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Anna-Marie Robertson

Online Mathematics Instructor Richard McKenna Charter High School

March 12, 2012

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My EDTECH Rationale Paper

Introduction

I spent the first twelve years after high school working in the Accounting industry as that's where

I felt my talent with understanding numbers would best be utilized. As each of my three children

came along, I began to realize that this path was not for me. I was unsure which direction I

should follow so I tried substitute teaching in my children's schools. It was the day that a young

girl looked at me with a wide expression and declared, "I get it! Oh thank you!" that I realized I

wanted to teach mathematics.

In the spring of 1996 I received my Bachelor of Science in Secondary Education degree and

began my teaching career the following fall. I was fortunate enough to begin at a time when my

home district was in the process of starting a new alternative school. I was hired to help open this

school. Teaching in an alternative setting become my new passion until my principal handed me

a brochure for online teaching at a new charter school that was set to open its doors in the fall of

2000. He knew I was very interested in all things Internet. I began teaching part-time online

while I was full-time in the classroom. This lasted for about four years until my desire to be a

full-time online teacher took over and I left the confines of a brick and mortar school forever. I

have been teaching full-time for Richard McKenna Charter High School Online for over twelve

years now.

About two years ago I met a man at a conference in Austin, Texas from Boise State University

and began to discuss the Educational Technology program. He helped me see that earning my

Masters of Educational Technology degree wouldn't be far different from what I was already

doing every day. I surmised, "I might as well earn a degree for doing what I'm already doing." So

I started the EDTECH program in the spring of 2010.

What follows is a list of all of the artifacts I've chosen to define my EDTECH ePortfolio and the

rationale for choosing each one. These are listed according to the Association for Educational

Communications and Technology (AECT) Standard they fill.

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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”(Seels & Richey,

1994, p. 31). Within the application of this definition, ‘design’ is interpreted at both a macro- and

micro-level in that it describes the systems approach and is a step within the systems approach.

The importance of process, as opposed to product, is emphasized in ISD.

EDTECH 512: Online Course Design and Implementation Project

I chose this project, Online Course Design and Implementation, to represent this standard

because it incorporates all of the areas of Instructional System Design. The main focus of the

course in which this project was developed was the process one goes through to fully implement

an online course as described in the definition above. I used a process called Web-Based

Instructional Design (WBID) to implement this process.

One of the first things accomplished within this project was the Problem Analysis. This was

done by working through a series of questions designed to develop the framework for the course

as well as answer several foundational questions about what was to be designed. This filled the

“analyzing” part of this standard.

The Learning Task Map (LTM) shows how the various parts of the course will interact together

and gives an overall view of the structure. This learning task map is the basis to begin the

“designing” phase. The process of design was strengthened through creation of several

guidelines, interfaces, and storyboards. These documents would make it possible for anyone on

the design team to follow and implement the outlined parameters for this course. These

documents can be found on the Concurrent Design page within this project.

The Task-Objective-Assessment Item Blueprint (TOAB) is a document that is the backbone of

the entire course. It took many hours of brainstorming to align the objectives and assessment

items in this document, which would later make development flow much easier.

Planning for evaluation within the course consisted of a Project Timeline, an Evaluation

Planning Document, and an Evaluation Matrix. These documents provided the skeleton for the

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formative evaluation that would be built in to the online course. They can be viewed collectively

on the Evaluation Planning page within this project.

According to Davidson-Shivers and Rasmussen (2006), "The implementation stage of the WBID

Model brings the results of previous stages to fruition. Implementation procedures begin after

concurrent design activities are completed. The major focus of implementation is creating the

learning community, however it is designed. For implementation to be a success, each member

of the learning community must understand online teaching and learning and must employ

appropriate facilitation and management strategies." (p. 277) In my project this was

accomplished by creating a Time and Budget Allocations document, a Preparing for

Implementation of WBI spreadsheet, and a Day-To-Day Management of the WBI document, all

of which can be viewed on the Implementation Plan page within this project.

