Dick Elsbree

High school mathematics teacher, Idaho Falls High School

10/1/2012

Introduction:

I have always been interested in technology. I was addicted to video games ever since the Atari, and

continued as I progressed through my life and started my career as a CNC machinist in the aerospace

field. I always enjoyed the transition from manual machine to computer controlled machines, and as I

worked in the field for 10 years I was always pushing for the latest and greatest techniques and tools. That

led to a love of science and math which in turn led to an undergraduate degree in biology. Then I decided

to go to the classroom and chose to teach mathematics so I could get into the classroom as fast as

possible. However, once I hit the classroom I found myself teaching just as I had been taught, which was

a very boring approach to mathematics. Eventually, I realized that my love of technology was an asset. I

realized that technology was a tool that made my job easier, and my students more engaged. It started

with document cameras and now involves Ti-Nspire calculators as a classroom response system, a

document camera, computer based labs, websites, and other technological tools.

This paper is to demonstrate my growth as a teacher in integrating technology while showing that I meet

the standards of the A.E.C.T for gaining a master’s degree in educational technology.

Standard 1: Design

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by

applying principles of instructional systems design, message design, instructional strategies, and learner

characteristics (Earle & Persichitte, 2005, p. 14).

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).

This standard is broken down into five parts analyzing, designing, developing, implementing and

evaluating (A.D.D.I.E) which were all part of the instructional design project in educational technology

(EDTECH) 503. The final project was to create a unit of instruction from scratch. This process followed

the A.D.D.I.E model of design and each process was completed while completing the final project. The

basis of my final project was a unit on polynomials which focused on finding zeros and the end run

behavior of the graph. The graphs would be created by hand and using technology (in this case a TI-83

plus). The final project included user analysis, instructional development, instructional design,

implementation, and evaluation. The process really demonstrated Lohr’s statement about the A.D.D.I.E

model in which he said, “It can help you design entire curriculums and lessons as well as tiniest elements

of an instructional visual" (2008, p. 99).

There are several ways of meeting this standard since the design standard has five subcategories. I

selected this artifact since it had at least one component that met each subcomponent of the standard. In

order to meet the analyze phase a candidate needs to set appropriate objectives and analyze instructional

tasks, content, and context. In the topic section of the instructional design project I establish the goal,

describe the learners, define the rationale, and determine the method of instruction which all meet the

sub-standard. For design, Earle and Persichitte state, “incorporate contemporary instructional technology

processes in the development of interactive lessons that promote student learning “(2005, p. 16), as a way

to demonstrate proficiency. In this project I integrated graphing calculators into the unit so that students

would be able to create graphs and see trends regardless of their ability level, thus the students use of

technology allows them the ability to focus on the concept of end run behavior of polynomials. To meet

the development standard I just needed to create instructional material that could be delivered in a variety

of media. This project has print handouts, as well as an accompanying PowerPoint presentation thus

meeting the sub-standard. This unit includes an instructor’s guide that meets the implementation sub-

standard by giving contextualized instruction that has been field tested. Finally the project was evaluated

by Julie Chamberlain my school district’s math instructional coach and feedback was given to improve

the timing and implementation of the project thus meeting the evaluation sub-standard.

After going through the process it really opened my eyes to how much I was shortcutting the process,

and allowing the curriculum to dictate the objectives and understandings. Since this project I have been

much more cognizant of the transfer goal in design, since retention is really the goal of any educator.

1.2 Message Design

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

Richey, 1994, p. 31).

In EDTECH 506 Graphic Design for Learning our final project was to create a website based lesson that

included all of our projects throughout the semester. Once again I selected a project that focused on math

but this time it was for graphing linear functions. The goal of the project was for students to be able to

see the relationships between linear scenarios expressed as word problems, slope-intercept equations,

point slope equations, and tables of data. Once the connection was made the concept of slope, and the

fluidity of dealing with multiple representations of the same data would increase.

Earle and Persichitte say that to, “apply principles of educational psychology, communications theory,

and visual literacy to the development of instructional messages specific to the learning task” (2005, p.

17), demonstrates proficiency at message design. The final project from EDTECH 506 demonstrates a

blend of all of these aspects in each visual created. As mentioned in the justification paper the images

apply sound design practices such as use of whitespace, use of color, and use of grouping structures.

