Final requirement for INST 509, Foundations of Instructional Technology, Bridgewater State University Fall 2011

1. End of Course Reflections
Final Thoughts Ideas Generated Selected Contributions
Leslie Pirtle
Foundations of Instructional Technology INST 509
Bridgewater State University
Professor Thanh Nguyen
December 6, 2011

2. Preface
Taken as a whole, this class has been of tremendous value to me. It has
opened my eyes to new ways of viewing things, validated what I’ve
already learned and put into practice, and afforded me many
opportunities to “fill in the gaps” where practical application or
theoretical study was needed.
For this final reflection upon my INST 509 journey, I have chosen to
revisit each week’s learning experience with a brief reflection on the
assignment and the material as well as a acknowledge a fellow learner’s
contribution. The “Selected Contributions,” were chosen for their
relevance to my personal situation as a grades 4-8 technology teacher
and are not intended as a judgment on my part of their overall merits
as compared to the class as a whole.
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3. Introductory Module
Blackboard
Netiquette and Academic Integrity
Introduction and Home Page
Collaborative Learning Agreement Checklist
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4. Blackboard Reflections
• Given the minimal changes in BB since the
late 90’s I would like to see it:
– Update the look and feel
– Add the ability to sort posts by student, date and
number of listings
– Allow for embedded media in posts
– Add a built-in html generator
– Include emoticons in its toolbar
– Remove the “Go” button next to “Select All” –
because it doesn’t “go” anywhere!
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5. Netiquette Reflections
• The most helpful “take away” from this material for
me was the reminder to use a more pointed subject
line rather than simply saying “help!” or “hello”
– I have been making this effort and striving to use a
subject that would be easily searchable as well
• Netiquette has not been a problem with my online
University of Phoenix (U of Px) students, but it is a
very important topic for my primary students
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6. Academic Integrity Reflections
• Academic Integrity, Student Tutorial
is an excellent resource that I will
return to frequently
– The “You write…” “Is it plagiarism?”
format is an outstanding way of helping
learners to sort through the thorny
issues and gray areas of what and when
to cite
(Colorado Community Colleges Online, n.d.)
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7. Academic Integrity Selected Contribution
• This idea is would be an inspired addition to my research
unit for grades 6, 7, and 8! I really enjoyed reading
Mary’s contributions
“What I do in my class is I simply have them go out to a website and construct a couple of
paragraphs about what they have learned. I then put a few up on the smartboard - items that
they believe are their own thoughts and ideas... I then highlight what I as a teacher am suspicious
of and google their exact words. Often times I am lead to directly the website were on and to the
very sentence that they have "borrowed"... it really drives the point home to them that I don't
even have to do that much work to check their writing. It sends them a pretty clear
message, when they watch how easy it is for me to question their credibilty. I tell them as quickly
as they were able to borrow or cut and paste that item into their paper, I can just as easily catch
them doing it! It makes for an interesting day in the classroom. Lots of arguments, but a good
learning experience.!”
--Mary Ryan, September 29, 2011
(Ryan, 2011)
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8. Introduction and Home Page Reflections
• Our cohort is comprised of a rich tapestry of learners
• Yet, our shared similarities made me feel very much at
home. Commonalities for me included being a:
– South Shore resident
– Silver Lake HS alum
– Bridgewater alum
– Classroom teacher
– Technology teacher
– Former college administrator
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9. Collaborative Learning Agreement Checklist Reflections
• I didn’t like this system at the beginning but tried to approach it
with an open mind. After long and careful consideration, I
concluded that as a matter of teaching style, I would be unlikely
to use this with my online classes
• I prefer the tracking of posts to be automated. I think learners’
time is better spent working with the subject matter rather than
these “housekeeping” functions
• I worry that this system could actually serve to limit
conversation—if the student is only required to interact with four
people in a given week, where is the incentive to read all of the
posts?
• I appreciate that the underlying rationale is to ensure that no
student is ignored. I just prefer to do this on a case-by-case basis
through my facilitation. (Perhaps this makes me a control freak?)
