Standard Two
Teaching, Learning and Assessments

Word feedback on blackboard

Reflection:

The ISTE Standard 2 specifies that, "Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students." Standard 2 includes eight annotations. Collectively, the annotations address the implementation of technology-enhanced learning; alignment with standards; student diversity; meaningful learning relevant to the real world; creativity and other higher-order thinking skills; adaptive design; best practices; good means of both formative and summative assessments; and institutional learning through the collection and analysis of data leading to continuous instructional improvements.

The first artifact is a final paper I wrote for MEDT 7467 in the spring of 2017. This paper demonstrates the designed use of technology to differentiate instruction for students with different backgrounds and possibly different learning preferences. The paper includes some work I completed in MEDT 7472 with the prior knowledge and permission of both professors. I used one version of the instructional multimedia in teaching PADM 5011 Introduction to Public Administration. The second artifact is the report of work completed in MEDT 7476 in the fall of 2017 regarding a series of assignments in the visual modeling of possible public policy solutions to social problems. The focus of this assignment is on assessment of student learning. The relevant course was PADM 5781 Introduction to Public Policy taught at Albany State University. Under the oversight of my Program Director who served as my client for this project I implemented this series of assignments in PADM 5781. The resulting paper reporting the experience produced a large file size. In order to save the work as an Adobe file for this portfolio it was necessary to break the original file into four files. It is in fact one artifact.

The two papers together are evidence of my abilities to assist others in using technology effectively to differentiate instruction, assess learning, and provide rigorous, relevant, and engaging learning experiences for all students. Until one has acquired the knowledge and skills required to do these things, one cannot model these abilities for others, or credibly teach others how to actualize these instructional methods. Proficiency takes time and is usually the product of multiple iterations and adjustments. On reflection I think I made more progress in teaching the public policy course than in teaching the introduction of public administration course. I don't think my students in the introduction class gained as much from the interactive learning elements as I learned in creating them. In the public policy course, I believe that my study as a student produced substantial progress in the visual modeling assignment. I applied task analysis to the visual modeling assignment as a consequence of my studies as a student. Most of my PADM 5781 students did better on the assignment than students in the course in the previous semester. I intended to continue to build on what I have learned about how to introduce visual modeling in the public policy course. Both these assignments primarily reflect my commitment to Field-based Inquiry, as per the Conceptual Framework.

Artifacts:

Artifact Title: Toward the Design and Implementation of an Adaptive Instructional Exercise for Public Affairs Education
Artifact Description: This original article reviews how adaptive electronic instructional resources can be designed, with an eye on implementation in public affairs courses. It reports my throught processes and experiences in designing and creating a prototype of an adaptive system developed using Articulate Storyline. The resulting instructional elements were designed to be used in the context of a public-service short story writing assignment in PADM 5011 in the public administration program in which I teach.
Course Number and Title: MEDT 7467 Web Design for instruction
Relevant Conceptual Framework Descriptors within Commitment to Field-based Inquiry:
  Inquisitive
  Adaptive
  Proactive
Artifact Link: Artifact 1
Links to my MEDT 7472 deliverables references in the paper above:
  Instructional element for pre-service students who prefer a linear explanation
  Instructional element for pre-service students who prefer a more holistic form of explanation
  Instructional element for in-service students who prefer a linear form of explanation
  Instructional element for in-service students who prefer a holistic form of explanation

Artifact Title: Design, Assessment and Implementation of a visual modeling assignment in a public policy course
Artifact Description: The four files below together are one document regarding the design, implementation, and assessment of a set of assignments in a public policy cource involving the visual modeling of possible solutions to social problems. It was necessary to divide the original file into four parts for display on the web because of the size of the original file. It is in fact one artifact.
Course Number and Title: MEDT 7476 Assessing Learning in Technology-Enhanced Instruction
Relevant Conceptual Framework Descriptors within Commitment to Field-based Inquiry:
  Inquisitive
  Adaptive
  Proactive
Artifact Links:
  Artifact 2 (part 1 file)
  Artifact 2 (part 2 file)
  Artifact 2 (part 3 file)
  Artifact 2 (part 4 file)

 


Source of image: Pexels.com