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Rationale Paper Standards 1-2

Rationale Paper Standards 1-2

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Published by danielmatthews
Standards 1 and 2 of my rationale for meeting the AECT Standards in my ePortofolio.
Standards 1 and 2 of my rationale for meeting the AECT Standards in my ePortofolio.

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Published by: danielmatthews on Sep 23, 2013
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Rationale Paper
By Daniel Matthews
Teacher at West Hall High SchoolGraduate Learner at Boise State University
I have always had a passion for technology. I remember the excitement when I was 6 waking upon Christmas morning with a brand new Nintendo from Santa Claus. I just wanted to play it, butabout three days later I broke it when I took it apart to see how it worked. My parents were prettyupset about that, but they started giving me their old electronics so I could take them apart andsee how they worked. The next time I got that excited was when I got a Motorola cell phone for my 16
 birthday. It didn’t have text messaging and sure didn’t have the internet, but I could
make a phone call from anywhere and I was really excited about that. My love for technologycontinued into college. The internet was just about everywhere when I was in college and weused it for everything from class to football to fun. When I graduated from Northwestern College
in St. Paul, MN, I really didn’t know wha
t I wanted to do, so I floated between three jobs in lessthan two years before deciding to go into education. My family and I moved to North Carolinawhere I taught math for 4 years. While I was there, I was one of the first teachers in the school toget an interactive board, and I loved using the board. I could create so many excellent thingsusing the board, the school system asked me to come and do an in-service with the technologycommittees across the county to teach them what I knew so they could share with their  perspective schools. I also became the technology coordinator with our football program and wasin charge of all things related to our video editing system. I love technology and I have for a longtime, so when one of my colleagues told me ab
out the Master’s in Education Technology I
 perked right up and applied and started classes less than three weeks from the day he told meabout it.I am currently a science teacher and football coach at West Hall High School in Gainesville, GA.Gainesville is a smaller city about an hour north of Atlanta just out of the foothills of the BlueRidge mountains. I have been teaching for just over six years with four of them in NorthCaroline and the last two at West Hall. Since I did not go through a standard education degree program, I had a lot to learn about teaching. After 5 years of teaching I knew I needed to expandmy knowledge of the field, but after researching about a dozen schools none of them had programs I was really excited about. Then one of my co
lleagues told me he received his Master’s
in Education Technology from Boise State and told me he uses things he learned in class everysingle day. He was so excited about the program, I went home, researched the program, told mywife about it, and we were off in less than three weeks. I am very thankful to say, I have not hadany experiences or classes that have shaped my teaching style more than the courses and professors I have had from Boise State.This rationale paper will be a reflection of many of the things I have learned at Boise State. It is aculmination of many of the things I have learned. It will have resources I have created from papers to interactive websites and everywhere in between. The paper is part of a larger ePortfolio
of mine that is designed to show my growth as an individual and as an educator through the work I completed for my Master of Educational Technology degree. I have used the standards set bythe Association of Educational Communications and Technology (AECT) in 2000 to link severalartifacts completed through my process as a graduate student. This rationale paper will link artifacts to each standard from the AECT and explain how each selected artifact aligns to thestandard showing mastery and complete understanding of the standard. In addition to showing
mastery of the standards, I will relate theory to practice and explain how completing my master’s
directly impacted my teaching and coaching.
Standard 1: Design
1.1 Instructional Systems
According to the AECT Standards, the Instructional Systems Design is an organized procedurethat includes the steps of analyzing, designing, developing, implementing and evaluatinginstruction. During Ed Tech 503 Instructional Design, Dr. Freed had us explore many differentinstructional design models through readings and presentations. The Instructional Design Project  is an artifact I created during this class that directly reflects sub-standard 1.1 and shows masteryof the standard. During the Instructional Design course we learned that through the design process the instructional designer will follow the steps of analyze, design, develop, and evaluate.My Instruction Design Project was a workshop designed to teach students in an after schoolvideo club at West Hall High School how to use Adobe Premier to create a highlight tape for  prospective college