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10. Module 1: Foundations of Instructional Technology
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11. Assigned Videos Reflections
• The videos
– Offered definitions of instructional technology
– Portrayed where we are, where we come from and where
we are going in terms of the use of technology in learning
– While it is hard to fathom a setting in which the teachers I
work with would find time to sit through a one plus hour
long video, I have exposed them to powerful yet much
briefer, “Did You Know?” (McLeod, Fisch &
Brenman, 2008)
– The Myers (2009) video caused me to consider that while
we are putting a lot of effort into understanding the
digital natives, perhaps we should help them appreciate
where we are coming from as well For example, I think it
would be enriching to have students create a footnote on
an old manual typewriter or get out of the chair to change
the television channel.
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12. Learning Theories in Education, Reflections
• I was pleased to learn that we will be examining educational
theories in greater depth next semester. Because I was not an
education major, all of what I know has been acquired from
reading and attending workshops.
• Behaviorism
– As a dog training competitor, I have attended seminars by some top animal
behaviorists who ascribe to this theory. Interestingly, much of what they teach can
be applied in the human classroom. I find behaviorism to be straightforward
although limited when compared to subsequently introduced theories.
• Cognitivism
– To me this theory is an enhancement, as it acknowledges a more active role of the
learner, by suggesting that knowledge is generated both externally and internally
• Constructivism
– I believe this theory to also be a further enhancement, as it sets the learner in an
even more active role in which he or she is actually “building” knowledge in a
unique way based upon existing knowledge and personal experiences—framework
provided by instructor
• Zone of Proximal Development
– Introduced on the final night of class, theory helps to explain how we benefit from
learning in collaborative groups.
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13. Digital Natives, Digital Immigrants, Reflections
• I first encountered these terms in graduate school
when our professor determined that ours would be
her first “digital” cohort
• I feel that this line will blur as technology becomes a
way of life for some Digital Immigrants. Just as there
are differences between those newly arrived to a
country and those well established in the ex-pat
community, we already have some people in the
older generations who have had far more exposure
to technology than their younger counterparts.
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14. Connectivism
• I feel this theory is ideal for describing today’s Digital
Native learner
• The best definition of Connectivism, in my opinion is
the original one, cited in Jonassen (p. 186):
Papert, (1990) coined the term to describe ‘the theory that
knowledge is built by the learner, not supplied by the
teacher,’ and that ‘this happens especially felicitously when
the learner is engaged in the construction of something
external or atleast sharable…a sand castle, a machine, a
computer program, a book.’(p3)
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15. Module 1 Selected Contribution
This student, in relating his own recent secondary school
experience, articulates the pervasive attitude that many of
us, as technology coordinators are faced with when
confronting typical “digital immigrant” teachers:
Getting Digital Immigrants to fully accept online material will obviously not
be easy. I used to have some teachers in high school who did not trust
internet sources. One of them even went as far as to say you can only use
one online source in your paper, and the rest had to be books. Her only
reason for this was that "books are more reliable." Yes, there is a great deal
of junk on the internet, but I think she took that mindset too far.teachers to
all at least feel comfortable with technology?”
--Christian Paris, October 6, 2011
(Paris, 2011)
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16. Module 2: Spreadsheets as a Mindtool
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17. Module 2-1: Spreadsheets as a Mindtool Assignment
• Create a Spreadsheet for Grades or a Poster
OR
• Create a hyperlinked game using a spreadsheet
OR
• Create a spreadsheet that promotes higher order
thinking with the If then Else statement
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18. Module 2-1 Reflections
• This module demonstrated how spreadsheets can be
used to promote higher order thinking by enabling
students to:
– Graphically represent their learning
– Quantify and manipulate their discoveries
– Apply and extrapolate what they learn
• After going through this material, it became evident
to me that I need to a much stronger proficiency
with spreadsheets
• I was able to apply what I learned the next week at
school when a teacher asked me to make a banner
to hang in the hall. It was fun being able to use
Excel creatively.