There is a focus on cognitive load theory on the images due to the level of students the images were

created for. Thus this project displays the aspects necessary to be proficient in message design.

The process of creating a graphic design for learning was much more difficult than I initially believed it

would be. Much like the process of instructional design the creator has to think through the entire process

and really analyze the details of the concept before trying to create a visual aid that supported learning.

As Lohr states details like contrast, alignment, repetition, and proximity influence learner perception and

make visuals more instructionally powerful (2008, p. 207). The creation of an instructional visual was

also more complicated than using the appropriate techniques to create them, one has to be knowledgeable

in learning theories such as cognitive load and constructivism so that the message will be received in a

meaningful way and not simply forgotten. As visual were created I realized that making a truly useful

diagram took a lot more planning than simply pasting an image on a piece of paper, it truly is a form of

communication which requires the author to think through every part of the message and all of the

possible ways it may be received.

1.3 Instructional Strategies

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

lesson” (Seels & Richey, 1994, p. 31).

Educating a child is like fixing a car. First we use different methods of diagnosing what is wrong, and

then we reach into our tool box and find what we need to correct the problem. Instructional strategies are

the same way; different strategies are needed to teach different concepts. When I first read this standard

I thought about the webquest I developed in EDTECH 502 The Internet for Educators. In this project I

created a self- paced lesson on projectile motion for my algebra 2 class. The project entailed finding the

equation for projectile motion on one of the selected math websites, the creation of an entertaining

problem that models quadratic motion, the gathering of actual data to complete the problem, and either a

video or a poster that demonstrates the problem and the solution to the created problem.

I thought of this project because it was the first time I had ever created a webquest, and I planned on

using it in my classroom. This was a new instructional strategy that I hadn’t used before, so I had to plan

it carefully. I had to scaffold the quest in such a way that the students would be able to complete each

task at home, thus the information had to flow easily from one task into the next thus the sequencing was

imperative. In the district’s curriculum this concept wasn’t brought up so I wouldn’t be doing any direct

instruction to aid the students so they were responsible to learn the math on their own. This project

required a motivational component, since it was self-paced, that I had to analyze if the class would be

able to succeed in the task. The steps that I went through in creating this webquest demonstrated the

process of selecting the proper instructional strategy and medium for the learning goal. One of the

performance indicators that Earle and Persichitte (2005, p. 17) talk about is selecting appropriate learning

strategies, giving students contextual field based tasks, and selecting motivational strategies. I feel that

my webquest is an excellent example of this performance indicator.

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).

One artifact that dealt with learner characteristics was demonstrated in my Learning Theories paper

written in EDTECH 504 Theoretical Foundations of Educational Technology. Learner characteristics are

the aspects of the students that make them behave in certain ways. In this paper I chose to focus on the

constructivist theory of education and the change from bare number problems to rich mathematic tasks,

also known as open ended questions. The concept behind the change to rich math tasks is that an open

ended question has multiple entry and exit points, the experience of the learner will dictate the strategies a

student will use in order to navigate the problem to a solution. Of course the arguments against such task

use a similar argument that the experience of a student in mathematics is to have a bare number problem

with only one correct solution and one corresponding algorithm for finding the solution. Also if we as

teachers are relying on students to attack a problem based on previous understandings then those previous

understandings have to be correct. This discussion over the appropriate use of constructivist learning

theories in the classroom demonstrates how the learner characteristics that deal with how students

approach a math problem are constantly being considered. One example of a performance indicative of

the learner characteristic sub-standard is to, “describe and/or document specific learner characteristics

which influence the selection of instructional strategies” (Earle & Persichitte, 2005, p. 17). The

discussion in the paper which led me to use open ended rich math tasks meets this performance indicator.

Standard 2: Development

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and

experiences using print, audiovisual, computer-based, and integrated technologies (Earle & Persichitte,

2005, p. 18).

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).

