Rational Paper

Rational Paper

Brandon Asbury

Lowell Scott Middle School PE/Multi Fit

Fall 2013

Introduction

When I think back to my first day of my bachelor’s degree I never would have imagined that I would be finishing my masters.  I started as a wide-eyed kid not knowing what was going to grab my attention and found myself drawn towards Physical Education.  I made my way through my program learning and loving every minute of it, from working with kids to learning new methods for the gym/classroom to be an effective educator.   I found my purpose or career that was meant for me.

I graduated in May of 2006 and thought, “ok,” time to get a job.  I never fathomed that I would pursue a masters degree.  As the times have changed and technology has become more prevalent, I thought, “How can I make my curriculum more driven towards kids?”  This program has given me so much more than just the ability to use technology to gain attention but the ability to facilitate learning utilizing technology.

This paper is going to be used to demonstrate how I have come to the conclusions above and rationalize the pieces chosen for this portfolio.

Standard 1: Design

Instructional System Design: 1.1

Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

I feel that my Web Quest created in my 502 classes is an excellent example of an instructional design system.  This project was a lesson for students to be able to research, learn, and explore how to create their own piece of music.  This lesson was created for my middle school guitar class.  Students navigate the lesson and are given tasks to complete and also learn about copyright laws for the musical industry.  This project was chosen to represent design because I was to create my own lesson that was interactive and allow students to navigate an interactive lesson.  I took time to search and design the lesson for my guitar students.  Through this process I was able to attain the ability to design and implement my own material for my students to use that was interactive for students to use.

The Instructional Design paper chosen for this standard is very basic.  This was an artifact that I had to design all on my own.  This project was meant for this standard, they share the same name.  This project was not just a one paper and done situation.  This was a product that took time and a lot of resources to complete.  For this artifact I learned how to collect and analyze data and then apply them to a final product.  I utilized the ability to write goals that I wanted to complete and then implement them, and sometimes revise completely what I had initially hoped for.  I was responsible for creating assessments and the entire system that was being implemented.

Message Design: 1.2

Message design involves planning for the manipulation of the physical form of the message.

For this standard I could only think of one image that I really wanted to use.  The image chosen for this standard was my image created in my 506 class for my muscles concept for my final project.  This image is currently being used for my Physical Education and Multi Fitness classes for 8th graders.  My students are required to access the site to learn about different muscles in the body.  This image was given some color to allow students to differentiate between the muscles. “Color may be for medical students who need to know the color of healthy to unhealthy veins.”  (Lohr, 2008, pg. 266, para 3)  This lesson

I used this image for my color, depth and space lesson in 506.  I believe that this image is a creative way to deliver information to students using the colors to represent the muscles.  I used the colors to help the students remember where each major muscle is located in the quad.  The muscle name is to the left in the corresponding color.

 

Instructional Strategies: 1.3

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

I chose two lessons for this standard.  The first lesson I chose was the lesson about jigsaw from the 502 class to represent this standard.  This lesson was a collaborative lesson for students to work together to complete the assignment.  This lesson is used for guitar students in middle school grades 6 through 8.  Groups are split and given different material to complete and then educate their classmates.   This allowed students to learn and master a topic and then relay the information.  This demonstrates the ability to develop and implement activities so they are sequential in my development of content.  The jigsaw is an activity that is to be developed and followed in order.

The second artifact that was picked was the interactive video for the 533 YouTube for Educators class.  This is a great example of how to give students the information they need and keep them from just reading a book to learn.  Students are asked to start on the main page and then they are asked a question, they are given different choices for the question and they pick one.  It will either be right or wrong if a student picks correctly they are taken to the next question if not students are taken to a different video that explains the mistake.  This artifact demonstrates my ability to create a lesson using video and YouTube to build a quiz or other lesson to go from step one to the final step in order.

Learner Characteristics: 1.4

Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.

Two artifacts were chosen for this section.  The first artifact is the accessibility page designed in the 502 class.  This page was designed as an informational page for students to visit to see the different technologies that are out there to help individuals with disabilities; this lesson was designed with a variety of student’s grade levels in mind.  This page takes into account those who may have issues with vision.  There are resources for people to utilize screen readers and other materials out there.  This page is an example of my work that shows that I am able to incorporate principles of learning to students that will impact others.

Standard 2: Development

Print Technologies: 2.1

Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.

