valuable for the learning process, as it saves valuable instructional time in the classroom,

allowing me to provide support to struggling learners or learners needing enrichment. This

supports the pedagogy of technology integration, which realizes that the computer is only a tool,

while the teacher remains the instructor.

1.3 Assessing/Evaluating-Candidates demonstrate the ability to assess and evaluate the

effective integration of appropriate technologies and instructional materials.

Artifact: Computers in K-12

While selecting tools to include in my K-12 Technology Coaching website, I evaluated

them based on my personal experiences and student testing data. I assessed Blendspace through

integrating it in my instruction over a period and was amazed at the amount of instructional time

saved. In my classroom, I previously had to load each website or tool in a different application

or tab, and I had to switch to it when ready. This was highly time consuming, and it often did

not go as planned. With Blendspace, I could upload each resource into one page. It could

include Word documents, images, websites, and much more all in one place.
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Another tool I evaluated for this artifact was Kahoot. Over the past school year, I used

Kahoot on a biweekly basis with my third-grade math students for math and science review.

Their math and science grades have increased significantly over this period, when compared with

students from past school years.

As for Subject Area Integration, I have personally used all the math tools and

experienced the listed relative advantage and outcomes. My school is high poverty and lacks

funding to buy many math manipulatives for student learning, such as rulers, counters, and

fraction strips. With the National Library of Virtual Manipulatives, students can virtually

manipulate these tools to grasp math concepts. To assist students with preparation for

standardized testing, IXL has helped students with reviewing grade level standards from earlier

in the year. Because of these experiences, this was encouragement for me to include these tools

on my website. With language arts, fellow teachers within my school have utilized them, so I

gained feedback on effectiveness in student learning. For example, first and second grade

teachers regularly use Fun Brain to assist students with identifying misspelled words and making

the necessary corrections. Spelling grades have increased with this valuable practice, which is

why I included this as a tool for teachers to use for language arts. Discussions with peers

allowed me to see which other tools were most successful in language arts.

1.4 Managing-Candidates demonstrate the ability to effectively manage people, processes,

physical infrastructures, and financial resources to achieve predetermined goals.

Artifact: Strategic Planning

For my strategic planning project, I facilitated the creation of a strategic plan for an

organization. This was to be a roadmap for the use of technology for the upcoming years. I
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chose to work with peers to create a technology plan for Hillsboro School. This plan would

focus on planning for the schools educational technology to meet the needs of the faculty and

students at Hillsboro over the next three years. The committee wanted to ensure technology was

being used to differentiate for students and to provide the best learning environment for both

teachers and students to thrive. The committee collaborated to develop a vision for the schools

technology consistent with the schools mission statement and goals. Over time, the committee

continued meeting to ensure the plan was created to ensure the vision was in line with the way

educational technology was being used.

For this strategic planning project, I effectively managed people, time, and financial

resources. I scheduled meetings over the semester to discuss our vision, needs, and action plan.

Here is a small section of information from the plans for a committee meeting to maximize

efficiency.

Prioritizing Needs Meeting

Materials: Flip Chart, pad of paper and 10 pencils, fat marker, bottles of water
Attendees: All Stakeholders (Megan, Kristin, Tabitha, Linda, Angela, Haley, Judy,
Rose)

(5 minutes)
Thank you to everyone for staying after school to come to this brief meeting.
Water is available if anyone is interested.

*Pass out paper and pencils*

We are going to think and brainstorm on our own a bit today about our schools
technology needs before putting it all together. We are going to think of what you wish we
had available for instruction or independent practice for the students. Think of what
struggles you may have using technology in your instruction or what you would like to
know more about. We will take 5 minutes to jot down all the thoughts you have. During
this time, I hope everyone will work alone instead of with others, so we can sort them
properly.
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During these meetings, I used various techniques, as the facilitator, such as the nominal

group technique, to ensure all views were acknowledged. I also conducted focus group

interviews and informal interviews through the planning process. Time had to be managed as

well, as this process had to be completed within three months. I had to ensure all committee

members were completing their tasks within the given amount of time. I had to ensure

technology evaluations, needs assessment, and an action plan were completed during this period.

Financial resources were limited for this planning process, as there were limited funds for

purchasing new technologies. I had to make important decisions about what, if anything, could

be purchased for the action plan. This was part of the reason that training for resources we

already had at Hillsboro were implemented, rather than purchasing more materials.

1.5 Ethics- Candidates demonstrate the contemporary professional ethics of the field as

defined and developed by the Association for Educational Communications and Technology.

