Integrating an

InterwriteMobi

into Math Lessons

Janice Bezanson Ed Tech 503 Final ID Project Prepared for Dr. Ross Perkins Summer, 2010

http://www.einstruction.com/products/interactive_teaching/mobi/index.html

Table of ContentsReflective Synthesis Paper ........................................................................................................... 3 Part 1: Topic................................................................................................................................. 5 Part 1a: Goal .............................................................................................................................. 5 Part 1b: Audience ...................................................................................................................... 5 Part 1c: Rationale....................................................................................................................... 5 Part 2: Analysis Report ............................................................................................................... 6 Part 2a: Description of the Need................................................................................................ 6 Part 2a.1: Needs Analysis Survey....................................................................................... 6 Part 2a.2: Needs Analysis Data Report............................................................................... 6 Part 2b: Description of the Learning Context............................................................................ 7 Part 2b.1: Learning Context................................................................................................ 7 Part 2b.2: Transfer Context................................................................................................. 8 Part 2c: Description of the Learner............................................................................................ 8 Part 3: Planning ........................................................................................................................... 9 Part 3a: Learning Objectives ..................................................................................................... 9 Part 3b: Matrix of Objectives, Blooms Taxonomy, and Types of Learning ............................ 9 Part 3c: ARCS Table ............................................................................................................... 10 Part 4: Instructor Guide ........................................................................................................... 12 Part 5: Learner Content............................................................................................................ Part 5a: Learning Materials .................................................................................................... Part 5b: Summative Assessment Materials.............................................................................. Part 5c: Technology Tool Justification.................................................................................... Part 6: Formative Evaluation Plan .......................................................................................... Part 6a: Expert Review ........................................................................................................... Part 6b: One-to-One Evaluation .............................................................................................. Part 6c: Small Group Evaluation ............................................................................................. Part 6d: Field Trial................................................................................................................... Part 7: Formative Evaluation Report ...................................................................................... Part 7a: Evaluation Survey or Rubric ..................................................................................... Part 7b: Report the Results of the Expert Review ................................................................... Part 7c: Comments on Change ................................................................................................ 14 14 14 14 15 15 15 15 16 17 17 17 17

Part 8: AECT Standards Grid.................................................................................................. 19 Part 9: Appendices..................................................................................................................... 23 Appendix A ............................................................................................................................. 23 Appendix B .............................................................................................................................. 28 Appendix C .............................................................................................................................. 28 Appendix D.............................................................................................................................. 28

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Reflective Synthesis PaperInstructional design is the systematic and reflective process by which instruction is improved. This process includes the analysis of learning needs together with converting existing principles of learning and theories of instruction into instructional materials, activities, information resources, and evaluation (Smith & Ragan, p. 4). When I think of this definition of the instructional design process, a spider creating a web comes to mind. A spider, like a designer, uses a systematic and reflective process as it builds a web. The web is created based on the needs and the type of food the spider is trying to attract. Similarly, a designer creates instruction based on the learners needs and the objectives that need to be met. Needs and objectives are just part of the picture. Prior to taking Ed Tech 503 I had not given much thought to the field of Instructional Design. This semester has expanded my thinking. I had no idea the depths that a designer has to dig to design effective instruction. I knew that instructional design had roots based in theory but I didnt realize that each theory has a different impact on the design. There are so many different steps and stages to the design process. Just picking the correct ID model is an undertaking. As I was completing the concept map for ID Project #1, I couldnt help but reflect on the simple steps that I take for granted and how they cannot be left out or overlooked by a designer. A designer takes nothing for granted but takes precautions throughout every step of the design process to ensure that the instructional design will be successful. This is the biggest change in my thinking that I will take with me as a result of this class. Instructional design has helped me to relook at not only the way I teach but also what I teach. For example, as I was learning about cognitive strategies and how critical it is that learners have the prerequisite skills necessary for the required cognitive process, it challenged my current way of teaching. For example, there have been times when teaching a specific math strand that I assumed students knew the basic prerequisite skills. I have taught what I felt was a great lesson with lots of opportunity for hands-on, collaborative learning, but yet some students still dont grasp what is being taught. Many times I just think oh well, they are just low. This class has illustrated the importance of conducting a needs assessment to determine the gaps between what it is the students need and what they actually possess (Smith & Ragan, 2005). I do conduct assessments in the classroom, but after a critical self-reflection I know that I have assumed too much. The importance of writing each step of a necessary skill clearly and in sentence form transfers directly into good teaching. It just makes since that some students need the extra scaffolding to successfully learn and meet required objectives. As I was reading about the different types of learning it became clear to me that no one theory will work 100 percent of the time in a classroom. It depends on what instruction is being taught and the type of learning that is involved. When a theory is translated into an instructional prescription, exclusivity becomes the worst enemy of success (Jonassen & Land, p. 82). I have struggled in an attempt at becoming a constructivist teacher. A positive result of taking this class, is realizing that an effective teacher is really a blend of learning theories. Instructional design is arming me with a new outlook on both how I teach and what I teach. Also, upon completion of the Masters in Educational Technology program, I am going to explore what options I have both in the field of instructional design and in on-line teaching. I have an interest in both of these fields. The goal of instructional design is to improve student learning.

