My ReflectionsUsing Technology:

Practical ApplicationsReflective Journal

Jennifer L. CevilleED583-EC01--Dr. McLeanUnit 10—March 08, 2006

Kaplan University

Using Technology: Practical Applications“Computers are magnificent tools for the realization of our dreams, but no machine can replace the human spark of spirit, compassion, love, and understanding.” ~Louis Gerstner

Prior to this course, I knew the importance of technology education. Since I teach computer technology, I have had the opportunity to use various strategies for technology integration. However it is through my coursework I was able to learn about various technologies used in today’s society, research about using multimedia, and technology integration ideas. Additionally, from this course I was able to continue further implementation of the TIP model that I learned to use in the prerequisite course, Using Technology: Fundamentals of Integration.

1. Improvement in Teaching Practice • Using course theory and independent research,

describe how your teaching practice has been improved. The artifact of your choice should show a direct relationship between practice and outcome. It should demonstrate your deep understanding of concepts/strategies and your improved knowledge, skills, behaviors.

– The Artifact:• Research Analysis: Decreasing

Cognitive Load for Novice Students: Effects of Explanatory vs. Corrective Feedback on Discovery- Based Multimedia.

1. Improvement in Teaching Practice – The Artifact:

• Research Analysis: Decreasing Cognitive Load for Novice Students: Effects of Explanatory vs. Corrective Feedback on Discovery-Based Multimedia.

Click http://ceville4life.com/ED583RA.doc

1. Improvement in Teaching Practice My research analysis assignment (Ceville, 2006,

February 14) helped me further my teaching practice through my instructional use of tech agent software. Before I did the study I did not realize the effects of not offering feedback while using multimedia. This term I’ve started using TechSIM, an online simulation tutorial program that uses a tech agent to offer feedback during use. I have seen how offering feedback helps my students with their learning of new concepts. For example, when my students got an answer incorrect, the Tech Agent would offer a chance to review the concept.

Program Goal: Build knowledge of professional responsibilities and relationships. Program Competency #5: Demonstrate you are a member of a learning community. Knowledge Indicator 5K1: Begin to expand your professional knowledge base through reading, research (the research analysis) and writing, and participation in professional networks and organizations (our discussion board).

1. Improvement in Teaching Practice This supports Moreno’s (2004) views about reducing cognitive load because had the feedback not been offered, many of my students would have been left wondering what to do next. Learning about multimedia use in the classroom has benefits my instruction and enhances my students’ lessons.

Program Goal: Build knowledge of professional responsibilities and relationships. Program Competency #5: Demonstrate that you are a member of a learning community. Performance Indicator 5P3: Make use of resources within the school community to promote student learning.

Program Goal: Build knowledge of diverse students. Program Competency #1: Demonstrate that you are committed to students and their learning. Performance Indicator 1P1: Plan and implement instructional strategies that meet the needs of diverse learners.

2. Mastery of Program Competencies • The artifact of your choice should match one or more

of the five program competencies. Thoroughly describe how the artifact displays your mastery in the specific program competencies.

– The Artifact:• TIP Model Scenario #3 Review.

2. Mastery of Program Competencies – The Artifact:

• TIP Model Scenario #3 Review.

Click http://ceville4life.com/TIPwithComments.doc

2. Mastery of Program Competencies Evaluating this TIP Model (Ceville, 2006, January

31) I’ve been able to implement what I’ve learned in the prerequisite course. I’ve added onto my learning by sharing the integration ideas given in Roblyer’s (2006) text with my co-workers. In fact, I’ve designed a change proposal that involves developing a professional development program for technology integration. Using the TIP Model I can evaluate any ideas before sharing them with the school. The TIP Model was a good example of integration and I have already shared it with some of the teachers at my school. The culture of our school has nearly a majority of Hispanic students and teachers could benefit using similar software mentioned in the model.

Program Goal: Build knowledge of professional responsibilities and relationships. Program Competency #5: Demonstrate that you are a member of a learning community. Performance Indicator 5P3: Make use of resources within the school community to promote student learning. By integrating technology proposal, I am teaching and working with the school to better serve the needs of our students.

Program Goal: Build knowledge of diverse students. Program Competency #1: Demonstrate that you are committed to students and their learning. Performance Indicator 1P1: Plan and implement instructional strategies that meet the needs of diverse learners.

3. Impact on Student Learning • Reflect on how your K-12 student learners clearly

exhibit vast improvement in critical thinking skills, subject matter and/or behavior. Describe how the artifact documents evidence of specific classroom tools used to show a positive impact on student learning in the short-term or long-term. The artifact proves a direct relationship between practice and impact.