Artifact: Computers in K-12

I demonstrated the Code of Professional Ethics as developed by the Association for

Educational Communications and Technology throughout the Instructional Coach website. This

was by showing commitment to the individual, society, and profession (AECT, n.d.).

Two of the ways I demonstrated this for the individual were by providing individuals the

opportunity to participate in various programs and making reasonable efforts to protect the

individual from harmful conditions caused by technology. I provided individuals a variety of

programs for learning, geared towards multiple subject areas. This provides choices for

instructors, parents, and students when selecting programs to use. I made reasonable efforts to

protect individuals from harmful conditions caused by using technology when informing
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students of ways to protect themselves from online predators. A couple of these ways were to

not meet people from online without an adult present and to not ever provide personal

information.

Two ways I demonstrated this for society were by honestly representing the organization

I represent and my personal view and engaging in fair and equitable practices. All views are

stated as my own, and not any representation of my organizations view. In order to provide

access to technology for all students, I am linking information for tools that I use with my

students when necessary, such as VoiceOver and Speak to Text.

I demonstrate commitment to the profession through abiding by copyright law on my

website, but I also share the information with viewers for instructor and student use and to

continually improve professional skill and knowledge. I encourage proper copyright use through

modeling and sharing of information about fair use in links and a slideshow. I continually

improve my professional skill and knowledge in this project by finding more information on

various tools and software used in the learning environment to share with my peers.

AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able

to demonstrate effective implementation of educational technologies and processes based

on contemporary content and pedagogy.

2.1 Creating-Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes.

Artifact: Computers in K-12

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K-12 Technology Coaching was created with the principles of TPACK in mind.

Mathematics Teacher TPACK Standards became supported by National Council of Teachers of

Mathematics (NCTM) beginning in 2000 (Niess, et al., 2009). TPACK is an acronym for

integrating technology, pedagogy, and content knowledge. The mathematics framework has

specific guidelines, and I am including how I followed each guideline while creating K-12

Technology Coaching.

Design and develop technologyenhanced mathematics learning environments and

experiences.

I designed a learning environment appropriate for math learners to have resources available

for all abilities, remediation or enrichment included. Included is the relative advantage of

each tool, so learners and instructors are able to see my prior gains by using the learning tool.

Facilitate mathematics instruction with technology as an integrated tool.

Learners will utilize virtual math manipulatives as a technology tool integrated into their

learning environment, as well as skill practice on IXL. Math cats integrates learning about

students across the world with writing and solving word problems. When students miss

school or need extra instruction, they can access Khan Academy for videos and interactive

practice.

Assess and evaluate technology-enriched mathematics teaching and learning.

IXL provides assessment of mathematics learning through multiple choice questions. All

data is provided for the instructor to access and see at any time. BrainPop allows students to

take the quizzes online or printed. They can be evaluated by the website or instructor.

Teachers can complete formative assessments to evaluate the progress of technology-

enriched learning.
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Engage in ongoing professional development to enhance technological pedagogical

content knowledge.

I promote ethical use of technology for learning in information shared on this website

concerning copyright and fair use. I also am communicating this information with peers by

creating this site. I attend annual educational technology conferences, which allows me to

continue to add to my wealth of resources for learning.

2.2 Using-Candidates implement appropriate educational technologies and processes based on

appropriate content pedagogy.

Artifact: Computers in K-12

Anthony and Walshaw (2009) explain effective mathematics pedagogy

1) acknowledges that all students, irrespective of age, can develop positive mathematical
identities and become powerful mathematical learners.

2) is based on interpersonal respect and sensitivity and is responsive to the multiplicity of

cultural heritages, thinking processes, and realities found in everyday classrooms.

3) is focused on optimizing a range of desirable academic outcomes that include conceptual

understanding, procedural fluency, strategic competence, and adaptive reasoning.

4) is committed to enhancing a range of social outcomes within the mathematics classroom that
will contribute to the holistic development of students for productive citizenship.

This pedagogy suggests students having difficulty in math benefit from systematic and

explicit instruction using visual representations. This is applied through the integration of

technology, such as Khan Academy and BrainPop. These tools are explained and linked in Math

Integration. Each of these tools consistently use visual representations for instruction in

concepts. Each of these are highly engaging to maintain student attention, and both offer
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methods of assessment after instruction to evaluate student learning. National Library of Virtual

Manipulatives provides the opportunity for students in schools with low funding to have access

to number of manipulatives, if they have a computer or mobile device. This is a great use of a

visual representation to solve math problems. Peer assisted learning activities, also fostering

math pedagogy, are encouraged and implemented in Math Cats. Mathematical communication is

a part of the principles of effective pedagogy of mathematics (Anthony & Walshaw, 2009). A

variety of the other tools listed under Math Integration can be successfully used with peers for an

improved learning experience. When working with peers, interpersonal respect and sensitivity

skills are gained which coincides with Anthony and Walshaws beliefs on pedagogy. These peer

activities and the gaining of ability to reason encourage students to become productive members

of society.