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This class has equipped me with a wealth of information and tools to use not only in the capacity of an instructional designer but also in my current role as an educator.

ReferencesJonassen, D. H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical Foundations of Learning Environments. (pp. 89-121). New Jersey: Lawrence Erlbaum Associates. Smith, P. L., & Ragan, T. J. (2005) Instructional Design (3rd ed.), Hoboken, NJ: John Wiley & Sons, Inc.

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Part 1. TopicPart 1a. Stated Learning Goal The K-6 teachers at Magnolia Elementary School will integrate the use of an InterwriteMobi during math lessons. This workshop will take two hours. Part 1b. Description of the Audience The learners for this instructional design are the 23 teachers at Magnolia Elementary School. The learners teach in self-contained classrooms ranging from kindergarten through grade six. Part 1c. Rationale This topic was chosen to meet the needs of the teachers at Magnolia Elementary School. Over the summer, the Upland Unified School district purchased an InterwriteMobi for each of the 23 teachers at Magnolia Elementary School. It is the districts objective that the teachers integrate this piece of technology into their math lessons. The overall nature of this instructional design will be an effective balance between both generative and supplantive approaches. This balance is necessary because of the skills involved in this instruction. The teachers are expected to come into this in-service with a high level of prior knowledge of both computer skills and SmartBoard skills. This prior higher level of knowledge would indicate a more generative instructional strategy. However, the learning goals for this in-service requires a critically high level of competence, which would indicate the use of more supplantive strategies. Two other considerations for using supplantive strategies are both the limited instruction time and the expectation that all learners will achieve the goal. This training will be designed using approximately 15 percent generative strategies and 85 percent supplantive strategies. The major instructional strategy that will be used to achieve the learning goal will be procedures. This strategy is a defined unambiguous process. The steps used in procedure learning are structured and do not vary. This is the most efficient type of learning strategy for this in-service because of the procedural nature of learning the necessary steps for achieving the learning goal. The mental operations required in learning procedures are called productions. Productions are learned. Procedures are either simple or complex. Each step of a procedure is written clearly, in sentence form, with no ambiguity. A cognitive task analysis is used to determine the necessary steps. Each step has only one isolated action. Also, each step is structured to result in the smallest number of choices by the learner. If a step requires a decision, it is stated as a question. If a step is an operation, it is stated as an imperative sentence. If a simple learning procedure is being taught, it is straightforward, following the order of presentation then demonstration and finally time for practice by the learner. If a complex learning procedure is being taught, it is first clarified by breaking it down into simpler steps, or by chunking steps that go together. An accurate assessment of procedure learning is observing if the learner can successfully complete the procedure.

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Part 2. Analysis ReportPart 2a. Description of the NeedPart 2a.1 Needs Analysis Survey This survey has 16 questions and was created using the form feature within Google Docs. The survey was sent to the 23 learners attending the in-service. The learners were given three days to respond. Survey Link: http://snipurl.com/zgtxt Part 2a.2 Needs Analysis Data Report 17 out of 23 of the learners returned the Needs Analysis Survey. A one to five scale of measurement was used on all survey questions that required the use of a scaled answer. For each question, one was considered the lowest response and five was considered the highest response. When asked to rate their comfort level using a computer, 76% of the learners rated their comfort level at a five; 18% rated their comfort level at a four; and six% rated their comfort level at a three. When asked to rate their comfort level using a SmartBoard 53% of the learners rated their comfort level at a five; 35% rated their comfort level at a four; and 12% rated their comfort level at a three. Following is a graph indicating these results.