As a teacher I make a lot of materials that are meant to be printed out. As far as we have come in

integrating technology into the classroom the handout is still the quickest and has no underlying issues

like internet access. One of the first examples of this was my concept map from EDTECH 502 the

Internet for Educators. This concept map was one of the first attempts I had for making a printable item

that actually had more than a few seconds worth of planning put into it. The map is for my algebra 1

class and consisted of mostly text with only the one diagram. The purpose of the image was to have a

written out example of how to succeed in my class and it basically broke down the grading scale so that

students would understand the importance of doing their homework, and doing well on the tests. The

image consisted of a calculator and checkmarks which are pretty universal in their understanding. As I

evaluate the image now after taking EDTECH 506, I feel the page is still strong with a good use of brief

paragraphs, whitespace, and contrast. I currently use this page as the last page in my syllabus for all of

my classes. The original intent was to use this page on my class website to discuss student success,

however now I have made a print version of this website by putting the file onto Google Docs. Since I

have changed the format of the document and added it to my syllabus I feel it meets the performance

indicator by showing that I can, “produce print communications (e.g., flyers, posters, brochures,

newsletters) combining words and images/graphics using desktop publishing software (Earle &

Persichitte, 2005, p. 19).

2.2 Audiovisual Technologies

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

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

I feel that in today’s society people love to watch videos. People watch them, at home, at work, and on

the go on their internet capable portable devices. In my own personal experience students prefer the

video instruction to the actual instruction since watching a video is a behavior that is natural to them no

matter what the occasion. In order to test this theory and practice creating instructional videos, I created a

video in EDTECH 597 Edutainment called Euclid Teaches Again. In the video I use a method similar to

Dora the Explorer to invoke Euclid the mightiest of all geometry teachers to teach a student how to figure

out the difference between inscribed and circumscribed angles. The video is not all that different than an

actual lesson in my class except for it is presented with a few lame special effects, cheap costumes, and

bad acting. I feel that the video demonstrates the ability to, “use appropriate video equipment (e.g.,

camcorders, video editing) to prepare effective instructional and professional products,” (Earle &

Persichitte, 2005, p. 20) which is a performance indicative of this sub-standard. The result of the video

was great, the students loved the video when I showed it to them, and the uniqueness (to put it kindly)

stuck with them, and the difference between the angles seemed to be cemented into their brains as well.

The inclusion of audiovisual technologies is having and will have a huge effect on education, the model

won’t be when they come to school they will learn it, it will be they can learn it wherever whenever and

practice it at school.

2.3 Computer-Based Technologies

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

resources” (Seels & Richey, 1994, p. 39).

In my first semester at BSU I was tasked with creating a virtual field trip. Since I live in eastern Idaho I

thought this was an excellent way to expose kids to areas they have not been to before. I decided to make

a virtual field trip of Puerto Rico. Since I had visited there once on vacation I had tons of photos and lots

of interest in the area and wanted to learn more. The field trip takes the students through the main tourist

attraction of Puerto Rico while linking them to sites to find more information on each attraction.

In EDTECH 541 Integrating Technology in the Classroom Curriculum we had a PowerPoint presentation

to complete where we used PowerPoint effectively, in essence keeping the words to a minimum and

having some kind of picture to go with the text. My presentation was on geometric transformations. First

off it was a fun project to create since I got to put a little of my personality into a slideshow about math.

Secondly it was a great review of the topic of transformations. I put it on my class website as a review for

students who missed the lesson, and the response was quite favorable for this particular lesson.

These two projects use technology differently. The field trip project is essentially a collection of

websites, very similar to going to a library and finding reference materials for each location. So in

essence the field trip is a link to information found on the web. This meets two of the example

performances indicative of meeting the sub-standard by Earle & Persichitte, the two are: design, produce,

and use digital information with computer-based technologies, and use imaging devices (e.g., digital

cameras, video cameras, scanners) to produce computer-based instructional materials (2005, p. 20).

The PowerPoint Project is an actual lesson using internet resources to make it more interesting. These

resources include a video, quizzes, and lots of images. Meeting the first performance indicator mentioned

above, designing, producing, and using digital information with computer based technologies ( Earle &

Persichitte, 2005, p. 20). Both projects are computer based in nature but the content and use are quite

different.

2.4 Integrated Technologies

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

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

In EDTECH 541 Integrating Technology into the Classroom Curriculum I created a spreadsheet project in

which students were exploring the differences in parent functions and how adding numbers moves the

parent function from the original parent function without the additional numbers. This project was

designed to use Excel, but could easily be adapted to the family of Texas Instruments calculators as well.