2.3 Assessing/Evaluating-Candidates demonstrate an inquiry process that assesses the

adequacy of learning and evaluates the instruction and implementation of educational

technologies and processes grounded in reflective practice.

Artifact: Instructional Design Theory

In this course, I designed and used the GADDE model, derived from the ASSURE model

(Forest, 2017). With the GADDE model, adequacy and effectiveness of learning is considered

throughout the process. This is demonstrated throughout the model and its implementation

through a math lesson. This model is based on the constructivist theory, and constant self-

assessment is critical.

Step 5 in the GADDE model is Evaluate and reconsider. This step is about evaluation

and where I should go next with the lesson. What should the student master next, or what should
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be done to facilitate mastery? It must be decided what technologies will be utilized to help

students with mastery or to enrich students who are prepared to move on. At this stage, it is

decided what happens next. The instructor should constantly be asking themselves Are students

mastering the standards? What must learners be able to do after this lesson is complete? To

use these questions to guide assessment, the instructor must utilize formative assessments for the

learners, such as using response systems during the lesson, quizzes, and else. At the completion

of a lesson, formative assessments must be utilized to evaluate mastery of the standards being

taught. Self-assessment should even include Do I know how to utilize the materials I have

chosen for this lesson? This is something the instructor must consider as they use the materials

by potentially recording their lesson to observe how efficiently the lesson is moving. It is also an

excellent idea to allow another observer to evaluate the materials and efficiency.

With the use of this model, I successfully worked towards mastery of creating arrays for

third grade multiplication. Students became better at self-assessment using the GADDE model

and have improved their reflection skills.

2.4 Managing-Candidates manage appropriate technological processes and resources to

provide supportive learning communities, create flexible and diverse learning environments,

and develop and demonstrate appropriate content pedagogy.

Artifact: Computers in K-12

Using the Computers in K-12 website, I managed the use of technological processes and

resources to provide learning environments for my students. I had to select appropriate

technology for students of varying abilities using the information provided in Assistive

Technologies. For students with sensory impairments, Safari Reader has frequently been used
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within my school environment to assist in focusing on reading material. For hearing impaired

students, I ensure closed captioning is on by default for materials presented within the learning

environment.

I effectively created a flexible and supportive learning environment by providing

technological resources from Internet for Instruction for differentiation. For third grade learners

in the math classroom, I used Khan Academy for both, refinement and enrichment. When

students had difficulty retaining basic math facts, I was able to use tools listed, such as ABCya

and Math Playground to fill those deficits.

I developed learning content using appropriate content pedagogy using tools listed in

Productivity Software. These tools were excellent technological resources for me to use when

lesson planning, selecting appropriate technology, and ensuring students have access to

manipulatives at school and home. By collaborating with fellow math teachers at BlendSpace, I

could compare the quality of my lessons and chosen materials with fellow teachers. I used the

National Library of Virtual Manipulatives to improve their engagement and understanding.

2.5 Ethics-Candidates design and select media, technology, and processes that emphasize the

diversity of our society.

Artifact: Computers in K-12

I designed this website with tools in mind that emphasize the diversity of our society by

including resources encouraging the communication between students in all areas. This was

done in one way through Internet for Instruction by including Penpal Schools and The Teachers

Corner Penpals. These websites allow students to communicate with fellow students all over the

world while practicing writing letters and communication skills. For example, when visiting The
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Teachers Corner Penpals, the first step is to select a grade level. After completing this, the

interactive map shows symbols all over the world where pen pals are currently available in this

grade level. I first selected third grade, so I noticed a bilingual school in Novoaleksandrovo,

Moskovskaya has 7 students wanted to communicate. For first grade, I saw a variety of schools

interested, but I selected a school in Collado Villalba, Comunidad de Madrid with 25 first

graders interested in becoming pen pals. When signing up to use the website, teachers can select

the areas with which they would like to communicate.

This activity also teaches the use of technology in communication while also

emphasizing diversity and learning about students in other cultures. In Math Cats, students are

encouraged to exchange math problems and ideas with students all over the world. This leads to

advanced critical thinking skills and the acceptance of a multicultural society.

AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating,

using, evaluating, and managing effective learning environments.