The finale of the online course design project was to plan for summative evaluation of the

course. This course was designed for more than just a project to fulfill a master's level class. This

course was actually commissioned by my employer at RMCHS who needed a new course to fill

a requirement mandated for all seniors in the state of Idaho beginning in 2013. The plan for this

course included a beta test in the spring of 2012 and would be followed by a summative

assessment, which would provide important insight to be used to revise the course and prepare it

for full implementation in the fall of 2012. The summative evaluation plans include a Summative

Evaluation Planning Worksheet, a Student Opinion Survey, and a Data Collection and Analysis

Timeline, all of which can be viewed on the Summative Evaluation page of the course project.

1.2 Message Design

“Message design involves planning for the manipulation of the physical form of the message”

(Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive,

psychomotor, behavioral, perceptual, affective, constructivist) in the application of known

principles of attention, perception, and retention which are intended to communicate with the

learner. This subdomain is specific to both the medium selected and the learning task.

EDTECH 506: Designing a Unit of Instruction

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I chose to design an independent resource for a unit I currently teach called Fractions and Mixed

Numbers. As I teach online, I have found that many of my students don't understand or have a

fear of fractions and mixed numbers. I teach full-time online high school students, many of

whom are taking some sort of remedial math to enhance their skills and understanding of basic

math concepts to enter Algebra and to pass the Idaho Standard Achievement Test (ISAT)

required for graduation. I felt that if these online students were given a unit designed using the

principles of message design, they would be more relaxed and would experience less cognitive

overload as they worked to connect prior knowledge with new material.

I chose to use the blue as the foundation for this message design because it is considered a color

that "can be used to calm, soothe, and reassure" (Lohr, 2008, p. 162). Each individual lesson

carries on this color scheme, thus producing the feeling of sameness and organization, which in

turn aids in reducing cognitive overload.

I chose to put the navigation on the right side of each of the lesson pages as opposed to the more

traditional left side to create a feeling of closure on the page. According to Lohr (2008), closure

aids the mind in gaining a general understanding of the material presented. She quotes Luchins

and Luchins (1959) when she states that "closure is a key factor in cognitive organization" (Lohr,

2008, p. 162). I felt that if the lessons were bounded by the navigation on the right side and the

title on the top and the footer on the bottom, it would help create a feeling of closed organization

for students.

The principles of Shape, Figure-Ground, Color-Depth, Color-Space, and Organization/Hierarchy

are all addressed through this unit design.

EDTECH 502: Online Course Development Concept Map

A concept map is a graphical tool for organizing and representing knowledge. They include

concepts, usually enclosed in circles or boxes of some type, and relationships between the

concepts are indicated by a connecting line (Novak, J.D. & Canas, A.J., 2006, 2007).

In this short project, I designed a concept map that uses icons readily recognized to represent

links to various tools to be used by teachers as they work to create their own online course

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designs. Using recognizable icons for links allows the user to know what they will be viewing

before they click to leave the page. These icons were grouped together into one image and each

image became a clickable hot spot. Learning this “concept map” technique has given me a new

way to present material to my online students using graphics instead of text. I have incorporated

this technique into various materials I now use in my online courses. For example, I used this

technique in the final project I created for EDTECH 506, which is an independent resource my

students can use to study Fractions and Mixed Numbers.

1.3 Instructional Strategies

“Instructional strategies are specifications for selecting and sequencing events and activities

within a lesson” (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with

learning situations. The results of these interactions are often described by instructional models.

The appropriate selection of instructional strategies and instructional models depends upon the

learning situation (including learner characteristics), the nature of the content, and the type of

learner objective.

EDTECH 502 Creating an Algebra Tutorial WebQuest

In the EDTECH 502 course, I was exposed to several different types of instructional strategies

including an online scavenger hunt, an interactive concept map, a jigsaw Internet search activity,

a virtual field trip, and a WebQuest. I chose to display the WebQuest and Virtual Field Trip for

this subdomain because these projects allowed me to create two very different units of

instruction that are both based on a real-life activity while bringing many Internet-based

activities together into one coherent project for students.