Comfort Level Using a SmartBoard

A table with a list of the questions that required a yes or no response is presented below. Also included in the table is the percentage of learners that responded either yes or no.

Yes/No Survey Questions and Respons Data

In addition to the above data, the survey indicated that one learner has difficulty seeing what is being presented when sitting in the back of the room. There will also be one learner attending the in-service in a wheelchair. Also, two learners have special hearing needs. One has difficulty hearing from the back of the room and the other has difficulty hearing in a noisy room.

Part 2b. Description of the Learning ContextPart 2b.1 Learning Context This in-service will take place in the multi-purpose room located within Magnolia Elementary School. This room is conducive to this type of instruction. There are 23 teachers attending this in-service and the facility seats 150 people. The instruction will take place in the front portion of the room. This section is equipped with a document camera, a SmartBoard, and a sound system. The room is air-conditioned and has both natural and fluorescent lighting. There are chairs and tables that are positioned so that all learners can easily see the SmartBoard. Each learner will have an individual laptop and InterwriteMobi. The necessary software will be pre-loaded on each laptop and each InterwriteMobi will be charged and ready for use. There are enough wifi access points in this location to ensure that every laptop will have an Internet connection.

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The in-service takes place the first day the learners return from a two and a half month summer break. Although the survey indicates a high motivation level for this instruction, the learners will have many work related tasks that they will be thinking about accomplishing. The beginning of a school year comes with a high level of stress. Part 2b.2 Transfer Context The instruction learned through this in-service will be easily transferred by the learner to the context of a classroom. The learners will develop the skills necessary to integrate an InterwriteMobi successfully into math lessons. The learner will need practice, to comfortably navigate his or her own classroom while carrying the InterwriteMobi and presenting math instruction. The skills and procedures learned at this in-service will provide the learner with enough knowledge to successfully integrate an InterwriteMobi into math lessons. This knowledge will extend into integrating the use of the InterwriteMobi into other subjects taught by the learner. Part 2c. Description of the Learners The 23 learners for this in-service, range in ages from 24 to 63. There are three males and 20 females. All 23 learners hold a valid California Teaching Certificate. The survey indicates a high motivation level for integrating an InterwriteMobi into math lessons. Following is a graph with the results to this question. 89% of the results scored a four or greater, 12% scored motivation at a three and no one scored less than a three.

Motivation Level for Integrating an InterwriteMobi into Math Lessons70%

56%

42%

28%

14%

0% 1 2 3 4 5

Of the surveys returned, zero percent of the learners had concerns about integrating the use of an InterwriteMobi into math lessons. When asked about any specific concerns, three of the learners typed specific comments. Following are their responses: None, I am anxious to use it. I think it will be a useful tool. I hope it will be an easy process learning, so that I can begin using it right away. This instruction requires that the learners have a high level of prior knowledge of both computer skills and SmartBoard skills. The survey results support this requirement. 99% of the surveys returned indicate a four or greater level of comfort using a computer. 88% reported a comfort level of four or greater when using a SmartBoard.

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Part 3. PlanningPart 3a. Learning ObjectivesThe learner will: 1. Presented with a laptop and a connected InterwriteMobi: 1.1 Identify the icon for the installed InterwriteMobi software. 1.2 Locate and remove the electronic pen from the side of the InterwriteMobi. 2. Given an InterwriteMobi: 2.1 Identify and open the device manager, using the electronic pen, to set preferences. 2.2 Identify the icons within the device manger by hovering over a given icon with the electronic pen. 2.3 Calibrate the electronic pen by locating the correct icon and following directions. 2.4 Use the electronic pen to open the workspace. 3. Given an open InterwriteMobi workspace: 3.1 Identify the workspace toolbar. 3.2 Differentiate between lesson mode and office mode. 3.3 Evaluate the difference between the icons and select appropriate math tools. 3.4 Operate a given math tool in the open workspace. 3.5 Compare available tools. 3.6 Design a grade appropriate mini lesson using the appropriate tool. 3.7 Save the lesson for later use.

