Course Artifacts
Educational instructional technology and classroom utilization were Alicia Davis's Master of Education capstone projects. These programs aim to improve student education with cutting-edge technology and new viewpoints. Along with my website, instructional and professional development plans, and instructional infographics, I created a multimedia training video. Capstone projects demonstrate my research, instructional design, and personal philosophy of learning.
ISTE Standards Demonstrated:
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STUDENT
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1.3. Knowledge Constructor
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1.3.d. Gain knowledge by actively addressing real-world situations, formulating theories, and seeking solutions.
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EDUCATOR
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2.1. Learner
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2.1.a. Set professional learning goals to study and deploy technology-enabled pedagogical approaches and evaluate their successes.
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2.1.c. Keep up with learning sciences research on student learning outcomes.
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EDUCATION LEADERS
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3.5. Connected Learner:
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3.5.c. Regularly use technology for reflective practices that promote personal and professional growth.
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Foundations of Ed Tech
I describe my learning philosophy in this video. I think it's crucial to understand learning theoretically and practically as an educator.
I began by arguing that learning combines behaviorism, cognitivism, and constructivism. Early on, behaviorism helps us relate behaviors to consequences. We learn basic things through memory and repetition as children.
Learning continues as we grow cognitively. As we actively develop knowledge from our experiences and relationships, constructivism becomes more significant. Sharing thoughts with others improves understanding.
A good framework for this is social cognitive constructivism. The community of inquiry paradigm emphasizes instructor direction, peer dialogue, and hands-on experience. Students must apply what they learn to real-world situations.
I made this video to explain my viewpoint and show how learning is complex. I want to create a student-centered, collaborative, and tech-driven constructivist classroom. Most significantly, it lets students explore representation and reflection at their own speed. I hope this perspective helps!
Inq-Based Research Methods
This literature review examines college student digital citizenship trends. It reviews digital citizenship studies on behavior, values, social presence, digital divides, participation, and innovation. The investigations focused on students from a private institution, a midwestern university, a Chinese college, and Turkish graduate students.
The study found relationships between digital citizenship and cyberbullying, differences in digital citizenship by age, gender, internet usage, and computer skills, a second-level digital divide by socioeconomic status, and high digital citizenship and social presence among graduate students.
The literature review covers higher education digital citizenship research. It seeks to comprehend college students' digital citizenship and identify study opportunities on other student groups. The last section examines how the COVID-19 outbreak highlighted differences across groups and suggests looking into digital citizenship issues among Hispanic-serving institution students.
ISTE Standards Demonstrated:
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STUDENT
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1.3. Knowledge Constructor
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1.3.b. assess accuracy, perspective, credibility, and relevance of information, media, data, etc.
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EDUCATOR
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2.1. Learner
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2.1.c. Keep up with learning sciences research on student learning outcomes.
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EDUCATION LEADERS
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3.2. Visionary Planner:
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3.2.a. Engage with education stakeholders to create a vision for increasing student performance through technology, guided by learning sciences.​
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ISTE Standards Demonstrated:
STUDENT
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1.3. Knowledge Constructor
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1.3.d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
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EDUCATOR
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2.2. Leader
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2.2.c. Model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning.
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2.5. Designer
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2.5.c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
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EDUCATION LEADERS
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3.5. Connected Learner:
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3.5.c. Regularly use technology for reflective practices that promote personal and professional growth.
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Instructional Design
The project's goal is to develop an instructional course for higher education financial aid counselors on how to request an Institutional Student Information Record (ISIR) from the Central Processing System. The course follows Dick and Carey's model, which consists of nine components. The goals are to detect ISIR requests, assess learner preferences, and expand student options. The course will consist of three modules: welcome, content, and reflection, which will include a survey. Canva is a development application that allows for multimedia creation as well as access to computers and websites. The evaluation strategy is designed to assess the effectiveness of the instruction.
The one-minute Canva video will walk the financial aid counselor through the steps of pulling an ISIR from CPS. The counselor can pause or reverse the the presentation as needed.
Integration of Tech into the Curriculum
This is a plan for professional growth for elementary school teachers. They will learn how to use Seesaw to help their students learn better.
The TPACK framework—technology, pedagogy, and content knowledge—guides the plan. Sessions span 15 weeks. The introduction covers TPACK and Seesaw. Resource and lesson planning are part of skill-building.