As students work through the WebQuest project, they are exposed to specific math concepts that

are required by the Common Core Standards for Mathematics but have been designed into a

larger project that allows students to feel that they can play a large role in their own education.

EDTECH 502 National Parks Virtual Field Trip

As students work through the Virtual Field Trip unit of instruction, they are exposed to a variety

of learning styles including auditory, visual, sensory, and kinesthetic. This allows them to visit

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several actual locations in our world and participate through multiple-sensory experiences. While

I will probably not use this actual virtual field trip in my online courses, I have learned a

valuable technique to group a series of lessons into one complete unit that is concise and user

friendly and utilizes many forms of multimedia in one compact unit. I intend to use this concept

when redeveloping my Foundation Skills Math courses for online access.

1.4 Learner Characteristics

“Learner characteristics are those facets of the learner’s experiential background that impact the

effectiveness of a learning process” (Seels & Richey, 1994, p. 32). Learner characteristics impact

specific components of instruction during the selection and implementation of instructional

strategies. For example, motivation research influences the selection and implementation of

instructional strategies based upon identified learner characteristics. Learner characteristics

interact with instructional strategies, the learning situation, and the nature of the content.

EDTECH 502 Web 2.0 Tools for Math Jigsaw Activity

I chose to use the Math Jigsaw Activity I created for the EDTECH 502 course because this

activity is based upon the learner's preference for a particular activity. A jigsaw activity allows

students to work with a group of like-minded individuals to learn a concept they are interested in

and then to become the expert instructor when reunited with their home group. In the Math

Jigsaw, students are put into a "home" group within a traditional classroom. They are then given

a list of categories for Web 2.0 tools that will be needed throughout the class. These tools are

separated into categories based on learner characteristics such as Auditory Learners, Visual

Learners, and Tactile learners. Each member chooses a category to research. Then students are

regrouped into these categories to work with other like-minded students to learn as much as they

can about the category they chose. When they have become the "experts" with their chosen tool,

they will disband their expert groups and reform into their home groups and teach each other

what they learned about the use of each tool. This type of activity places each student in the role

of student, teacher, and expert based upon their own individual learning characteristics.

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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” (Seels & Richey,

1994, p. 37). Print technologies include verbal text materials and visual materials; namely, text,

graphic and photographic representation and reproduction. Print and visual materials provide a

foundation for the development and utilization of the majority of other instructional materials.

Factoring Polynomials

Factoring Polynomials is a printed lesson that I created for my online RMCHS students. Since

my students are not in the classroom with me in a face-to-face environment, I needed to find a

way to take the materials I create for their use and make them digital, and put them on a webpage

they can access in such a way that they can print them at their own home or where ever they

happen to be accessing the course. I used Macromedia FlashPaper to accomplish this. The

FlashPaper document includes a print button at the top of it, which makes it very easy for

students to print a hard copy of this lesson. This same menu bar that houses the print button also

allows the student to change the size of the print and to move easily from page to page. This

document can be found on the lesson page for Factoring Polynomials under the “Print the

Lesson” link in the right hand navigation section.

2.2 Audiovisual Technologies

“Audiovisual technologies are ways to produce or deliver materials by using devices or

electronic machines to present auditory and visual messages” (Seels & Richery, 1994, p. 38).

Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and

allow for learner interactivity dependent on teacher application.

EDTECH 513 Mathematics Hall of Fame Podcast Series

In the Mathematics Hall of Fame Podcast Series, I chose eight different mathematicians to create

a series of podcasts for my students. This would provide one podcast per week for the Algebra

1A course I am currently teaching. By utilizing a podcast to disseminate information about a

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particular mathematician, I can leverage the student's ability to multi-task when working on a

lesson for school. I haven't finished the list of podcasts yet, but it is on the docket when this

master's degree is completed.