Part 3b. Matrix of Objectives, Blooms Taxonomy, and Types of LearningObjective Number (1) 1.1 1.2 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 3.7 Blooms Taxonomy Classification (2) Comprehension Comprehension Comprehension Comprehension Application Application Comprehension Analysis Evaluation Application Evaluation Synthesis Application Strategy to be employed to teach the objective (3) S S S S S S S S S S G G S Type of Learning (4) Conceptual Learning Procedures Conceptual Conceptual Conceptual Learning Procedures Conceptual Conceptual Conceptual Learning Procedures Cognitive Cognitive Learning Procedures

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Part 3c. ARCS Table

ARCS Motivational Strategies PlanProject Goal Statement: The K-6 teachers at Magnolia Elementary School will integrate the use of an InterwriteMobi during math lessons. This workshop will take two hours.

ATTENTIONA.1 Perceptual Arousal First, the instructor will introduce the InterwriteMobi and the learners will actually receive and see their own InterwriteMobi for the first time. Second, a YouTube will be played featuring an InterwriteMobi and the benefits it has for use in the classroom A2. Inquiry Arousal Ask learners to discuss in small groups the YouTube presentation and brainstorm how an InterwriteMobi can improve instruction. A3. Variability Have each group write their best idea on chart paper. The instructor will read through the different ideas whole group.

RELEVANCER1. Goal orientation A different YouTube will be shown featuring the basic uses of an InterwriteMobi. R2. Motive matching The instructor will encourage the learners to observe how quick and easy the user steps are even when first using an InterwriteMobi. R3. Familiarity The instructor will remind the learners of the first time they use a computer mouse or a cell phone. Initially it may have seemed like a daunting task, but it quickly became second nature.

CONFIDENCEC1. Learning requirements The instructor will guide the learners through each step, while assuring them they have the necessary computer skills to be successful. The instructor will go through each step of the handout, clarifying each step. C2. Success opportunities The instructor will guide the learners through each step of the instruction until the successful calibration of the electronic pen. C3. Personal control The instructor will give the learner the opportunity to become accustomed to using the electronic pen, while proceeding on their own through each step of the 10

instructions. The instructor will circulate among the learners encouraging and facilitating the use of the equipment. Learners can work in grade level groups.

SATISFACTIONS1. Natural consequences The learners will learn the available tools that are built into the InterwriteMobi. The learner will become more proficient at using the electronic pen when given an opportunity to practice. S2. Positive consequences The learner will develop a grade appropriate mini lesson using the InterwriteMobi. The learner will save the created lesson to use again. S3. Equity The instructor will hold all learners accountable for creating a mini lesson. All learners will be held to the same standards of learning how to use the InterwriteMobi. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

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Part 4. Instructor Guide IntroductionGain Attention - Each learner will receive a new InterwriteMobi as they enter the multipurpose room. It will be charged and ready to use and it is theirs to keep (as long as they work at Magnolia Elementary). Each of the learners had to turn in their school laptop at the end of the last school year. The tech department has installed the necessary software and has synced each InterwriteMobi to the correct laptop. They are now ready to be used. Inform Learners of Purpose Explicitly state that the purpose for this in-service is to receive an InterwriteMobi and to learn how to integrate it into math lessons. Also state that by the end of the in-service they will have developed a mini-lesson to use in the classroom. Arouse Interest and Motivation Tell the learners that they are going to see a short YouTube created by eInstruction that highlights the benefits of using an InterwriteMobi in the classroom. Preview the Learning Activity Have learners discuss in small groups the YouTube presentation and brainstorm how an InterwriteMobi can improve instruction. Then have each group write their best idea on chart paper. Read through the different ideas whole group. Pass out a copy of the learning material to each learner and provide a quick overview of the contents.

BodyRecall Relevant Prior Knowledge Remind the learners of the first time they used a computer mouse or a cell phone. Initially it may have seemed like a daunting task, but it quickly became second nature. Process Information Guide the learners through the learning material step by step until the successful calibration of the electronic pen. Focus Attention Tell the learners that they are going to watch another YouTube that will show them what they missed in the setup (since the tech department completed the setup). It will help them to become familiar with all parts of the InterwriteMobi and give them an overview of the next steps that they will encounter in the learning material. Employ Learning Strategies Encourage the learners to observe how quick and easy the user steps are even when first using an InterwriteMobi. Remind students to re-read any step that is not clear and to ask a clarifying question. Allow learners to work in grade level groups to facilitate learning. Provide Guided Practice Give the learner the opportunity to become accustomed to using the electronic pen, while proceeding on their own through each step of the instructions. Encourage the learner to evaluate the differences between the icons and compare the available