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19. Module 2-1 Selected Contribution
“ I was amazed at how many different possibilities there are for a
spreadsheet. In my role, the count and average functions worked
amazingly well. In a job where we have to constantly be checking for
understanding and seeing what else needs to be worked on, creating
this spreadsheet has allowed me the opportunity to see what specific
topics individuals need work on as well as what the class as a whole
could use a little bit more time with.”
Shawn Avery, October 9, 2011
(Avery, 2011)
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20. Module 2-2: Spreadsheets as Mindtool Assignment
1. How spreadsheets can be used as :
a) Computation, Analysis, and Reasoning,
b) Mathematic comprehension
c) Visualization
d) Simulation modeling.
2. "Coaching Construction of Spreadsheets“ (Jonassen, 2006)
a) Example of a 6 Step Lesson Plan with Spreadsheets
3. Develop Lesson Plan
a) Use Lesson Plan Generator
b) Create Rubric
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21. Module 2-2 Selected Contribution
• Grocery Shopping Spreadsheet
– Students create a family food budget
– Students use netgrocer.com to deduct purchases
– Students collaborate to organize a party with their budgets
– Students compare each family’s list
Cheryl Gleason October 16, 2011
• I would use this lesson in my own lab. I like that is has
real world application and incrementally moves its way
up Bloom’s pyramid
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22. Module 2-2 Reflections
• The introduction of Jonassen’s (2006) 6 steps, the
Web Lesson Plan Generator and the required rubric
added structure and consistency to my classroom
planning
• This template ensures that the teacher will cover all
important aspects of planning a lesson. In my case, it
brought to light my shortcomings in addressing
differentiation. It seemed to me that most of my
classmates seemed to gloss over this topic as well. I
am looking forward to addressing this issue in my
Spring semester studies.
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23. Module 3: Concept Mapping as a Mindtool
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24. Module 3-1 Assignment
• Create a Concept Map Using
Kidspiration Grades K-5
OR
• Create a Concept Map Using
Inspiration Grades 6-Adult
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25. Module 3-1 Reflections
• The introduction to Kidspiration was very
useful as this is a resource our school has
paid for, so I plan too find ways in which to
incorporate it.
• After exploring both Kidspiration and
Inspiration, if the purchase decision were to
have been mine, I would have opted for
Inspiration instead
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26. Module 3-1 Selected Contribution
• This concept map
using Inspiration is
an excellent
depiction of the
various uses of the
world wide web. It
would be very
useful for teaching
internet basics to
digital natives or
immigrants.
12/6/2011 Christian Paris, October 22, 2011 (Paris, 2011) 26

27. Module 3-2 Assignment
1. "Semantic networking engages learners in an analysis of content
domains that helps them organize their knowledge for better
comprehension and retention." (Jonassen, 2006)
– Do you agree or disagree with this statement?
2. Coaching Construction of Concept Maps“ (Jonassen, p. 106-110)
a) Example of a 6 Step Lesson Plan with Spreadsheets
3. Develop Lesson Plan
a) Use Lesson Plan Generator
b) Create Rubric
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28. Module 3-2 Selected Contribution
• Halloween Sounds
– Dan Chase’s concept mapping exercise addressed the Mass Science
Framework, “Recognize that sound is produced by vibrating objects and
requires a medium through which to travel. Relate the rate of vibration
to the pitch of the sound”
• This project was conceived to creatively engage students to learn
somewhat dry science topic by having them brainstorm a list of
Halloween noises and then evaluate them for pitch, volume and
source.
