The classes taken to address this standard were:

EDTC 6022 Designing Accessible Learning Communities

Key Assessments:

Accessibility Plan -- Create an accessible learning community by removing and preventing barriers for students with disabilities. In compliance with Federal laws, presenting the ethical issues, incorporating Universal Design Principles, and assistive technology in the classroom ultimately to enhance the school experiences of students with disabilities.

Universal Design Action Plan -- The plan included the key people who will ensure the plan gets accomplished; a goal statement that is clear, specific, measurable, and attainable. A step-by-step outline of what is to be done, and the plan included start and end dates as well as check-in dates and celebration dates. Details are included about dates and times for each step of the action plan. Assistive technologies and technology are integrated accommodations to the environment. The plan also included universal design principles to the curriculum materials and instructional resources.

Professional Growth Plan -- Build my own Professional Growth Plan. As a leader and coach in educational technology keeping up with not only the latest tools and the best practices is essential.

EDTC 6460 Foundations of Educational Technology Leadership

Key Assessment:

The goal of the capstone assessment is to explain the topic of choice and describe the expected impact the work will have on the teaching/learning environment.. The assignment was split into 4 assignments. Each of the separate pieces below make up then entire assignment.

Part One -- The Thesis Statement: taking a stance on a topic.The topic I chose to take a stance on was how Volusia County teachers collected data on their Pre-Kindergarten students. The data collection among Pre-k teachers needs to unified utilizing a system that 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.

Part Two -- An annotated bibliography: an alphabetized list of books, articles, etc. used as resources used to suppose the thesis statement.

Part Three -- Analysis of how Volusia County Pre-k teachers currently collect data on their students

Part Four -- Presentation: The presentation was presented using Power Point

EDTC 6465 Design of Technology Supported Learning Environments

Key Assessment:

The Key Assessment used in this course was to create a professional development or training module that is designed to improve instruction or solve an educational problem in an authentic school, workplace setting.

Part One -- Training Analysis / Needs Assessment: Define the needs of adult learners and determine the extent to which standards have been published to inform the design of professional development in the chosen content area.

Part Two -- The Learning Environment Plan: Building off of the results of the needs assessment assignment, students are to develop technology supported learning environment plan to support a professional development/training module by continuing the ADDIE process

Part Three -- The Professional Development Module:Create a professional development or training modules that is designed to improve instruction or solve an educational problem in an authentic school, workplace setting. The module included:

  • Instructor's Guide, which the instructor uses to conduct the training,
  • Participant's Guide, which the trainees use as a guide to the instruction and consists of a Course Introduction and Lesson Instruction.

TF - II Planning and Designing Learning Environments and Experiences

Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. Educational technology facilitators:

 

A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Candidates:
    1. provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology.
    2. consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.
    3. assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies.

B. Apply current research on teaching and learning with technology when planning learning environments and experiences. Candidates:

    1. assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences.
C. Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates:
    1. assist teachers as they identify and locate technology resources and evaluate them for accuracy and suit ability based on district and state standards.
    2. model technology integration using resources that reflect content standards.
D. Plan for the management of technology resources within the context of learning activities. Candidates:
    1. provide teachers with options for management of technology resources within the context of learning activities.

E. Plan strategies to manage student learning in a technology-enhanced environment. Candidates:

    1. provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies.
F. Identify and apply instructional design principals associated with the development of technology resources. Candidates:
  1. assist teachers as they identify and apply instructional design principals associated with the development of technology resources.

Details

Tags: ISTE Standards
Started: August 2015
Completed: May 2021