EDTECH 513 Multimedia: Digital Story

In the Digital Story project, I used several applications, including the virtual world of Second

Life, and the following software - Fraps for making short machinimas in Second Life, Audacity

for recording and remixing the sound bites, and Premier Pro for organizing the short machinimas

and sound bites into one coherent video. My computer, which houses all of the aforementioned

applications, was an invaluable tool to bring this all together into a resource used by a company

that needed to make a presentation in a very short time frame.

2.3 Computer-Based Technologies

“Computer-based technologies are ways to produce or deliver materials using microprocessor-

based resources” (Seels & Richey, 1994, p. 39). Computer-based technologies represent

electronically stored information in the form of digital data. Examples include computer-based

instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI),

telecommunications, electronic communications, and global resource/reference access.

EDTECH 513 Multimedia: Screencasting

For the Multimedia course, EDTECH 513, I chose to create a screencast for The Meaning of

Fractions, which would be placed on a lesson webpage for my foundation skills students. To do

this I used a Tablet PC with a stylus pen that allowed me to write as if I were writing on a

whiteboard while capturing both my pen strokes and my voice at the same time. I found that for

mathematics, this computer-based instruction worked much smoother and had much less

development time than using Flash-based animation, which I employed when creating the Front-

End Estimation tutorial in EDTECH 511.

2.4 Integrated Technologies

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“Integrated technologies are ways to produce and deliver materials which encompass several

forms of media under the control of a computer” (Seels & Richey, 1994, p. 40). Integrated

technologies are typically hypermedia environments which allow for: (a) various levels of

learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video,

and graphic environments. Examples include hypermedia authoring and telecommunications

tools such as electronic mail and the World Wide Web.

EDTECH 502 National Parks Virtual Field Trip

In EDTECH 502, I created a virtual experience for students to visit several national parks located

within the western United States. Embedded in this project are opportunities for students to use

an interactive map to see the relative locations of the four national parks, to watch videos

produced by the National Park System and others who have visited these parks, Wikipedia

articles, photo slideshows, YouTube news telecasts, and an animated fly-through of the Grand

Canyon that gives a bird's eye view - a perspective not normally experienced when visiting this

national park in person. There are also questions for students to answer as they move through the

experience, and an answer sheet is provided for them to do self-assessment. I thoroughly enjoyed

creating this project and it stimulated other ideas for ways I could use this method of

instructional content delivery with my mathematics students.

EDTECH 511 Front End Estimation

I have been teaching my Foundation Skills Math class for almost twelve years and I have

discovered one concept that students regularly struggle with. When it was time to settle on a

project for the Interactive Courseware Design class known as EDTECH 511, I had no trouble

deciding to use the concept of Front-End Estimation to create my interactive tutorial around.

This tutorial is created on a Flash foundation. It allows the learner to move through a short series

of web-like pages using a menu structure at the bottom of the screen. On each subsequent page

there are differing activities to participate in including a video explanation of the concept, an

animation based quick tutorial showing how to proceed, and a short quiz to test the student's

retention of the material. This project is now used in my Foundation Skills class and has

produced a large gain in student understanding of this concept. This information is taken from

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the RMCHS LMS student statistics for 2010 and 2011, before and after deployment of this

tutorial. Before deployment of this tutorial, student scores for this assignment averaged between

0% and 50%. After deployment, student scores now average between 90% and 100% upon

completion of this assignment.

3.1 Media Utilization

“Media utilization is the systematic use of resources for learning” (Seels & Richey, 1994, p. 46).

Utilization is the decision-making process of implementation based on instructional design

specifications.

EDTECH 532 Quest 8 Create a Talking Book

The final project for EDTECH 532 Games and Simulations was to create a game. Since I was

also teaching a hybrid course for Computer Applications at a local alternative school at the same

time, I choose to create the Computer Applications course online as a game-based learning

module. Housed within this web site is a quest for creating a talking book. In this quest students

are given resources that encompass several different types of media to explain the project and to

provide examples. While I didn’t create these resources, I did do the research to find them and to

incorporate them into a quest-based lesson for my students giving them media rich resources to

help them with the concept of creating a talking book on their own. By utilizing these different

types of media in one online lesson, students are given many different ways of learning about a

concept through the use of different types of media.

