2.

Teaching, Learning and Assessments

Artifact 1
I. Title: Reading with visual and media literacy
II. Description: The purpose of this project was to work with an educator to identify a way in
which integrating technology could enhance teaching and learning. My client is this case was an
elementary teacher who was looking for visuals and media to improve reading comprehension
with her students. With the understanding of visual and medial literacy principles it was
recommended to integrate a re-designed lesson utilizing visual and media principles. Based on
research the re-designed lesson could produce enhanced learning and solve my clients issues by
improving reading comprehension. The re-designed lesson will apply multiple visual and literacy
principles to combine text with images and colors.
III. Course: MEDT-7490 Visual & Media Literacy for Teaching & Learning
IV. Conceptual Framework Descriptors:
Inquisitive: We believe that candidates should understand educational research and the
implications for practice have the ability to assess achievement and growth, and to question
practices and investigate alternative solutions in educational settings.
Adaptive: We believe that candidates should be able to demonstrate flexibility and a willingness
to attempt promising new approaches for effective educational improvement.
Leading: We believe that candidates should be able to demonstrate effective leadership skills to initiate
and facilitate educational improvement.

Knowledgeable: We believe that candidates should be able to demonstrate general knowledge

inherent in a liberal arts curriculum, advanced knowledge in content areas, proficiency in
technology, and specific knowledge in professional education.
Collaborative: We believe that candidates should be able to develop skills to work effectively
with various stakeholders involved in the educational process.
Reflection: This course provided a wealth of valuable knowledge about the impact of visual and
media on learning. One of the key aspects learned from this project was that it is essential that
students not only have the capacity to deduce literal meaning from texts but also to develop an
understanding of how the texts are produced. It was decided to integrate visual literacy principles
into this lesson because extensive research indicates that teaching with visuals and media can
provide students with tools that can improve their opportunity for improved learning and
achievement. The knowledge gained from this course will be valuable in my future as an

instructional technology leader as I will be able to train other educators on assimilating similar
technology integration.
Artifact 2
I. Title: Assessment Implementation Project
II. Description: The purpose of this culminating assessment project the students will begin to
connect the Big Idea (Emotion is a powerful persuader) to their close reading of Propaganda
Techniques. Through the analysis of the relationship of propaganda techniques and students own
emotions, students will create a TV commercial storyboard. Students will apply what they have
learned about propaganda techniques and how they influence our decisions and actions both
negatively and positively. This is an important concept for pre-teens and young teenagers as they
grow toward being productive, self-confident and informed young adults.
III. Course: MEDT-7476 Assessing Learning in Technology-Enhanced Instruction
IV. Conceptual Framework Descriptors:
Inquisitive: We believe that candidates should understand educational research and the implications for
practice have the ability to assess achievement and growth, and to question practices and investigate
alternative solutions in educational settings.
Adaptive: We believe that candidates should be able to demonstrate flexibility and a willingness to
attempt promising new approaches for effective educational improvement.
Lea ding: We believe that candidates should be able to demonstrate effective leadership skills to
initiate and facilitate educational improvement.
Reflective: We believe that candidates should be able to demonstrate critical thinking skills and
the ability to recognize their own internal strengths and weaknesses.
Knowledgeable: We believe that candidates should be able to demonstrate general knowledge
inherent in a liberal arts curriculum, advanced knowledge in content areas, proficiency in
technology, and specific knowledge in professional education.
Decisive: We believe that candidates should use data to make informed decisions that will drive
educational improvement.
Collaborative: We believe that candidates should be able to develop skills to work effectively
with various stakeholders involved in the educational process.
Reflection: Ms. McGruder is an elementary teacher in DeKalb County Schools. Ms. McGruder
participated in this assessment implementation project. She was very excited about this assessment
project topic because the topic of propaganda had been recently introduced. This assessment
implementation project provided Ms. McGruder with a great platform to expand the topic and assess

student understanding. During this collaboration it was decided that Ms. McGruder would teach her
students the various techniques of propaganda and showed them videos and provided additional
examples. Once students were divided into groups to begin discussing and working on their
storyboards she would listen for specific evidence from the various forms of propaganda to ensure
that they are making the connection between the different forms of propaganda and the ideas that
they had for their storyboards. This field project introduced knowledge and skills learned throughout
the course. The knowledge and skills obtained were applied during this collaborative project and will
be essential in my development as an instructional technology leader as I learned multiple strategies
including effective collaboration, integrating technology and implementing effective assessment
strategies.