athletes or clubs who were interested in having a promotional video. Sincecreating the project I have used it to train a small group of students at West Hall High Schoolwho can now help me create highlight films for some of the athletes and for other athletes intheir perspective sports. I hope to eventually have enough computers in the school with thesoftware installed I can make it a larger context where each sport or club sends one member tolearn how to use the program. This year our school began doing video announcements andmembers who I have trained are doing the video editing for the announcements. The rationale for this training was that many students have the interest, but do not have the training or technologyaccess to better their various programs. The instructional follows predominantly a supplantiveinstructional strategy. I felt his was the most appropriate to use based on the minimal knowledgethe students had of Adobe Premier.
According to Smith and Ragan, “Supplantive instruction
tends to conserve novice lear 
ners’ . . . for less knowledgeable learners, it may be more efficientthan generative learning strategies: More material may be learned in a shorter period of time”
(Smith & Ragan, 2005, p.142). Through the design of this project I learned how to analyzelearners and environment, design a training program, develop standards and objects, implement a program, and evaluate the effectiveness of the training.
1.2 Message Design
In Graphic Design for Educators, Ed Tech 506, we had to select and combine visual and textrepresentations to effectively communicate instructional information. In order to create theseimages and messages, we used Adobe Fireworks to produce images throughout thesemester. Standard 1.
2 Message Design involves planning for the manipulation of the message’s
 physical form. Throughout Ed Tech 506 we created several instructional messages to showmastery of message design principles, and all these instructional messages were created as partof a Unit of Instruction Plan. One of the images I created was the CARP Design Project which is one artifact I will use to demonstrate my mastery of message design. CARP stands for contrast,alignment, repetition, and proximity. I used this design to convey the appropriate steps students
needed to know in order to understand the process of mitosis. Linda Lohr explains, “aligning
images and words to cr 
eate perceptual chunks helps reduce cognitive load” (Lohr, 2002, p. 201).
The process of cell division is so complex it can be represented in a design much more conciselythan in text. I used pictures to represent each step of the process. The purpose of the pictures is to
grab the learner’s attention and allow them to create a mental model of each step more easily. Ithen used another “perceptual chunk” in placing the description of each step of mitosis right next
to the image it is related to. I also used other key message design components in this image. Iused contrast in my color scheme effectively using black words and arrows against the white background and a white title in a black background for the header. I used alignment by aligningthe images and words together. I used repetition by using the same font through the entire image,and proximity to show what things were together. All these elements together reduce thecognitive load on the students.Another artifact I created in Ed Tech 506 Graphic Design for Educators is my Justification Paper   for my Unit of Instruction. The justification paper demonstrates mastery of message design bycompiling eight different images and placing them each within a ten day unit of instruction. Eachimage is part of a very large chapter in Human Anatomy which covers the parts of the cell, typesof tissues, cell division, and more. Each image is placed into a page on a website I created justfor this project. I used this site last year when I completed this unit in class and it was a hugehelp for the students and for me. The students used it as a resource which helped reduce theinstructional days in the unit from 16 days down to 10 days, and the students came out of the unitwith a better understanding of each of the parts of it. I then added the website onto a sharedwebpage which is now available to all teachers teaching Human Anatomy in the county. Oneother teacher emailed me and thanked me for the unit plan and said she is planning to use it thisyear when she gets to the cells and body tissues unit. In the message I give students very strongimages, videos, and questions to answer.
1.3 Instructional Strategies
An Instructional Strategy is a process or phase designed to deliver the content of a specific unitor a course. According to the AECT standards, sub-
standard 1.3 is defined as “specifications for 
selecting and sequencing even
ts and activities within a lesson.” Throughout Ed Tech 502
,Internet for Educators, we learned about and how to produce several different artifacts usingAdobe Dreamweaver and the Internet. Many of these artifacts demonstrate mastery of this sub-standard. At the beginning of the semester, I struggled mightily to write my own html code andCSS style sheets. This was one course I spent significantly more than the estimated weekly timeon. As a result, though, I learned so much through the semester about using Dreamweaver to

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