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tools. Point out the similarities between the icons on the InterwriteMobi and other electronic devices. These connections will facilitate learning. Provide Feedback Circulate among the learners encouraging and facilitating the correct use of the equipment. Respond in a positive manner to any questions and redirect the learner as necessary. To alleviate frustration, again remind the learner of frustrations they may have encountered in similar learning situations and how quickly the frustration was dismissed. If the learner is having difficulty using the electronic pen, demonstrate the correct way to use it and provide immediate corrections. Remind the learners that the mini lesson that they are creating today is not a full lesson. Rather it is just one small piece to get them started.

ConclusionSummarize and Review Regain the attention of the whole group. Review what they have learned during this in-service. Allow the learners to synthesize what they have learned by providing them with a concise review of the instruction. Transfer Learning Have the learners discuss in their small groups, what other ways or what other subjects the InterwriteMobi might have an impact on instruction. Have them include in the discussion what ways the InterwriteMobi can be instrumental in the hands of students rather than the teacher. Remotivate - Regain the attention of the whole group. Tell them that they are about to see an award winning YouTube presentation. This video was the K-5 winner in the eInstruction $30,000 technology makeover. The school won a technology makeover from eInstruction for this entry. The InterwriteMobi is a featured tool in the video. Assess Learning A peer assessment will allow each learner to share within his or her small group. The learner will demonstrate his or her saved small mini lesson to the other members of the group. Any learner unable to demonstrate achievement of the learning goal will meet with an instructor for one to one remediation. Provide Feedback and Remediation Provide any learner that is still having difficulty with any steps of the instruction with one to one remediation. Facilitate their learning by directing them to find the answer to their question(s) in the learning materials instead of just providing them with an immediate answer.

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Part 5. Learner ContentsPart 5a. Learning Materials The learning materials (Appendix A) for this in-service are in final form and ready to be copied and distributed to the learners the day of the in-service. Part 5b. Formative/Summative Assessment Materials A formative assessment (Appendix B) will be given at the end of the in-service in the form of a questionnaire. This form was created in Google Docs and will provide valuable feedback on the overall effectiveness of the instructional design. A summative assessment (Appendix C) will be given three months after the in-service. This assessment is in the form of a questionnaire. This form was created in Google Docs and will provide data on the percentage of learners using the InterwriteMobi and if the learning goal was met. It will also provide data on how many learners have transferred their learning to subjects beyond math. Part 5c. Technology Tool Justification The following technology tools were used to facilitate achieving the learning goal of this in-service.Technology Tool InterwriteMobi RationaleThe InterwriteMobi is designed to be highly collaborative and facilitate instruction in the classroom. Also, the response screen allows the teacher to immediately gather individual student responses and quickly adjust instruction to meet the needs of all the learners provided by the collected data. This tool was used as a motivation to activate interest through the use of media. The video highlights the benefits of using an InterwriteMobi in the classroom. This tool was used to focus attention and provide background knowledge about the InterwriteMobi. This tool was used to Remotivate the learners by visually illustrating what can be accomplished in a classroom using technology.

YouTube Administration.com

YouTube Up and Running in 10 Minutes YouTube We Use Technology eInstruction Contest Winner