3.1 Creating-Candidates create instructional design products based on learning principles and

research-based best practices.

Artifact: Instructional Design Theory

I designed the GADDE model as my instructional design model. This model is based on

ASSURE. Both models are based on highly frequent evaluation throughout the learning process.

GADDE begins with goals and objectives, unlike ASSURE, as I found goals and objectives

allow both instructor and learner to see what should be gained from instruction. This model was

also based on the constructivist theory created by Jerome Bruner (Culatta, 2015).
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The constructivist theory is based on these principles, and GADDE is aligned with all

three:

1. Instruction must be concerned with the experiences and contexts that make the student

willing and able to learn (readiness).

2. Instruction must be structured so that it can be easily grasped by the student (spiral

organization).

3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going

beyond the information given) (Culatta, 2015).

Learners are often in very different stages throughout the learning process. This is the

reason step 3 is Develop strategies. All levels will require different strategies to meet their

learning needs. For example, third-grade students are typically in the concrete operational stage,

as described by Jean Piaget. This means the learner still has a difficult time grasping abstract

ideas. For developing strategies, a good strategy for multiplying would be manipulating counters

instead of numbers on a worksheet.

3.2 Using-Candidates make professionally sound decisions in selecting appropriate processes

and resources to provide optimal conditions for learning based on principles, theories, and

effective practices.

Artifact: Instructional Design Theory

The GADDE model is based on the constructivism theory, and it is identified that

teachers must constantly consider what tools will be most effective in their learning while

keeping them engaged. In these decisions, best practices and learning models must be

considered. When I used this model in the third-grade classroom, I ensured I provided optimal
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conditions for learning by following Jean Piagets concrete operational stage. Students in the

third grade have typically not advanced to being able to see abstract ideas, so I utilized counters

and other manipulatives for learning how to multiply one digit numbers. When utilizing

counters, we created actual arrays instead of drawing them out or imagining them. After creating

them, we used stickers to create arrays on paper.

Jean Piaget, Jerome Bruner, Zoltan Dienes, and Maria Montessori all emphasize how

critical it is to include these authentic learning experiences in teaching (ETAHand2Mind, 2017).

Piaget has explained how significant it is to use concrete tools prior to teaching abstract ideas in

the learning environment. These concrete experiences must occur before students can grasp

symbols and abstract concepts. Dienes claims that manipulatives bridge the gap between their

environment and abstract concepts being taught in the math classroom (ETAHand2Mind, 2017).

With the GADDE model, reevaluating and reconsidering is a part of every stage as well,

so if students advanced past the concrete operational stage into the formal operational stage, we

worked towards drawing the manipulatives and eventually, just working with numbers. The

formal operational stage is where students begin to understand abstract ideas and have an

increase in logic (Cherry, 2017).

This model has been highly effective within my third-grade classroom in other lessons as

well. When using GADDE while working with telling time, I first considered our goal. The goal

is tell time to the nearest minute. I ensured students would have the devices necessary, which are

clocks to practice identifying time to the nearest minute. This would be appropriate for this age

group, as they are still in the concrete operational stage. Throughout the lesson planning process

and implementation, I consistently reevaluated what aspects were working and which students

were advancing into the abstract stage.

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3.3 Assessing/Evaluating-Candidates use multiple assessment strategies to collect data for

informing decisions to improve instructional practice, learner outcomes, and the learning

environment.

Artifact: Strategic Planning

There were multiple assessment strategies used while creating Hillsboro Schools

Technology Plan. The first step in the use of assessment was developing questions that needed

to be answered for the planning process. Then it had to be decided how to collect the necessary

data to improve Hillsboros learning environment. The methods decided upon by the planning

committee were using the technology inventory, asking faculty questions, counting compares to

verify inventory, checking lesson plans, observation of classroom lessons, and discussing aspects

with administration.

When beginning the needs assessment to improve student learning with the use of

technology, there were key questions that must be answered. The methods of assessment chosen

were written questionnaires and focus group interviews. A variety of responses were provided

by stakeholders and teachers at Hillsboro, but these responses ultimately informed the committee

and myself on what decisions should be made in the action plan.

After evaluating this data, the planning committee could consider funds currently

available and where students would benefit the most in learning in each subject area. Seeing

students and teachers currently not utilizing current software to its full potential allowed the

planning committee to decide to implement monthly training with the technology specialist.

This allowed the school to continue to work to gain more funds for extra student devices and

software to impact student learning.

