Amy Pouncy

Outcome 2

EDTC 6996

September 12, 2020

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EDTC 6460 and 6465, courses were foundational in improving my growth and development in

planning, designing, and modeling an effective learning environment, curriculum plans,

authentic learning experiences and assessments.

EDTC 6460, Foundations of Educational Technology Leadership was built on the following

ISTE Standards:

1. Equity and Citizenship Advocate

2. Visionary Planner

3. Empowering Leader

4. System Designer

5. Connected Learner

Over the course of eight weeks I was able to learn and applied to learn and apply these ISTE

standards in my weekly assignments and on the job.

System Designer: Leaders build teams and systems to implement, sustain, and continually

improve the use of technology to support learning

In our second week, we began our discussion on how we will apply the system design standard.

First, I had to understand what it means to build teams and systems to implement the use of

technology in a supportive environment. Then I was able to share my experience on the

importance it is to seek support from others and ask for their help. For example, I had just started

a new role and assigned to a new project. Before starting the project, I interviewed and asked my

peers questions to gain insight and understanding their opinions. I felt it was important to seek

help when needed and ask questions when I am unsure of the answer. This is modeling the

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behavior of a system designer. I had team members a part of the project and listened to their

suggestions, or answer questions they or I may have.

Visionary Planner: Leaders engage others in establishing a vision, strategic plan, and

ongoing evaluation cycle for transforming learning with technology. 

After understanding how to become a visual planner, I was able to share my application of using

this on the job. I shared how I met with the stakeholders to discuss why their leadership and

engagement is important. For example, I revisited the plan that was created before I joined the

company and how we can get back on track to achieving the goals. I worked with the teams and

gained suggestions and feedback for improvement. I created a stakeholder engagement plan and

asked each person to commit time to reaching the goal of successfully implementing the new

LMS program. As LMS work started, I had weekly meeting with the stakeholders involved to

discuss where we are on the plan, what obstacles, we have and how to address them.

Equity and Citizenship Advocate: Cultivate responsible online behavior, including the safe,

ethical, and legal use of technology.

This standard is very important when developing technology. I was able to share how our

company has a very strict policy and how proactive they are when we post on our websites. We

did a great job of ensuring that we give people credit for work they have created. We also have a

copyright team that reviews any information before it is posted on our website.

Empowering Leader: Leaders create a culture where teachers and learners are empowered to

use technology in innovative ways to enrich teaching and learning.

This was an opportunity for me to learn information and apply these skills on the job. From this

course I was able to learn from other peers what they have done. This allowed me to think of

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different ways to address this standard. To overcome this gap, I had to retrain leadership on how

our LMS is an innovative tool that can help our organization. I taught them how to use the LMS

and the different learning and reporting tools. This allowed them to see the benefits of the LMS

and how it is an important technology learning tool for the organization.

Connected Leader: Leaders model and promote continuous learning for themselves and others.

This leads into how I learned the fundamentals of having a connected leader. Once, they learn

how to use the LMS and the tools and resources, as a leader, I must create an environment where

I model the behavior and provide opportunities for leaders to continuous use the tools for

themselves. For example, after teaching the leader how to use the reporting tools and how to

view content, they are now able to run their own reports and complete LMS training when it is

deployed. After reading Deming (2000) he describes the “woman who taught herself to sing

without the benefit of a teacher or the benefit of an incompetent teacher.” (Pg. 255) My goal was

to be a connected leader not an incompetent teacher.

This work prepared me for the final research project and allowed me to show my growth in

Educational Leadership. My research was based why it is important for my organization to have

a vigorous program of education and self-improvement. I gave examples of other companies that

currently have educational programs for their employees, the effectiveness of it, and examples of

how it has helped to improve their employee's overall engagement. I then addressed the actions I

needed to take for implementation for our organization.

After developing my skills and knowledge in Foundational Technology, next I had to learn how

to build a technology learning environment. I gained these skills and abilities in EDTC 6465,

Design of Technology Supported Learning Environments. In this course, I had to demonstrate

how to create a technology learning program for an organization. This course required

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participants to create a technology supported learning project that can be implemented in their

own learning environment. I had to develop a professional development module and plan on

how this can be implemented on a larger level and create a plan for implementation in my own

learning organization. By completing this project, I will successfully demonstrate how I can meet

the following standards:

 TF - II Planning and Designing Learning Environments and Experiences

 TF - III Teaching, Learning, and the Curriculum

 TF - IV Assessment and Evaluation

TF - II Planning and Designing Learning Environments and Experiences

To begin this project, first I had to build a Design Activity plan. This included the Task Rational

to acknowledge what I know about media and technology for educational use.

