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Evidence of Standards

Allison Kimble

ETEC 5981

Dr. Derrick Mears

April 29, 2022

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Standard 1: Content Knowledge

Creating

In the strategic planning project, I created materials and the learning environment

based on a combination of a needs assessment and the tech vision of the school. Because I

was able to create a plan for implementing technology in a kindergarten classroom that was

effective for both the teachers and the students. In the lesson on a passion project using an

arti cially intelligent teacher as an assistant, I utilized a standards-based approach to

designing a lesson and then also used a gradual release model to introduce the teacher to the

students and ensure it is being used as a tool for the instruction.

Using

In the strategic planning project, I utilized technology for both the teachers and the

students. They are to gain new iPads to help implement technology appropriately in their

respective classrooms. I also was able to provide the teachers with virtual resources to

help them meet their goal of implementing the google suite with Kindergarteners. In my

arti cial intelligence lesson plan, I was able to utilize the arti cially intelligent teacher to

assist students in their work. This was under the assumption that the class had previously

had experience with computers. Throughout the lesson, they are introduced to the new

technology and also are learning from it.

Assessing/Evaluating:

In the strategic planning project, we decided to utilize iPads. At the time (2018), the idea

of kindergarten students utilizing Google suite was quite advanced for young students. As a

team, we decided that the accessibility of iPads made the most sense for kindergarten students.

While I still agree that introducing technology to kindergarten through an iPad is best, I also

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believe that those students are capable of doing more with technology. Since Covid-19 emerged

and changed the landscape of education, there has been an emergence of new applications and

programs that may better suit the original needs of the kindergarten team.

In the arti cial intelligence lesson plan, I believe that the way the lesson was written

allows students to experience technology while simultaneously learning from it. As long as the

instructor is fully versed in the arti cially intelligent program, the students should be ne to use

it. Additionally, students will need the appropriate devices to house and use this technology.

Managing:

In the strategic planning project, I had to coordinate the project with other teachers

at my school. The initial team consisted of three members. There were additional

stakeholders that I had to communicate with as well. In addition to the other teachers and

stakeholders, we had to submit a budget for the project. The nancial aspect was initially

my responsibility but was ultimately handed off to another as we divided duties among the

remaining team.

Ethics:

In the strategic planning project, I was able to demonstrate commitment to the

profession by delegating tasks to other teachers and stakeholders on the team. I also ensured

that they were properly trained before I assigned them a task. I consistently conducted business

through emails and through meetings face to face. Additionally, I protected the privacy of those

who wished to be protected and did not engage in a project with those who were uncomfortable

doing so.

In the arti cial intelligence lesson, I ensured that the student data was being used for

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the sole purpose of teacher data, rather than public knowledge. I allow students to explore their

interests and monitor their progress with the technology to ensure proper treatment of

individuals

Standard 2- Content Pedagogy

Creating:

I utilized the constructivism theory to design the Arti cial Intelligence lesson plan. This

theory allows students to learn about the technology while simultaneously exploring their

interests. Allowing students to explore their interests makes the content stick more aptly and

embeds many learning skills within the guise of a fun project. It also is designed to allow

students to work with peers. This skill is important for all students and adults as working with

others is a lifelong skill. Additionally, students are expected to create a bond with the AI

teacher. This is a new relationship but similar to those that students may have developed with

their at-home personal devices such as Alexa and Siri.

Using:

I chose to utilize arti cial intelligence for a few reasons. One, it is a technology that is

becoming increasingly prevalent in modern society. Because it is familiar to students in a

non-academic setting, it would be bene cial to learn how to utilize such technology in an

academic setting as well. Two, it is designed to serve as a check-in and feedback point. One

of the broader goals is to encourage independent learning from students and the arti cially

intelligent teacher will allow them to explain their ideas and get immediate feedback to

ensure consistency with their project.

Additionally, the project was designed with a constructivist pedagogy in mind. I

aimed to allow students to explore their ideas with some boundaries. They are encouraged to

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seek out information for themselves and develop their ideas.