– The Artifact:• Final Project:

Phase 2:Teaching with Multimedia.

3. Impact on Student Learning – The Artifact:

• Final Project: Phase 2:Teaching with Multimedia.

Click http://ceville4life.com/FinalPhase2withComments.doc

3. Impact on Student Learning As demonstrated in the Final Project (Ceville, 2006,

March 8) the work I did in this course continued to build my knowledge of diverse learners, subject matter, and how to teach it. Using the Technology Integration Planning (TIP) Model I was able to analyze the efficacy of incorporating technology into student learning experiences. From the coursework I was able to explain in my assignment how I taught with multimedia and how to incorporate technology into curriculum and develop guidelines for integrating technology into the classroom.

3. Impact on Student Learning For example, in the assignment I discussed how I used

Power Point to present the lesson as part of my instructional strategies. I also discussed how I used rubrics as part of my assessment and how the projects used would help prepare my students for the National Technology Online Assessment (2000).

I’ve gained a lot of additional insight about using technology in my curriculum. The discussion of the practical applications of several software programs we shared on the discussion board made my learning experience a good one for my own instructional practices.

3. Impact on Student Learning I used the Inspiration software demo to construct a

concept map for another Kaplan University course and decided to use it in my classroom to provide graphic organizers to my students. Had it not been for the discussion board I would not have known about this valuable resource. As I like to always quote GI Joe, I’ll do it again, “Knowing is half the battle!”

Program Goal: Build knowledge of diverse students. Program Competency #1: Demonstrate that you are committed to students and their learning. Using multimedia software I was able to meet the Performance Indicator 1P1: Plan and implement instructional strategies that meet the needs of diverse learners. In doing so, I am able to develop the objectives for my students to learn catering to their different learning styles.

Program Goal: Build knowledge of academic content and pedagogy . Program Competency #2: Demonstrate that you know the subject you teach and how to teach that subject to students. Knowledge Indicator 2K1: Build your knowledge of the subject matter and how to teach it . Performance Indicator 2P1: Plan and implement worthwhile objectives, effective instructional strategies, and appropriate assessments in your content area (using power point and rubrics). Performance Indicator 2P3: Select and implement curriculum materials that are appropriate, accessible, and promote student learning (using Inspiration software. Performance Indicator 2P5: Select and implement instructional technology that is appropriate, accessible, and promotes student learning (using various technology software programs like TechSim).

Thank YOU!• Background music playing, “The Impossible Dream” from

Man of La Mancha .• Those two lovely children at the bottom…my two

reasons for teaching!– Gabriel Alejandro Ceville, age 11– Solana Ceville, age 9

• Any comments, questions, concerns? Email me! email@ceville4life.com

ReferencesCeville, J. L. (2006, February 14). Research analysis:

Decreasing cognitive load for novice students: Effects of explanatory vs. corrective feedback on discovery-based multimedia. Retrieved March 12, 2006, from http://Ceville4LIFE.com/ED583RA.doc

Ceville, J. L. (2006, March 8). Final project: Phase 2 teaching with multimedia. Retrieved March 12, 2006, from http://Ceville4LIFE.com/FinalPhase2withComments.doc

Ceville, J.L. 2006, January 31. TIP model scenario #3 review. Ceville, J. L. (2006, March 8). Final project: Phase 2 teaching with multimedia. Retrieved March 12, 2006, from http://Ceville4LIFE.com/TIPwith Comments.doc

ReferencesInternational Society for Technology in Education.

(2000). ISTE educator resources NETS Online Technology Assessment a Microsoft Corporation and International Society for Technology in Education collaboration. Retrieved January 29, 2006, from http://www.iste.org/inhouse/resources/asmt/msiste/index.cfm?Section=NETS_OTA&CFID=4237169&CFTOKEN=60430432

ISTE. (2000). National education technology standards for students: Connecting curriculum and technology. Retrieved January 18, 2006, from http://www.iste.org

ReferencesMoreno, R. (2004). Decreasing cognitive load

for novice students: Effects of explanatory versus corrective feedback on discovery-based multimedia. Instructional Science: Special Issue on Cognitive Load Theory, 32, 99-113. Retrieved February 10, 2006, from University of Alabama-Huntsville Library database.

Roblyer, M. D. (2006). In D. Stollenwerk, A. Nelson, K. Roach, J. Gohr & M. Morrill (Eds.), Integrating educational technology into teaching. (4th ed., pp. 33-72). Upper Saddle River, NJ: Pearson Education, Inc.