Next, I had to select simple and complex learning outcomes and identify the design model I will

use for planning and designing. I chose the ADDIE for instructional planning and design and

inserted SAM’s design for my second goal because it was more complex. I had to develop a

lesson plan. This starts with understanding the type of assessments I needed to create. First, I had

to understanding our learners. This means their background, educational experience, etc. The

context was another important area to assess. I had to understand the resources I have to teach

this lesson, the media or technology tools that I planned to use. Also, if I plan to use this

technology, can the learner access this technology. For example, if I created an eLearning where,

will it be located? Can the learner gain access to the content? Does the organization have

restrictions on sites that I use for learning (YouTube or Google classroom)? If we are using these

sites and other resources, do I have a plan for a safe, healthy, and ethical use of this technology?

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Another important part of development is being inclusive to all learning abilities and learners

with assistive technology. This was a big growth opportunity for me that I have not using in the

past. I was a little shocked an embarrassed. I left out a group of people who may have different

learning needs. This was something I include when developing any learning content. I have my

accessibility tools turned on to ensure, that I double check for areas where my learning content

needs editing to include all learners.

In designing and planning I had to describe the learning environment and the conditions. This

includes thinking about the physical space, the furniture and equipment and how that may impact

a learner’s experience if they are not in a comfortable environment. This also includes

understanding the location of the training and what impact it will have on the learner. This

includes interrupting their normal day assignments. Will the learner have to missed time from

work? Are there other key initiatives planned or scheduled events that will cause issues for the

learner to be able to complete the content on time or by the scheduled deadlines?

The final questions I had to answer in planning and design addressed the overall personal level of

the learner. I had to be able to access their physical, social, and psychological issues. This means

developing content that will meet all the learning styles of the learner and the time spent on each

learning activity. For example, when developing eLearning content 5-7 minutes is an ideal time

for an eLearning course.

TF - III Teaching, Learning, and the Curriculum

After the planning and design of the learning environment was complete, now I must develop the

teaching, learning and the curriculum. I learned new techniques and ways to develop a teaching

and learning curriculum using a Google Classroom. Adobe Connect was also used for Virtual

Instructor Led Training, and time was given for one on one action planning. I choose this method

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after using my assessment to understand the learner’s needs and the technology resources they

were able to use.

When developing a learning curriculum, it important to develop an instructor’s guide and

participant’s guide. The instructor guide is key for the instructor being successful. The guide is

designed for the instructor to use during training. The guide helps the instructor stay on task, on

time and gives them the speaking information they will need to deliver content. The key area is

creating presentation notes and guidelines to help the instructor prepare for the session, conduct

the training, and evaluate.

When creating a participant’s guide for technology instruction, you must create documents that

students can download or use the guides while conducting the training online.

Link to Google Classroom page: https://classroom.google.com/c/MjQ4MTIzNDYxNTRa?

cjc=s5sl2ip

TF - IV Assessment and Evaluation

Assessments were completed before the program was launched to evaluate my teaching

strategies and materials using the Universal Design for Learning Principles (UDL). Below are

the questions used for the assessments using the UDL Principles.

UDL Principle Comments

Inclusiveness. In what ways does your This class includes ideas and feedback from all
classroom respect diversity? learners. The activity and small group allow
everyone to contribute from all centers, which are

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Physical access. Are labs, classroom, and
field work accessible to all students?
Delivery methods. What are the different
types of instructional delivery methods and
materials?
Information access. To what extent is
information and media accessible to
everyone?
Interaction. What are the different ways in Small group break our sessions. Polls and class
which students interact with you and each
other?
Feedback. Describe the types of
prompting and feedback given to students
and their work.
Demonstration of knowledge. Describe
different ways in which students can
demonstrate what they have learned.
A classroom training assessment was also created for participants to evaluate the effectiveness of
from diverse areas of Indiana.
Yes. All participants have access to the internet at
work and on their mobile devices.
Virtual, Online self-pace learning.
This information is accessible if you are a teacher
at the organization.
participation.
There will be observations and time for managers
to provide feedback to participants. In the
classroom, feedback will be provided throughout
the session based on answers and work they
complete in the session.
In small group and larger discussion and with their
manager sharing their action plan.

the training course. Please see link below:

Link to Evaluation Form: https://www.surveymonkey.com/r/7SB8JWS 

Resources:

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Deming, W. E. (2000). Out of Crisis. Cambridge, MA: Massachusetts Institute of Technology.
Covey, S.R. (2004) 7 Habits of Highly Effective People. New York, NY: Free Press
Williams, J., & Redish, T. (2007) Building Technology Facilitators and Leaders: A Standards-
based Approach. Iste.org
Jones, H. (2008). Pestering staff into online learning: An integrated plan for implementation.
Preview the document. Proceedings ascilite Melbourne 2008.
Blanchard, K, Oncken, W. & Burrows H. (1989). The One Minute Manager Meets the Monkey.

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