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Part 6. Formative Evaluation PlanPart 6a. Expert Review The Subject Matter Expert (SME) for this instructional design is Katherine Lee. Katherine is both a department head and technology coordinator at a private school located in Upland, CA. Katherine agreed to review the materials for this instructional design. The materials were emailed to her on Wednesday, July 21, 2010. A meeting to discuss the results of her review was held on Saturday, July 24, 2010. Part 6b. One-to-One Review Two members of the targeted audience will be chosen for a one-to-one review. The purpose for this review will be to diagnose any problems with the instruction. At this stage in the design process, the need to identify inadequate directions, typographical errors, incorrectly numbered pages, improper sequencing and any comprehension problems with the instructions need to be identified and corrected. To facilitate this review, the material will be presented separately to the two selected learners. Following each presentation, the learner will be asked: Did the instructions make sense? Did the instructions follow a logical sequence? Were the learner expectations clearly stated and understood? Was any of the information presented not clearly stated? Is there any part of the directions that you do not understand? Did you find any errors in the typing or formatting of the instructions? It is important to make it clear to the learner that if they did experience difficulty with the instruction that it is not the learners fault but the fault of the instructional design. The learner will be told that data gathered from this review will be used to correct and improve the instructional design. Part 6c. Small Group Evaluation A small group evaluation will be held after the revisions have been completed based on the information collected during the one-to-one review. This evaluation will consist of approximately eight learners that will represent a cross section of the learners that will be attending the in-service. At this stage of the design process, an instructor will present the material to the selected small group. Notes will be taken by the designer indicating any nonverbal cues about the interest and motivation of the instruction; the length of time to complete each step of the instruction; if learners had the necessary entry-level skills; and if the learners achieved the learning goal. After the instruction the learners will be asked a set of questions to determine if the oneto-one review revisions were adequate and if additional revisions need to be made. This part of the evaluation would include the following questions: On a scale of 1 to 5 how would you rate your motivation level towards the instruction? On a scale of 1 to 5 how would you rate the difficulty level of the instruction? On a scale of 1 to 5 how easy was the lesson material to understand? Did you feel successful after the instruction? Did you experience any frustration throughout the instruction? What revisions do you feel are necessary, please be specific?15

The information obtained from the small group evaluation will be used to correct and improve the instructional design.

Part 6d. Field Trial For a larger scale instructional design a field trial is necessary. In this case revisions would initially be made to the instruction based on the information gathered in the small group evaluation. The purpose of the field trial is to ensure that the revisions made as a result of the small group evaluation are effective; to become aware of any problems that might develop in a real instructional setting; and to be able to say with certainty that the instructional design is effective. For this field trial a group of approximately 30 learners would be chosen. To be truly accurate, it would be a good idea to conduct a field trial in several different learning environments. The actual teachers and trainers would deliver the instruction, and then the learners would be asked a set of questions that would lead to a final revision process. The questions would be similar to the ones asked during a small group evaluation but would also include questions on any types of administration problems. The learners would be questioned if any changes or adaptations need to be made in either the delivery or the written instructions.

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Part 7. Formative Evaluation PlanPart 7a. Evaluation Survey or Rubric The form (Appendix D) created for the SME to complete was designed to ensure the instruction is: Effective Efficient Interesting/Motivating Usable Acceptable It was created in Google Docs and asks relevant questions covering each of the above areas. The form was emailed to the SME along with a copy of this report. Part 7b. Report the results of the expert review The results of the SMEs evaluation were useful in evaluating the overall instructional design. The results are divided into three categories: revisions that should be made immediately; questions on collection of data; and suggestions that should be ignored. Immediate Revisions Katherine had one specific recommendation for immediate revision. The recommendation pertained to the direct instruction of the material. Katherine wrote the following: In the Body, Process Information section, I would continue the direct instruction through locating and identifying the available math tools. Because of the limited amount of time of this in-service I feel a more direct teaching approach is necessary. Questions on Collection of Data Katherine had one recommendation in the area of data collection. She suggested an additional follow-up questionnaire at either six months or nine months be administered to the learners. Katherine felt that this would be necessary to ensure that the instruction was successful. The Needs Analysis Survey was rated as effectively identifying the needs of the learners. In addition, Katherine felt that both the formative assessment and the summative assessment were both written so that accurate information could be obtained from the learners. Suggestions that Should be Ignored Katherine offered no suggestions that should be ignored. Overall the results of the SME evaluation indicated that the learner materials were clearly written, user friendly and followed a clear, concise step-by-step process. Katherine indicated that she liked that the learner materials were in a ready to copy format. She felt the ARCS Motivational Strategies Plan used effective strategies for motivation. Katherine particularly liked the choice of the YouTube for refocusing the learners. Part 7c. Comments on Change The SME recommended two changes to the instructional design. The first recommendation was to extend the direct instruction to a point further along in the lesson. Katherine made this recommendation specifically because of the time constraints offered by the17

in-service. When we met face to face, we discussed this point in greater detail. She agreed that it would be beneficial for the learners to work their way through this part of the instruction but that in reality this might take a considerable amount of time. She pointed out that to expedite instruction and keep it within the required time frame, it would be beneficial for the learners to walk them through a larger portion of the instruction. I am in agreement with the recommendations and the changes will be reflected in both the Instructor Guide and the Learning Materials before actually using them for an in-service. The second recommendation was to create and administer an additional follow up summative assessment. This assessment would again be in the form of a questionnaire. Katherine suggested this additional assessment as a way of collecting additional data for assurance that the learners are continuing to meet the learning goal. She also suggested that the questions for this assessment be created after the initial summative assessment. This would allow for specific questions on needs that were previously identified. I agree that this is a valid recommendation and an additional form will be created following the suggested time frame. The information I received from both the SME Evaluation form and the face-to-face meeting was invaluable. The recommendations made by Katherine Lee will strengthen my instructional design and make it more beneficial for the learners.

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Part 8. AECT Standards GridThe following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X X X X X X ID Projects 1 & 2 ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 ID Project 2 ID Project 1

X X X

ID Project 02 Reading Quiz; ID Projects 1 & 2 (all assignments)

X

(all assignments) ID Project 2

X

X X ID Project 2 X ID Project 2

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practical, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

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1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

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3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

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Appendix A (Back to Learner Material)

WELCOME BACK InterwriteMobi In-Service

http://www.einstruction.com/products/interactive_teaching/mobi/index.html

M AGNOLIA E LEMENTARY BACK TO SCHOOL IN-SERVICE AUGUST 20, 2010

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InterwriteMobi...a step by step process *I Electronic Interwrite Pen II **Caution: The Interwrite Pen is located in the top right corner of the Mobi. It is tethered to the Mobi by a black lanyard. Keep the pen attached at all times to avoid losing!

Background Information The Interwrite Pen II is an input device to the computer. You will use it to write and draw in Lesson Mode and to control mouse movements in Mouse Mode by moving the tip of the Pen just above or touching the Tablets workspace surface. When the Pen Tip is in prox or touching the Tablets workspace surface, it simulates the same effects you would get using the left mouse button both in Windows and on the Mac. Using the Pen When the Pen is in prox, press the bottom end of the Rocker Button to simulate a left mouse button double-click in Windows and on the Mac. Press the top end of the Rocker Button to simulate a right mouse button click in Windows and a Ctrl-click on the Mac. In Windows, hold down the bottom Rocker Button and touch the Pen Tip to the Tablets workspace to erase. On the Mac, with the Pen Tip touching the Tablets surface, hold down the bottom Rocker Button to erase. Sleep Mode The Pen goes into Sleep Mode after about two minutes of inactivity to conserve power. Touching the Pen to a surface, or clicking one of its Rocker Buttons, wakes up the Pen. Pen Tip Up or Down Same as using Mouse Bottom End Double-Click Left Mouse Button Rocker Button - Top End Right Click Mouse Button

II Viewing Device ManagerYou will use the eInstruction Device Manager when you want to change the Mobis preference settings. Make sure the Interwrite Mobi is powered on. Complete the following steps to view the Device Manager.

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1. Click the eInstruction icon in the System Tray on the Windows Task Bar to display the Device Manager menu. 2. Select the eInstruction Device Manager option to display the eInstruction Device Manager window. 3. Use the icon or Options menu to view or change the preferences on the Mobi. Once Device Manager is selected from the menu, the Device Manager main window opens. From this window, you can connect devices, view properties, set preferences, identify connected devices, lock or unlock tablets, and perform other management functions.

III Calibrating The Electronic Interwrite Pen IIAlign the Interwrite Pen position relative to the projected image on the Interwrite Boards surface. Use the Interwrite Pen to tap each white calibration point as it appears on the blue screen. Recalibration is required when either the Interwrite Board or the projector has been moved.

IV Operating the InterwriteMobiThe Interwrite Mobi provides the freedom to interact with a projected presentation from anywhere in the room. You can write annotations and run applications remotely, giving you the opportunity to engage others and encourage participation. You use the electronic Interwrite Pen II on the Mobis active area, the area defined by the Tablet Insert, to move the mouse cursor on the projected image, to select and use Workspace tools, and to click on the SoftKeys indicated across the top of the Tablet Insert.

