2.0 Specialty Content Preparation in Educational Computing and Technology Literacy
Professional studies in educational computing and technology provide concepts and skills that prepare teachers to teach computer/technology applications and use technology to support other content areas.
To me this standard represents the need for educators to not only teach the use of technology in the classroom, but guide that use to develop problem solving and critical thinking skills in learners.
2.1 Social, Ethical, and Human Issues
Candidates will apply concepts and skills in making decisions concerning social, ethical, and human issues related to computing and technology.
2.1.1 describe the historical development and important trends affecting the evolution of technology and its probable future roles in society.
This is a fascinating subject that I have studied for a long time. I have had the opportunity to teach over 20 sections of History of the Arts (Graphic Design) and truly believe that a solid historical foundation in technology is paramount for any student. During my program of study I have had the opportunity to develop several very good projects that demonstrate this philosophy for several different courses.
2.1.2 describe strategies for facilitating consideration of ethical, legal, and human issues involving school purchasing and policy decisions.
It was very fulfilling at the school I was teaching to be able during my internship to bring new valuable computing and technology information into the classrooms. Before I began as a technical support specialist intern and before I began research and development of the TSC web site I had no idea that anyone had even contemplated a student manual. It was interesting and challenging compiling all of the guidelines for appropriate and ethical use of the technology. However, the most fulfilling part was the overwhelming acceptance on the part of the students to receive this information.
Before my internship, information regarding staff information, technology availability (where the "stuff" is), a student manual and a place where students, faculty and staff could ask questions (FAQ), had never existed. All of these have allowed for student, faculty and staff technology issue awareness and subsequent feedback relative to "school purchasing and policy decisions". This integration strategy has also facilitated awareness by students, faculty and staff of "ethical, legal, and human issues" involving use of the school's technological resources.
Artifacts for Standard 2.1
Art Institute of Houston Technical Support Web Site
During the development of this web site I was able to produce sections that dealt with ethical, legal and proper technology use guidelines for learners.
Needs Assessment for Online History of Graphic Design Course
Here is a needs assessment I produced during my program of study for an online history of graphic design course. The time limits for Blackboard has expired, but I am certain that I will one day get the opportunity to produce and facilitate such a course.
I introduced this WebQuest to my students last quarter, with great results. I was able to approach past and current trends in typography concentrating on historical technological development.
2.2 Productivity Tools
Candidates integrate advanced features of technology-based productivity tools to support instruction.
2.2.1 use advanced features of word processing, desktop publishing, graphics programs and utilities to develop professional products.
One of my strengths in teaching desktop publishing and graphics programs are my years of practical "real-life" graphic design experience. One thing that I always require from my students is that what they do must be appropriate for their portfolio and to be appropriate for their portfolio it must be commercially applicable. That means it must be a "professional product".
2.2.2 use spreadsheets for analyzing, organizing and displaying numeric data graphically.
Spreadsheets and numeric data has always been a little dry for me so I have had limited exposure to these resources for some time. However, during my program of study I was able to produce charts and graphs that truly enhanced the information being presented.
2.2.3 design and manipulate databases and generate customized reports.
I have not had an opportunity as of yet to "design and manipulate databases and generate customized reports". However, my new position requires me to run my own server for my classes. This will provide me with the opportunity to generate learner use databases to help with technology purchasing and resource assignment.
2.2.4 use teacher utility and classroom management tools to design solutions for a specific purpose.
The school I taught at provided me with overhead monitors for numerous classes for the purposes of lesson demonstration. These lessons required creative design solutions and subsequent student applications. During my program of study I had the opportunity to design and implement online tools to enhance the existing resources.
2.2.5 identify, select, and integrate video and digital images in varying formats for use in presentations, publications and/or other products.
Because of the size requirements for most video files, I have hesitated using them while designing educational technologies to be implemented into the classroom. However, learners in my courses often view examples of digital images and other graphics incorporated into end products. Subsequently, they themselves gain the competencies to apply the same techniques.
2.2.6 apply specific-purpose electronic devices (such as, a graphing calculator, language translator, scientific probeware, or electronic thesaurus) in appropriate content areas.
Learning about these various resources has been one of the highlights of my program of study. I have sincerely enjoyed sharing the knowledge of these resources with my students. I have found that online dictionary and thesaurus awareness by the students benefits every single class I teach.
2.2.7 use features of applications that integrate word processing, database, spreadsheet, communication, and other tools.
During my program of study I have discovered that word processing programs like Word Perfect can do far more than typeset. I learned that you can place graphics and even save as a web page. Let's not forget the all valuable PDF files. Learning to integrate these various files into web pages and other presentation mediums has been extremely beneficial to my academic and professional development.
Artifacts for Standard 2.2
This link will return you to my Learning Defined page where you may view student projects from my classes that demonstrate "…(use of) graphics programs…to develop professional products…".