For this artifact I again chose to use my concepts image in 506 with muscles.  I think that the colors involved stand out and make the information much more easy to comprehend.  I used an image from the Internet for my base.  I then used fireworks to edit my image by simply adding different colors to the four major muscles on the quad.  The colors on the quad are then coordinated with the correct term to the left.  This image can be used for both computer and print allowing students to study where muscles are located.   This artifact demonstrates my ability to take an image and add change it so that it is a little more user friendly for the learner, so they can grasp the concepts being taught for a lesson or unit.

Audiovisual Technologies: 2.2

Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

I chose to start with a screencast I created in my 533 class for this standard.  The screencast allowed me to let my students see my computer and what I was working on, record my voice at the same time.  This uses both the audio and visual aspect of the standard but more importantly allows students to pause the video and try for themselves to recreate what is happening on their screen.  Some students need to slow the pace down or be able to see what is being taught multiple times and this lesson allows for both.  I used a program on the mac, “garage band” for this lesson.  I used a screen casting software and then uploaded it to YouTube to produce a lesson strictly based on audiovisual aspects of the learning.  This artifact demonstrates my ability to incorporate audio and visual technologies to deliver a complex lesson to students for the use of a guitar class and software that they may not have used before.

For my second piece I chose to use my Calorie lesson from my 512 class.  This lesson was completed by using Jing and screencast.com.  I created a power point and then used Jing to capture my screen and voice over the material.  This unit has been used in the classroom for our health classes at school.  It allows the students to learn about calories without having to just sit and look a PowerPoint, but more important, they could watch it at home if they missed any of the information.  This piece exhibits my ability to incorporate both the audio and the visual aspect of learning for a lesson.  The use of Jing uses both technologies to help benefit the student in the learning process.

Computer-Based Technologies: 2.3

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

For this standard the piece that was chosen was my 502 virtual fieldtrip lesson.  I designed a lesson by demonstrating to the students different types of guitar playing and music that can be made.  For the end of the lesson students are given three options to complete their own music video, song, or perform a duet.  This is a technology where students are to explore the Internet and learn more on each type of guitar playing, and then produce their own.  This assignment demonstrates that I am able to implement computer-based learning in a traditional or non-traditional setting and deliver the material.

Integrated Technologies: 2.4

Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

For standard 2.4 I have used two artifacts to represent this.  Both come from the 502 class.  The first one I chose was my web quest activity.  The web quest activity shows my ability to include searching the Internet to deliver the lesson that I am developing for the unit.  This lesson was used when I was teaching guitar, it is meant for an advanced guitar class for middle school students.  The web quest activity that I did was an activity that students were to write their own piece of music and copyright their piece.  This was a lesson that was built with many different webpages and also external resources that would add additional information to the lesson.   The web quest utilized YouTube, and other informational technologies from the Internet for the students to follow.

The second piece was the virtual fieldtrip activity.  This lesson involved many webpages and external information such as videos and links to tab paper for the students to use.  I created and implemented many pages and an assessment for this lesson.    This was created to allow students to explore the world of guitar and different styles.  I demonstrate the ability to deliver a lesson using the computer and Internet for a lesson.  Students navigate web pages to explore the content delivered for the class.  This is a lesson that can be accomplished in traditional or non-traditional settings.

Standard 3: Utilization

Media Utilization: 3.1

Media utilization is the systematic use of resources for learning.

I chose to use my muscles concept from 506 for this lesson.  This lesson allowed me to utilize fireworks and media found on the Internet to deliver information to my students in a fun and different way.  I started this lesson by finding an image off the Internet about the leg muscles.  I then used fireworks to add color to the muscles that I was trying to highlight and have the students learn about.  I added text with the same colors that were used for the muscle to help the students know where each muscle was.  This image was developed for an eighth grade Physical Education class for fitness.  This is an image that can help deliver information using media from the web with the help of fireworks to simply add some color to the image.

Diffusion of Innovations: 3.2

Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.

I decided to use my research synthesis paper from EdTech 501 for my first artifact.  This paper is an example of how to start to look at and try to understand how properly start to plan and implement technology.  My paper was on technology in Physical Education.  I look at this paper as the start to any school looking to even considering technology in the gym.  It discusses many options of technology as well as some that are currently being used yet not effectively.  This paper exhibits my ability to develop a strategy for implantation and or use in an educational situation.  This was a project is a design to try to determine if the proposed project would work for a school.