V Workspace ModesInterwrite Workspace is run in one of four operational modes, Lesson Mode, Office Mode (Windows only), Annotate Over Desktop Mode, and Mouse Mode. Workspace Tools are categorized as Annotation Tools, Editing Tools, Page Tools, Presentation Tools, Multimedia Tools, Navigation Tools, File Management Tools, and Setup Tools. The Interwrite Workspace Help file describes all of these tools in detail and can be accessed from the Workspace Menu. Lesson Lesson Mode makes the full set of Workspace tools available to create lessons and presentations and to annotate the pages of those lessons and presentations. Office Office Mode makes it possible to interact directly with the native files of the

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Microsoft Office suite of products, PowerPoint, Word and Excel. Annotate Over Desktop Mode Annotate Over Desktop Mode allows you to annotate over running videos, movies, TV shows, and Flash applications. Mouse Mode Mouse Mode allows you to use your Interwrite Pen II as a mouse to run applications and access the Internet. Getting Started Begin an Interwrite Workspace Session 1. When you are ready to begin an Interwrite Workspace session, turn on your Interwrite DualBoard. The DualBoard must be active and connected. You can verify this in Device Manager. 2. You can start Workspace in one of the following ways: Use your electronic Interwrite Pen to click on the Interactive Mode icon on either of the Interwrite DualBoards Features Menus. Use your Interwrite Pen on the Interwrite DualBoards surface to guide the mouse cursor on the projected desktop image to the Interwrite Workspace icon on the Windows Task Bar or on the Macs Menu bar. Click the icon to display the Device Manager Menu. Select Workspace from the menu. Select Start>All Programs>eInstruction>Interwrite Workspace in Windows to start Workspace. The Workspace Toolbar displays on the screen. When you start up Interwrite Workspace, the Toolbar displays along the right side of the projected desktop image. At that time, Workspace is in Mouse Mode. Use your Interwrite Pen to select the Pen tool from the Toolbar. Workspace will capture a screen shot of your desktop as the first page in your presentation. Your capture is displayed in the Lesson Window. Or, you can start up Annotation Mode by selecting one of the Page Creation Tools. The page type you select is displayed in the Annotation Window and the Pen tool is automatically selected. Once the Lesson Window is open, you can begin writing or drawing on the page.

VI Presentation FilesThe presentation file is made up of your annotated pages. The Page Creation and Capture tools are used to create the pages in the presentation file and the Annotation Tools are used to create the annotations. The presentation file is automatically saved as a .GWB file. As soon as you select an Annotation Tool, an untitled presentation file is created. Unless you give the file a name, it is automatically saved using todays date as the filename. (Multiple files created today have 01, 02, 03, etc., appended to the date name.) 26

An existing presentation file can be opened, its pages can be sorted, annotations can be added to the existing pages, and new pages can be added to the file. Your presentation will determine how each presentation file evolves. For example, you can prepare a presentation file with rulers for a measurement lesson. Or, you can capture and annotate a compass, showing different types of angles. Or, you can run a PowerPoint Slide Show in Office Mode (Windows only), where annotations added to the slides are saved in the native file.

VI Building the Presentation FileYou can build your presentation file during your presentation, or you can pre-build it, including the screen captures, images, graphs and text pages you want to present. However you choose to do it, the process is the same. Use the Page Creation Tools to add a blank, gridded, calendar, gradient, or background image page. By default, Interwrite Workspace is in Autosave mode, so your annotated pages are automatically saved as you build your presentation file. By default, the Capture tool is set to always capture the screen. When you are in Mouse Mode and you select an Annotation Tool, the Pen tool, for example, the image of your desktop is captured as a page in the Lesson Window. You can change the Capture setting by selecting the Preferences option from the Workspace Menu. Click on the New Page Setup tab to display the Capture options. Click the Save tool to save the file using the default filename (todays date), or a name you type on the pop-up Onscreen Keyboard.

VII Additional eInstruction ResourcesYou can find addition resources including lesson plans at http://www.einstruction.com Much of the information presented in todays handout you will find in your InterwriteMobi instruction book. The information specific for todays in-service, was taken from the instruction book. Some information was also retrieved from the eInstruction website (see references listed below).

References eInstruction material retrieved from http://www.einstruction.com/support_downloads/interactive_teaching/mobi/Interwrite Mobi Getting Started.pdf

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Appendix BLink to Google Doc formative instruction assessment (Back to Part 5b)

Appendix CLink to Google Docs summative instruction assessment (Back to Part 5b)

Appendix DLink to Google Docs Subject Matter Assessment Review Questionnaire (Back to Part 7a)

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