The lesson requires a brief introduction to the concept of a parent functions as discovered by plotting

points. The explorer guides could be printed or delivered electronically for students to work with. This is

an example of using technology to make graphing easier and accessible to all so that the underlying

concept of transformations can be taught to students of any ability level. The great thing about integrated

technology is that the lesson can be delivered in a variety of ways so it can please the traditional teacher

as well as the innovative teacher and help students of any level. Also lessons with integrated technology

can improve student engagement and motivation. Doering and Roblyer (2013) cite numerous research

studies that shows that word processing software increased the amount of writing that students do and the

changes that the software has created on revision.  I think that spreadsheets and databases are the word

processing software of mathematics.  This is essentially what Doering and Roblyer (2013) report when

they mention the results of Goldberg and Waxman and the increase in motivation that spreadsheets bring

to the math class. I feel this project meets Earle and Persichitte’s performance indicator to, “combine

electronic and non-electronic media to produce instructional materials, presentations, and products.”

(2005, p. 20)

Standard 3: Utilization

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for

learning by applying principles and theories of media utilization, diffusion, implementation, and policy-

making (Earle & Persichitte, 2005, p. 22).

3.1 Media Utilization

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

I created two projects in EDTECH 541 Integrating Technology into the Classroom Curriculum that

demonstrated media utilization. The first project was the Foreign Language Learner (FLL) project which

was to create a lesson for FLL students using internet resources. For this project we had to find examples

of internet resources, tool software, instructional software, and productivity software. Each item was to

have a unit plan that would work for it. For example the internet resource I chose was Epals, an online

pen pal program where students would be paired up with native speakers so language learners and native

speakers could help each other in their own respective languages. Another proposed unit was to make

flip cards using Google docs. The concept was that if students used both the visual and audio pathways in

their brains by combining images and verbal practice transfer would increase. Both of these units

required me to select the appropriate online tool that would make the implementation of the instructional

design theoretically successful.

The other project was the Social Networking project. This was a project for my geometry students in

which they would help the carpenters that were building a Habit for Humanity house so they could see

how geometry was used around a construction site. The assignment had three parts; they were to make an

image portfolio of their work and the geometry they found on the site using Flickr. They were going to

use Skype to communicate with a class in my hometown of Port Angeles, Washington that was doing the

same project. Finally each group was going to add links to a Diigo page about construction in Idaho and

the use of geometry in construction so that they would know what to look for at the job site. The focus

of the project was to show how math is used in the real world by having students working on an actual job

site. I thought about this project while reading about situated learning. Situated learning is apprentice

style learning. As Herrington and Oliver (1995, p. 2) state, “It is embedded in the social and physical

context within which it will be used.” This means that learning is a hands-on experience where learners

are paired with experts so that they can learn all of the aspects and culture that goes with that field.

Culture in this sense is described as terminology, use, and all other pertinent information about a certain

field. This style of learning leads to a large amount of knowledge in a certain environment but the

learning is difficult to incorporate into the everyday classroom. The culture of the construction workers

would then show the importance of the math they were doing in class. Once again the design of the

project dictated communication thus students would be using Skype and Diigo to compare notes and

resources on building and Flickr to share their experience. These project meet the performance indicator

to “identify key factors in selecting and using technologies appropriate for learning situations specified in

the instructional design process” (Earle & Persichitte, 2005, p. 23), since the technology in both projects

was dictated by the instructional design.

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).

In EDTECH 501 Introduction to Educational Technology we learned very early about the digital divide.

The digital divide, in a nutshell, is the difference between the haves and have nots in the technological

sense. In the town where I teach the district is working at how to deal with the push towards one-to-one

computing, but even with the technology being handed to every student, there is still the issue of access to

the internet at home. The digital divide paper I wrote two years ago before the Luna legislation about

one-to-one computing was an example of a letter to my principal addressing concerns about student

access to computers and the internet at home. My solution was to have the library stay open for longer

period of time, and to teach classes at the public library as well about internet usage, thus helping students

that were not as familiar with the internet catch up in their knowledge of the internet, and have additional

time to get online tasks done. This was just a small idea that would require a small change in existing

structure to create positive benefits in a smallish town with a school that has a fairly high socioeconomic

standing. However as Idaho Falls culture diversifies and the socioeconomic status of the school continues

to decrease other solutions will need to be created to address the issue of inequity in a digital society. The

thought process that is present in the digital divide paper is similar to Earle and Persichitte’s performance

indicator which says to “identify strategies for the diffusion, adoption, and dissemination of innovations

in learning communities ” (2005), due to the focus on student access to the internet.

