Running head: EDUCATIONAL REPORT ETEC 5303

Educational Report ETEC 5303 Computers in K-12 Nelson B. Brock University of Arkansas

Educational Report ETEC 5303 Abstract

The culminating project for ETEC 5303 was to compile course work projects into a comprehensive website which could be used to inform others about using computers for learning in k-12 classrooms. The components include: a technology vision statement, a technology resources repository, Internet safety guidelines, adaptive/assistive technologies, four technology integration pages covering different subjects, a database lesson, a chart of relative advantages of using various technology, and other informative presentations.

Educational Report ETEC 5303

Project Description The coursework began with a few assignments to prepare us for larger projects later in the semester. We prepared presentations to introduce ourselves, to explain about what we learned when we explored networks, built a role play website to introduce a notable learning theorist (I chose Robert Gagn), and started gathering examples of technology used in classrooms to build a resources repository. The final website that I created includes specific components researched and developed during my coursework in ETEC 5303. Our first task to include in the website was a Technology Vision Statement. My statement was based on my viewpoint as a classroom teacher. It focused on the association of technologies with teaching and learning. Technology should not be used without appropriate application to pedagogy and content knowledge. Resources used for my technology vision statement included NETS for Students 2007, NETS for Teachers 2008, the Roblyer and Doering text used for our coursework. I placed the ETEC 5303 technology resources that I had gathered throughout the semester on one page and used a tabbed spry element to condense the information and limit vertical scrolling. I divided the resources into five categories: general education, networking, technology integration, assistive technologies, and Internet safety. My Internet section included Internet safety guidelines, using Internet for education, and examples of adaptive/assistive technologies. The Internet safety guidelines targeted students, parents, and teachers. To show how the Internet can be used in education I demonstrated interactive applets used in education. A YouTube video example was embedded into the

Educational Report ETEC 5303 presentation to provide a visual. My sources for interactive objects covered a vast array of subjects. I learned many things concerning adaptive/assistive technologies. One aspect is the legality of providing assistive technology. The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act (for regular as well as special education students AND their parents) make provisions for providing Free Appropriate Public Education (FAPE). Part of these provisions includes assistive technology devices. According to Section 602 of IDEA, an Assistive Technology Device means any item, piece of equipment, or product system, whether acquired

commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. I provided technology resources for hearing, vision, mobility, and learning/speech/language impairments. Informative video presentations were also included with this information. I used a collapsible spry menu to compact the adaptive/assistive technologies presentation on to one web page. One of our main tasks in ETEC 5303 was to show how technology could be integrated into various subject matter content. I chose math, science, foreign language, art, and music as my subjects. I researched different forms of technology used in these subjects, noted the relative advantages of using these technologies as opposed to not using them, and provided resources for those technologies. I devoted a webpage to each subject and used collapsible spry panels to reduce page scrolling. This part of the project took more time and consideration but targeted a major goal of the course of showing how technology should be considered when designing instruction for K-12 classrooms.

Educational Report ETEC 5303 I chose to include other mini-projects such as a developed database lesson plan that used Microsoft Access, a presentation on Virtual Worlds, a presentation on Networks, a relative advantage chart, and a technology funding handout example that I created using Adobe Photoshop. The website was required to have a page devoted to the AECT Standards, the standards the educational technology program follows for instruction. The different standards cover design, development, utilization, management, and evaluation. The

purpose of this part of the website was to get me to thinking how I would reflect upon my masters program and recognize where each standard was addressed in my studies and activities. Again, I used a spry tabbed element to organize the AECT standards matrix. I also included a page that listed the mission and goals of the College of Education and Health Professions as well as the ETEC Program. A page was also devoted to the competencies addressed during the ETEC 5202 coursework.

Program Identification Standard #1: Design 1.3 Create Instruction for Various Learning Styles Auditory, visual, and kinesthetic learning styles are addressed with the following components of the ETEC 5303 Website Project: video presentations embedded into the web pages (auditory and visual), text and photos provided information and guidance (visual), disseminating the project via website provides kinesthetic learners with a handson approach.