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If teachers can appropriately use Google calendars to sign up for times for the computer

labs and mobile carts, devices will be more frequently used. It was also decided that teachers

would need to be taught how to read the data shared within the software, such as IXL. These

strategies allowed Hillsboro to better use technology for student learning.

3.4 Managing-Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

Artifact: Strategic Planning

While facilitating the development of a technology plan for Hillsboro School,

management techniques had to be utilized to be successful. This technology plan was developed

to ensure technology was being used to its maximum ability for student learning and

performance at Hillsboro. The very first technique I used was a stakeholder analysis to decide

which stakeholders would be beneficial in the process and how invested each would be. I sorted

them based on what their impact would be on the strategic plan. I knew that some of the

stakeholders would have very little input on

the process, but I wanted them to feel vested

in the plan as well. The stakeholder

analysis allowed me to sort them to see who

had higher power, needed to be kept

informed, had less power, and would put in

minimum effort for various reasons.

Another technique used was the

SWOT Analysis. The SWOT Analysis was helpful in assessing strengths and weaknesses and
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threats and opportunities. This analysis allowed the committee to find vulnerabilities and

potentially turn them into strengths for Hillsboro School.

The nominal group technique (NGT) was also used in the planning process to encourage

group brainstorming on Hillsboros technology needs and prioritization. This method allowed

all committee members to have their thoughts heard and recorded. All needs were ranked in

order of importance, allowing the committee to better prioritize needs. Prioritizing needs

allowed the committee to continue working on the action plan.

These methods allowed the planning committee to consider plans for maintaining

Hillsboros technology infrastructure. Maintenance was considered, as the district maintains

technical concerns. Issues in use of technology in learning are typically resolved by the

technology specialist at Hillsboro. Future purchases of devices were considered, and it was

decided to wait for more funds and training for faculty.

3.5 Ethics-Candidates foster a learning environment in which ethics guide practice that

promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate

open access to resources.

Artifact: Computers in K-12

In this project, I foster a learning environment where ethics are fostered by setting an

example for teachers and students through ensuring all sources are properly credited to their

source. In Web Based Instruction there is detailed information on how to properly use others

images and work. There is a list of resources on copyright, including a YouTube video by Ruth

Carter, Fair Use data, and a search engine for Creative Commons images.
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Along with the list of linked resources, there is a slide show with detailed data for the

instructor. In the slide show, there are the

four factors of Fair Use. These are

purpose and character of use, nature of the

copyrighted work, the amount of the

substantiality of the portion being taken,

and the effect of the use on the potential

market.

The creative commons search offers learners and educators the opportunity to use images

ethically and properly. There are different types of creative commons licenses, and these are

explained on the website. Ruth Carter on YouTube explains copyright law and fair use. She

explains the ethical use of others work, so this is valuable information when creating a learning

environment where ethics guide practices. She identifies that teachers must explain to students

how teachers may copy resources due to fair use, but students are not able to copy things

whenever they feel the need. The Fair Use link provides information on Fair Use Law for

educators to use resources ethically in the learning environment as well.

3.6 Diversity of Learners-Candidates foster a learning community that empowers learners

with diverse backgrounds, characteristics, and abilities.

Artifact: Computers in K-12

This website fosters a learning community empowering learners from all backgrounds,

with various characteristics, and abilities. For students becoming better at using the English

Language, there is a page dedicated to language arts instruction, remediation, and enrichment.
 23

For students trying to improve their math skills, they can utilize the tools and resources on Math

Integration. To foster a world appreciative of other cultures, resources are included for students

to become pen pals or to exchange math problems with students around the world.

This project also encourages growth and challenges for students of all abilities.

Resources are provided to remediate struggling students in math and language arts, but there is

also information on tools for enrichment. For every resource, the relative advantage is listed to

help instructors decide what tool is most appropriate for use with that students needs.

AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop,

implement, and evaluate technology-rich learning environments within a supportive

community of practice.

4.1 Collaborative Practice-Candidates collaborate with their peers and subject matter experts

to analyze learners, develop and design instruction, and evaluate its impact on learners.

Artifact: Strategic Planning

During the strategic planning process, the school environment and status of technology

were evaluated with stakeholders. Through frequent collaborative meetings, decisions were made

for the betterment of the school. Stakeholders had a variety of backgrounds. A few embraced

technology and strived to use it as often as possible in the learning environment, but others are

less confident with their use of technology in learning. With each stakeholder bringing in a

different viewpoint and background, this let to productive conversations during planning

meetings.. During the process, learners abilities were frequently analyzed and considered. If the

teacher is less confident in the use of technology, students will have a harder time understanding
 24

what to do and how to do it. The benefit of having a variety of stakeholders was they would

represent the faculty and staff well at Hillsboro School by offering diverse viewpoints when

collaborating. While working together, we could evaluate what technology was currently being

used, how it was being used, and how we could best improve its use at Hillsboro School. While

taking all committee members thoughts and visions for Hillsboro, we could develop a

collaborative vision for our technology planning project. The following is notes from the

meeting.

