The following artifacts demonstrate the Student Learning Outcomes (SLOs) taught throughout the program's coursework.
Apply knowledge of
multicultural, ethical & legal issues pertaining to using ICT with the
global community.
The first course I would take, ETEC 525, was offered in the summer before the first Fall semester of the program. Led by Dr. Stephen Adams, the program director, I travelled to Costa Rica in order to participate in a unique experience interacting with educators and students at several school sites throughout the country. My classmates and I presented and discussed educational technology issues with the higher education community, which I believe was one of the most valuable learning opportunities I could have as a graduate student. The sharing of our multicultural perspectives allowed me to better understand the similarity all educators have about teaching and teaching with technology. While I noticed there were gaps of technology resources between our educational system and the Costa Rican schools we visited, this aspect did not take away from the importance that teachers have in providing a high quality education regardless of the technology available. When technology was available, the Costa Rican teachers took the opportunity to integrate them into their lessons in order to facilitate a more interactive and meaningful learning experience; one high school English teacher assigned students to research figures of interests in pop culture and folklore, then present their findings using graphics, video, audio. These students were proud of the products they produced and their skills were demonstrated in their confidence in speaking English on a topic they had invested themselves in. I learned from this trip that wherever education is valued, technology is viewed as an aid to student learning.
The following artifact is a summary video of my trip to Costa Rica I created using the online presentation tool, Voicethread.
The following artifact is a summary video of my trip to Costa Rica I created using the online presentation tool, Voicethread.
ETEC 525
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Synthesize leadership
principles within the practice of information and educational technology.
ETEC 530, taught by Dr. Stephen Adams, exposed students to the principles of leadership and the importance of thinking in systems. Key authors, L. Bolman and T. Deal, J. Gardner, D. Meadows, and P. Senge, provided varying perspectives about the role of leadership and the influence a knowledgeable leader has in the total change of their organization’s environment. I have learned that the developments required for the implementation of technology in the school environment involve a leader’s ability to use theory, knowledge, and skills to properly plan for and manage technology. Although I represent the teacher population in a school community, I was able to better understand the administrative duties and tasks necessary for schoolwide functionality by researching and drafting a community partnership plan focused on spearheading educational technology integration by gaining the support from community stakeholders. This draft was guided by the National Education Technology Plan (NETP) which outlines the United States’ intentions for bringing technological change into the educational environment, ultimately aiming to improve student learning.
EDP 590, also taught by Dr. Adams, took the valuable lessons of leadership and technology implementation practices from ETEC 530 and applied it to the STEM project conducted at the Boys and Girls Club in Long Beach. I was part of a cohort of graduate students and educators who worked in groups to conduct lessons that effectively used technology in order to teach STEM. I was able to take a leadership role in my group as we collaborated to make a meaningful project that utilized our individual strengths as educators while also collecting and integrating online resources that would aid in the teaching of our STEM-influenced topic on bubbles. This professional development opportunity to design lessons and work with a community organization provided an enriching teaching and leadership experience. I also found valuable lessons in the amount of planning and testing before and after technology implementation that requires peer and student input in order to make the learning process more meaningful and memorable.
The following artifacts include the community partnership plan word document and the summary videos of the Boys and Girls Club Bubble Project I created using the mobile device application Movenote and the Windows Movie Maker video program. I have also included the educational video I created for one of the Bubble lessons using the Windows Movie Maker video program and an online Youtube video stream account.
EDP 590, also taught by Dr. Adams, took the valuable lessons of leadership and technology implementation practices from ETEC 530 and applied it to the STEM project conducted at the Boys and Girls Club in Long Beach. I was part of a cohort of graduate students and educators who worked in groups to conduct lessons that effectively used technology in order to teach STEM. I was able to take a leadership role in my group as we collaborated to make a meaningful project that utilized our individual strengths as educators while also collecting and integrating online resources that would aid in the teaching of our STEM-influenced topic on bubbles. This professional development opportunity to design lessons and work with a community organization provided an enriching teaching and leadership experience. I also found valuable lessons in the amount of planning and testing before and after technology implementation that requires peer and student input in order to make the learning process more meaningful and memorable.
The following artifacts include the community partnership plan word document and the summary videos of the Boys and Girls Club Bubble Project I created using the mobile device application Movenote and the Windows Movie Maker video program. I have also included the educational video I created for one of the Bubble lessons using the Windows Movie Maker video program and an online Youtube video stream account.
ETEC 530
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Apply instructional
design principles to design and develop educational materials.
ETEC 551 and 570, both taught by Dr. Ali Rezaei, endeavored to apply instructional design principles focused on the core textbooks by Michael Allen and William Horton. By understanding the key issues surrounding e-learning, such as the priorities of the instructional designer and the actual design of online learning activities, I was able to produce various e-learning lessons utilizing several online educational tools. ETEC 545, taught by Dr. Rachel Bindman, also provided opportunities for designing online educational resources useful for librarians and educators looking to integrate reading with the aid of technology. I learned that the online learning experience can enhance and extend learning apart from the traditional classroom environment as students participate and interact with materials I have created. Voicethread, the tool I used throughout these courses, allowed me to explore the various uses of its interactivity and creative power since it has commenting and various media input and uploading features. The feedback that is available in the shared space of a Voicethread presentation provides the opportunity for students to engage in reflective responses and gives the educator a chance to assess learning based on these thoughtful public responses.
The following artifacts include a history lecture lesson, a book narration, a virtual fieldtrip, and a librarian book talk I created using the online presentation tool, Voicethread.
The following artifacts include a history lecture lesson, a book narration, a virtual fieldtrip, and a librarian book talk I created using the online presentation tool, Voicethread.
ETEC 545
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Integrate theoretical
perspectives to review, interpret, and apply research in educational
technologies.
ETEC 510, taught by Dr. Jennifer Lamkins, introduced the importance of theoretical approaches found in educational technology research. I was able to research educational technology issues and write literature reviews for both ETEC 510 and the introductory research graduate courses, EDP 400 and EDP 520. By researching issues such as teacher beliefs and the impact of professional development, I learned that educational technology success in education is influenced by factors beyond the technology itself. Social, historical, psychological, and philosophical perspectives about technology and student learning all impact how educators view the use of technology. I also understand on a larger note, especially with my research into the influence of teacher beliefs on classroom change, that it is necessary for me to continually stay up-to-date on current educational technology research and how modern findings can help guide my teaching and address the biases that continually exist and affect the teaching community.
The following artifacts are word documents of the literature reviews I made. EDP 520 includes both a literature review and a research proposal.
The following artifacts are word documents of the literature reviews I made. EDP 520 includes both a literature review and a research proposal.
Demonstrate effective
written, electronic, and oral communications that reflect critical thinking and
information literacy.
ETEC 523, taught by Dr. Francine Vasilomanolakis, introduced a variety of useful tools while applying the principles and theories related to technology integration in the classroom. I was able to begin a preliminary exploration of online tools reviewed in class and designed websites using the online site builing tool, Weebly. Besides building sites for important skills like my first e-portfolio and an online museum lesson, I also learned how to podcast, using the online podcasting tool, Podbean, in order to discuss digital citizenship. The variety of programs and applications reviewed in this course allowed me to understand that powerful medium of the Internet as well as the variety of audiences that can be reached through the choice of media presentation you choose to design. Issues about digital citizenship were topics I was previously unfamiliar with but now know are important discussions needed for any instruction requiring online use. Overall, the majority of the coursework required me to develop my critical thinking skills and ability to be literate of the amount of information available through technology and the Internet.
The following artifacts include an e-portfolio and an online museum tour activity created using the online site building tool, Weebly. An animation presentation tool, Powtoon, was used within the museum activity. An example podcast discussing digital citizenship is also included using the online podcasting tool, Podbean and audio recording program, Audacity.
The following artifacts include an e-portfolio and an online museum tour activity created using the online site building tool, Weebly. An animation presentation tool, Powtoon, was used within the museum activity. An example podcast discussing digital citizenship is also included using the online podcasting tool, Podbean and audio recording program, Audacity.