TF – II, TF – III, and TF – IV Narrative
In 2012, when Volusia County switched their Pre-k Curriculum to Houghton Mifflin Pre-K, the curriculum came with many songs to accompany the weekly lessons. However, music is an excellent tool for teaching concepts. Based on the article The Benefits of Integrating Technology, "A number of studies have been conducted that show using technology in the classroom to be beneficial to academic achievement" (Ranasinghe and Leisher 2009). Videos are a popular tool used to engage learners and enhance a learning experience. Using videos in the classroom with your students can support their learning by providing a diverse teaching technique for learning. I took all the audio and created videos embedding the audio into the videos making the audio more visually appealing. Many of the teachers used the videos in their daily lessons. Over the next couple of years, teachers would ask how the videos were made and teach them. During the 2015-2016 school year, the Pre-k department wanted to utilize more technology in the classrooms, so they asked if I would be willing to be a part of a technology team that would conduct a series of technology workshops throughout the school year. They wanted me to do a workshop on how to embed audio into video for the Pre-k teachers.
TF - II Planning and Designing Learning Environments and Experiences
ISTE Technology Facilitation Standard: Planning and Designing Learning Environments and Experiences states, "educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology" (2001). While taking EDTC 6465 Design of Technology Supported Learning Environments, I had the opportunity to create a technology-supported learning plan implemented into a technology-rich learning environment. I develop a professional development module and plan on how this can be implemented on a larger level and plan for implementation into any learning organization. The purpose of the training was to enable PreK teachers to obtain or improve professional knowledge and competencies regarding technology use to make curriculum modifications that support individual student engagement. Teachers hold varying beliefs and attitudes about the value and effectiveness of incorporating technology into their teaching (Hampel & Stickler 2015). Teacher education must consist of on-going training to help teachers develop their pedagogical awareness of how Information and communications technology (ICT) can enhance learning, especially in formal school settings (Germain-Rutherford & Ernest 2015).
In ETDC 6460 Foundations of Educational Technology Leadership, I examined the need to unify data collection among Pre-k teachers. The system would offer a single, efficient mechanism facilitating the collection, analysis, and storing of student data allowing teachers to focus more on instruction and less on data collection. According to the journal article Application of Total Quality Management in Education, "in education the focus should be on the improvement of teaching learning processes" (2007), teachers not spending all their time taking data and waiting for it to be analyzed. Data in education used to drive instruction. The current methods used are taking away from instructional time and burdensome to teachers. Based on the reading from Deming's Out of the Crisis, "improve constantly and forever the system of production and service better allocation the human effort" (2000).
TF - III Teaching, Learning, and the Curriculum
ISTE Technology Facilitation Standard: "educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning" (2001). Videos are a popular tool used to engage learners and enhance a learning experience. Using videos in the classroom with your students can support their learning by providing a diverse teaching technique for learning. An excellent way to bring subjects 'to life' and once a video is created, can be re-used. Based on the article The Benefit of Integrating Technology, "A number of studies have been conducted which show using technology in the classroom to be beneficial to academic achievement" (Ranasinghe and Leisher 2009). Meaningful learning occurs when selecting, organizing, and integrating information, which moves that information from working memory into long-term memory (Clark & Mayer, 2011, p. 260). Based on research, people learn best when learning something new by hearing and seeing simultaneously. The training incorporated a variety of instructional strategies consistent with adult learning principles. The training was developed around active learning (student-centered), where the participants were asked to engage in the learning process. The training's goal was to be appropriate for their classroom and for immediate implementation (goal-oriented). Goal-oriented training is important to adults as all training should be relevant to their jobs (focused on meaningful performance). A variety of methods were used during training, such as direct instruction introducing terms needed to be successful, discussions, hands-on activity, modeling, and practice. The measurable outcome was the completion of a Power Point video with music embedded.
TF - IV Assessment and Evaluation
ISTE Technology Facilitation Standard: "educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies" (2001). At the end of the training, the participants were given an End of Training Feedback Survey and a Professional Learning Implementation and Evidence form to complete. The end of the training feedback form was due at the end of the training session to be turned in as participants leave. This form provided feedback pertaining to the training itself to determine where improvements need to be made to the training to ensure all participants' needs are being met and the training is effective. The Professional Learning Implementation and Evidence form was due back within thirty days of the training. This form provides evidence as to how they implemented their training and the results of the implementation.
This project afforded me the experience and the ability to increase the opportunity for teachers to develop their knowledge and skills they need to address students' learning challenges and improve their instruction, meeting the needs of the 21st Century learner.
Clark, R.C. & Mayer, R. E. (2011). E-learning and the science of instruction – Proven guidelines for consumers and designers of multimedia learning (3rd ed.). In Reiser & Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (p 260). New York, NY: Pearson.
Deming, W. E. (n.d.). (2000). Out of the crisis. Cambridge: M I T Press
Farooq, M. S.; Akhtar, M. S.; Ullah, S. Zia; Memon, R. A. (2007). Application of Total Quality Management in Education. Journal of Quality and Technology Management v3 n2, 87-97
Germain-Rutherford, A. & Ernst, P. 2015. "European language teachers and ICT: Experiences, expectations, and training needs". In Hampel, R., & Stickler, U. eds. Developing online language teaching: Research-based pedagogies and reflective practices. Hampshire, England: Palgrave Macmillan, pp. 12-27.
Hampel, R., & Stickler, U. 2015. Developing online language teaching: Research-based pedagogies and reflective practices. Hampshire, England: Palgrave Macmillan
ISTE Technology Facilitation Standards. (2001). https://worldclassroom.webster.edu/courses/1390239/pages/tf-ii-planning-and-designing-learning-environments-and-experiences
Ranasinghe, A.I., Leisher, D. (2009). The Benefit of Integrating Technology into the Classroom. - International Mathematical Forum, No. 40. Retrieved from http://www.m-hikari.com/imf-password2009/37-40-2009/ranasingheIMF37-40-2009.pdf