Educational Report ETEC 5303 1.4 Use Appropriate Delivery Methods for Instruction This website project is very appropriate for delivering the instruction that was

developed throughout the semester. It is a culmination of the majority of the assignments that were processed during my studies in this course. The exercises during these assignments allowed me to learn about and incorporate a variety of delivery methods of instruction. This website can be used to instruct other educators about using computers in K-12 classrooms. The following narrative describes some of the delivery methods used in this website: embedded videos, hyperlinks to related content, and a resource list page. One delivery method in particular I used was embedded videos. I used this method on the Adaptive/Assistive Technologies page. At the beginning of each impairment area I inserted a video about that impairment to provide more awareness of that impairment, how it impacts others, and in some instances provided examples of tech solutions for that impairment. Learners can identify and choose solutions more effectively when they have a better understanding of the problem. Videos allow learners to see and hear information. Sometimes information is already in a form that can be used for instruction on the Internet. Using hyperlinks from my website directs learners to that information. Providing a path to learning is a goal in education. To make sure they do not get lost I opened links in new windows to keep the current window accessible and to allow learners to compare information from multiple sites. There are some schools of thought in web design that keeping content in the same window is the only way to go and just use the

Educational Report ETEC 5303 back button. I will have to agree to disagree with that method. I prefer to use both methods. I believe it depends on how the navigation will be used. Speaking of copious amounts of information on the Internet. The amount of resources I found during my studies was better disseminated to viewers by aggregating and sorting the resources on the ETEC 5303 Resources Page. Providing a short description gives viewers a clue of what each resource link provided. This saves the viewer time in deciding which resources to explore.

Standard #2: Development 2.3 Create Visual Materials that Enhance the Learning Process Two important concepts that I learned during my masters study of Educational Technology is 1) It is best to mix pictures with words when creating instruction, and 2) Getting the attention of the learner is one of the initial steps in providing instruction. An example to exemplify my employment of substandard 2.3 is the use of a web application called Prezi.com to create a presentation (http://prezi.com/tiiaqb2oh_io/exploringnetworks/) about networks. This was included in the Learning with Computers in K-12 Classrooms website. I searched for visuals that would enhance the learning process for this presentation. The web has many sources to find visual material to incorporate into visual presentations. Care needs to be taken to attribute the source of the visual material. Within Prezi I was able to chunk the material into appropriate sizes and arrangements to help students focus on the different aspects concerning networks. Prezi allows the creator to make a dynamic presentation by allowing for movement that is translational, rotational, and dilatational. This type of movement helps to keep the attention of the

Educational Report ETEC 5303 learner better than using a mundane linear presentation that so many people have grown accustom to. I chose a red text color placed on a white background for the main title in

the presentation and attempted to keep that color theme throughout the presentation. The red on white provides adequate contrast. I like Prezi in that it is one canvass or slide that every asset is placed on. The various movements from one group of assets to another provide the flow of instruction. Learners are still able to navigate back and forth from one element to the other if they desire to review a part of the presentation. Another aspect of the Prezi canvass is a vast use of white space that can be incorporated into the presentation. I was pleased with the outcome of this presentation. I plan to use Prezi and other applications like it to create other visual learning materials. Prezi.com just recently added the ability to import and convert PowerPoint presentations into a Prezi presentation. This will save many instructional developers time and money because they will not have to recreate the assets. They will have the ability to re-chunk and/or rearrange the material into a revitalized presentation. 2.4 Create Interactive Media Presentations The spry tools used in Dreamweaver provides interactivity as the user navigates the website. On two web pages (AECT Standards and ETEC 5303 Resources) I used tab spry tools to provide multiple frames for users to choose from. As users click on each tab a corresponding resource frame is made available. I was able to chunk the material into the five standards with the sub standards listed within a tabbed frame. On five other web pages I used accordion spry tools to condense the vertical scroll of the web page. I learned during my studies that vertical scrolling needs to be limited to one and a half pages to keep viewers from becoming disassociated with the website. The accordion spry

Educational Report ETEC 5303 tool allows only the desired content to be opened in a vertical frame on the page. These tools provide users with the ability to choose what content they want to look at.