Technology Vision:

The planning committee met Wednesday, September 28th, 2016 to discuss the technology
vision. After receiving input from other faculty and members of the community, we collaborated
to come up with the most common thoughts and themes of what we envisioned for Hillsboro. I
took the most common thoughts and statements to create our tech vision statement.

The vision of Hillsboro School is to use academic technology to best reach all learners at their
current level and learning styles while also improving mastery of state standards. We also strive
to use technology for better communication with the community and our school.

With these stakeholders, we designed and implemented technology in the use of

instruction. After realizing in assessments and evaluations technology was often not being used

to its full potential, monthly trainings were implemented with faculty by the technology

specialist. These trainings were meant to assist faculty in their use of educational technology to

improve learning in the classroom.

After the trainings were complete, we evaluated the process through regular surveys,

evaluation of lesson plans, and observations in the classrooms. This allowed stakeholders and

facilitators to evaluate the success of the strategic planning process and its impact on Hillsboro

Schools most valuable asset, the students.

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This process would not have been successful if the team had not worked together through

meetings and ongoing teamwork. For example, the vision was made of each members thoughts

on where they saw Hillsboros technology in the future. Members worked collaboratively to

ensure each job was done, such as ensuring inventory was verified and accurate. Each member

had a job to complete, even if it was only to provide input and their viewpoint during meetings.

During meetings, it was discussed

4.2 Leadership-Candidates lead their peers in designing and implementing technology-

supported learning.

Artifact: Strategic Planning

I facilitated the planning committee at Hillsboro to find ways to use technology to meet

each childs individual needs in learning. The major needs identified during the planning process

were more devices for student use, accessories for students to use with devices, and training for

faculty to use technology in the best manner for teaching. I facilitated the committee to

categorize the needs and decide what was most possible with the funding available. This needs

were prioritized using the NGT (nominal group technique). This technique allowed each

committee member to share their thoughts, and as a committee, the needs were prioritized. The

following is an excerpt from the meeting plans:

(8 minutes)
Great! Time is up! Now lets look at what we have written down. Lets just have each person
say one thing they wrote down as we go around the table. Everyone mentions needs that they
think Hillsboro has and I record them onto the flip chart for all to see. If you think of something
not on your list, feel free to add it when it is your turn (I sort them under training, programs, and
equipment.)

(10 minutes)
 26

Take just a second and look at what we have listed so far. Think about what you feel is the most
important thing we need at Hillsboro and how you would rank these things in importance. We
will discuss what ideas we feel are most significant, and as a group, rank them in order from
most significant to least significant.

(1 minute)
Thank you everyone for staying today! I gained some valuable information from this
assessment.

When designing the action plan for implementing technology-support learning, it was

decided the best way to meet the needs at Hillsboro was to have a monthly training for faculty to

ensure all faculty can use technology for differentiation in student learning. This training

implement technology-supported learning through two types of learners, faculty and students.

With the faculty, the training is held in the computer lab where faculty can experience the tools

being projected on the whiteboard. In the classroom, students can learn using technology when

their teachers are more confident in its use.

4.3 Reflection on Practice-Candidates analyze and interpret data and artifacts and reflect on

the effectiveness of the design, development and implementation of technology-supported

instruction and learning to enhance their professional growth.

The entire ePortfolio works to fill this substandard.

4.4 Assessing/Evaluating-Candidates design and implement assessment and evaluation plans

that align with learning goals and instructional activities.

Artifact: Strategic Planning

While facilitating the strategic planning process, I designed and implemented assessment

and evaluation plans to decide if current technology is being used to meet learning goals and

complete instructional activities. Specifically, I completed evaluations on the current use of

 27

technology through observation in classrooms and evaluation of lesson plans. This allowed me

to see if programs such as IXL and Wowzers were being used to meet the listed grade level

learning standards. For example, fourth grade claimed to be using IXL to allow students to

successfully compare fractions with unlike denominators. My observations in the classroom

allowed me to see that this was not occurring, due to lack of student engagement and teacher

redirection. When evaluating the data available from IXL, it was shown that most teachers and

students were not utilizing IXL on a regular basis. During focus group interviews and surveys, it

was identified students did not like using IXL and were not putting forth effort. They were

frequently leaving lessons incomplete and never returning to finish them. Intervention classes

were using Wowzers to differentiate learning math goals across all grade levels. Students were

highly engaged, and the data in Wowzers demonstrates student growth in these areas.

