Welcome:

My name is Ivy Meighan and this portfolio represents the instructional design Principles and Theories learned from previous courses to construct an e-portfolio that demonstrates the attainment of the 8 learning outcomes for the MATLT program at Ashford University.  

PLO 8

MATLT Program Learning Objective(s): Program Learning Outcome 8 "Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership"

This project demonstrates the ability to use UDL in a diverse learning environment to benefit all cultural backgrounds.

Introduction

            Web 2.0 is an LMS that “supports different modes of learning” (Brown & Adler).  Learning 2.0 is a new form of enhanced learning technology.  Learning 2.0 allow students to learn the way they want, at their own level of understanding.  The best way to use Web 2.0 resources to support learning is to make it available in classrooms at all levels of education, from elementary schools all the way to the boardrooms.  Gone are the days when we have to open a book to get information. 

Prior MATLT Activity of Program Learning Outcome 8

To demonstrate “the ability to make informed decisions regarding the use of technology in support of learning and leadership”, is a direct link to data analysis and decision making.  Teachers depend on data a great deal in order to make decisions about the next step to take with the education of a student, such as instructional improvements and goal setting.   It’s important to follow through and take actions based on data. “What good is data if it doesn’t change something?”(Levin, Datnow, 2012).  Data is meant to either continue doing what you’re doing or change what you’re doing to make things better.  So, in reality, data does not mean anything until we place value on it, if we don’t it’s just numbers.  Many teachers agree that using data caused them to reflect more on their instructional strategies in relation to their students’ progress, and many feel that they differentiate instruction more.

Principles and Theory Chosen and Why                 

To redesign the above MATLT activity, I used the Universal Design for Learning principle and theory.  In today’s classrooms, most, if not all learners are diverse, which makes classrooms diverse, and as such, educators must take steps necessary to meet the needs of their learners in order to meet their learning goals. To do this, teachers must set goals for students, and if those goals become unmet, teachers must figure out what the barriers are and address it. UDL means flexible curriculum for a diverse classroom, it minimizes barriers and maximizes learning.  In a diverse classroom, “one size does not fit all”.

Challenges and How They Were Overcome

            The challenges of differentiating lessons require a bit of data analysis, planning, and appropriate execution of the plan.  When teachers complete a lesson and then assess, to find out that more than half the class did not understand the lesson, it becomes a big set-back for both teachers and students, because, the lesson will have to be taught once more to those students, and sometimes, the teacher may not have a way to reteach the lesson separately to those at-risk students, so then, the whole class end up having to listen to the lesson all over again.  These days, teachers are able to teach a subject to a diverse group of students through Universal Design for Learning, which allow students to learn the way it works for them.

 Solving Problems

             UDL is an approach to learning that addresses and redresses the primary barrier to learning: inflexible, one-size-fits-all curricula that raise unintentional barriers. Learners with disabilities are the most vulnerable to such barriers, but many students without disabilities also find that curricula are poorly designed to meet their learning needs. UDL helps meet the challenges of diversity by recommending the use of flexible instructional materials, techniques, and strategies that empower educators to meet students’ diverse needs. A universally designed curriculum is shaped from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to the curriculum unnecessary.

In order to deal with the barriers that plague students, teachers are able to offer these learning capabilities to meet student needs.  

• Multiple means of representation – using a variety of methods to presentation, provide a range of means to support


• Multiple means of action and expression – providing learners with alternative ways to act skillfully and demonstrate what they know


• Multiple means of engagement – tapping into learners’ interests by offering choices of content and tools; motivating learners by offering adjustable levels of challenge

Conclusion

The introduction of Web 2.0 which supports different modes of learning, as well as provide important data about our students, has made it possible for many students to overcome barriers which otherwise may not have been possible.  Currently, with the use of technology, students are able to learn without borders, teachers have access to a multitude of technological learning tools to meet the learning needs of a diverse population.  The more advance technology becomes, the easier it will become for students to learn and teachers will have access to learning tools that will help them deliver lessons in a more efficient manner.