Assessing/Evaluating:

Because students are learning and developing ideas on their own, they are

creating genuine connections to the content. Students also have to work with partners or

teams to ensure that they can complete the project. This allows students to collaborate

and work together while they are simultaneously exploring topics that interest them.

Managing:

Students can work with peers that have interests that are the same or similar to

theirs. This allows students to deepen their understanding of a topic. They arrive at this

group because they have taken an interest survey and identi ed topics they would like to

explore. They are also interacting with both the human teacher and the AI teacher

regularly to check in and discuss progress or any issues that may arrive.

Ethics:

AI is a learning technology. Because it can be designed to adapt to physical appearances,

the AI teacher has many different inputs to help physically represent a multitude of ethnicities. It

is programmed to be sensitive to potential cultural issues that may arise in group work.

Additionally, due to its learning nature, the AI can adapt to words and phrases it may not

initially understand. Before presenting the AI to the students, it has already been exposed to

several different groups of students and adults from many different backgrounds. It is

programmed to pick up on nuances in speech as well as cultural in ections of words. In the

classroom, this will be bene cial because students have various backgrounds and cultural

expectations. This is important because many of the issues that arise among students have an

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underlying multicultural misunderstanding.

It is designed to help scaffold learning, clarify information as well as assist with issues

that arise due to con ict. This is a dif cult thing for students to master, and having an entity

assist them throughout the process will help ease the con ict and allow them to communicate

more effectively. When the AI helps scaffold learning, it is addressing possible differences in

cultural understanding. Because students are working on a passion project, multicultural topics

will be discussed. If a group is working on a more effective way to feed the homeless, some

students may see homelessness differently. This is a great time for the AI to help the students

discuss differences productively and professionally.

Standard 3- Learning Environments

Creating

When investigating best practices for students in the classroom, I centered my future

technology lesson plan on feedback. While it is important for students to experience artificial

intelligence, it is even more important for students to receive feedback as they explore their

interests. Students will have had experience with the technology and are expected to check in

with the AI teacher rather than use the lesson to teach technology. The AI teacher will be

collecting information and allowing the classroom teacher to pull small groups and intervene.

The students are expected to check in with the AI teacher at least once a week.

Assessing/ Evaluating

During the lesson, the teacher is expected to take formative data. This process allows the

teacher to regularly address student learning needs in a timely manner. The teacher typically will

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walk around and ask students targeted questions related to their topic of choice or what the class

has learned that day in regards to research. If the teacher realizes the student does not understand,

they will need to address the learning issue.

The teacher may address this in a variety of ways. One way is to immediately discuss

with the student the issue they see and explain the correct way to approach the problem. Another

way is to have the student join a small group and reteach and practice the skill that the student

needs addressed. The last way is if a majority of the class is having the same issue. This means

that the teacher needs to address the whole class and do a reteach lesson.

Utilizing the AI in the classroom also allows the teacher an additional point of data.

When the students check in with the AI and have conversations regarding their project, the AI

collects that data and provides the teacher with that information. This can allow the teacher to

speed up or slow down instruction pace as needed for the class.

Managing

In my AI lesson, I addressed managing the technology infrastructure in a few ways. The

first is to ensure that the AI has already learned appropriate behavior prior to entering the

classroom. This is to avoid potential issues with teaching students inappropriate items or

speaking incorrectly to students. This is also addressed through regular updates to the program.

As all technology advances, it is essential for the AI to keep its software up to date. This ensures

that no compatibility issues arise.

Through this lesson, I also assumed that the program that adopts the AI technology

regularly utilizes their budget to provide students and teachers with current and relevant

hardware for the classroom. If this is not the case, it would be essential to create a budget to

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ensure the classrooms that appropriately use the AI technology would have their hardware

updated regularly.

Ethics

One of the ethical issues that may arise with the AI teacher being involved directly and

indirectly in students work is that students may become frustrated with the amount of time they

are having to spend staying on topic. The AI is monitoring student discussion as long as the app

is open. When the AI detects that students are wandering off topic in their conversation, it will

redirect them back on to their topic of study. Realistically, students only have a limited time with

their attention span before they become restless and need a brain break.

