References

References

CAST(2013). UDL Guidelines 2.0 / National center on universal design for learning.

Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online

      learning: Effective strategies for moderators. Madison, WI: Atwood.

     Learning and Teaching Writing Online: Strategies for Success. (2015).

Cournoyer, B. (2012). What’s the difference?. Informal vs. Formal Learning. Retrieved

from: http://www.brainshark.com/ideas-blog/brainshark-articles/2012/February/Informal-vs-Formal-Learning-Difference.aspx.

Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of

Engineering Education, 94(1), 57-72. Retrieved from

Hall, T., Strangman, N., & Meyer, A. (2003). Differntiated instruction and implications

for UDL implementation. Wakefield, MA: National Center on Accessing the

General Curriculum. Retrieved from

http://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdf

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that

works: Research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development.

Mills, G. E. (2011). Action Research: A guide for the Teacher Researcher. Upper Saddle                      River Pearson Education, Inc.

Spurlin, J.E., Rajala, S.A., & Lavelle, J.P. (2008).  Designing better engineering education

through assessment: a practical resource for faculty and department chairs on using assessment and ABET criteria to improve student learning. Sterling, VA: Stylus Publication, Inc.

TED. (2006). Ken Robinson says schools kill creativity [Video]. Retrieved from TED

     Talks: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Using Technology with Classroom Instruction that Works (review). (2012). The Journal

of General Education, (2), 176.

PLO 8

Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership (PLO 8).

Program Learning Outcome 8 is a program learning outcome that gives the capacity to use technology to teach someone something new.  Technology is not only earmarked for student’s but also can be carried over into all areas of education.  As an instructor, the use of technology and new ways of teaching can be the difference in how the attention of the students is gained and maintained. Though technology is useful in many aspects of teaching or directing, there are other avenues to use to obtain the attention of the audience.

Learning and leadership can be enriched inside organizations by increasing work satisfaction, productivity, and motivation that will result in “small wins” for all stakeholders.  Although “small wins” are different for everyone, a positive behavior is the outcome of any “small win” because it alters one’s behavior positively.  To increase “small wins” within an organization, changes must be made to improve work performance (Riggio, 2012).  Organizational changes tend to elicit different reactions, thoughts, and motivation.  Change outcomes are unpredictable, but the benefits are foreseen.  An effective implementation change of strategy will result in “small wins” that will positively impact everyone involved (Spiro, 2011).  The benefits of a small win always reinforce the positive to the student and educator.  It is also observed that through “small wins” teachers can create momentum to build upon for the next teaching goal.

This activity will cover Program Learning Outcome 8 “demonstrates the ability to make informed decisions regarding the use of technology in support of learning and leadership.” 

Supporting Learning and Leadership with Technology

References

Liu, Chih Cu. & Chen, I Ju. (April 2010). Evolution of constructivism. Contemporary

issues in education research. Vol. 3 Number 4.

Riggio, E. R. (2012). Using “small wins” to advance your work career. Psychology

Today. Retrieved from: https://www.psychologytoday.com/blog/cutting-edge-leadership/201201/using-small-wins-advance-your-work-career

Spiro, J. (2011). Leading change step-by-step: Tactics, tools, and tales. San Francisco, 

Ca. John Wiley & Sons, Inc.

PLO 6 & PLO 7

Evaluate technology resources to facilitate effective assessment and evaluation (PLO 6).

Utilize technology to collect and analyze data, interpret results, communicate findings (PLO 7).

Program Learning Outcome 6 evaluates technology resources to facilitate effective assessment and evaluation of the learner.  In high school level, assessment has become a big topic.  Assessment is used to measure the students learning, efficiency of lessons, value of knowledge, and shows mastery of the learning goals.  Assessment is measured in many different ways in the schools today. 

Program Learning Outcome 7 utilizes technology to collect and analyze data, interpret results, and communicate findings.  Formative Assessments, observations, projects, essays, and exams are ways to use data to analyze student growth.  By using the data collected it reveals the student's strengths and weaknesses in a particular area.   

