Artifacts Connected to MTTS and ISTE Standards

Writing
Curriculum
with SCRATCH
The main core skills as a 21st century learner are collaboration, critical thinking, creativity, and communication.
Educators need to be able to incorporate and/or provide opportunities for students to engage in their own
learning. It is not just based upon tools and resources but enhancing educators instructional design methods
and frameworks in order to reinforce and implement conceptual understanding.
By writing curriculum for SCRATCH, I met MTTS Standard II and ISTE-T standard 1, through using effective
technologies to employ communication and interaction with colleagues in the programming field and technology
integration. Researching and working with software such as SCRATCH and other online resources has allowed
me to integrate skills such as programming by instructionally designing lessons and activities with the ethical
and legal use of technology (MTTS Standard IV and ISTE-T Standard 3). This aligns with MTTS Standard V as
well.
MTTS Standards: II, III, IV, V
ISTE-T Standards: 1, 3

Instructional
Design
Framework

This artifact demonstrates and promotes real-life application problems, builds on concepts using prior
knowledge, and differs for all learners. Instructional design processes allowed me to analyze, develop, and
evaluate through the progression of pebbles in Smith & Ragans Task Analysis, 1999 (as cited in Brown & Breen,
2011, p. 50.)
Upon completion of this project, I was able to identify the components and applications of instructional systems
design (ISD) theory, conduct a needs analysis in an instructionally appropriate setting, identify and select
appropriate task analysis procedures, and select a formative and summative assessment tool. It was important
to meet MTTS Standard I and ISTE-T Standard 2 while identifying and developing prototypes in these
instructional design theories.
MTTS Standards: I, V
ISTE-T Standards: 1, 2

References
Brown, A., & Green, T. G. (2011). The essentials of instructional design: Connecting fundamental principles with process and
practice (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Merrill, M. D. (2002). A pebble-in-the-pond model for instructional design. Performance Improvement, 41(7), 39-44.

Merrill, M.D. (2007). A Task-Centered Instructional Strategy. Journal of Research on Technology in Education, 40 (1), 33-50.