To help combat this issue, it is important for teachers to limit the amount of time that

students are required to spend discussing their project with the AI present. It may be a good idea

to require the students to have the AI open for a set amount of time and then allow the AI to be

“put to sleep” during the remainder of the period unless you require its assistance. Another

solution is to ensure that the AI is trained to note the off task behavior but not redirect unless it is

necessary.

Another potential issue involved is related to student privacy. This is a hot button issue in

many technology circles. Because the AI is listening to student’s conversations, it will most

likely hear some things related to the student’s personal lives (family members, full names, etc).

The biggest concern related to the topic of student privacy is where the data goes.

One way that the teacher can help solve this issue is to remind students that they are able

to limit the amount of time they spend with the AI open. While it is open, it does monitor

conversations. The data ultimately goes to the program to develop the AI and to the teacher in

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order to properly monitor student progress and grade appropriately.

Another potential issue that may arise is inconstancies with grading between the in

person teacher and the AI teacher. While a human teacher may decide to have empathy towards a

student who is having things go on in their personal at home life that make it difficult to produce

work in class, an AI teacher may not be so kind. Due to the reliance on an algorithm, the AI

teacher may not have had much exposure to empathetic conversations between students and

teachers.

To help combat this issue, it is vital that the AI has exposures to best practice prior to

being introduced to students. This could look slightly different for campuses in separate districts.

For instance, in Texas, a majority of campuses use Capturing Kid’s Hearts for their social

emotional piece. It would be important for the AI to spend serval hours in effective classrooms in

order for the AI to have appropriate knowledge of the best practices for each campus. It may be

even more beneficial for the AI to spend learning hours in the specific teacher’s classroom in

which it will be used. Since it is designed to assist teaching rather than to overpower the human

teacher, it would be best for the AI to flow with the expectations of the classroom rather than

make an effort to change them.

It is also possible that the AI overgeneralizes things. It may mistake conflict for

conversation. It may also mistake a student’s lack of interest for defiance. These are areas in

which a human teacher may need to intervene and ensure student’s needs are taken care of. It is

important for the AI to be programed as a helper rather than the primary teacher so when

unforeseen issues arise, it can take feedback from the other adults in the room.

Another possible ethical issue that may arise in some rooms is the desire of human

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teachers to stop teaching and have the AI take over. This can work in small doses as long as the

human teacher is actively involved and the AI is programed to work within the subject and the

expectations of the classroom. The ethical issue is then the human’s role in the classroom. If the

teacher has sacrificed the classroom to the AI then what is the purpose of her job?

To help solve this possible issue, the school needs to create specific job outlines to what

the teacher is expected to do versus what the AI is able to do. In the lesson I outlined, the AI

serves a specific purpose: to help guide student groups through the project. This does not

diminish the need for the human teacher in the classroom. If anything, it allows the human

teacher to provide more specific services to the students while still having all their needs met.

Another potential issue that may arise is the lack of exposure to complex student issues.

This can include students who deal with abusive home lives or even bullying. If the AI is not

keen to the complexities of these issues, they may miss signs that are present. While the AI is

responsible for monitoring student conversation while it is on, it also needs to alert the teacher if

anything concerning is spoken about. The AI will know these topics as long as they are exposed

to various student issues in the programing stage.

Diverse Learners

In my AI lesson, I intentionally created the experience to address common concerns I

have witnessed while being a classroom teacher. A typical class is made up of a diverse group of

learners. You have students who need additional assistance with meeting their learning targets,

students who need extension and enrichment, and students that are in-between those two

extremes. When designing my lesson, I created the AI to help with the behavior issues that tend

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to arise with group work and learning projects. This allows me, the classroom teacher, to address

the learning needs that students have.

Additionally, I acknowledged students who come from different ethnic and cultural

backgrounds. Part of the AI training and learning is for the AI to be aware of appropriate

language and how to correctly address students who are speakers of other languages. This AI is a

tool that is able to act as an immediate translator so students of various language backgrounds

can work cooperatively together. As an instructor in the class, I have the ability to override the AI

if need be.