Due to these findings, IXL was eliminated from the schools budget and high-quality

replacements are being identified, such as Splash Math and Reflex. Teacher training was put in

place to assist in teacher use of the data provided from available educational resources. Splash

math is aligned with all grade level standards, and Reflex is focused solely on math computation.

First and second grade have the goal of adding and subtracting fluently through 20. Students in

third, fourth grade, and fifth are learning to multiply and divide fluently through 100. Reflex is

invaluable for these students working to master these skills.

4.5 Ethics-Candidates demonstrate ethical behavior within the applicable cultural context

during all aspects of their work and with respect for the diversity of learners in each setting.

Artifact: Strategic Planning

 28

During the strategic planning process, I demonstrated ethical behavior by ensuring all

stakeholders were consistently being heard. I showed all members respect using management

techniques, such as the nominal group technique (NGT). This technique was specifically

selected, so I could hear every stakeholders thoughts on the needs of Hillsboro School. There

was a diverse group of stakeholders, representing a vast range of age groups (ages 10-67), and

technological knowledge. Each member had thoughts to share and be considered by the

committee. Members ranked all the needs listed by the stakeholders, so every member had a part

in deciding what needs were of the highest priority.

Members of the rural community were also encouraged to include input in the planning

process through a Google Doc shared among faculty at Hillsboro. Faculty asked fellow

community members, including families and students, to share their thoughts on the use of

technology in the learning process. The committee wanted to ensure technology was being used

in the best manner to meet the academic needs of students.

AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods

of inquiry to enhance learning and improve performance.

5.1 Theoretical Foundations-Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications and

technology.

Artifact: Instructional Design Theory

The following section from my GADDE (Goals, Analyze, Develop, Design, and Evaluate

and Reconsider) ID Model paper contributes to demonstrating my foundational knowledge of the

 29

contribution of research to the past and current theory of educational communications and

technology:

This model is derived from the ASSURE model with variations. The ASSURE model creates

lessons that involve teacher and student use of media and technology (Reiser, 2002, p. 210)

similar to the GADDE model. GADDE has the rst two steps of ASSURE in the opposite

order. ASSUREs rst step is to analyze learners and to consider their characteristics,

competencies, and learning style (Reiser, 2002, p. 210). GADDE begins everything after

considering standards and curriculum. Both models also frequently require revision and

reevaluation.

Within the previous model, ASSURE, much of the process is all included within one step

(Forest, 2017). In the fourth step, utilize technology media and materials, the instructor is to

preview technology, prepare the environment, prepare the learners, and provide the learning

experience (Forest, 2017). In GADDE, like ADDIE, the process is very distributed throughout

the entire model (Clark, 1995). In GADDE and ADDIE, instructors develop and design

separately from each other. Past research of these theories and models contributed to the me

designing the GADDE model, which instead begins with goals and revolves around evaluating

and reconsidering.

Vygotskys theory, as one of the foundations of constructivism, has three major themes,

social interaction, the more knowledgeable other, and proximal development (J.L, 2014).

Vygotsky believes learning all begins with peer interaction. With GADDE, peer interaction is

significant to the learning process. This continues with the knowledgeable other and zone of

proximal development. GADDE supports this theory through peer work and concrete learning

prior to abstract ideas.

 30

5.2 Method-Candidates apply research methodologies to solve problems and enhance practice.

Artifact: Strategic Planning

In the strategic planning process, research methods were applied to solve problems and

enhance instruction. Data on educational practices was collected using surveys, focus group

interviews, and observation to improve the use of technology in learning at Hillsboro. Some of

the data was collected anonymously, but most was specific to the grade level. All respondents

participated voluntarily in the evaluation process. All the data provided allowed the committee

to see where needs were highest for technology training. Quantitative data was provided

frequently through observation data in resources, such as IXL. Qualitative data, such as the

quality of teaching and use of tools, was observed by administration and the facilitator in the

learning environment.

The committee ranked the amount of time various grade levels were spending using IXL

and other educational tools provided by the school. When analyzing data, statistical tests were

used to compare the data. This required identifying the mean of the population. After

considering the population distribution, the z score was identified and used to help the committee

identify areas of need within the school.

