Standard 2

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

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.

Artifact: Figure / Ground: Adding Comments to Google Docs
Course: Edtech 506 - Graphic Design for Learning
Format: Webpage

I created a series of posters in Edtech 506 for teachers to use in their classroom to support a Google Apps for Education pilot program in my school district. This artifact was designed to assist students in adding comments to a Google Doc, and focusses on the “Figure / Ground” design principle. Lohr (2008) mentions that it is the designer’s responsibility to “create a clear distinction between the figure and the ground and help learners by doing some of their brainwork for them” (p.108). It took several iterations for me to arrive at this final design. I knew the elements I wanted to emphasize, but initially it was challenging to highlight them in the visual. I made a conscious effort to only include the most essential information, and I tried to lead the learner through the visual by using color gradients to direct their eyes. Arrows focus their attention to critical pieces of information. The use of textual descriptions was kept to a minimum, as the intended use of the visual was to be a poster on the wall, and I knew learners would be viewing it from a distance. While figure/ground was the emphasis for this artifact, the concept of CARP (contrast, alignment, repetition, proximity) is also evident and plays a prominent role in its effectiveness.

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.

Artifact: Migrating to Windows 8
Course: Edtech 541 - Integrating Technology into Classroom Curriculum
Format: Webpage

Our district provides new laptop computers to all staff members every five years. The last batch of computers were touchscreen tablets with Windows 8 installed as their operating system. This device was significantly different than the equipment the staff at my building were used to using. I knew there would be lots of confusion about this technology, and a high demand for professional development. To address my staff’s concern, I created a website in Edtech 541 with multiple, carefully selected videos to explain how to use the touchscreen device, as well as navigate the Windows operating system. The videos were selected because they address the user’s expected needs, and organized in a manner to present the most critical information first. Laptops are distributed to teachers on the first day they return from summer break. It is a stress filled week and spare time is at a premium. I knew my teachers both needed and wanted information about the new computers, but would not have time to attend any pd classes. By using video to explain the essential concepts, faculty could review the material after the work day when they might have more free time. This material proved extremely helpful at the start of the last school year in which the laptops were distributed, but also I was able to reuse the content in this current year, as new hires to the district needed to learn how to use the tablets as well.

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

Artifact 1: Grade 5 iPad Lesson: Multiplication and Division of Fractions
Course: Edtech 501 - Introduction to Educational Technology
Format: Video / Slideshow

Artifact 2: Virtual Field Trip: Westwoods Trail System
Course: Edtech 502 - Internet for Educators
Format: Website

In this artifact for Edtech 501, students used iPads to explore fractions and present their findings to the class. Working with a fifth grade teacher, I developed a lesson which is aligned to the district’s math standards, as well as the Common Core State Standards for speaking and listening, and language. Students worked in groups and had to solve real life problems which required the multiplication and division of fractions, and then present their findings in a visual format using the Doceri iPad app. Students displayed their work on an interactive whiteboard using Apple TV. Doceri allows students to record their drawings on a simulated whiteboard, and then add audio to explain their thought process as the animation plays. The lesson proved so successful that the process was repeated for an additional math topic later in the year.

Another artifact that addresses computer-based technologies is a virtual fieldtrip website I created for Edtech 502. In this activity, students explore the Westwoods trail system from within their classroom. Originally, the site was designed to be used by students that either missed the class field trip to Westwoods, or were unable to participate in the trip due to special circumstances. The website incorporates videos, photo slideshows and animations to explain and demonstrate the key features of the trail system which the student would have experienced if they attended the trip. The site proved to be so beneficial that it was used as a precursor to the field trip to acquaint students with what awaits them. Teachers found that by exposing the students to this material before the actual field trip, the students were more engaged and asked better questions on the trip.

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.

Artifact 1: Asynchronous Lesson: Preparing for SBAC Testing
Course: Edtech 521 - Online Teaching K-12:
Format: Adobe Connect Presentation

Artifact 2: Junior Audubon: What Does Big Bird Eat?
Course: Edtech 542 - Technology Supported Project Based Learning
Format: Website

I selected two artifacts to highlight standard 2.4, as they both make use of multiple technologies to achieve their instructional goal. The first example is from Edtech 521, and is from my asynchronous lesson project. I chose to develop a unit that focuses on preparing students for Smarter Balanced testing (SBAC), the electronic assessment component of the Common Core State Standards (CCSS). The SBAC tests require students to work with multiple technologies, such as text, audio recordings, videos, and still photographs. This lesson introduces teachers to several tools to create content for their classroom in the various formats that students will experience during the SBAC test. A sample of each type of SBAC test question is presented in the asynchronous lesson, and then a specific tool is presented so teachers can make classroom activities that give students practice working with the diverse media formats. Teachers are shown how to embed videos onto classroom websites, use Vocaroo to create audio clips, and how to scan print material on copiers so students can practice reading complex texts on digital devices.

My second artifact using integrated technologies is from Edtech 542, and is my final project which was built for our school’s Junior Audubon Club. In this project based learning (PBL) lesson, students use multiple forms of technology to answer the driving question “What do a bird's physical characteristics reveal about its basic behaviors?” During field walks, students use smart phones to photograph wildlife and access digital field guides for plant and animal identification. Handwritten journals are used to record thoughts and make field sketches. Bird calls are played on mp3 players to practice birding by ear skills, as well as to attract birds. In class and at home, online birding videos and PDF guides are available to introduce students to new concepts. Encapsulating the entire project is the class website which guides the students through their discovery.