Master of Arts in Instructional Technology
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www.stockton.edu/grad Master of Arts in Instructional Technology Showcase • April 28, 2010 F I N A L P R O J E C T S H O W C A S E T A K E A C LO S E R
Transcript of Master of Arts in Instructional Technology
www. s t o c k t o n . e d u / g r a d
Master of Arts in Instructional Technology
Showcase • April 28, 2010
FINAL PROJECT SHOW
CA
SE
TAKE
A CL
OSER
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M a s t e r o f a r t s i n i n s t r u c t i o n a l t e c h n o l o g y
We live in an information-rich society that drives our
current knowledge economy. The Internet enables easy
and instant access to a glut of unfiltered information that
requires close scrutiny.
Information and Communication Technology (ICT)
Literacy is the ability to use digital technology,
communication tools and/or networks to access, manage,
integrate, evaluate, create, and communicate information
ethically and legally to function in a knowledge society.
Many state, national, and international organizations
have established a set of literacy standards related to
managing information in today’s digital environment.
As students advance through our educational system
and transition to the workforce, they will be expected
to critically evaluate information and its sources to
manage information and solve complex problems within
the context of their day-to-day work. The projects in
this 2010 Capstone Showcase demonstrate the ways
ICT Literacy empowers learners to thrive within an
information-rich society, while cultivating a society of
lifelong learners.
- Mary Irwin, Presenter
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M a s t e r o f a r t s i n i n s t r u c t i o n a l t e c h n o l o g y
Critically Studying Information (CSI) Boot Camp: Evaluating Web Pages
Target Audience: Higher Education Students
Author: Mary Irwin
Abstract: During 2006 through 2008, Stockton learned through a national assessment that their student population was not proficient in critically evaluating information and its sources using digital technology, communication tools, and/or networks. Interviews with current students uncovered that they rely heavily on the Internet as a primary source of information and do not follow a systematic process, technique or strategy to assess information that they find.
My intervention employed situated cognition asynchronous instruction for applying specific criteria to critically evaluate web page information in a digital environment. Based on a needs assessment, I designed an interactive, scenario-based module that employed a CSI-investigative theme. The module provided a job aid and online tools that enabled learners to take a closer look at web page information and gauge its credibility, objectivity, currency, accuracy, relevancy, and authenticity.
Evaluation was measured utilizing a final assessment, and a survey to capture subjective feedback on the design, appearance and learning value of the module. Results revealed that 64% were not aware of strategies to evaluate a web page – specifically the credibility of the author/sponsor, the objectivity of the content, and related links to other web sites. Those completing the entire module scored above 80% on the assessment.
Contact:[email protected] 609.891.9363
Did You Know?There are two Webs – the visible web and the invisible web.
The visible web (public web) is accessible using search engines, while the invisible web is not since it typically consists of private databases, such as library databases (ILLiad, JSTOR, EBSCOhost), library catalogs, Intranets, and password-protected web sites.
Your campus library has access to numerous resources within the invisible web.
visible web
invisible web
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M a s t e r o f a r t s i n i n s t r u c t i o n a l t e c h n o l o g y
Integrating Technology with Administrative Tasks
Target Audience: Trump Employees
Author: Jennifer Babcock
Abstract: In many organizations, managers handle administrative tasks which were once handled by
administrative employees. Because they may not have been given instructions on how to process these tasks correctly, research proved that many learned to complete these tasks by contacting administrative departments, or they attempted to work through tasks independently, resulting in errors. This creates problems for the manager and the administrative departments, who must take time to answer routine questions.
The intervention, interactive computer based tutorials, used Knowle’s Andragogy theory to develop self-directed tools for adult learners. For this project, three tutorials were created to help complete purchase requisitions and three variations were created for each: visual/auditory with and without a quiz, and written step-by-step instructions.
Evaluation employed a group of 30 employees to evaluate each tutorial to determine which was most effective. Data collection revealed that 54% prefer the tutorial with quiz (vs 30% without quiz and 33% for the written instructions). Also, 92% of participants may now complete basic requisitions without assistance compared with 45% prior to the online tutorials. Further, 72% feel “much more comfortable” and 100% would recommend the tutorials to others. These tutorials are housed on a portal which was developed for this project.