Standard #3: Utilization 3.3 Develop and Implement Effective Policies Related to Media-based Learning The Internet safety guidelines page gave me an opportunity to consider effective Internet use policies for students, parents, and teachers. I chunked the information into bulleted points for each audience. Each stakeholder in Internet safety needs to be informed of acceptable guidelines for Internet use. I have presented these guidelines to my students, fellow teachers, and parents of students at appropriate times to make sure these policies have been discussed. Occasionally I will revisit some of the Internet Safety content with students to keep them aware and vigilant in practicing appropriate Internet use. Besides using the Internet Safety page on this website, I also have students, their parents, and myself sign an Internet Safety Pledge as a record of their acceptance of these policies and guidelines. Specific guidelines that have been addressed in class with students are: 1. Guarding personal information. Students are told not to give out passwords and student I.D. numbers. If they forget passwords they can ask me to reset it. 2. Quickly exit an inappropriate website. Occasionally, students may find themselves at an inappropriate website. If they do they are instructed to contact me immediately so that that site can be blocked from the network. 3. Be aware of the rules regarding Intellectual Property. I have students to build and include an Internet Bibliography on projects where research on the Internet is warranted.

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4. Teachers Have consequences in place for violation of Internet policies. Just this past year. I was informed by another teacher administrator of our student communication accounts that a couple of students were using inappropriate language during an email interchange. I confronted the students with the printed evidence of their exchange and informed them of their computer privileges being revoked for the time period stated in the school handbook. 3.4 Identify and Address Barriers Impacting Media-based Learning On the adaptive/assistive technologies webpage multiple resources were provided for instructional designers or teachers to help assist learners with hearing, vision, mobility, learning, speech, and language impairments. I provided resources for all of the impairments that I included on the website. Relative advantages were provided for specific solutions for adaptive/assistive technologies. Since learning about many of these adaptive/assistive technologies I have shown students and other teachers many of those technologies that already exist on their desktop or laptop computers. Some students who are visually impaired use the magnifying application to view content on their screen. Hearing impaired students can use headphones to hear some of the text if they use the screen reader option. When students cannot hear or see video presentations in a whole group environment they can view the same video presentations on their own laptop using headphones. My classes do not contain many if any visually or hearing impaired students, but learning about the various solutions that are out there have been very eye opening to me. I am now better equipped to inform others about the many problems and solutions related

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to barriers of media-based learning. The website I constructed during ETEC 5303 helps in educating others of this subject.

Standard #4: Management 4.3 Manage Multiple Resources This website contained multiple resources. Keeping an organized collection of all of the mini-projects throughout the course was essential in providing a coherent deliverable website that contains information and resources to use in discussion. Dreamweaver helped me to build the website and has built-in functions that keep pages and assets organized both on the internal and remote servers for the website.

Educational Reflection This project incorporated many aspects of educational technology of which I have studied over the past two years. As an educator I appreciated the opportunity to research and implement the various ways that technologies can be integrated into K-12 instruction. One thing I have learned throughout this experience is that technology does not drive the instruction, but that incorporating various types of technology can disseminate instruction. The adaptive/assistive technologies were very intriguing to me. Before my experience with educational technology I was not aware of the many ways people of disabilities are served with adaptive/assistive technologies. This awareness helps me to keep all potential users in mind as I develop instruction. I hope that I can continue to design instruction that will be beneficial to many groups of people in the future.

Educational Report ETEC 5303 Finding technology that can be integrated into different subject matter was an

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enjoyable exercise. As a math teacher, finding resources for math was not as challenging for me as the other subjects of science, foreign language, art, and music. Researching material for the other disciplines was very rewarding and provided many tangential learning experiences for me. I plan to use what I have learned and the experiences I have gained with other teachers who are interested in learning more about integrating technology into their instructional practices.

Educational Report ETEC 5303 Resources IDEA Statute (Section 602) Retrieved from http://idea.ed.gov/download/statute.html

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