Final Web Site
This web site I developed as a non-educational professional product during my program of study. It also demonstrates my ability to use digital images in varying formats to be used in presentations.
This evaluation report demonstrates my use of productivity tools to display numeric data including charts and graphs.
2.3 Telecommunications and Information Access
Candidates will use telecommunications and information access resources to support instruction.
2.3.1 access and use telecommunications tools and resources for information sharing, remote information access and retrieval, and multimedia/hypermedia publishing.
One of the highlights of my program of study was being able to initiate and help integrate faculty and staff email. It has reached critical mass and now all students, faculty and staff get most school related information from this tool.
2.3.2 use electronic mail and Web browser applications for communications and for research to support instruction.
Being able to provide students with communication tools and independent research options is extremely valuable in the classroom. Since beginning my program of study I have required all students to obtain email addresses (which the school now requires for administrative purposes) and included online research requirements for every project in every class I teach.
2.3.3 use automated online search tools and intelligent agents to identify and index desired information resources.
During the first part of any section it is important to help students identify technology tools and techniques that will facilitate their completion of goals and objectives set forth in the class. This includes providing information regarding, search engines, key word searches, indexing and book marking.
Artifacts for Standard 2.3
Faculty E-mail Diffused (Login: BL121 Password: Happy01)
The integration of faculty and staff email has reached critical mass and now all students, faculty and staff get most school related information from this tool.
This WebQuest requires learners to use search engines and indexes to locate desired information, catalog results and synthesis and share information.
This implementation plan facilitates learner awareness of various information catalogs, indexing and various other data retrieval technology.
2.4 Research, Problem Solving, and Product Development
Candidates will use computers and other technologies in research, problem solving, and product development. Candidates use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed.
2.4.1 identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.
My program of study has provided me with valuable information regarding the principles and processes associated with the development of learning materials. This includes, but is not limited to, establishing need, devising a plan, implementation and evaluation.
2.4.2 develop simple hypermedia and multimedia products that apply basic instructional design principles.
During my program of study I had the opportunity to design Survey of Media and Design. This introductory course is now a requirement for all beginning students. In it I used instructional design principles to expose students to various media and resources that facilitate their awareness of resources and knowledge directly pertaining to their individual academic and professional goal and objectives.
2.4.3 select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
I believe that the paragraph above also is true for this standard. With most of my classes I attempt to allow students to choose and design projects that interest them as long it falls within the goals and objectives set forth in the lessons. This learner-centered approach has been very effective.
2.4.4 participate in collaborative projects and team activities.
I had been working in an online team environment developing the Art Institute Online for some time as a subject matter expert and instructional designer before beginning my program of study. However, during my graduate study was the first time I had participated in groups academically. It was a very rewarding experience that has since inspired me to incorporate group activities in all courses I teach.
2.4.5 identify examples of emerging programming, authoring, or problem solving environments.
Identification of emerging technologies is extremely important. I am constantly made aware of these through periodicals, software update notifications, peers and students. Examples may include, InDeign 2.0, Cold Fusion, Illustrator 10, PhotoShop 7, Mac OS 10, the list could go on and on.
2.4.6 collaborate in online workgroups to build bodies of knowledge around specific topics.
It has been very enlightening and rewarding working with others in an online academic environment. However, I do feel my greatest collaborative online workgroup would have to be the startup design team for the Graphic Design Program for the Art Institute Online.
2.4.7 use a computer projection device to support and deliver oral presentations.
As an instructor of graphic design this something that I spend approximately 70% of my classroom time doing.
2.4.8 design and publish simple online documents that present information and include links to critical resources.
This is something that before my program of study I had not even considered. These documents are now part of every course I teach.
2.4.9 develop instructional units that involve compiling, organizing, analyzing, and synthesizing of information and use technology to support these processes.
Something that I teach my students is that solid successful design cannot come out of your head. You must research, compile information, synthesis it and use technology to produce a unique product. The Internet and other technical sources allow students to later provide validation for their choices in their designs.
2.4.10 conduct research and evaluate online sources of information that support and enhance the curriculum.
I have found that if someone tries to think of an original idea without research the likelihood of that exact idea already being presented is very great. However, if someone researches and combines existing ideas into something original, the chances of it being unique are far greater. I often tell my students that the most accessible tool for review of the various resources is online.
Artifacts for Standard 2.4
The links to the artifacts above demonstrate my ability to identify basic principles of instructional design, to develop educational materials and apply these principles and materials in the classroom.
The web site above demonstrates my ability to use technology in the classroom to facilitate learners compiling, organizing, analyzing, and synthesizing of information into a finished product.
Social Navigation Web Page
The above link is to a simple online document that I created to present information to learners that includes links to critical resources.