Standard 4

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.

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

Artifact: Google Pilot Evaluation
Course: Edtech 505 - Evaluation for Educational Technologists
Format: Scribd Document

My Edtech 505 Google Pilot Evaluation is an example of an artifact that demonstrates my project management skills in two different ways. This artifact required data collection through surveys and research, and interviews with multiple stakeholders. I took this class over the summer, and the condensed eight week format made the project management component even more critical, because getting access to teachers, administrators and students was difficult. I had to juggle multiple aspects of the project simultaneously, and diligently follow-up on correspondence to keep the project on track. The limited availability of resources presented scheduling challenges, and required advanced preparation. I needed to be flexible to adapt to changing situations and open to non-traditional approaches. While this artifact required personal project management skills to complete the assignment on schedule, the Google pilot which is the topic of this artifact, also required substantial management skills. I played an active part in the pilot program and had to address the needs of the stakeholders, which included the superintendent’s office, the technology department, teachers, parents and students. I also had to keep the pilot on schedule while our district participated in Smarter Balanced testing over a three month period. Throughout the pilot, I had to actively monitor its progress and be ready to react when necessary. The pilot was a success and our district gained essential insight that will be critical in our move to Google at a district level.   

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

Artifact: Netiquette - Responsible Use
Course: Edtech 521 - Online Teaching K-12
Format: Video / Slideshow

As technology continues to invade all areas of education, the idea of responsible use must become embedded in the culture of schools. In this video presentation on netiquette for Edtech 521, I discuss the challenges of cyberbullying, copyright laws, online safety, and the appropriate rules for participating in chat rooms, discussion forums and email communication. Simply providing students and teachers with access to technology is insufficient. Schools must model responsible technology use and instruct users how to employ technology in an appropriate and safe manner. This needs to be a district wide coordinated effort so that students are exposed to proper netiquette throughout their educational experience. As a result of my work on this project, I collaborated with our building’s media specialist, who is responsible for providing students with the skills to be responsible digital citizens to ensure that the students in our building are receiving the proper information. Through her professional learning communities (PLCs), she was able to present our conclusions to the media specialists in other buildings, so that our district could create a comprehensive program across all grade levels that prepares students for participating in a cyber-world.

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.

Artifact: Relative Advantage Chart
Course: Edtech 541 - Integrating Technology into Classroom Curriculum
Format: Scribd Document

For Edtech 541, I created a relative advantage chart for middle school teachers to help them identify situations where technology could help them address an unmet educational need. The chart identifies a specific learning challenge, and then highlights a technology that could be used to meet their goals. In the column labeled “relative advantage,” there is an explanation of how the technology supports the learning objective and why its use offers a benefit. Lastly, the chart explains the expected outcome that should be achieved by the approach. Larson and Lockee (2014) state “ is important to remember the bottom line: technology should always be used to meet a specific instructional need!” (p.184). The power of the relative advantage chart is that the essential information is organized and streamlined into a format that is easily understood by users, so that they can align their instructional needs with the appropriate tools.

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.

Artifact: School Evaluation: Technology Maturity Benchmark
Course: Edtech 501 - Introduction to Educational Technology
Format: Scribd Document

For Edtech 501, I performed an analysis of the technology adoption at a middle school based on the maturity benchmark model from Peter Sibley’s and Chip Kimball’s work “The Technology Use Plan Primer.” By categorizing the schools adoption of technology into four discrete stages (emergent, islands, integrated and intelligent) and then analyzing these stages with administrative, curricular, support, connectivity, and innovation filters, I was able to build a thorough representation of the school’s current technology reality. The results were enlightening and showed that our district is technology rich, but we often do not provide the support or long term planning needs that would move us fully to the intelligent stage. This analysis became one more tool in my arsenal to demonstrate that our district needed a technology integration specialist position. When I spoke with administrators I didn’t tell them “what I thought,” but rather I used data from the district to show them their current reality. Many administrators indicated that they suspected problems with our approach to technology professional development and our ability to provide in classroom support, but never had access to such a focused and detail summary of the situation.