5.3 Assessing/Evaluating-Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance.

Artifact: Strategic Planning

In the strategic planning project, a variety of inquiry strategies were applied often

throughout the planning process. Questions were well prepared and considered prior to
 31

including them in interviews or surveys for assessing current processes and resources. Potential

barriers to accurate responses were always considered. Interviews were frequently completed to

evaluate current processes in the use of technology in learning at Hillsboro School. When

gathering data, focus group interviews and written questionnaires allowed the committee to have

the answers to the following questions.

Key Question Data Gathering Method Participants

What do you need to Written Questionnaire Two teacher representatives

effectively use the programs from each grade level
and available software when
teaching? Focus Group Interview One teacher representative
from each grade level

What software or equipment Written Questionnaire Two teacher representatives

do you need for teaching? from each grade level

Focus Group Interview One teacher representative

from each grade level

How often should you use
technology with your students
when teaching?
Written Questionnaire Two teacher representatives
from each grade level
Focus Group Interview One teacher representative
from each grade level

The answers to these questions were training in utilizing software and devices within the

school, more devices for student use, and more software for student learning. This allowed the

committee to consider what options were best for students and possible with funds currently

available. After considering the software and devices would not be useful without proper teacher

training, it was decided training was the best available option.

 32

While evaluating the planning process and the state of technology at Hillsboro, surveys

were used monthly to identify the success or failure of trainings by the technology specialist.

Also, there was observation of teacher lesson plans to see if technology was being used in

learning on a regular basis. The surveys allowed the planning facilitator to identify changes that

should be made in future planning projects.

5.4 Ethics-Candidates conduct research and practice using accept professional and

institutional guidelines and procedures.

Artifact: Strategic Planning

While conducting research through the strategic planning process, ethical procedures

were in place to protect the privacy of participants. Prior to asking faculty to complete surveys,

written questionnaires, or interviews, the full process was explained by me, the facilitator. It was

explained to each participant that the resulting data would be used to improve the use of

technology for learning at Hillsboro School. Each participant was informed the data would not

include their name, and they would not specifically be discussed with the committee. When

returning the surveys through Google Forms, I was the only recipient.

Teachers already have their lesson plans reviewed on a weekly basis by administration,

so permission was not necessary for this evaluation. Prior to observing classroom lessons for

technology use, I always received permission prior to entering the classroom. On the survey and

questionnaire completed by participants, there was an opening statement requesting they not

include any personal identifying information, except for the grade level they teach. It also stated

permission was completely voluntary. I feel by following ethical guidelines the teachers were
 33

more willing to participate and be forthcoming. The participants wanted the best for the

students, so they wanted the planning process to be successful.

 34

References

AECT. (n.d.). Code of Professional Ethics. Retrieved from http://aect.site-ym.com/members/

group_content_view.asp?group=91131&id=309963

Association of Mathematics Teacher Educators. (n.d.). Mathematics TPACK (Technological

Pedagogical Content Knowledge) Framework. Retrieved from https://amte.net/sites/all/

themes/amte/resources/MathTPACKFramework.pdf

Anthony, G. & Walshaw, M. (2009). Characteristics of effective teaching in mathematics: a view

from the west. Journal of Mathematics Education. 2(2), 147-164. http://www.

educationforatoz.org/images/_9734_12_Glenda_Anthony.pdf

Cherry, K. (2017). Piagets Theory: The 4 Stages of Cognitive Development. Retrieved from

https://www.verywell.com/piagets-stages-of-cognitive-development-2795457

Clark, D. (1995). Systems and Processes in Instructional Design. Retrieved from http://www.

nwlink.com/~donclark/hrd/isd/system.html

Culatta, R. (2015). Constructivist Theory (Jerome Bruner). Retrieved from http://www.

instructionaldesign.org/theories/constructivist.html

ETAHand2Mind. (2017). Why Teach Mathematics with Manipulatives? Retrieved from

http://www.hand2mind. com/resources/why-teach-math-with-manipulatives

Forest, E. (2017). ASSURE: Instructional Design Model. Retrieved from

http://educationaltechnology.net/assure-instructional-design-model/

J L. (2014) "Social Development Theory (Vygotsky)," in Learning Theories,. Retrieved from

https://www.learning-theories.com/vygotskys-social-learning-theory.html

Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning,

C., zgn-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and
 35

development model. Contemporary Issues in Technology and Teacher Education [Online

serial], 9(1). Retrieved from http://www.citejournal.org/volume-9/issue-1-

09/mathematics/mathematics-teacher-tpack-standards-and-development-model

Reiser, R. (2002). Trends and issues in instructional design and technology (Third ed.). Upper

Saddle River, N.J.: Merrill/Prentice Hall.