• This project would utilize the multi media capabilities of Kidspiration
12/6/2011 28

29. Module 3-2 Reflections
• I often use concept mapping for my own thoughts and
plans. I do not know why it had never occurred to me to
ask my students to employ it. I can see concept mapping
helping my students to:
– Make connections between concepts
– Planning, organizing and constructing knowledge
• I really found this suggestion helpful:
“…scaffolding concept mapping by providing blank nodes and
links resulted in higher scores on a post test Than providing
feedback during concept mapping.” (Jonassen, p. 107)
• A new requirement at U of Px teachers is that we are to
assign a team project for each week. I can require teams
to map their research strategies using http://mind42.com/
(IRIAN Solutions Software, 2008)
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30. Module 4: Hypermedia as a Mindtool
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31. Module 4-1 Assignment
• Option 1 Interactive Presentation
OR
• Option 2 Jeopardy PowerPoint
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32. Module 4-1 Reflections
• I chose to investigate hypermedia applications that
were new to me
• The number and quality of hypermedia teaching
applications is astounding
• These tools can be used not only engage learners but
to allow them more choice in the how, what and when
then learn.
• Later in the week, when I attended a training meeting
at my Town’s Emergency Operations Center, I was able
to assist the trainer who had attempted to create a
PowerPoint jeopardy on radiation—a very dull topic
that we are forced to review on an annual basis
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33. Module 4-1 Selected Contribution
• I was highly impressed with Slides, Flips, and Turns – A
Winter Story, on Mr. Avery’s Classroom Blog. (Avery,
2010)
• This Prezi presentation fuses a traditional low-tech
drawing assignment with high tech application, it
recognizes student’s contributions and allows each
student to go through and review concepts at his or her
own pace. Outstanding use of hypermedia to engage the
learner.
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34. Module 4-2 Assignment
1. Discuss advantages and disadvantages of hypermedia
2. Example of a 6 Step Lesson Plan with Hypermedia
3. Develop Lesson Plan
a) Use Lesson Plan Generator
b) Create Rubric
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35. Module 4-2 Reflections
• “Building multimedia and hypermedia presentations
orients teachers and students away from the notions that
knowledge is information and that the teacher’s role is
transmitter of it.” (Jonassen, p. 191)
– In facilitating adult education, I’ve been trained to be the “guide on
the side’ rather than “the sage on the stage,” so I’m very comfortable
wit this concept. Yet, I hadn’t contemplated the implications for the
role of technology in this.
• While both the text and discussion board threads have
pointed out the notion that students may become
distracted by the decorative aspects of hypermedia
projects, I have discovered that with proper planning, this
is easily managed by chunking the project into
progressively more creative stages.
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36. Module 4-2 Selected Contribution
• “Class will collaborate to create a multimedia PowerPoint
presentation aimed at presenting Spanish vocabulary
(numbers, colors, words, phrases, food) to 2nd graders in
the school.”
Lisa Norton, November 13, 2011
(Norton, 2011)
• This lesson could be easily adapted to my school’s 4th or
5th grade Portuguese class.
• I like how Lisa has included a concept mapping exercise
using Kidspiration as a lead in to the core assignment
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37. Module 5Assignment
NETS for Teachers & Students
1. Review Standards For Global Learning In The Digital Age and then
discuss the four points listed in the Education Must Change
section as well as explain why educators need to transform
learning environments with technology.
2. For each standard of NETS-Teachers and NETS-Students, provide
an example and then explain how teachers can demonstrate their
competencies of NETS standards for teachers and what they
should do to help their students meet NETS standards for
students. Also give a description of why you feel/think these
examples/standards are important.
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38. Module 5 Reflections
• When I worked for multiple schools, I mapped every
standard to every activity I developed for grades K-8
in each school posted here:
http://gnbces-2011.wikispaces.com/
• While the teachers I trained are repeating those tech
projects this year, they make no effort to learn new
technologies or apply what they’ve learned to
different activities!
• The NETS standards are ideals that we should be
striving for, but classroom teachers must be willing
to embrace them and this will only happen when
they are offered time and compensation to do so
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39. Module 5 Selected Contribution
• The contribution below resonated with me because while, science
and technology should go hand in hand, in my experience, its been
the science teachers who have been the most resistant to using
technology.