In today's classrooms, technology is often used in education.  Technology is evolving in the sense of the class that educators have had to find ways innovative ways of administering evaluations and assessments to ensure that the quality of education they are delivering is truly efficient and that their students are truly learning and retaining the content being taught to them.  In using technology in the classroom, it allows the student to demonstrate the knowledge that they have gained in the classroom.  Technology also makes it quicker for educators to see what their students have learned and helps them get a better understanding of what they need to work on with the student.  When using the proper technology the learning process is more efficient for the student and it allows the teacher to measure what the student has retained.  This will also allow for the teacher to make adjustments and tailor the learning process to meet the needs of the student. 

This activity will cover Program Learning Outcome 6 “to evaluate technology resources to facilitate effective assessment and evaluation" and program learning outcome 7 "to utilize technology to collect data, interpret results, and communicate findings"

Assessment and Evaluation using Technology

References

Bedard-Voorhees, A., Johnson, L.M., & Dobson, P. (2011).Letting them show what they know:

Digital assessment strategies. [Book Submission Chapter Final Version]. In S. Hirtz and K. Kelly (Eds.) Education for a Digital World 2.0, Section F: eAssessment: Measuring in Ways that Matter. British Columbia: Province of British Columbia.

Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from:

http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

PLO 5

Exemplify ethical practices of technology usage.

Program Learning Outcome 5 exemplifies the ethical practices of technology usage. 

When using technology as a part of a lesson, a teacher must strive to use the ethical practices to ensure that all students are safe and being treated fairly.  I have found that students need to know that computers software is protected by copyright laws.  They also need to know that it is unlawful, as well as unethical, to make copies of textbook pages, websites, and computer programs without permission or payment of the person or persons responsible for the work.  When I speak to my students at the beginning of the school year, I stress that plagiarism is easier with the help of the computer.  Students need to understand when and how to cite sources in both print and electronic formats.  With the help of some websites, it will allow you to input information and it will cite the reference for you but students also need to know how to cite it on paper in class.  When using technology as a part of a lesson, a teacher must strive to use ethical practices to ensure that all students are being treated fairly and are safe.  According to Lin (2007), there are several methods that all teachers should employ to ensure that they are developing technology use strategies that are ethical. 

The revised assignment involved the creation of the classroom blog that students could access at any time of the day.  The blog was also set up for parents to check homework and assignment due dates.  Also, then the intent of the blog was to include a link to a classroom wiki where students could participate in class discussions together outside of the classroom.  In researching the use of blogs, the teacher found that there are many different types of blogs.  “Blogs and wikis have tremendous potential to increase learning as long as they are used appropriately” (Heilferty, 2011, p. 947).  In reviewing many education blogs, the major lesson that was found to be missing from the lesson was an explanation of ethical guidelines and principles.  According to Heilferty (2011), people often fail to realize that the information they post to online discussion forums such as blogs is going to be read by others, sometimes by many others.  According to the Heilferty (2011), even private classroom blogs and wikis can be hacked, so students need to be aware that any information they post on these social networking sites in not too personal or embarrassing.  When reviewing these resources, it was fascinating that classroom blogs can be hacked even if they are private. 

This activity will cover Program Learning Outcome 5 “to exemplify ethical practices of technology usage.”

Ethical Practice of Technology Usage

References

Heilferty, C.M. (2011). Ethical considerations in the study of online illness narratives: A qualitative review. Journal of Advanced Nursing, 67(5), 940-959.

Lin, H. (2007).  The ethics of instructional technology: Issues and coping strategies experienced by professional technologists in design and training situations in higher education.  EducationalTechnology Research & Development, 55(5), 411-437. doi:10.1007/s11423-006-9029-y

PLO 4

Apply research to support learning in a technology-enhanced environment.

Program Learning Outcome 4 is applied for research to support the learning in a technology environment.  While searching on the Ashford library, I came across an article that focused on a school which tried many different ways to help their students interact and socialize more with their peers. The school began by using Facebook as a way to get the students to socialize with one another. The school did not require them to use Facebook, but those who had Facebook accounts were not using their accounts to socialize with their classmates. Most of those students were using Facebook to play games and connect with people outside of their class. The school tried for a few years a new program called Ning that only gave access to students to connect and socialize with only their classmates. The students used this software to create tutoring groups to help one another out. The teachers were able to use the software to give assignments and give feedback to all students. After the students had used the program, the school polled the students, and they found that students felt that they can express how they felt and connect with other classmates. They also found that this software helped students ask more questions to the teachers because they were able to ask questions discreetly.

