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Running head: CAPSTONE FINAL PROJECT

Week 6
Amanda Gonzales
EDU 697
July 5, 2015
Dr. Valley
E Portfolio Link

Running head: CAPSTONE FINAL PROJECT

Introduction
As teachers, we know that the majority of our students are interested in and use technology
everyday outside of school, it makes sense to bring technology into the realm of education as much as
possible. Kevin Costley (2014) performed research on integrating technology into the classroom and
writes that "technology integration has the benefits: 1) increased student motivation; 2) increased
student engagement; 3) increased student collaboration; 4) increased hands-on learning opportunities;
5) allows for learning at all levels; 6) increased confidence in students, and 7) increased technology
skills". Learning with technology is proven to enhance learning with Web2.0 tools making learning
authentic and relevant by bringing to life what was once just paper and pencil.
With the implementation of technological tools, students can participate in learning with other
students around the world online, create projects, research efficiently, and continue to learn outside of
the classroom walls. For teachers, technology tools allow us to provide variety, innovation, spark
interest, manage our classes effectively, and involve our students in deeper levels of understanding and
critical thinking. Technology is a large part of our world and will continue to be, it is our responsibility
as educators to teach our students the value of it's worth and utilize it to the best of our ability to
develop the skills that our students need to master in and out of school. The MATLT program at
Ashford University provides education and access to technologies that can change how effectively one
teaches based on eight program learning outcomes.
Ranking of PLOs
Original Ranking
PLO 1

Demonstrate knowledge and skills related to learning using technology.

PLO 2

Demonstrate knowledge and skills in current and emerging instructional technologies.

PLO 3

Design learning opportunities that apply technology-enhanced instructional strategies to

Running head: CAPSTONE FINAL PROJECT

support the needs of all learners.


PLO 4

Apply research to support learning in a technology-enhanced environment.

PLO 5

Exemplify ethical practices of technology usage.

PLO 6

Evaluate technology resources to facilitate effective assessment and evaluation.

PLO 7

Utilize technology to collect and analyze data, interpret results, and communicate findings.

PLO 8

Demonstrate the ability to make informed decisions regarding the use of technology in
support of learning and leadership.

In the MATLT program at Ashford University there are eight program learning outcomes listed
in numerical order above. Learning outcomes can be defined as expectations from learning or what
competencies students must develop during their studies (Nygaard, C., Holtham, C., & Courtney, N.,
p. 18, 2009). The competencies that are developed throughout the MATLT program are demonstrated
in the E Portfolio link. However in demonstrating these PLOs it is useful to reflect and rank them in
order to suggest their importance to students as one moves forward in their career paths. As an
educator, all PLOs presented in the program at Ashford are extremely effective in addressing necessary
learning outcomes for teaching and learning, therefore there could be many arrangements that will
suffice. For my purposes as an educator and based on my experience in learning in the MATLT
program, the ranking of each PLO has been changed slightly, represented in the table below.
Updated Ranking
PLO 1

Demonstrate knowledge and skills related to learning using technology.

PLO 2

Demonstrate knowledge and skills in current and emerging instructional technologies.

PLO 4

Apply research to support learning in a technology-enhanced environment.

PLO 7

Utilize technology to collect and analyze data, interpret results, and communicate findings.

Running head: CAPSTONE FINAL PROJECT


PLO 8

Demonstrate the ability to make informed decisions regarding the use of technology in
support of learning and leadership.

PLO 3

Design learning opportunities that apply technology-enhanced instructional strategies to


support the needs of all learners.

PLO 5

Exemplify ethical practices of technology usage.

PLO 6

Evaluate technology resources to facilitate effective assessment and evaluation.

The ranking of the PLOs in educational settings is, first, dependent on the ability of the
instructor to in utilizing technology; therefore, the PLO that is ranked number one is PLO 1,
demonstrate knowledge and skills related to learning using technology. This PLO receives highest
priority due to the sheer fact that those instructing with technology must be fluent in the skills
necessary in their usefulness and implementation in the curriculum to provide the greatest learning
opportunities. Second in level of importance in education, is the ability to remain educated on
emerging technologies in order to stay relevant; therefore, PLO 2 is the second in importance in the
educational setting. The tools that we use must be selected carefully in order to achieve the maximum
results, thus these two PLOs are carefully selected as the top two choices.
The next three PLOs ranked on importance are numbers 4, 7, & 8. These three choices support
the notion that one must choose to utilize technology in the classroom based on research and evidence;
that our tools will meet the needs of our students and are proven to work towards the learning outcomes
desired in instruction. Research supports the use of technology in the class when technology tools are
chosen carefully and aligned with learning goals; this aligns with PLO 4 apply research to support
learning in a technology-enhanced environment. In teaching, instructors must be sure to use
technology to provide evidence when needed, this is PLO 7, utilize technology to collect and analyze
data, interpret results, and communicate findings, such that there is close monitoring of students
achieving and meeting learning outcomes. PLO 8 demonstrate the ability to make informed decisions