“I think I can present to teachers how to acquire benefits from the internet
in science, where they can find a lot of good resources and which can help
to maximize the content of learning in that subject.”
Gaby Velasco-Hurtado November 27, 2011
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40. Last Night of Class Reflections
• The final night of class was so beneficial! I gained some
great ideas for class activities, but the most sage advice
came from the professor: “Speak to their hearts,” when
working with teachers resistant to technology.
• I thought and thought about how I could apply this advice
and came up with a plan for the next day. I approached
our oldest most curmudgeonly teacher and offered to give
his class a presentation on my overseas teaching
experience. I was so surprised to see how excited he
became! Now have a toe in the door….
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41. Instructional technology requires a melding of
studied theory and thoughtful practice. This quote
states it beautifully:
“There are two kinds of truth; the truth that lights the way and the truth
that warms the heart. The first of these is science, and the second is art....
Without art science would be as useless as a pair of high forceps in the
hands of a plumber. Without science art would become a crude mess of
folklore and emotional quackery.” (Chandler, 1976)
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42. Closure
In closing, INST 509 helped to identify two specific “gaps” in my professional
knowledge and practice: 1) learning how to work with differentiation and 2) creating
and interpreting assessments. I realize that these were not the focus of this survey
course, and I look forward to tackling them in the upcoming semesters. After
fun, stressful, whirlwind 12 weeks, I leave this class a better organized, better prepared
teaching professional. While many of the applications reviewed were not new to me, I
gained wealth of new ways to use them from the selected readings and videos as well
as from my classmates. I am excited to apply and expand upon all that I have
learned!
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43. Sources
Avery, S. (2011, October 9). Module 2 -1 - spreadsheets practice [Online forum comment]. Retrieved from
http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1
Avery, S. (2010, December 29). Slides, flips, and turns – a winter story. Retrieved from
http://mravery.edublogs.org/2010/12/29/awinterstory/)
Chase, D. (2011, October 29) Module 3-2 Concept maps as mindtool [Online forum comment]. Retrieved from
http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1
Colorado Community Colleges Online. (n.d.). Academic integrity student tutorial. Retrieved from
http://www.ctdlc.org/Members/Hot_Topics/AcademicIntegrity/Students/CaseD.html
Gleason, C. (2011, October 16). Module 2-2 Spreadsheet as a Mindtool [Online forum comment]. Retrieved from
http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1
IRIAN Solutions Software. (2008). Collaborative mind mapping in your browser. Retrieved from http://mind42.com/
Jonassen, D. H. (2006). Modeling with technology, mindtools for conceptual change. Upper Saddle River, NJ: Prentice Hall.
McLeod, S. (Writer), Fisch, K. (Writer), & Brenman, J. (2008). Did you know? shift happens [DVD]. Available from
http://www.youtube.com/watch?v=cL9Wu2kWwSY
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44. Meditation PowerPoint template. (2011). [Web Graphic]. Retrieved from http://www.templateswise.com/detail/link-
183.html
Myers, G. (2009). Instructional Technology - A Glimpse at History [Video file]. Retrieved from Vimio website:
http://vimeo.com/9991922
Norton, L. (2011, November 14). Module 4-2 – Hypermedia as mindtools [Online forum comment]. Retrieved from
http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1
Paris, C. (2011, October 6). Module 1 - foundation of instructional [Online forum comment]. Retrieved from
http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1
Pirtle, L. (2011, June). Technology showcase. Retrieved from http://gnbces-2011.wikispaces.com/
Roos,ASCAP, E. & Schreer, S. (Composers). (n.d.). My tears. [Song]. Retrieved from
http://freeplaymusic.com/search/keyword_search.php
Ryan, M. (2011, September 29). Int (b) netiquette & academic integrity [Online forum comment]. Retrieved from
http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1
There_are_two_kinds_of_truth_the_truth. (n.d.). Columbia World of Quotations. Retrieved December 08, 2011, from
Dictionary.com website: http://quotes.dictionary.com/There_are_two_kinds_of_truth_the_truth
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