Standard 4- Knowledge and Skills

Collaborative Practice

During the process of creating the grant proposal, I worked closely with a group of peers to

determine the needs that they had. I also collaborated with the administration team to allow

input for nancial reasons. We determined that we needed nances to allow Northside

Elementary to provide a one to one device atmosphere for each student in their k-5 school.

Leadership

I noticed that students at Northside elementary had to share devices. During this process, I

initiated the grant proposal process. I had to work with various members of the school to

properly create a proposal that re ected the needs of the school.

Re ection on Practice

Throughout my time as a graduate student, I have completed many projects. The final results as well as the

reflection on my practice is evident in my portfolio.

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Assessing/Evaluating

Evaluation of students, families and teachers at Northside Elementary will offer opportunities to

measure the impact of the hybrid computer science program. Staff will seek to answer how can

we gain a larger population of minorities participating in computer science programs? In order to

truly understand who is participating, we will give each teacher a count of their students. They

will then ask each student to ll out an attitude survey about how they feel about technology and

computer science and what they already know and can do on technology. We will ask them if

they like using iPads, Chromebook and desktops on a scale of 1-5. We will then ask if they use

the same technology at home and how often. The last part is for them to list out the programs or

apps that they enjoy using the most. For upper elementary, this will be written. For lower

elementary, this will be given orally. The results of the initial survey will give our organization a

starting point. We will give the students the same measure in January as well as in May to see

the effectiveness of the program. Our goal is that students will rate their enjoyment of technology

higher and will seek out computer science programs and apps more often.

We are also seeking the answer to what the attitudes are of parents who’s children are and

are not participating in a computer science program? This question will be answered through a

series of questionnaires. As an organization, we strive to include parents and families into their

student’s academic life. Having a send home questionnaire allows them to participate and also

gives our organization insight into how families are thinking and feeling about technology and

computer science. The take home survey will be sent home at the beginning of the year in their

back to school packets and at the end of the year through their homeroom teacher. The survey

will ask the parents what technology they use, what technology their student uses, how their

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student uses this technology and to what degree. We will then ask them if their student is

interested in various computer science ideas like programing or coding. Our goal is to have the

parents report that students use more technology at home throughout the year (or report having

more interest in it) for academic purposes and to have 25% more minorities report that their

student is interested in computer science topics.

We are also seeking to understand teachers attitudes towards computer science programs

in order to create a program that teachers will use and will be effective in K-5 classrooms. We

are looking to answer the following questions: What are the attitudes of teachers towards a

computer science program? How can we ensure teachers are utilizing computer science

curriculum? We will answer the rst question through a measure of open answer probes. They

will consist of: What do you know about computer science? How do you feel about teaching

computer science in your classroom? What are your reservations about teaching computer

science in your classroom? Based on the answers to those questions, our organization will create

speci c and targeted professional development to address areas of concern. We will then allow

teachers to voluntarily use a targeted curriculum. In order to ensure teachers are implementing

the curriculum in the way it was designed, there will be random pop ins to those classes during

the times the teacher is scheduled to teach computer science. Additionally, there will be a

re ection log through Google that asks teachers to re ect on the lesson, what went well and what

would they like to see change. This re ection data will directly impact the curriculum and pacing

of the curriculum in speci c grades.

The last question we desire to understand is do students have regular access to

technology. For this question we will ask teachers to log how many times students get on

technology and what type and for what purpose throughout the year. This data will also help

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inform if teachers even teachers not utilizing the curriculum allow students to use computers

for computer science purposes. The data collected from all measures will then be reported to

the Rogers Public School district as well as the National Science Foundation.

Ethics

While working on the grant proposal, I had to notice the differences between my peers as

well as among the students. I felt it would be equitable if the school was able to provide a

one to one environment for the students while they were at school to ensure more equitable

access to online resources.

Standard 5- Research

Theoretical Foundations

One of the biggest learning theories that I wanted to capitalize on was constructivism.