3.3 Implementation and Institutionalization

“Implementation is using instructional materials or strategies in real (not simulated) settings.

Institutionalization is the continuing, routine use of the instructional innovation in the structure and

culture of an organization” (Seels & Richey, 1994, p. 47).

One of the biggest challenges in EDTECH 541 was to create project that we could implement into classes

that we had never taught before. The work was eye opening and really gave me a sense of what a district

level technology specialist must know in order to be an asset to all of the teachers in a district. For this

sub-standard I choose to discuss my art, music, and physical education (P.E.) project. This would be a

cross curricular activity between the three classes. The focus of the project was to introduce students to

the field of video game design. In art class they would design a character and a world, in music they

would create a theme song for their character, and in P.E. the students would analyze and capture the

motion that the character would use as an attack. All of the portions could be completed using free

software available on the internet. This project meets the sub-standard’s performance indicator of, “Use

appropriate instructional materials and strategies in various learning contexts” (Earle & Persichitte, 2005,

p. 24).

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).

I have completed many tasks that involved discussion of the rules and societal norms in my class. One

example was my copyright scavenger hunt in EDTECH 502 the Internet for Educators. The Scavenger

hunt was to help students understand the legal ramifications of using images, video, and music in their

projects. With the internet being a prevalent tool in the world, especially in education it is important that

students understand their legal responsibilities when it comes to creating presentations.

In the same class I also created a netiquette site to discuss the norms of using technology to communicate

with each other. The internet makes people feel a sense of anonymity and thus people act as if they won’t

get caught. It is important that students realize that what they upload onto the web is traceable, viewable,

and possibly hurtful to more than one person.

In EDTECH 541 Integrating Technology into the Classroom Curriculum I made a presentation about

internet safety. With the anonymity discussed above people have to be careful about their interactions on

the web, since you don’t truly know who you are talking to in the case of random people you meet online.

Along with safety from internet predators, students have to be aware of attacks on their computers in the

form of a virus or other malware. Since the dream house project required the use of Skype, Flickr, and

Diigo this presentations specifically addresses issues of security that come up when using these tools.

All of these projects fall into two of Earle and Persichitte’s performance indicators for the sub-standard of

policy and regulations. The scavenger hunt project falls directly into the indicator about identifying and

applying copyright rules and fair use agreements (Earle & Persichitte, 2005, p. 24). The internet safety

presentation and the netiquette project both fall under the indicator of applying policies to ensure the

ethical use of technology. The netiquette page discusses how to communicate ethically and effectively,

while the safety presentation reminds users about the dangers of the internet and how unethical use can

result in negative consequences.

Standard 4: Management

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise

instructional technology by applying principles of project, resource, delivery system, and information

management (Earle & Persichitte, 2005, p. 25).

4.1 Project Management

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

development projects” (Seels & Richey, 1994, p. 50).

In EDTECH 551 Technical and Grant Writing, our overarching goal was to complete a grant for some

item that we might need or want in the classroom. In my case it was a classroom set of Ti-Nspire CX

CAS calculators and the Ti-Navigator system. This project required me to look at the needs of the

students, come up with a plan to meet those needs, come up with a way to evaluate the effectiveness of

the calculators to report back to the funding source, and how to maintain the resource. It was a great

project and luckily it was selected by the Toshiba Technology Group and was funded. Now that I have

the resource I have been implementing instruction that was created for a calculator based curriculum, and

so far my students have been really engaged.

In EDTECH 505 Evaluation of Educational Technology we created a method to evaluate a request for

proposal for a phony company selling educational units. This process made my partner and I examine the

steps needed to effectively evaluate a program of instruction. In the completion of the assignment we

performed an educational evaluation, determined an evaluation method, created a task schedule, selected

necessary personnel, and created an operating budget. This process really helped show the amount of

detail and examination one should take when adopting a new technology.

In the case of these two projects one was a real world application and the other is a demonstration of what

I could expect if I were to work for a company that evaluates technology products. Both projects show an

application of management techniques in various learning and training contexts, which Earle and

Persichitte described as a performance indicator for this sub-standard (2005, p. 26).