3.2 Diffusion of Innovations

“Diffusion of innovations is the process of communicating through planned strategies for the

purpose of gaining adoption” (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing

about change, the process includes stages such as awareness, interest, trial, and adoption.

EDTECH 505 Final Evaluation Project

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In EDTECH 505 we were introduced to the process of evaluation. This type of evaluation is not

testing or assessment of students. This type of evaluation is the process through which one goes

when considering a new approach or when making decisions regarding a program that is already

in place. The evaluation is conducted to gather pertinent information and to evaluate that data.

For my final project in this course, I conducted a full evaluation and prepared a final report. This

evaluation was conducted to find and evaluate online graphing resources in a timely and efficient

manner utilizing the power of Personal Learning Networks (PLNs) and Math Groups that are

disseminated through the Internet. These resources are needed to replace the current method of

student participation in graphing exercises, which is to use paper, pencil, and a straightedge; and

to send these back to the teacher via a scanner or fax machine; tools that most students don't have

in their homes. The main concern about these online graphing tools is being able to choose the

best tool for use in the new Math courses at Richard McKenna Charter High School in the most

efficient amount of time.

The evaluation consisted of two separate surveys sent out to current Algebra teachers. An

analysis of the first survey results indicated that there was no clear consensus of either the

graphing tool used or the characteristics for using them. Therefore all of the tools recorded were

used in the follow up survey for rating them. An analysis of the second survey indicated that

most teachers preferred either the Geogebra tools for graphing online or the Wolfram Alpha

family of websites. Following this analysis of the results, a rubric was generated for use in

evaluating future online graphing tools and can also be used as a guide in preparing a more

generic rubric to be used in any academic discipline. This information was disseminated to

several of the RMCHS Mathematics Department teachers through the use of the final evaluation

report. The purpose of doing this evaluation and disseminating the information gathered was to

streamline awareness, interest, trial, and adoption of a new graphing tool that could be used

online by the students.

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

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and culture of an organization” (Seels & Richey, 1994, p. 47). The purpose of implementation is

to facilitate appropriate use of the innovation by individuals in the organization. The goal of

institutionalization is to integrate the innovation within the structure and behavior of the

organization.

EDTECH 504 Final Paper: Immersive Learning, Will It Change Math Pedagogy?

This paper synthesizes the research of many studies completed to look at the potential of using

virtual worlds as a tool in educational settings. It is interesting that in a report authored by

Catheryn Cheal (2007), she shares the fact that when she went on to become a teacher, she began

teaching the same way she was taught - "largely through lecture" (Cheal, 2007, p. 207). The

argument is made in this paper that because of many new and immerging technologies, and

because of a highly technology-rich and social environment that most school age students grow

up in, the way mathematics is currently being taught needs to change to reflect new and

emerging learning styles. It focuses on the use of 3D virtual worlds as an innovative way to

implement and institutionalization that change.

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” (Seels & Richey, 1994, p. 47). This includes such

areas as web-based instruction, instructional and community television, copyright law, standards

for equipment and programs, use policies, and the creation of a system which supports the

effective and ethical utilization of instructional technology products and processes.

EDTECH 502: Netiquette

Because I work full-time in an online environment, it's crucial that my students learn,

understand, and use certain standards for communication. Almost all of the forms of

communication my students currently use involve the use of written language; whether it's

through their email, texting, or in their written work. This world we live in is becoming more and

more social through the use of the Internet and the World Wide Web and students must learn

how to be a conscientious producer and consumer of written communication. In this Netiquette

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short-lesson, students are introduced to the difference between formal and casual

communication, when each is used, and what is acceptable within each. They are given a

Netiquette WebQuest to complete where they can use resources to learn about Chatiquette,

netiquette rules, and how to read and create their own "NetLingo."