The second piece for this section was my 506 unit plan.  I felt that this unit plan was a perfect fit for this unit.  This unit is composed of three major lessons of the body and allows students to maneuver through the unit at their own pace.  I looked at my own curriculum at the time and thought of a better more interactive way for my students to gain the knowledge about the body I was trying to teach.  This lesson allows the students to not only take time during the day to explore the lesson and work but also work at home and really take a personal interest in their own education.

Implementation and institutionalization: 3.3

Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.

For this standard I chose the lesson in EdTech 502, which is my m-learning lesson.  This lesson utilized student’s mobile devices and forced them to not only calculate calories out in the real world but also track a bike ride, run or walk outside of school.  Students were allowed to use a route that had all ready been drawn up and run/bike/walk it or they were allowed to create their own route.   “For learning to occur, students must chose to attend to stimuli in the learning environment that are related to the learning task.” (Smith& Ragan, 2005)  This lesson demonstrates that I am able to complete a lesson that gets students out in the “real world,” and active using their mobile devices.

Policies and Regulations: 3.4

Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.

I chose two artifacts for this standard from the edtech 502 class.  My netiquette page, I feel is a perfect set for this standard.  The netiquette page goes through the rules of online communities through netiquette.  Myself developed this page. I first had to research and find information for students to use when communicating outside of class.  This lesson was built for students in a middle school guitar class.  Students were to communicate with each other through messages and wikis.  This was a quick lesson that showed the students how to properly communicate with one another.  This artifact demonstrates that I have the knowledge to convey rules and regulations to incoming students in and online community.

The second artifact is the copyright activity.  This activity was developed to demonstrate to students what is legal to use in the educational world and what is not or needing permission.  This page number one has bright colors to allow students to become engaged in the material that they are learning but also utilizes outside resources that help student understand policy and rules when it comes to using others work.  This artifact shows that I am able to utilize technology to teach different rules and to also know the rules that are being taught.  This page was created for a music class but could be used in all settings and disciplines in education.  I used this lesson in my classroom for my guitar classes.  A lot of students want to use and play other material and I thought that it would be a great idea to show students the proper channels to go through if they ever tried to make music a career.  They were also taught how to copyright their own music through the lesson.

Standard 4: Management

Project Management: 4.1

Project management involves planning, monitoring, and controlling instructional design and development projects.

I have chosen to use Heart Rate for Success project from Edtech 505 for this artifact.  Heart Rate for Success is a paper that demonstrates how I have learned how to not only make a plan to bring to a table but research the plan, evaluate using different tools and assessments and find a conclusion to the plan whether it was the initial thought or a completely new process that we are thinking about.  This project also demonstrates that I can put together a plan that manages others in the process of building a lesson or idea utilizing technology in the schools.  I used this paper as a starting point for current school that I am at right now.  The Physical Education staff and administration used this paper to determine if heart rate monitors would benefit our students.  This program was and is being used in my current classroom for my students.  It is a process that I created monitored and evaluated.  These aspects demonstrate that I am able to manage all aspects of the project.

Resource Management: 4.2

Resource management involves planning, monitoring, and controlling resource support systems and services.

For this standard I used my 523-communication plan.  This communication plan outlines the process of communication between students, parents, teachers/facilitators and administrators.  It was designed so that all parties involved in a class would know who and where to find answers to questions or concerns at all levels and areas.  This plan is a development that demonstrates that I can set up a chain of command that for an entire educational system that would be online or even in a traditional or combined school or non-school setting.  “In order to design and deliver collaborative courses successfully, instructors need to assess themselves to determine their comfort level.”  (Palloff & Pratt, 2005) I felt that using this artifact is allowing me to work collectively with my peers and students.

Delivery Systems: 4.3

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.

533 YouTube for Educators was the perfect option for this standard.  I chose to use my final channel that was made over the course of the class.  This channel is made for a middle school or high school guitar class.  I developed all lessons, with outside videos that were added to my playlist from other channels that also allowed my students to explore beyond my channel.  This project demonstrates that I am capable of implementing many lessons in a different delivery than the traditional stand in front of class and talk to students.  This lesson was used in my guitar classes.  The videos were that I created were the main bulk of the class while I was also able to find and use other videos that I found appropriate for students to watch and access at school and home so they could learn more about a skill or song they were interested in.

Information Management: 4.4

Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

The virtual fieldtrip I developed for guitar students is my choice for this standard.  I took time to find resources for the students to use and put them in the order of the class that I was teaching.  This lesson was build for students in a middles school (6-8) level for guitar.  Students had the opportunity to research different guitarists and their genre they played.  We started with rock to get the kids interested and then finished with a Spanish style guitar that a majority of students do not really take much interest in.  I demonstrate that I can develop a lesson and manage the content that is presented in the lesson to students.

