Eric Folks
EDTC 6320: Instructional Technology
Student Response Systems Collaborative Project
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Project Description:
This project involved utilizing the Addie model to address a problem of our choosing faced by a predetermined audience: post-secondary undergraduate and graduate students. We determined that limited student interaction and engagement could best be addressed through the use of Student Response Systems, or "clickers." The collaborative project that resulted from this study illustrates all steps of the Addie process, and demonstrates a variety of required comptencies for the M.Ed. Technology program.
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Responsibilities Met:
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| 1: Leadership and Professional Development. The candidate will demonstrate leadership and continued improvement of professional practice that requires critical inquiry, professional development, and reflective practice (e.g. membership in professional orgamizations, submission of a paper for publication, attendance at a local, state, regional, or national conferences). The candidate demonstrates knowledge of past, present, and future trends in instructional technologies. |
| Performance Indicators |
Justification |
1.2 Joins a minimum of one professional organization.
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1.2 I joined Texas Computer Education Association (TCEA) early in 2010.
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1.3 Submit a 3000-word formal paper (in APA format) that describes past, present and future trends in instructional technologies and/or ISD.
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1.3 I wrote "Alternatives to Student Response Systems, or Clickers"
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Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
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| Performance Indicators |
Justification |
3.1 Demonstrates ability to develop instruction using a minimum of three different medias.
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3.1 Worked with team members to determine the best way to communicate, both asynchronously (email, wiki work/posts) and synchronously (weekly team meetings in Collaborate). Contributed to the design of the project, in terms of determining problem to be addressed, proposed solution, layout of the wiki content based on Addie, division of labor/responsibilities, and final presentation method. Camtasia utilized as video authoring tool, but PB Works, MS Power Point, MS Picture Manager, and Poll Everywhere also utilized as computer authoring applications.
What I learned is that like blended learning and blended presentations, usually a combination of instructional strategies and tools yield the best results.
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| 3.2 Applies research-based rationale for the selection and utilization of technologies for learning. |
3.2 Student Response Systems have been researched for years, and the documentation we utilized clearly supports our claim that they yield not only more engagement, but transform the learning environment itself, from the traditionally passive "sage on the stage" to the progressive facilitator of self-directed, project-based learning. Based on our research, we concluded that all S.R.S. included in the scope of the project must allow for instantaneous feedback, planned or impromptu questioning, and multiple-questions assessments. These steps ensured an instructional outcome we believed to be more beneficial to teachers, specifically increased engagement, data disaggregation, and instructional design flexibility. |
| 3.3 Demonstrates ability to manage projects and evaluate progress and improvement. |
3.3 My communication with team members speaks for itself: over 200 emails have been exchanged relating directly to this project, and in the recordings and meeting logs, my awareness of deadlines and contributions in terms of identified problems and solutions in the project itself, illustrate my degree of involvement in terms of evaluating progress and improving our product. |
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Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
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| Performance Indicators |
Justification |
4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.
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4.1 In the course of this project itself, I tested out the Poll Everywhere Student Response System on Nov. 29th, to see how the application sharing feature of Blackboard Collaborate would function. This gave me confidence in utilizing it during the actual presentation. Additional formative assessment would include the feedback for team members that took place, them for me and me for them, for both our Camtasia tutorials and the live delivery of our part of the presentation that we practiced before final presentation time.
As previously mentioned, the use of student response systems in my classroom has been ongoing for multiple years, but as can be seen in my power point, Assessing and Meeting the Need for Alternatives to Clickers, there are low-tech solutions that can be utilized (that I have utilized) for realizing some of the same gains common to clicker systems.
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| 4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction. |
4.2 In this project itself, Dr. Butler's feedback to us represents the summative feedback we receive on the quality of our instruction, but in terms of my student's summative instruction, clickers have proven to offer detailed and immediate analysis of student objectives, SE's, and even item-by-item analysis. |
| 4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. |
4.3 The overlap with above is pretty evident here, but again I would call your attention to the power point I designed, which identifies and evaluates both hardware-based student responses systems and web-based, and also low-tech solutions: Assessing and Meeting the Need for Alternatives to Clickers |
| Responsibility 5: Research. The candidate collects, evaluates, and synthesizes research from a variety of appropriate sources in order to support decision-making in design, development, implementation and evaluation of instructional systems. |
| Performance Indicators |
Justification |
5.1 Demonstrates ability to conduct comprehensive literature review and provide summation of a relevant topic in instructional technology.
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5.1 All team members researched various brands of student response systems, or "clickers," to see what models were available and what feature set they offered. Several peer-reviewed articles were reviewed and their findings integrated into both the group wiki and my research paper.
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| 5.2 Uses research in instructional technology to justify academic decisions in course work projects and professional work-related responsibilities. |
5.2 The research I conducted, with the help of my team, on Student Response Systems in general, contributed not only to our group project and my research paper, but also to a larger district effort to purchase and integrate more SMART Response Systems into instruction. |
| 5.3 Uses research to justify selections of instructional strategies. |
5.3 Much of the research that went into this project, as well as the conclusions and strategies presented (be they low-tech or high-tech), were shared with Curriculum personnel, and with their support and help, many Lampasas ISD teachers during professional development events. As a result of this project, Lampasas ISD not only expanded its inventory of SMART Response S.R.S. to enable more teacher usage, but convinced teachers of the instructional strategy's value in terms of increased student engagement, decreased discipline issues, and more efficient delivery and grading of both formative and summative assessments.
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Responsibility 6: Collaboration. The candidate demonstrates the ability to form electronic teams in order to identify and solve problems and opportunities in the field of instructional technology. The candidate demonstrates effective team building skills in a distributed collaboration environment, and demonstrates how candidate's own students or colleagues can take advantage of electronic collaboration for distributed team building.
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| Performance Indicators |
Justification |
6.1 Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions.
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6.1 I utilized Blackboard Collaborate for weekly synchronous contact with team members and class as a whole, sent and received over 200 emails with team members regarding the project, spoke with and brainstormed with secondary teachers, and researched post-secondary literature regarding student response system implementations to formulate our own plan for implementation as a solution to the above-stated instructional needs.
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| 6.2 Identifies trends in distributed instruction. |
6.2 Power Point has been an almost universal software tool for instruction for decades, but when working on our project, we soon realized it lacked the collaborative potential of other more recently developed tools, such as wikis like PB Works. Modern, web-based tools like PB Works and other office-friendly software platforms like Google Docs, provide teachers and students with tools for collaborating at anytime from anywhere provided they have web access. In addition to identifying better collaboration tools, this project illustrated the need for more powerful video and presentation tools, such as Camtasia. |
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6.3 Demonstrates effective utilization of tools necessary to implement distributed instruction.
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6.3 Our final video demonstrates the power and potential of many of the distributed instruction tools mentioned above: online and available to all, complete with interactive elements, images, music, narration and more, it illustrates the power of technology to make learning not just more engaging, but more effective and accessible.
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Modifications Made
Even Power Point should be interactive! Based on what I'd learned in 6321 and 6329, I realized that for our Power Point to be more valuable for learners, it needed to be more interactive. With this goal in mind, I added a table of contents at the beginning that included links to the various sections of the presentation, as well as links throughout the presentation to various S.R.S. providers we identified. These changes ensure learners can enjoy a more interactive and less passive learning experience when exploring the role of Student Response Systems in instruction. You can find the revised version of the PowerPoint here.
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