EDTECH 502: Creative Commons Scavenger Hunt

As students move to more and more online delivery of their own work, they learn very quickly

that there are a lot of resources out there on the Web that are readily available, and they learn just

as quickly how to capture them and use them in their own work. This short-lesson introduces

students to the concept of Creative Commons. They learn that everything out there has been

created by someone somewhere and it belongs to that person. However, they learn that using

much of these resources involves only following the guidelines established through the Creative

Commons. Through the scavenger hunt activity, students search the Creative Commons Website

for answers to common plagiarism questions. The culminating activity teaches students how to

use someone else's work that is protected under the Creative Commons in their own work by

sending them to a common photo storage website, picking a photo that is shared through the CC,

naming its license and showing the correct attribution for that license. Just as importantly, this

lesson teaches students how to license their own work under the CC license.

4.1 Project Management

“Project management involves planning, monitoring, and controlling instructional design and

development projects” (Seels & Richey, 1994, p. 50). Project managers negotiate, budget, install

information monitoring systems, and evaluate progress.

EDTECH 501 Technology Use Planning

One of the artifacts I chose to represent Project Management is the presentation I prepared for

EDTECH 501 for the Technology Use Planning Document. This was actually prepared for the

district in which I currently teach. Since we are a totally online school, the planning and use of

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technology is of utmost importance. This presentation is not the Tech Use plan itself, it is instead

an organizational tool to be used to begin the planning process and to guide the project

management as it progresses.

EDTECH 512 Online Course Design: Project Plan

I also chose to showcase the Project Plan video created for use in the development and

management of creating my online course. Actually everything that was accomplished

throughout this entire EDTECH course was a lesson in project management. I learned how to

move through the development of an online course as if I were a member of a team charged with

this responsibility. Each phase of this course from the project plan, to the Analysis, the TOAB,

the Evaluation Plan, the Implementation Plan, and the Summative Evaluation Plan centered

around being a project manager who is guiding a team of people through the course creation

process.

4.2 Resource Management

“Resource management involves planning, monitoring, and controlling resource support systems

and services” (Seels & Richey, 1994, p. 51). This includes documentation of cost effectiveness

and justification of effectiveness or efficiency for learning as well as the resources of personnel,

budget, supplies, time, facilities, and instructional resources.

EDTECH 512 Online Course Design: Analysis

Housed within this Analysis document is a section that discusses the allocations and

competencies of personnel. When designing a project plan for an online course, it's important to

consider who will fill each role and how that will be done. This report considers the technical,

instructional design, and content knowledge of the teacher, as well as instructional design

support, technical staff, and administrative staff that will be involved in the dissemination of the

course (see page 13).

EDTECH 512 Online Course Design: Implementation Plan

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Included within the Implementation Plan is a document that addresses the issue of resource

management called the Time and Budget Allocations document? In this document, each person

that was identified in the Allocations and Competencies of Personnel report previously prepared

is considered and their time for this online course is determined. This was done based on the

statistics already in place in the school.

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” (Seels &

Richey, 1994, p. 51). This includes attention to hardware and software requirements, technical

support for the users and developers, and process issues such as guidelines for designers,

instructors, and ECIT support personnel.

EDTECH 512 Online Course Design: Day-to-Day Management of WBI

The Day-to-Day Management of the WBI document was created to provide guidelines for both

the instructor of the course (myself) and the students with information that would assist in

developing a smooth flow within the delivery system. Each delivery system has its own unique

procedures and these must be defined and delegated so all parties can participate and strengthen

the delivery system.

EDTECH 512 Online Course Design: Deployment

I chose to include a link to the actual online course as it is deployed in the Google Apps account

of RMCHS. I believe that looking through this website will, itself, indicate that I have mastered

the ability to manage the delivery system employed and mandated by the school for which this

course was created. After creating this course in the Google Apps environment, I am now putting

it into the 3D GameLab platform for students to experience the same material in a game-based

environment. But this can only be accessed through a login and password.

4.4 Information Management

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“Information management involves planning, monitoring, and controlling the storage, transfer, or

processing of information in order to provide resources for learning” (Seels & Richey, 1994, p.

51). Information is available in many formats and candidates must be able to access and utilize a

variety of information sources for their professional benefit and the benefit of their future

learners.