4.2 Resource Management

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

services” (Seels & Richey, 1994, p. 51).

In EDTECH 501 I created a technology use plan presentation that could be presented to our schools as a

way of planning, monitoring and controlling some of the technical resources in our educational areas. In

the presentation I focused on meeting adequate yearly progress, as defined by the No Child Left Behind

laws, by focusing on math education and integrating the most modern research based instructional models

of using multiple representations and integrating multimedia into mathematics instruction, as well as

adopting the teaching for understanding concept that the Idaho Math Initiative promotes. This plan

outlined the material that would be necessary, the training and training method that would be used to

implement the changes, and the timeline to complete the project. All of which fall into the indicator that

states to “apply resource management techniques in various learning and training contexts” (Earle &

Persichitte, 2005, p. 25). This project is just a small taste of what creating a full-fledged institutional

change would entail but it really opened my eyes to what our district technology coordinator goes through

when trying to implement any kinds of changes to policies.

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).

In EDTECH 541 Integrating Technology into the Classroom we were tasked with creating units that

integrated technology into several different curriculum areas. Being a math teacher it was easy for me to

create units for math and science, however we also had to create units for social studies, and art classes

and that was more of a stretch of my thinking. The artifact I chose for this category was the unit I created

for a social studies class about the assassination of President Kennedy. In this project students were to

write a persuasive essay about whether conspiracy reports were valid, or if one should believe that

Oswald was a lone gunman. The task had students create a map of the events using Google maps so they

could get a visual representation of where the event took place (much like when a forensic investigator

creates a mockup of a crime scene). Then the students would read several of the conspiracies surrounding

the event, as well as the actual Warren Commission Report sections about the event. Based off of the

evidence they would then write their paper persuading the reader to their point of view. The project used

a variety of methods and investigation to present the learner with information which were selected since

they were internet based, accessible on any computer that the school owns, and free. These methods and

the thought that went into selecting them demonstrate the ability to” Apply delivery system management

techniques in various learning and training contexts” (Earle & Persichitte, 2005, p. 26), which is an

example of a performance indicator for this sub-standard. This project shows a the forethought one has to

display when deciding on a delivery system, I am sure I could have found a better tool for the mockup of

the shooting, but it might have cost money, or not ran on the of the schools older computers.

4.4 Information Management

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

processing of information in order to provide resources for learning” (Seels & Richey, 1994, p. 51).

In EDTECH 541 I created a video integration website that had two parts a video library and a lesson plan

using videos. Management of materials is necessary in order to separate the good materials form the less

useful materials that one finds on the internet. The video library highlights 10 videos I would use in my

geometry class. Having the videos put into a library makes it easy for me to find the videos and

implement them into my classroom, and it also makes it so students can find them easily by accessing my

class website. The lesson that is tied in with the video library is a mathematics beauty contest which is a

fun project to do if you have a good report with your class since it is slightly insulting, but my classes

have always enjoyed the project. The fact that I can arrange videos into a library and then have students

view them before, during or after class demonstrates the performance indicator of applying information

management techniques in various learning and training contexts (Earle & Persichitte, 2005, p. 27).

I will organize resources for my classes using this method since it puts things into a nice organized

manner. Since I will be piloting a blended learning class next year I will be integrating more web

resources and this resource will be very useful.

Standard 5: Evaluation

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and

learning by applying principles of problem analysis, criterion-referenced measurement, formative and

summative evaluation, and long-range planning (Earle & Persichitte, 2005, p. 28).

5.1 Problem Analysis

“Evaluation is the process of determining the adequacy of instruction and learning” (Seels & Richey,

1994, p. 54).

I believe I met this standard when I completed the final evaluation assignment of a coworkers Geometry

Dream House project in EDTECH 505. In this project I evaluated a project that a coworker tried during a

summer school geometry class to see if it was worth integrating into a district project based learning

portfolio. The project included designing an evaluation, looking at the stakeholders, and making a final

recommendation. Since problem analysis is the basis of decision making and this assignment was all

about evaluating a project so that a decision could be made I feel this assignment is an excellent example

of problem analysis.