References

Google. (n.d.)  UDL At a Glance. Image of udl classroom.  Retrieved from https://www.google.com/search?q=learning+and+leadership+with+technology+images&rlz

 Brown, J.S. and Adler, R.P. (2008).  "Minds on Fire: Open Education, the Long Tail, and Learning 2.0" Retrieved from http://net.educause.edu/ir/library/pdf/ERM0811.pdf

Levin, J.A., Datnow, A. (2012).  University of California, San Diego.  The Principle Role in Data Driven Decision Making: Using case study data  to develop multi-mediator models of educational reform.  Retrieved from https://ccl.northwestern.edu/papers/2012/LevinDatnow2012.pdf

Boardman, A., Arguelles, M., Vaughn, S., Hughes, M., and Klingner, J. (2005). Special education teachers’ views of research-based practices. The Journal of Special Education, 39(3), 168-180.

PLO 6 & 7

MATLT Program Learning Objective(s): Program Learning Outcome 6 & 7 :Evaluate technology resources to facilitate effective assessment and evaluation.  Utilize technology to collect and analyze data, interpret results, and communicate findings."

This project illustrates the use of technology in the classroom to assess and evaluate student learning outcomes.

Introduction

The use of technology in the classroom for assessment and evaluation continues to be an important implementation in classrooms, organizations, and schools in general.  There are many testing resources out there to choose from, and school administrators and employers need to be educated on the right software that will yield the result they want, as far as assessment and evaluation goes.  There are softwares for the education sector, and softwares for the employment sector, making the right choice could save you money and time.

Prior MATLT Activity of Program Learning Outcomes 6 & 7

            I wrote a memo to my principal, about the usefulness of the use of technology in teaching, learning, assessing and evaluating students.  I recommended a few softwares that we could implement school-wide.

The two softwares I recommend were:

            Productivity software -typically generic business-application software that educators can use and adapt for the administrative and professional tasks they must address. Word processing, spreadsheet, and database management software are all examples of productivity software.

             Classroom management support software is usually customized software written for educators to help them manage school and classroom tasks, including the creation and maintenance of seating charts, class rolls, student records, or school budgets (Lever-Duffy, McDonalds, 2005, p.136). These two softwares help administrators and/or educators do their jobs more effectively and productively.

“The productivity Software, assist educators in preparing memos, letters, reports, and budgets. It assists educators in tracking student information, computing grades, and preparing lesson plans and IEPs.” (p.137). The Classroom Management Support Software, assists educators prepare required reports, assists in tracking and reporting grades; helps seating charts, roll calls, and other classroom charts; assist educators in analyzing grade and student data for better academic decision making. (p.137).

As with each software there are benefits and there are challenges.  However, in this case the benefits outweigh the challenges. The challenges to each software is extremely time consuming; it may take time to become fluent with the program.  There are step by step process that is required to complete a task. There will be training involved for both administrators/teachers. The benefits involved with each software is that the school will have all information in one central location where information can be merged for easier access.

Principles and Theory Chosen and Why

            To demonstrate an understanding of “technology resources to facilitate effective assessment

and evaluation” and Program Learning Outcome 7 “Utilize technology to collect and analyze data,

interpret results, and communicate findings”, I delivered lessons daily, with built-in assessments for understanding.  At the end of each quarter, students will be tested on the lessons given with the Frontrowed software.  After students complete the test, scores are calculated by the Frontrowed software, which gives me how many students improved and by how much, which students exceled in a particular subject, and which students I should use to tutor which students in the classroom.  This software is able to utilize technology to collect and analyze date, interpret results, communicate findings, and make suggestions on the best way to help students by reteaching subjects in a way that students will understand enough to improve scores in the future.

Challenges and How They Were Overcome

            The challenges to each software is extremely time consuming; it may take time to become fluent with the program.  There are step by step process that is required to complete a task. There will be training involved for both administrators/teachers.  To overcome these challenges, administrators have to allow teachers ample time to learn to use the software, offer paid training time, and test the product before allowing for official use.

Solving Problems

            The benefits involved with each software is that the school will have all information in one central location where information, including analyzed data and scores can be merged for easier access.  Such system is very rare in an institution or school districts.  Schools tend to use different softwares for each aspect of the school’s activities.  Having all information about students in one central location makes it less stressful for both administrators and teachers.

Conclusion

            Assessment is an increasingly common practice in the education and employment sector. Whether discussed as a measure of student learning, cost-effectiveness, administrative efficiency, or the value of technology, assessment is on the minds of many stakeholders. Assessment has different meanings and whether or not it is useful and effective, depends on the results that we seek.  

 References:

Lever-Duffy, J., McDonald, J.  Teaching and Learning with Technology. (2005).