EDTECH 512 Online Course Design: The Mathematics of Personal Finance

The link provided for this artifact will take you to the actual course I created as my final project

for EDTECH 512 Online Course Design. The online course I built is housed in a Google Site as

part of the school's Google Apps account. All of the information needed by the students to

complete this course is included in this site. While creating this course and populating it with the

lessons, I learned that the use of a template would improve efficiency and would help create a

more consistent atmosphere for students. I used this template for each and every lesson. I also

learned that the school's Google Apps account is directly tied to their LMS called Acquire, thus

allowing incarcerated students to access the contents of the course as well. Our incarcerated

students are not allowed to deviate outside of the RMCHS environment, so by building this

course and housing all of the information within this site; it is accessible to all students that

attend RMCHS.

5.1 Problem Analysis

“Problem analysis involves determining the nature and parameters of the problem by using

information-gathering and decision-making strategies” (Seels & Richey, 1994, p. 56). ECIT

candidates exhibit technology competencies defined in the knowledge base. Candidates collect,

analyze, and interpret data to modify and improve instruction and ECIT projects.

EDTECH 505 an Evaluation of Online Graphing Resources

Part of the definition for this standard is that "candidates collect, analyze, and interpret data to

modify and improve instruction and ECIT projects" (AECT, 2007). When I conducted my final

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evaluation project for EDTECH 505 for online graphing resources, I did just exactly this. The

purpose of this evaluation was to find the best and most widely used online graphing tools as

indicated by current high school Algebra teachers. I planned this project because we needed to

upgrade how we asked students to prepare, store, and turn in their graphing projects. The

methods we were using were archaic and most of the students didn't have the needed tools, such

as a fax machine or scanner in their homes.

I began this project by preparing a survey instrument and asked teachers to tell me what online

tools they were currently using within their own classrooms to aid in graph construction. I also

asked them to tell me why they chose that tool. When I received back the surveys and analyzed

the data, I found there was a very diverse population of online graphing tools with none of them

standing out as a clear winner. I took this data and created a new survey including all of these

tools and many of the characteristics mentioned by the teachers, and developed a new survey.

From this second survey, I found that most teacher would use the Geogebra Online graphing tool

because of its ease of use and the fact it is free. This evaluation project was instrumental in

deciding which online graphing tool to offer to our online students at RMCHS.

5.2 Criterion-Referenced Measurement

“Criterion-referenced measurement involves techniques for determining learner mastery of pre-

specified content” (Seels & Richey, 1994, p. 56). ECIT candidates utilize criterion-referenced

performance indicators in the assessment of instruction and ECIT projects.

EDTECH 523 Discussion Forum Rubric

In EDTECH 523 Advanced Online Teaching Methods, we spent a lot of time discussion the

methodology and appropriateness as well as the technical aspects of using discussion forums in

online instruction. One of the projects I was asked to prepare was an Online Discussion Forum

Posts Grading Rubric. In this rubric, I chose to focus on four main areas of student discussions:

Quality of Writing, Utilizes Various Methods to Convey Meaning, Incorporates Various Types

of Media, and Mechanics. I believe for a rubric to be effective and to be a tool I'll use, it must be

short and to the point. Also, this is an important factor in getting students to actually read and use

the rubric as well. This rubric is broken into three areas of competency which are: Exemplary,

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Proficient, and Drifting. This will allow students to see where their writing falls and to be able to

make adjustments that will make their writing better.

EDTECH 512 What Do You Value? Rubric

In the online course I designed, developed, and will deploy in March 2012, each lesson is

project-based. Because of this, I created a rubric for each and every project throughout the

course. This link will take you to one of these rubrics and it is representative of all of the other

rubrics.

This rubric is a bit different from the norm. Most rubrics provide for several levels of mastery by

showing varying amounts of points. In this course, I decided that since I'm not fussing over

quality so much as mastery of the concept, I would offer one level of mastery. If the item asked

for is in the project, then it fills the requirement. This is a deviation for me from what I am used

to doing. I am anxious to see how this new approach to rubrics will work.

