Emily Barton

EDIS7010 Final Project Proposal

Introduction
As a doctoral student in instructional technology, I work with preservice
teachers as the instructor for EDIS3450, Teaching with Technology in Secondary
Humanities. There are two driving learning objectives for the class. The first is for
preservice teachers to effectively incorporate technology into their practice while
remaining grounded in the learning objective. The second is for preservice teachers
to be prepared to help their students learn to be responsible digital consumer and
producers. Harris and Hofer (2009) identify that the best way to teach technology
integration is by authentically incorporating it with content planning instruction. The
emphasis should be on leveraging technology to meet student learning needs
rather than the tools themselves. In order to most effectively provide this learning
environment for Curry students, one suggestion is to move the class into an
extended, blended format. Students would take 3450 for multiple semesters as a
one-credit course. Periodically, they would engage in an online learning experience
or a classroom experience guided by the 3450 instructor. However, the instructor
would spend significantly more time in a mentorship role, coaching students as they
incorporate technology in other coursework. While this is not the current format,
one step is beginning to develop some of the online content.
In my other role as an instructional designer, I articulated a niche job of
instructional designer in academia with the unique skill of effectively translating
research for the community. As learning environments move online, this translation
of research and information will, at times, take the form of an online course. Position
requirements for instructional designers in academia specifically identify course
authoring software proficiency as a requirement. I began to work with Articulate
Storyline 2 in the beginning of this semester, and I plan to further develop this skill
by developing two online modules to be piloted with the 3450 students in fall 2015.
This will blend my two roles as an instructional designer and a preservice teacher
educator, as well as result in a usable final product.

Methods
Context
Participants/Learners: Preservice teachers in the fall 2015 humanities section of
Teaching with Technology
Stakeholders:
Future Teaching with Technology students (preservice teachers), Curry Teacher
Education administrations, Teacher Education methods instructors, future
instructors for Teaching with Technology

Content:
This project includes one module for which the content is broad and widely
applicable to many lessons preservice teachers will write, Online Communication
and Collaboration. Module 1 will include tool identification and evaluation. There is
also a module for which the content is more specific and focused on a targeted
concept preservice teachers need to communicate to students, Fair Use/Copyright.
Module 2 will include selection of resources to teach a specific concept.
Module 1: Online Communication and Collaboration: What is it and how do you
make it happen?
Learning objectives
Identify affordances of using technology for communication versus only face
to face communication formats.
Identify affordances of using technology for collaboration versus only face to
face collaboration formats.
Evaluate a given tool based on the affordances it offers and their alignment
with the learning objective.
Select appropriate tools for communication based on learning objectives.
Select appropriate tools for collaboration based on learning objectives.
Module 2: Fair Use: Guidelines for Teachers and Students
Learning objectives
Identify instances of fair use/not fair use for the general public
Indentify instances of fair use/not fair use for educational environments
Use alternative searches and resources to accommodate fair use guidelines.
Recognize examples of transformative work in educational contexts.
Develop strategies for communicating fair use/copyright importance and
teaching fair/use copyright to students
Timeline
Week 1 (April 5 April 11): Upon project approval, Planning and content collection

Module 1: Communication and Collaboration

o Identify supporting content/resources
o Identify module-based student activities for tool selection
o Identify associated readings/assignments
Module 2: Fair Use/Copyright
o Identify supporting content/resources
o Identify module-based student activities for teaching fair use
o Identify associated readings/assignments

Week 2 (April 12 April 18): Build Module 1 and Checkpoint Assignment

Use ArticulateStoryline2 to build module 1 on communication and

collaboration

Complete checkpoint assignment to inform creation of module 2

Week 3 (April 19 April 25): Build Module 2

Use ArticulateStoryline2 to build module 2 on fair use/copyright

Refine module 1 to be consistent with decisions for module 2

Week 4 (April 26 May 2): Refine Modules 1 and 2

Refine modules 1 and 2 with fresh perspective

User testing of modules 1 and 2 with a former student

Week 5 (May 3 May 8 due date): Final project revisions and presentation creation

Make revisions based on user testing

Create final presentation of project

TPACK Principles
The course itself is focused on TPACK and effective technology integration, so the
content of the modules supports TPACK principles. Additionally, the use of an online
blended format to best meet the learning needs of the students is modeling TPACK
for preservice teachers in the process of developing their technology integration
skills. The pedagogical principles that I use in the classroom delivering the content
will be upheld or appropriately modified for the online version.
UDL Guidelines
The UDL guidelines of representation, action and expression, and engagement will
all be followed in the creation of the modules. UDL guidelines should be
implemented as curriculum is developed, rather than as an afterthought. This
project is an opportunity to follow that action pattern.
Representation considerations:

Audio available for text content (Audio will be available on command rather
than automatically as no 3450 students currently require this accommodation
due to visual impairment.)
Images/symbols to accompany text
Embedded vocabulary support
Variety of media included
Review questions and application questions/tasks

Action and expression considerations:

Self-paced movement through the module

Two choices for follow-up tasks
Module debrief asking students to evaluate their learning

Engagement consideration:

Direct connection examples tying concepts to practice

Anecdotal communication of my own experiences
Requires all students to participate
Appealing, modern design
Feedback following assessment, differentiated based on response

Implications
If pilot use of this project is successful, it will inform potential shifts in the Curry
Teacher Education program approach to teaching effective technology integration.
The final product will be the first in a collection of resources for teaching this course
online and can be used by future instructors if needed. I will have a product that not
only demonstrates my course authoring ability but also demonstrates my ability to
respond to organizational needs. Piloting the modules with fall 2015 students will
allow me to attest to the products usefulness and make iterations for future
improvements. Iteration demonstrates my ability to gather useful evaluation
evidence to inform improvement efforts.

References
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for
curriculum-based TPACK development. In Society for Information Technology
& Teacher Education International Conference (Vol. 2009, pp. 40874095).
Retrieved from http://www.editlib.org/p/31298/