Category Archives: Standard 3: Utilization

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

Instructional Design Project

One class that I took this semester is EDTECH 503: Instructional Design.  The final project was to create a instructional design project.  I chose to create tutorials for two different e-readers, the Nook and the Kindle.  I first thought that this was like creating a lesson plan and teaching the materials.  I have realized over the last few months that though instructional design is similar to creating lesson plans, it has much more detail and research going into it.

I have learned so much from doing this.  It stretched me beyond what I thought I could do and showed me that I can work outside the box.  The hardest part was giving the guide to the instructor and having the instructor present the material.  This is the biggest difference between writing a lesson plan and writing an instructor’s guide.  As I watched the instructor present the material I kept thinking of ways that I would have done it differently; yet, in the end the tutorials were wonderful and it turned out fine even without me being the one to present the tutorials.

I am grateful for the final product and am so pleased with how everything turned out, even if at times I was pulling out my hair and just wanting to cry.


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Technology Use Plan Presentation

Kappa technology use_presentation

View another webinar from Lynn Johnson
I learned so much this year in EDTECH 501.  This project just pulled everything together.  I have a great interest in incorporating technology into the classroom and am looking for ways to do so.  As an online teacher, I have to use technology but I have loved learning all the different web tools that are out there to use and am going to implement some of those into my classes.
Creating the technology use plan was a great way to take everything I learned this year about technology and the push for it in the classroom, not only at the district or state level but also on the national level.  One of the biggest changes I have felt within myself, is the way I feel towards Superintendent Luna’s new laws and the reasons behind them.
Creating a plan and trying to correctly work on implementing it was much harder than I expected but I see the real need for these plans. I believe that if school districts can correctly use these plans to help the schools, not only get technology but the software and get the teachers on board to use the technology in a way that helps the students, than more students will succeed and be better prepared to face the new, ever-changing technological world.

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School Evaluation Summary

As  the youngest teacher at this school, I am having a hard time communicating the need for more technology in the classroom.  It seems the more I use it or push for it, the more the other teachers avoid me or think less of me.  I have learned that the students actually learn more and better using technologies then just from a book and writing a paper.  I get frustrated when the other teachers look down on me for trying new things.

As the “Students Come First” laws begin to really take affect, I believe that the impact will be for the better.  Teachers will be held to a higher standard and students will be able to get the technologies needed to succeed in such a technological world.

This evaluation helped me take a closer look at the ACET standards and where all this fits in.  This covers Standard 1.3, 2.3, 2.4, 3.3, 3.4, 4.4, and 5.3, 5.4.  I fell that most of the standards are covered in some way depending on how you look at the survey and summary.


Digital Inequality

Why are we concerned with digital inequality? What is it? The government and many states are pushing for technology and requiring so much more but then not providing the funding or resources needed to meet new requirements. I worked in a rural town and there were many students that did not have computers at home, or cell phones, and certainly not Internet access (as food on the table was the first choice). Anything that I wanted to do with technology, I had to make sure that the school had the right software and then provide the amount of time needed to complete the assignment at school. I think that the little towns get overlooked by the bigger cities and the divide is bigger than we really think. I agree 100 percent with the real divide is in the skills. Many students may have a computer but they don’t know how to open a document or even log onto the Internet. I was teaching very basic skills to 7th and 8th graders, who I assumed already knew how to do the little things. We talked once at a professional development about how cell phones are now the fade to show if you are in the “in crowd” or not. Many students would prefer to have a cell phone over clothes and shoes and sometimes food. With the technology that cell phones now offer, those students who may not have a computer at home but now have a cell phone, can take the opportunity to delve into the Internet and not worry about the computer and Internet access that used to be needed.

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Posted by on October 3, 2011 in 3.1 Media Utilization, Other