I think this is an excellent article about the program learning outcome four because it shows a school that notices a deficiency and acts to fix the problem. This program gives the students sense of ownership and lets them express themselves while socializing with their peers. I had the opportunity to use a Learning Management System in my previous class that I taught for special education students and found that 95% of my students socialized more using the Learning Management System (LMS) than in a traditional classroom. I have students now that will answer a discussion question and interact with peers because they do not need to speak in a public setting area. This is a great tool for the "shy" student, who wants to participate but doers not want to talk in public. I think this is a great way to get our students to socialize more with their peers.

The PLO 4 activity involves research, exploring, and supporting information needed to help increase the technology environment for online education.  The activity encourages learners to search popular articles and evaluations to reach a conclusion on the effect of collective websites.  The PLO 4 is used to help the educator research for answers, incorporate statistics, data and analysis information throughout the MATLT program. 

E-Learning Mind Map 

This activity will cover Program Learning Outcome 4 “to apply research to support the learning in a technology-enhanced environment.”

Learning in a Technology-Enriched Environment

References

Barbour, M., & Plough, C. (2009). Social Networking in Cyberschooling: Helping to Make Online Learning Less Isolating. Techtrends: Linking Research & Practice To Improve Learning, 53(4),56-60. doi:10.1007/s11528-009-0307-5

Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. Retrieved from 

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf 

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from http://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdf

TED. (2006). Ken Robinson says schools kill creativity [Video]. Retrieved from TED Talks: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

PLO 3

Design learning opportunities that apply technology-enhance instructional strategies to support the needs of all learners.

Program Learning Outcome 3 is used to understand how instructional design is used to support the needs of all learners.  It is also critical to the academic success of students.  It is crucial that the teacher knows who diverse students are, how they impact the classroom, and how the learning process affects each of them.  Furthermore, when the classroom environment is created all students have the opportunity to be engaged in the learning process and requires the teachers to look at the technology in the classroom and determine what is beneficial.  


As an educator, it is critical to building relationships and understand students so that the class will run smoothly.  Although most students have the knowledge and understanding of most topics, it is important to support the struggling learners.  Understanding which students will need additional support is necessary if a teacher expects to be successful in the classroom.  Educator needs to keep the students focused and engaged to maintain the students on track. In the past, teacher-centered learning was important, but today the class is geared to the student-centered learning.  Teachers need to create a classroom environment that all students can have the opportunity to be a successful student.  
According to Willoughby, No two students enter a classroom with same abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group. Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills (2005).  As an educator, we need to find the many learning styles are the learners and incorporate those skills into the learning environment.  There are seven different learning styles that the educator needs to examine to find which learning style is best suited for their students. 

This activity will cover Program Learning Outcome 3 “designing learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners.

Supporting the Needs of all Learners

References

A Handy Visual Featuring The 7 Learning Styles. (n.d.). Retrieved January 11, 2017, from http://www.educatorstechnology.com/2014/09/a-handy-visual-featuring-7-learning.html

Willoughby, T., & Wood, E. (2008). Children's learning in a digital world. Malden, MA: Blackwell Pub.

PLO 1 & PLO 2

Demonstrate knowledge and skills related to learning using technology (PLO 1).

Demonstrate knowledge and skills in current and emerging instructional technologies. (PLO 2).

Program Learning Outcome 1 ensures that the educator knows what they are doing and how to use the technology before the instructor teaches it to their learners.  The students will look at the teacher as the role model about the technology.  The student will also turn to the teacher for assurance of using the technology correctly.

Program Learning Outcome 2 reminds the educator to use technology in lessons to help with student engagement. Students are very much familiar with the use of technology that they tune out when the lesson is basic lecture and notes.   The educator can add presentations, the use of the Internet or computers or even the use of a smartphone to allow for visual and auditory stimulation and leads to better student engagement. According to Dabbagh (2006), emphasizes on structuring, organizing, and sequencing information to facilitate optimal processing. 

This activity will cover Program Learning Outcome 1 "demonstrating the knowledge and skills to learning using the technology in the classroom" and Program Learning Outcome 2 "demonstrating the knowledge and skills in current and emerging instructional technologies"

Current and Emerging Instructional Technologies in Technology


Dabbagh, N. (2006) Instructional design knowledge base. Retrieved from

           http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm.