My Introduction

My Introduction

Throughout this course of EDU 697: Capstone A Project Approach the assignments allowed me the opportunity to redesign and demonstrate Program Learning Outcomes based upon the literature and knowledge for the MATLT Program.

I began this journey with the MATLT Program April 30, 2013 and I am a week a way from obtaining my Master's Degree.  Never in a million years would I have thought I could do this.

Within this program I have a created portfolio which illustrates my original designs and redesigned work completed as a part of the Ashford University MATLT Program.  This demonstrates the knowledge and understanding of how to integrate and use technology in and outside of the classroom that will enhance learning for students based on their learning styles in order to be successful!

My Introduction

My Introduction

Throughout this course of EDU 697: Capstone A Project Approach the assignments allowed me the opportunity to redesign and demonstrate Program Learning Outcomes based upon the literature and knowledge for the MATLT Program.

I began this journey with the MATLT Program April 30, 2013 and I am a week a way from obtaining my Master's Degree.  Never in a million years would I have thought I could do this.

Within this program I have a created portfolio which illustrates my original designs and redesigned work completed as a part of the Ashford University MATLT Program.  This demonstrates the knowledge and understanding of how to integrate and use technology in and outside of the classroom that will enhance learning for students based on their learning styles in order to be successful!

Program Learning Outcome Rankings

Rank and discuss the importance of each Program Learning Outcome to your individual work setting



From first to last, rank each PLO regarding its importance to you as an educator or potential educator.

1. Demonstrate knowledge and skills related to learning using technology (PLO 1).

2. Evaluate technology resources to facilitate effective assessment and evaluation (PLO 6).

3. Demonstrate knowledge and skills in current and emerging instructional technologies (PLO 2).

4. Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of       all learners (PLO 3) .

5. Utilize technology to collect and analyze data, interpret results, and communicate findings (PLO 7).

6.  Apply research to support learning in a technology-enhanced environment (PLO 4).

7.  Exemplify ethical practices of technology usage (PLO 5).

8.  Demonstrate the ability to make informed decisions regarding the use of technology in support of learning            and leadership (PLO 8)

Discuss how you use (or don't use) each PLO in your work setting.

In my work setting, I would use PLO 1 on a daily basis because this is how I want my students to learn more about computer terminology. As the instructor taking additional classes and staying informed of new technologies that will adhere to each learning style is important. If I do not understand the design or have the knowledge how can I teach?  By applying knowledge and skills that they are learning on daily basis will get them more adapt to what is going on once they get everything that they need to know attained.  PLO 6 will be used next.  In order for me to instruct I need to assess and evaluate each student's prior knowledge, interests and experiences.  You may have some novice learners and some experienced.  You do not want to place those who are novice in a setting or give them assignments that do meet their learning goals. PLO 2 will be used because the skills and knowledge that they currently know can help them emerge instructional technologies into their learning.  PLO 3  is my next learning outcome because I would want my students to know that integrating technology into their learning and using instructional strategies can become a very important aspect of their lives. I would also design and use software that adhere to their individual skill and knowledge that can help them emerge instructional technologies into their learning. By emerging instructional technology into their learning, this will give them a chance to see how important technology is. PLO 7 will be used quite often. I want to use this data to show the growth and understanding of each learning using technology.  What technology methods spark their interests, is learning taking place, can they use this in the real world and if there goals are being met. This also gives me an opportunity to evaluate my instruction.  I can't move forward until I see that learning is enhanced.  PLO 4  may use, but I will try to use to give my students a chance to see how important technology is when it is incorporated into their learning and real learning environment. I will use PLO 5 periodically.  This will give me their strengths and weaknesses and I can go from there.  PLO 8, will be a major part of me giving the students a chance to use technology to help support them in their daily activities.

Explain why you ranked this PLO in this particular order, and its value to you in your learning environment or your position.

I ranked these PLO's in this particular order because I before you begin teaching anything they the instructor and student must have a clear understanding as to what is being taught, learned and how to be utilized.   The goal is to prepare them for society and allow them to use all their skills and knowledge while incorporating technology for learning.  Effective tech integration changes classroom dynamics, encouraging student-centered project-based learning (edutopia.org).  Its value to me in my learning environment is important because I want to have a learning environment where my students can learn and incorporate technology and other important aspects of computer skills into their learning. If learning is not taking place and my students are not learning using technology that is a reflection on me. Technology provides tools for active learning, among others as a means, not an end. Integrating technology conjures reflection on our part as educators about moving away from the things that have been done, to imagining the ways they ought to be done asking yourself, how can make this lesson more relevant, applied, practical, collaborative and connected (berkley.edu). I want to make learning fun and allow them to explore the world!

                                                                    References

How to integrate Technology.  (2007).  Retrieved from http://www.edutopia.org/technology-integration-guide-implementation

Incorporating Technology into your Teaching. (N/d). Retrieved
      from http://teaching.berkeley.edu/incorporating-technology-your-teaching

Program Learning Outcome Rankings

Rank and discuss the importance of each Program Learning Outcome to your individual work setting



From first to last, rank each PLO regarding its importance to you as an educator or potential educator.

1. Demonstrate knowledge and skills related to learning using technology (PLO 1).

2. Evaluate technology resources to facilitate effective assessment and evaluation (PLO 6).

3. Demonstrate knowledge and skills in current and emerging instructional technologies (PLO 2).

4. Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of       all learners (PLO 3) .

5. Utilize technology to collect and analyze data, interpret results, and communicate findings (PLO 7).

6.  Apply research to support learning in a technology-enhanced environment (PLO 4).

7.  Exemplify ethical practices of technology usage (PLO 5).

8.  Demonstrate the ability to make informed decisions regarding the use of technology in support of learning            and leadership (PLO 8)

Discuss how you use (or don't use) each PLO in your work setting.

In my work setting, I would use PLO 1 on a daily basis because this is how I want my students to learn more about computer terminology. As the instructor taking additional classes and staying informed of new technologies that will adhere to each learning style is important. If I do not understand the design or have the knowledge how can I teach?  By applying knowledge and skills that they are learning on daily basis will get them more adapt to what is going on once they get everything that they need to know attained.  PLO 6 will be used next.  In order for me to instruct I need to assess and evaluate each student's prior knowledge, interests and experiences.  You may have some novice learners and some experienced.  You do not want to place those who are novice in a setting or give them assignments that do meet their learning goals. PLO 2 will be used because the skills and knowledge that they currently know can help them emerge instructional technologies into their learning.  PLO 3  is my next learning outcome because I would want my students to know that integrating technology into their learning and using instructional strategies can become a very important aspect of their lives. I would also design and use software that adhere to their individual skill and knowledge that can help them emerge instructional technologies into their learning. By emerging instructional technology into their learning, this will give them a chance to see how important technology is. PLO 7 will be used quite often. I want to use this data to show the growth and understanding of each learning using technology.  What technology methods spark their interests, is learning taking place, can they use this in the real world and if there goals are being met. This also gives me an opportunity to evaluate my instruction.  I can't move forward until I see that learning is enhanced.  PLO 4  may use, but I will try to use to give my students a chance to see how important technology is when it is incorporated into their learning and real learning environment. I will use PLO 5 periodically.  This will give me their strengths and weaknesses and I can go from there.  PLO 8, will be a major part of me giving the students a chance to use technology to help support them in their daily activities.

Explain why you ranked this PLO in this particular order, and its value to you in your learning environment or your position.

I ranked these PLO's in this particular order because I before you begin teaching anything they the instructor and student must have a clear understanding as to what is being taught, learned and how to be utilized.   The goal is to prepare them for society and allow them to use all their skills and knowledge while incorporating technology for learning.  Effective tech integration changes classroom dynamics, encouraging student-centered project-based learning (edutopia.org).  Its value to me in my learning environment is important because I want to have a learning environment where my students can learn and incorporate technology and other important aspects of computer skills into their learning. If learning is not taking place and my students are not learning using technology that is a reflection on me. Technology provides tools for active learning, among others as a means, not an end. Integrating technology conjures reflection on our part as educators about moving away from the things that have been done, to imagining the ways they ought to be done asking yourself, how can make this lesson more relevant, applied, practical, collaborative and connected (berkley.edu). I want to make learning fun and allow them to explore the world!

                                                                    References

How to integrate Technology.  (2007).  Retrieved from http://www.edutopia.org/technology-integration-guide-implementation

Incorporating Technology into your Teaching. (N/d). Retrieved
      from http://teaching.berkeley.edu/incorporating-technology-your-teaching

Design and Development Challenges

Discuss the design and development challenges you experienced while creating ePortfolio and how you overcame those challenges.


While during this e-Portfolio, I encountered some challenges that that I thought was not going to be such a big deal. Challenges like, difficulty ranking the PLOs, getting started, and choosing a specific technology to showcase in my learning. These challenges were the reasons why I had to get a head start so I could get feedback and not get become so overwhelmed. Another challenge was that trying to step outside of my comfort zone by creating a Blog.  

I resolved or worked around those challenges by using YouTube tutorials to guide me through this process.  I had to redo my assignment several times and peer collaborations and  effective feedback from the instructor were also used for assistance.  

Design and Development Challenges

Discuss the design and development challenges you experienced while creating ePortfolio and how you overcame those challenges.


While during this e-Portfolio, I encountered some challenges that that I thought was not going to be such a big deal. Challenges like, difficulty ranking the PLOs, getting started, and choosing a specific technology to showcase in my learning. These challenges were the reasons why I had to get a head start so I could get feedback and not get become so overwhelmed. Another challenge was that trying to step outside of my comfort zone by creating a Blog.  

I resolved or worked around those challenges by using YouTube tutorials to guide me through this process.  I had to redo my assignment several times and peer collaborations and  effective feedback from the instructor were also used for assistance.  

Program Learning Outcome 1 & 2

Demonstrate knowledge and skills related to learning and using technology (PLO 1). Demonstrate knowledge and skills in current and emerging instructional technologies (PLO 2). 

I have selected my EDU 652 Week 1 Assignment from E-Learning and Design Concepts.  I have demonstrated both program learning outcomes 1 & 2.  My presentation illustrates the effects of E-learning using various technologies related to learning and illustrates the vast ways a student/instructor can teach, learn and explore. 

http://www.slideshare.net/ieshazackeryblair/week-1-assignment-1-dianza-zackery-edu-652

Program Learning Outcome 1 & 2

Demonstrate knowledge and skills related to learning and using technology (PLO 1). Demonstrate knowledge and skills in current and emerging instructional technologies (PLO 2). 

I have selected my EDU 652 Week 1 Assignment from E-Learning and Design Concepts.  I have demonstrated both program learning outcomes 1 & 2.  My presentation illustrates the effects of E-learning using various technologies related to learning and illustrates the vast ways a student/instructor can teach, learn and explore. 

http://www.slideshare.net/ieshazackeryblair/week-1-assignment-1-dianza-zackery-edu-652

Program Learning Outcome 3

Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners. This component was to apply technology enhanced learning opportunities and strategies for students individual learning needs.

Running head: SUPPORTING NEEDS OF ALL LEARNERS

Supporting Needs of all Learners

Dianza Zackery

Ashford University

Capstone-EDU 697

June 4, 2014

Instructor Lawrence

SUPPORTING NEEDS OF ALL LEARNERS

Supporting Needs of all Learners

            Instructional design is the process by which instruction is improved through the analysis of leaning needs and systematic development of instruction in which instructional designers often use technology as a method of developing instruction and design models to facilitate the transfer of knowledge, skills and attitude of the learner for appropriate instruction (wikpedia.org). Instructional design is often the use of technology and multimedia as tools to enhance instruction. Designing a curriculum or instruction to support the needs of all learners is extremely important.  Students come from many different backgrounds and ethnicities in which they vary in experience within their education.  Howard Gardner, explores the possibilities of the nine multiple intelligences which they are identified as:

·         Linguistic Intelligence: expression using language.

·         Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system and manipulate numbers, quantities, and operations, the way a mathematician does.

·         Musical Rhythmic Intelligence: is the capacity to think in music; to be able to hear patterns, recognize them.

·         Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production.

·         Spatial Intelligence: the ability to represent the spatial world internally in your mind.

 SUPPORTING NEEDS OF ALL LEARNERS

·         Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations).

·         Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward.

·         Interpersonal Intelligence: the ability to understand other people.

·         Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities (pbs.org).

My Discussion

Instructors should design instructions that include technology instructional strategies to support the needs of all learners. Using technology-enhanced instruction can cater and nurture each student’s learning style based upon their learning intelligences and allow the student as well as the teacher to gain experience and knowledge. When an instructor does not cater to the learner’s intelligence they may cripple the success, creativity and engagement in their education and learning abilities. All students do not learn the same or at the same pace.  “We are slowly recognizing the disservice the one-size-fits-all model of curriculum instruction and assessment is having on our increasingly diverse student population” (Edyburn, 2004). Technology-enhanced learning activities provide motivation, orientation, information, application, and evaluation for both teaching and learning various lessons. The future of education involves electronic  learning (e-learning) which is broadly inclusive of all forms of educational technology in learning and teaching, coupled with a cooperative learning environment promoting positive interdependence, individual accountability, collaboration, communication, leadership, and encouragement of

SUPPORTING NEEDS OF ALL LEARNERS

social involvement between students (Reiser & Dempsey, 2011).  Depending on the activity you are working on there are different methods of teaching strategies and different strategies may include various uses for technology.  Using technology is a great way to differentiate ones instruction and allows the learner to access and demonstrate knowledge, be creative and collaborate with others who share similar interests. Because technology has evolved and students are able to share what they have learned by using presentations such as PowerPoint, collaborative methods such as: Wiki, YouTube, Voice threads, games to test knowledge and social media.  The goal for every classroom should be to engage all leaners to they can learn at their full potential.

My Lesson Re-Design

            The instructional design project I chose to recreate is from Instructional Design and Delivery EDU 652.  My lesson was entitled Multiplication Challenge using Technology. I decided not to use the traditional quiz method.  I wanted the 6^thGraders to be quizzed using a game.  Many of the kids picked themes.  The boys picked more sports and the girls picked more Barbie and themes with sparkles and more fancy colors.  This lesson was to test each student’s multiplication knowledge using computer games. The first quiz will allow students to use the computer in which they will match the math question to the correct answer in a timely manner.   The correct answer and how to factor the problem will automatically appear.  Once the correct answer appears, students will be allowed to move on the next problem (quiz is timed). The second quiz will challenge the knowledge and accuracy of student’s ability to answer multiplication problems 1-20. The quiz challenge will be transformed into a Jeopardy challenge. The answer to the problem will be given and the student will guess the question.  The answers

SUPPORTING NEEDS OF ALL LEARNERS

may not be in random order (practicing is crucial). Students will not be allowed to use calculators or pencil and paper. Each correct answer is worth five points. The students were competitive.  Not only was the quiz timed but whoever completed the assignment first and got the most correct answers would earn a trophy.  Not only were the kids engaged in learning, but it was fun.  They wanted to do more like this.   This was a great way to incorporate instructional design and a fun way of learning.

 References

Multiple Intelligence Theory. (N/d). Retrieved from

http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

Edyburn, D. L. (2004). 2003 in review: A synthesis of the special education technology

literature. Journal of Special Education Technology, 19(4), 57-80. Retrieved from

http://site.aace.org/pubs/foresite/specialeducation.pdf

Reiser, R. & Dempsey, J. (2012). Trends and Issues in Instructional Design and

Technology (3rd ed.). Chapter 4 “Theories and Models of Learning and

Instruction” (p. 36).

Instructional Design. (N/d). Retrieved from http://en.wikipedia.org/wiki/Instructional_design

Program Learning Outcome 3

Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners. This component was to apply technology enhanced learning opportunities and strategies for students individual learning needs.

Running head: SUPPORTING NEEDS OF ALL LEARNERS

Supporting Needs of all Learners

Dianza Zackery

Ashford University

Capstone-EDU 697

June 4, 2014

Instructor Lawrence

SUPPORTING NEEDS OF ALL LEARNERS

Supporting Needs of all Learners

            Instructional design is the process by which instruction is improved through the analysis of leaning needs and systematic development of instruction in which instructional designers often use technology as a method of developing instruction and design models to facilitate the transfer of knowledge, skills and attitude of the learner for appropriate instruction (wikpedia.org). Instructional design is often the use of technology and multimedia as tools to enhance instruction. Designing a curriculum or instruction to support the needs of all learners is extremely important.  Students come from many different backgrounds and ethnicities in which they vary in experience within their education.  Howard Gardner, explores the possibilities of the nine multiple intelligences which they are identified as:

·         Linguistic Intelligence: expression using language.

·         Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system and manipulate numbers, quantities, and operations, the way a mathematician does.

·         Musical Rhythmic Intelligence: is the capacity to think in music; to be able to hear patterns, recognize them.

·         Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production.

·         Spatial Intelligence: the ability to represent the spatial world internally in your mind.

 SUPPORTING NEEDS OF ALL LEARNERS

·         Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations).

·         Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward.

·         Interpersonal Intelligence: the ability to understand other people.

·         Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities (pbs.org).

My Discussion

Instructors should design instructions that include technology instructional strategies to support the needs of all learners. Using technology-enhanced instruction can cater and nurture each student’s learning style based upon their learning intelligences and allow the student as well as the teacher to gain experience and knowledge. When an instructor does not cater to the learner’s intelligence they may cripple the success, creativity and engagement in their education and learning abilities. All students do not learn the same or at the same pace.  “We are slowly recognizing the disservice the one-size-fits-all model of curriculum instruction and assessment is having on our increasingly diverse student population” (Edyburn, 2004). Technology-enhanced learning activities provide motivation, orientation, information, application, and evaluation for both teaching and learning various lessons. The future of education involves electronic  learning (e-learning) which is broadly inclusive of all forms of educational technology in learning and teaching, coupled with a cooperative learning environment promoting positive interdependence, individual accountability, collaboration, communication, leadership, and encouragement of

SUPPORTING NEEDS OF ALL LEARNERS

social involvement between students (Reiser & Dempsey, 2011).  Depending on the activity you are working on there are different methods of teaching strategies and different strategies may include various uses for technology.  Using technology is a great way to differentiate ones instruction and allows the learner to access and demonstrate knowledge, be creative and collaborate with others who share similar interests. Because technology has evolved and students are able to share what they have learned by using presentations such as PowerPoint, collaborative methods such as: Wiki, YouTube, Voice threads, games to test knowledge and social media.  The goal for every classroom should be to engage all leaners to they can learn at their full potential.

My Lesson Re-Design

            The instructional design project I chose to recreate is from Instructional Design and Delivery EDU 652.  My lesson was entitled Multiplication Challenge using Technology. I decided not to use the traditional quiz method.  I wanted the 6^th Graders to be quizzed using a game.  Many of the kids picked themes.  The boys picked more sports and the girls picked more Barbie and themes with sparkles and more fancy colors.  This lesson was to test each student’s multiplication knowledge using computer games. The first quiz will allow students to use the computer in which they will match the math question to the correct answer in a timely manner.   The correct answer and how to factor the problem will automatically appear.  Once the correct answer appears, students will be allowed to move on the next problem (quiz is timed). The second quiz will challenge the knowledge and accuracy of student’s ability to answer multiplication problems 1-20. The quiz challenge will be transformed into a Jeopardy challenge. The answer to the problem will be given and the student will guess the question.  The answers

SUPPORTING NEEDS OF ALL LEARNERS

may not be in random order (practicing is crucial). Students will not be allowed to use calculators or pencil and paper. Each correct answer is worth five points. The students were competitive.  Not only was the quiz timed but whoever completed the assignment first and got the most correct answers would earn a trophy.  Not only were the kids engaged in learning, but it was fun.  They wanted to do more like this.   This was a great way to incorporate instructional design and a fun way of learning.

 References

Multiple Intelligence Theory. (N/d). Retrieved from

http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

Edyburn, D. L. (2004). 2003 in review: A synthesis of the special education technology

literature. Journal of Special Education Technology, 19(4), 57-80. Retrieved from

http://site.aace.org/pubs/foresite/specialeducation.pdf

Reiser, R. & Dempsey, J. (2012). Trends and Issues in Instructional Design and

Technology (3rd ed.). Chapter 4 “Theories and Models of Learning and

Instruction” (p. 36).

Instructional Design. (N/d). Retrieved from http://en.wikipedia.org/wiki/Instructional_design

Program Learning Outcome 4

Apply research to support learning in a technology-enhanced environment.  Within this module this illustrates the importance of researching which technology-based software and learning tools that meets each individual style of learning and goals.

Running head: ETHICAL PRACTICES OF TECHNOLOGY USAGE

Exemplify Ethical Practices of Technology Usage

Dianza Zackery

Ashford University

Capstone-EDU 697

June 11, 2014

Instructor Lawrence

 ETHICAL PRACTICES OF TECHNOLOGY USAGE

Exemplify Ethical Practices of Technology Usage

There are many ways and possibilities for incorporating technology into the classroom and getting away from the traditional strategies of teaching.  Education is no longer limited to textbooks and learning within the classroom.  You can bring the world into the classroom with just a click of a button! Technology based-learning sanctions learning to implement endless and innovative procedures. These procedures help to develop lessons which cater to student’s individual learning styles which exceed barriers and change the foundation of teaching and learning.  When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons.

Discussion

One major ethical issue is Web Accessibility. Web accessibility aims at improving to online learning opportunities for all people including those with disabilities and it allows all students the opportunity to participate in their right to experience the power of the Internet for lifelong learning (edweb.sdusu.edu). Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress (ed.gov).  One cannot assume that a student has access to technology outside of the classroom and thus needs to allow class time

ETHICAL PRACTICES OF TECHNOLOGY USAGE

when using technology.  When using technology and teachers realize the power of the Internet, their roles may change. The teacher is no longer the center of attention as the dispenser of

information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity.  

Web 2.0 is the growing set of tools and processes that allows anyone to create digital content and collaborate with others without special programming skills (Reiser & Dempsey, 2012, p. 169). Synergies between Web 2.0 and Constructivist theories are through collaboration in and outside of the classroom. Web 2.0 tools offer many different ways for students to collaborate. Some examples include:  blogs, wikis, instant messaging, emailing, video conferencing, podcast, YouTube and social networking sites. Not only students but people in corporate arenas in today’s world in age thrive on collaboration and engagement, in turn making Web 2.0 tools a necessity in and outside of the classroom. Using Web 2.0 technologies in the classroom enhances a teacher’s course by maximizing class time, minimizing workload, increasing students’ understanding of the course content, improving students’ performance in the course, enhancing students’ communication skills and engaging students in the classroom (Web 2.0 Technologies).

The integration of the Internet and Web 2.0 tools has changed the way we as educators look at education, conduct our classroom and plan our lessons using tools such as: wiki’, weblogs, presentation tools and collaboration.  There are ethical concerns with web accessibility, diversity, inequality and privacy.  As educators we must strive to exemplify ethical practices of technology usage in and outside the classroom.

ETHICAL PRACTICES OF TECHNOLOGY USAGE

Re-Design Activity

 The instructional design project I chose to redesign is from Trends and Issues in Instructional Design and Technology EDU 655. My lesson was entitled The Future of E-Learning. The learning goal for the 21^st Century and beyond will consist of engaging and empowering learning experiences both in and outside of school that prepares learners to be active, creative, knowledgeable, and ethical participants in our globally networked society.  The educational system today supports learning in a more traditional realm using mainly textbooks, teacher /student instruction and learning taking place in a classroom. The role of technology in our classrooms will weigh heavily on funding which raises the question to the state, district, schools and educators as to whether or not change and learning is truly an important factor in our student’s education.

My first internet tool is blogs or “weblogs.”  Blogs allow an author to post an idea, assignment online and have others subscribers to the blog and add comments.  This allows the author and subscribers connect anywhere.  Students can collaborate with others students and teachers from around the world. The ethical concern is privacy among students and teachers.  Comments can be viewed by anyone and other students.  These comments can lead to inappropriate messages from other students.

The second Internet tool is Wikis which is a website where anyone can edit anything at any time. Wikipedia is the most well-known wiki.  Wiki’s can be created by anyone.  An author can choose to view and edit the wiki and can make changes.  Wikis can be created, edited, reviewed and published.  This tool is great for peer review and collaboration.  Others from around the world are able to edit the page.  The teachers can post course assignments and links. 

ETHICAL PRACTICES OF TECHNOLOGY USAGE

The ethical concerns using wikis are wrong information which you should verify information and author before publishing.  Students should be mindful of hacked entries because anyone can edit these entries.  Also, look out for marketing entries there should be no advertisement added to the page.

The third Internet tool is social media which is a form of online publication that allows for active communication.  When social media is used responsibly by educators and students learning can be effective.  For each class assignments students were responsible for evaluating each other’s work (groups only).  The class was online and social media played an essential role in connecting students and creating an online community. Some tools such as: Facebook, Twitter and LinkedIn provide a platform where users can dialog, exchange ideas and find answers to questions in which will foster collaboration and discussion. Some ethical concerns are that social media can be a distraction and may divert student’s attention.  Cyberbullying can occur which can be a weapon for malicious behavior.  It also takes away from face-to-face communication which can be difficult to form personal relationships and attend social gatherings. 

                                                        References

Lin, H. (2007). The ethics of instructional technology: issues and coping strategies experienced by professional technologists in design and training situations in higher education. Educational Technology Research and Development, 55, 411-437. Retrieved from http://edweb.sdsu.edu/courses/ed690mb/ethics.pdf

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd

ed.). Boston, MA: Pearson.

Effects of Technology in the Classroom. (N/d). Retrieved from

http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html