This has played a large part in how I design my lessons as well as how I see education. The

students have a right to learn through experience and the educational opportunities that I design

re ect that. In my AI lesson, I intentionally have students choose a topic of their interest and

allow them to develop research skills in a way that embraces their previously learned

experiences and encourages them to apply new knowledge with the help of a guide (the AI

teacher and the in person teacher).

An additional learning theory that I utilized in my AI lesson was the connectivism

learning theory. This theory encourages students to learn by forming connections. In my AI

lesson, students were working in groups as well as independently based on their topic of choice.

This allows students to share ideas and increase their knowledge through connections with each

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other. They also form connections with the teacher and the AI so they will increase their skills

through conferences and discussions in real time with real experiences.

Method

For both the grant proposal and the lesson plan, I heavily relied on observational data

collection. For the lesson plan, I observed that students learn much better with a workshop

type model. I also observed that while working in groups, students tend to have arguments or

split work unfairly. Both observations led me to create the lesson plan speci cally to address

both observations. For the grant proposal, I did observational research into the racial and

ethnic population representation of the Rogers Public School system. This required me to

look into individual campus make ups and create an overall percentage for the students

represented. The information gathered through this step allowed me to appropriately

represent Rogers Public Schools in my grant proposal.

I also utilized secondary data analysis when I was analyzing budget and test scores to

determine what speci cally the grant money should be allocated for. When deciding how to

allocate the requested funds, I looked at the cost of each device and how many I needed for

each grade level and each campus. I also looked into training requirements and access to

information for teachers who would bene t from the grant proposal. In addition, I looked,

again into racial and ethnic make up of the various campuses and aligned the funds to the

overall goal of the grant. The overall goal is to increase computer science education and

involvement in minority students. I focused on the K-5 grade band because a majority of the

campuses for 6-12 already had 1:1 devices along with a stronger computer literacy

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curriculum. Looking into this secondary information, I was able to apply it to my overall

goals.

Assessing/Evaluating

In my lesson plan over virtual reality, I heavily researched into technologies that already exist and

how they are currently utilized. As my goal was to create a lesson plan that could be utilized in the

future, I found that virtual reality teaching has not fully been realized, yet it is a technology that has

already shown useful in other applications. After deciding on my focus, I looked deeply into

additional information from a variety of recent and reliable sources. This allowed me to apply the

information that currently exists to the focus that I chose.

In the AI lesson, I designed it to allow students to explore ideas as a group and

independently. After working through research skills, students are to explore their ideas on their own

and then come to the meeting with the teacher or the AI and explain what they have discovered. The

teacher and the AI are to only provide guiding questions and reteach opportunities to ensure students

have ample time for inquiry and research.

In the grant proposal, I had to look into the needs of the school. I did this by creating a needs

assessment and then applying the findings to the grant proposal. From there, I clarified my focus by

creating a needs statement and meeting with stakeholders. We decided to focus on student

engagement with technology with an emphasis on STEM. I then utilized this information to create a

specific and targeted grant proposal to ensure that the needs are met at the elementary school.

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Ethics

While working on my research for all projects, I referred to the Responsible Conduct

of Research page on the University of Arkansas web page. There it states that you are

not to fabricate, falsify or plagiarize your research (Research & Innovation Research

Compliance, n.d) . I ensure that I do not falsify information by triple checking my

statistics within my research and data collection. In the grant proposal, I had to

review my statistics of the students of Rogers Public Schools in order to ensure that

the information was accurate and correct. I also ensure that I properly cite my

sources. In the grant proposal project, I ensured that my main sources as well as my

supplementary sources were cited using the APA format. I also collect my own data

by surveying others, creating polls and doing user pro les. This information is

accurate and authentic to my studies. All three elements go along with the University

of Arkansas Responsible Conduct of Research policy.

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Sources

Research & Innovation Research Compliance. Responsible Conduct of Research | Research &
Innovation | University of Arkansas. (n.d.). Retrieved March 13, 2022, from https://
research.uark.edu/units/rscp/responsible-conduct-of-research.php