Contact:Jennifer Babcock, Education and Development ManagerTrump Entertainment [email protected] • [email protected]://trumpemployeeinfo.com/
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M a s t e r o f a r t s i n i n s t r u c t i o n a l t e c h n o l o g y
Professional Development for 21st Century Technology Skills
Target Audience: Elementary Classroom Teachers
Author: Catherine A. Moore
Abstract: The New Jersey Department of Education has recently revised the Core Curriculum Content Standards for Technology. The purpose of this study was to increase elementary teachers’ knowledge of the digital tools and educational applications necessary to successfully implement these standards.
My solution included the design and implementation of professional development modules in the form of hands on workshops and tutorials consisting of interactive multimedia presentations. The content, presented in a situated cognition environment, included how to use digital tools such as various hardware, software and Web 2.0 tools for digital storytelling, and online communication and collaboration.
An evaluation tool was developed to measure the participants’ successful completion of each instructional objective. After completing the professional development modules, 100% of the teachers were able to create a digital story compared to 4% of those originally surveyed. 100% of those completing the Web 2.0 module were able to design a collaborative lesson for the classroom compared to 36% of those originally surveyed.
Contact:[email protected]
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M a s t e r o f a r t s i n i n s t r u c t i o n a l t e c h n o l o g y
Vocabulary Development Using Interactive Web-Based Tools
Target Audience: Fifth Grade Students
Author: Eileen Anaya
Abstract: As a special education teacher, I work with students with
partially-proficient reading abilities. One reason for their slow progression is a lack of vocabulary development, possibly due to a limited knowledge base on which they can make associations for storing into their memory. A gap that needs to be filled is to help these students that have trouble making connections and do not understand new vocabulary information.
My project is an interactive web-based learning tool whereby students are engaged in learning that is multimodal. It employs visual words and images, with sound, and is a tool that moves at a pace controlled by the learner. It follows principles of design and learning theories such as Moreno and Mayer’s cognitive-affective theory of learning with media, from which instructional design principles were derived.
Results were indicative that the multimodal project helped students to retain and recall newly presented vocabulary, thus improving their overall understanding of what they read. The average final assessment score was 93% correct; whereas, the students were only familiar with 20% of the words before using the program. The success of the students warrants the continuation of the program
Contact:[email protected]
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M a s t e r o f a r t s i n i n s t r u c t i o n a l t e c h n o l o g y
Videogames as Motivational Tools in the General Classroom
Target Audience: K-12 Teachers
Author: Peter J. Dolcy, Jr.
Abstract: The State of New Jersey requires all schools to reach Adequate Yearly Progress (AYP) on the NJASK, as determined by the Department of Education. In recent years, the students at Port Norris School have been unable achieve AYP in Language Arts. One way that the school is addressing this gap is through a Videogames Club that uses gaming as a motivational tool.
Using both a constructivist approach and situated learning theory, students explored various games with educational goals in mind. Literary elements was the topic of their exploration. Students investigated this topic by playing various games with the goal of determining the elements within the game and then creating a review of the game in an online blog. An interactive video tutorial was created to guide the students through their assignments and review.
Evaluation of this study consisted of the use of a pre/posttest taken by both a control group and the students in the club. Control group students were selected randomly from grades 6-8. Comparing the results, the percentage of students in the club who were proficient increased by 40%; whereas, those in the control group declined in proficiency by 2%, possibly due to lack of remediation.
Contact:[email protected] CoordinatorCommercial Township Schools856-785-1611 x125
ACKNOWLEDGEMENTS
Computer ServicesGraduate Studies
Graphics ProductionPrint shop
LibrarySchool of Education
Chartwell’s Food Service
Amy S. Ackerman, [email protected]
Capstone Advisor
www.stockton.edu
S T O C K T O N C O L L E G ETHE RICHARD STOCKTON COLLEGE OF NEW JERSEY
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Stockton is an equal opportunity institution. See www.stockton.edu/affirmative_action.