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” (Seels & Richey, 1994,

p. 57). ECIT candidates integrate formative and summative evaluation strategies and analyses

into the development and modification of instruction, ECIT projects, and ECITprograms.

EDTECH 501 Mathematics Department Technology Survey

In the book The ABC's of Evaluation, it is stated that formative, or process evaluation is done

throughout the activity or project and assesses how well the objectives are being achieved

allowing modifications to be made accordingly (Boulmetis, J., & Dutwin, P. 2005). When

preparing to develop the Technology Use Planning presentation, I created an online survey tool

to be used with the Mathematics Department teachers at RMCHS. This survey was designed to

determine what technology the teachers are currently using in their courses and what technology

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they would like to be using. This survey was a tool used to help guide our plans for future

technology training and implementation.

EDTECH 512 Online Course Design: Summative Evaluation

In the book The ABC's of Evaluation, it is stated that summative evaluation is often referred to

as final evaluation and is conducted at the end of a program or cycle to aid in making decisions

about whether to use the program again as it is or to make improvements before beginning

another cycle (Boulmetis, J., & Dutwin, P. 2005). As a part of designing my online course in

EDTECH 512, I planned for and created a summative evaluation to be given to the students

towards the end of the course. This evaluation will be used to make any necessary changes or

improvements in this course while it's in the beta form before deploying it in full force in the fall

of 2012. When the above link is clicked, the Summative Evaluation page of my Online Course

Design page will open and several documents will be displayed as links.

Planning Worksheet provided for planning of what would be evaluated, who the evaluators are,

what tools and methods would be used, how the data would be collected and analyzed, how the

results would be reported, and who the stakeholders are. The Student Opinion Survey is the

actual survey that will be deployed at the end of the beta test of this online course. There is also a

Data Collection and Analysis Timeline that indicates when each part of the summative

evaluation should take place.

Now that I'm preparing to deploy the beta version of this online course with my students, I am so

grateful that I took the time and was instructed to prepare these documents. With them securely

in my Google Docs account, I can open and review them as needed when the time is right to do

so.

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.” (Certo, et al, 1990, p. 168). ECIT candidates demonstrate

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formal efforts to address the future of this highly dynamic field including the systematic review

and implementation of current ECIT developments and innovations.

EDTECH 501 Technology Use Planning

This Technology Use Planning presentation was developed to aid in the actual development of a

Technology Use Plan for my home district where I teach. This planning will be conducted over 5

phases and will culminate after one school year. At which time a Technology Use Plan will be

implemented for five years. At the end of that time, the plan will be evaluated and revised as

appropriate.

Conclusion

This has been one of the most rewarding programs I have ever been a part of. Before embarking

on this journey, I was starting to feel like technology was leaving me behind, like I couldn't keep

up. Now I feel confident that I can not only keep up, but that I can be a contributing member of

Educational Technology throughout the educational system of which I am a part. Each project

was focused on an area that existed in my real world. I appreciate courses and projects that have

been designed so that a candidate can immediately apply what he or she is learning in their own

lives as it's appropriate for them. This has taught me a great deal that will go with me throughout

my teaching career.

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References

Association for Educational Communications and Technology. (n.d.). AECT. Retrieved March 1, 2012, from http://www.aect.org/standards/advstand.html

Boulmetis, J., & Dutwin, P. (2005). The ABCs of evaluation: timeless techniques for program and project managers (2. ed.). San Francisco, Calif.: Jossey-Bass.

Cheal, C., (2007). Second life: Hype or hyperlearning? On the Horizon, 15(4), 204-210.

Lohr, Linda, L. (2008). Creating Graphics for Learning and Performance, Upper Saddle River, NJ: Pearson.

Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Seels, B., & Richey, R. (1994).Instructional technology: the definition and domains of the field. Washington, D.C.: Association for Educational Communications and Technology.

Shivers, Gayle V., and Karen L. Rasmussen. Web-based learning: design, implementation, and evaluation. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall, 2006. Print.