The needs assessment that was part of my final project in EDTECH 503 also demonstrates the analysis of

a problem so that a solution can be made. In this case the problem was how to better use the graphing

calculators that our district purchased to help them understand graphing functions better. Once again a

problem was analyzed, and then a needs assessment was created based off of the problem that was

analyzed. So both projects meet the Earle’s and Persichitte’s performance indicator for the problem

analysis sub-standard, which is to “identify and apply problem analysis skills in appropriate school media

and educational technology (SMET) contexts” (Earle & Persichitte, 2005, p. 29).

5.2 Criterion-Referenced Measurement

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

content” (Seels & Richey, 1994, p. 56).

The internet integration project from EDTECH 541 Integrating Technology into the Classroom

Curriculum showed examples of using rubrics to judge learner mastery. This project was comprised of

three parts each with the same goal. The overarching goal was to familiarize students with theorems in a

way that might aid in transfer of the knowledge instead of rote memorization. So the project had students

making a cartoon strip about a theorem, a postcard project about the theorems where the theorems are

linked with a single photo, and visual proof where theorems are proven using Geogebra, a free dynamic

geometry software tool. Each project had a rubric associated with it so mastery was clearly defined to the

students. These rubrics were an example of criterion based grading, and thus meet the performance

indicator of developing and applying criterion-referenced measures in a variety of SMET contexts (Earle

& Persichitte, 2005, p. 29).

This beginning work with criterion referenced grading led me to investigate more into standards based

grading at the high school level, now a group comprising of myself and three others are writing materials

and piloting standards based grading in our Algebra 1A classes.

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).

In my final project for EDTECH 592 Problem Based Learning I crated a unit about measurement in the

real world. The students were to go out and take measurements based off of their knowledge about

finding missing measurement of triangles, proportional reasoning, and trigonometry. Then the students

would complete a 3-d map of the school and submit it to Google Earth. Since the project was to last

several days there were varied level of assessment necessary to keep students on task and to make sure

their work reflected understanding of the concepts. In this project during class time, students were to turn

in a measurement log which would tell the locations the students were supposed to be measuring and have

a sketch of the building and the calculations that were completed. By looking at these while the unit was

progressing I would be able to see how students were doing with the calculations and give assistance to

groups that were struggling with that component. The summative evaluation was conducted on the model

to see if the measurements were accurate and the model was a good representation of the school. If

students made a good model of the school then I could be certain that students had mastered the skills

necessary to complete the project. Therefore, I have developed and applied formative and summative

evaluation strategies in a variety of SMET contexts and met the performance indicator for this sub-

standard (Earle & Persichitte, 2005, p. 29).

.

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).

The majority of my assignments throughout my coursework at Boise State focused on the here and now.

I went into the program to figure out ways of making my class more engaging and I feel like I came away

with a lot of good ideas, and I have been having a blast implementing them. The only assignment where I

did some forward thinking to effect the overall district was in the Technology Use Plan that I mentioned

earlier in this paper. This plan was to increase proficiency on the Idaho state assessment by implementing

research based teaching methods and integrating technology. With Idaho’s possible transition to one-to-

one computer resources for all schools that portion of the plan should be much easier to meet. The focus

of creating a plan to integrate technology into the districts math classes show the ability to “develop a

long-range strategic plan related to any of the domains or sub-domains“ (Earle & Persichitte, 2005, p. 29),

which is the performance indicator for long range planning.

In the long run as fast as technology changes and things have progressed in the last two years this plan is

still very valid and would still be effective with some minor tweaks to incorporate the changing to the

Common Core State Standards and the Student Come First legislation.

Conclusion

When I started teaching five years ago I was a product of my mathematical upbringing. I stuck to the

curriculum (which was scripted and I was grateful for it). I didn’t do things unless the book or

department told me to. I judged all success in total points. In the last three years I really see a change in

my teaching and frankly I’m excited about it. It started with me realizing that students don’t learn the

way we wished they do and that I needed to come up with other methods of assessing them. Then I

joined the EDTECH program and I started to gain the tools and understand of things like lesson design,

unit planning, and how to integrate the plethora of information out there to make my class engaging and

relevant. In that last year I have hardly touched the book, I have implemented countless projects and

activities, creating a blended learning class for 2013, piloting standards based grading, and thanks to the

grant I wrote while in the program I have gone close to completely paperless in my geometry class using

my Ti-Nspire calculators. I love the growth I have seen and with the skills I have gained in this program I

feel that I will be able to continue this growth and maintain it for the rest of my life.

References

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