Standard 5: Evaluation

Problem Analysis: 5.1

Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

I have used three artifacts for this standard.  The first artifact I chose was my Tech Use Plan in my 501.  The tech use plan is an artifact that demonstrates the proper way to approach trying to implement technology into an environment.  This piece demonstrates that I am able to develop a plan that will analyze programs before just implementing them.  I used this plan to refer to when the faculty and myself where looking at incorporating Heart Rate monitors into our gym.  It is a simple resources that outlines how to follow the proper steps in working towards technology in to the gym or classroom.

The second artifact chosen for this section is my school evaluation from the 501 class.  The school evaluation is a paper that is looking at the use and need of technology in the school.  It contains many different studies and looks at the different areas such teacher versus student with access to technology.  This artifact was a huge benefit at the school I started at.  I used this to help my staff look at the need of the student and what assignments might not be beneficial for the students to do when they are at their homes.  We came up with a homework plan for our students that would allow for completion from all students and make it a fair opportunity for those with a lower socioeconomic status versus the ones with the resources to do everything with technology. This artifact demonstrates that I am able to properly evaluate a current situation at a school environment with students, teachers and administrators and properly implement these strategies and outcomes to our goals.

The third piece for this standard is the evaluation proposal from 505.  This artifact is a proposal that was developed by myself.  It focuses on trying to implement a new program to Far West Labs.  I was responsible for putting together a team, a goal, and a plan and then assess each step of the program.  This project is a way for myself and staff to evaluate any project that we want to incorporate into the classroom and school.  I show that I am capable of collecting data and then evaluating the data.  I also demonstrate that I am able to relay that information to a group to give them the best idea as to what they want to pursue as a group.

Criterion Referenced Measurement: 5.2

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

I chose to use my 503 Instructional Design paper.  This project was based around middle school guitar students.  They were to develop their own lessons for teaching their peers and others who might want to learn how to play.  The students would film a lesson and then upload it to the school YouTube channel for their final project that was included.  This project allows me to determine mastery from the students based on their final project and the materials developed.  By using different evaluation techniques and activities this artifact demonstrates my understanding of Criterion Referenced Measurement.

Formative and Summative Evaluation: 5.3

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.

I chose to use my 503 Instructional Design paper.  This project was based around middle school guitar students.  They were to develop their own lessons for teaching their peers and others who might want to learn how to play.  The students would film a lesson and then upload it to the school YouTube channel for their final project that was included.  I felt that that through the formative evaluation I was able to better prepare myself for a more summative approach to my classroom.  “Summative evaluation is conducted after the instruction has passed through its formative stages.” (Davidsons-Shivers, Robinson, 2006)

Long Range Planning: 5.4

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.

I chose to use the Tech Use plan from the 501 class.  This assignment forced me to really think about technology in education and in my personal classroom.  This artifact was a piece that allowed myself to evaluate different aspects of technology in education and how to incorporate these aspects into the classroom.  This artifact demonstrates that I have long term planning skills; I am capable of looking ahead and planning for future issues and or revisions that may have to be taken into consideration.

Conclusion

Over the last two and a half years I have been able to improve my classroom through technology that has allowed my students to gain more knowledge.  This program has given me many different ways to incorporate different aspects of education that I would have never even considered before.  This process has been a long and challenging experience, the workload has been fair yet made myself work hard.  I have learned so much through the EdTech department and would not trade my experience or time with the knowledge that I have gained.  To quote my favorite band, Of A Revolution (O.A.R), “I feel home when I see the faces that remember my own.”  For the last two and a half years this department has been a home from home and the people I have been around and gotten to know I will not forget.

 

 

 

 

 

References

Palloff, R., & Pratt, K. (2006). Collaborating online. (1st ed., Vol. 1). San Francisco: Jossey-Bass.

Davidson-Shivers, G., & Rasmussen, K. (2006). Web-based learning: Design, implementation, and evaluation. (1st ed., Vol. 1). New Jersey: Pearson.

Lohr, L. (2008). Creating graphics for learning and performance. (2nd ed.). New Jersey: Pearson.

Smith, P. L., & Ragan, T. L. (2005). instruction design. (3rd ed.). Wiley Jossey-Bass Education.

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