Running head: CAPSTONE FINAL PROJECT


regarding the use of technology in support of learning and leadership requires that instructors have

successfully implemented technology and are continually monitoring student progress and curriculum
design based on the principles of instructional design and pedagogy.
The next PLO to follow is PLO 3, design learning opportunities that apply technologyenhanced instructional strategies to support the needs of all learners. From the text Instructional
Methods and Learning Styles, If we vary our methods, we have learned, we accommodate a wider
range of learning styles than if we used one method consistently (UWPLATT.edu, 2013). This
ranking follows PLO 8s because if the instructor has researched current issues in instructional design
and technology, sound decisions will direct the instructor to adapt curriculum to all. Moving forward in
teaching, PLO 3 is part of the crucial steps in planning and integration of students with diverse needs.
PLO 5 exemplify ethical practices of technology usage closely relates to PLO 3 in that if we are to
support all learners, we must consider this as ethical practice. PLO 5 not only addresses learning
method and support structures for all students, it also addresses ethical online usage such as plagiarism,
copyright, and correct citation which are necessary skills in both online learning and using technology
in the classroom.
Finally, PLO 6 is to evaluate technology resources to facilitate effective assessment and
evaluation. Ongoing assessment is crucial to student learning, therefore, utilizing technology to
evaluate student learning is one of the vital features of technology in education. Ironically, the ranking
is last in my listing because of its importance. Without having learned all of the skills and concepts in
previous PLOs, such as addressing the needs of all learners and making informed decisions based on
evidence, an educator would not be able to correctly establish a system of evaluation and honest
assessment of their students skills and abilities.
Challenges

Running head: CAPSTONE FINAL PROJECT


While learning online at Ashford University, there have been many opportunities to practice

crucial skills necessary of online students in order to demonstrate learning outcomes; this project is no
exception. To begin a new project, there are always certain obstacles that students must face including
time management, organization, design, and development, especially while learning online. From an
article in Educause (2007) from a study of online students, the most important (skill for online
learners) is a student's ability to develop a time-management strategy to help manage course
requirements as an independent learner (Educause, 2007). Due to the length, gravity, and weight of
this assignment, there were many intricacies that required detailed analysis and critical evaluation in
conception and design of the E Portfolio which equals time. To manage time effectively, it was crucial
to allot a quiet and substantial amount of time each day, prioritize goals, set at least one substantial goal
for the day that must be met. When this system was followed, creating both the document and E
Portfolio became less overwhelming.
The second challenge in creating the E Portfolio was determining which technology to use that
would display and house the final work. Some considerations that are typically made in choosing
technology include student skill level, ease of use and sharing, and various media options that are
embedded in the technology such as graphics, video, and tools that will be visually appealing to the
reader. The final product should be a seamless design with fluid content that demonstrates the learning
outcomes in the MATLT program of study. After many trials with presentation technology throughout
our learning at Ashford and viewing examples of past portfolios from other students it was determined
that Weebly.com would provide certain advantages as listed above. However, the critical factor in
utilizing this tool was that it was new and I wanted to use something new as the final project in my
program to display that I am ready to rise up to new challenges and learn technology that is available.
The final challenge then was to determining the organization of the presentation and tie together
concepts and theories into one cohesive digital collection that demonstrated mastery of each learning

Running head: CAPSTONE FINAL PROJECT


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outcome as instructed in our directives for the project. The question therein is how one successfully
accomplishes demonstrating almost two years of conceptual understanding. Fortunately, class EDU
697 allowed students the opportunity to re-visit past work, reorganizing each activity that would
facilitate inclusion in the final project, which saved time and directed focus for each PLO. To organize
the work, it was found much easier to numerically categorize each PLO and order them accordingly on
the portfolio so that all were equally important and included in the final result. Visual appeal was also
a factor and there was much time spent on including past work such as PowerPoints or videos that
would tie concepts together and create fluidity in writing.
Conclusion
Learning online in the MATLT program has been an engaging and rich experience. Directly
prior to entering this program, I was a student teacher who never worked with direct guidance on how
to proceed; my student teaching year was an internship where I had my own class. The next year of
solo teaching was much the same where my mentor was housed next door, thus sound curriculum
design and implementation was lost on me. Many experienced teachers would argue that the first year
of teaching is engulfed in the management of student behaviors, flooded with the administrative side
such as grading and paperwork, and little time is spent on reflection and training on instructional design
and methodology. Thankfully, Ashford filled this gap in teaching and training at such an important
time. Now in the fourth year of teaching and armed with the skills of implementing curriculum rich in
technology used for both instruction and assessment, the focus of teaching is clear and the design of my
instruction is based on evidence that will better enhance the learning for all students in my care.

Running head: CAPSTONE FINAL PROJECT

References
Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student
Learning. Online Submission, ERIC, EBSCOhost.
Educause.com. (2007). How students develop online learning skills. Retrieved from
http://www.educause.edu/ero/article/how-students-develop-online-learning-skills
Nygaard, C., Holtham, C., & Courtney, N. (2009). Improving students' learning outcomes [electronic
resource] / editors, Claus Nygaard, Clive Holtham, Nigel Courtney. Portland, OR : Copenhagen
Business School Press, 2009
UWPLATT.edu. (2013). Instructional Methods and Learning Styles.
Retrieved November 5, 2013 from
http://www.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf

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