Teacher teams create Seesaw lesson drafts. The next step is an application phase in which they pilot the teachings with coaching assistance. Surveys and data are used in evaluation.
Teachers, administrators, trainers, and coaches have timelines, learning objectives, and duties. Strategic and meaningful technology use by students is encouraged through authentic implementation of strategies.
The main idea is to help teachers use Seesaw in the classroom in a way that improves teaching and student outcomes through a professional development program that focuses on TPACK. To develop educational technology abilities.
ISTE Standards Demonstrated:
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EDUCATOR
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2.1. Learner
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2.1.a. Set professional learning goals to study and deploy technology-enabled pedagogical approaches and evaluate their successes.
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2.2. Leader
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2.2.c. Teach colleagues to identify, evaluate, curate, and implement new digital learning materials and technologies.
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2.4. Collaborator
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2.4.a. Plan time to collaborate with colleagues to develop realistic learning experiences using technology.
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2.4.b. Work with students to explore and utilize digital resources and resolve technical concerns.
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EDUCATION LEADERS
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3.2. Visionary Planner
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3.2.a. Collaborate with education stakeholders to create a vision for leveraging technology to enhance student performance, guided by learning sciences.
3.2.b. Collaborate on a strategic strategy to increase learning using technology, building on the common vision. -
3.2.c. Assess strategic plan progress, adjust course, quantify impact, and scale effective technology-based learning approaches.
3.2.d. Collaborate with stakeholders to receive feedback, recognize successes, and engage in continual improvement. -
3.2.e. Discuss lessons learned, best practices, obstacles, and impact of technology-based learning with education leaders. Leaders can learn from this effort.
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ISTE Standards Demonstrated:
​
EDUCATION LEADERS
-
3.2. Visionary Planner
-
3.2.a. Collaborate with education stakeholders to create a vision for leveraging technology to enhance student performance, guided by learning sciences.
3.2.b. Collaborate on a strategic strategy to increase learning using technology, building on the common vision. -
3.2.c. Assess strategic plan progress, adjust course, quantify impact, and scale effective technology-based learning approaches.
3.2.d. Collaborate with stakeholders to receive feedback, recognize successes, and engage in continual improvement.
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Implementation of Ed Tech Program in Educational Settings
This document and video include a SWOT analysis of Sul Ross State University's technology needs assessment and strategic plan. It gives background information about the university and its current online learning programs. It then identifies the purpose as assessing Sul Ross' technological requirements and providing a strategic plan to address infrastructure, security, cost, and digital learning objectives. A risk assessment is conducted to identify the current technology environment's strengths and weaknesses. Goals and objectives are outlined, with an emphasis on improving digital learning resources, infrastructure, security/safety, and cost management. Each objective is associated with specific actions and strategies. The document concludes by emphasizing the importance of regular monitoring and evaluation to ensure that the strategic plan is successfully implemented.
Advanced Applications of Media and Technology
With the help of Mayer's Multimedia Learning Principles, specifically the Spatial Contiguity Principle and the Multimedia Principle, I created a infographic using Canva to provide a summary of the various types of financial aid and the eligibility requirements.
ISTE Standards Demonstrated:
EDUCATOR
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2.5. Designer
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2.5.a. Utilize technology to personalize and adapt learning experiences for independent learning and accommodating individual differences and needs.
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2.5.b. Create authentic learning activities that meet content standards and utilize digital resources for active, deep learning.
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2.5.c. Apply instructional design principles to develop compelling digital learning environments that enhance learning.
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ISTE Standards Demonstrated:
EDUCATOR
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2.5. Designer
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2.5.a. Utilize technology to personalize and adapt learning experiences for independent learning and accommodating individual differences and needs.
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2.5.b. Create authentic learning activities that meet content standards and utilize digital resources for active, deep learning.
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2.5.c. Apply instructional design principles to develop compelling digital learning environments that enhance learning.
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2.6. Facilitator
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2.6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
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Advanced Applications of Media and Technology
A young woman named Sarah makes a plan to pay back her student loans in this 12-scene Canva storyboard. There's a picture and a short script for each scene.
Sarah sits at her desk anxious about her student loans after college. She finds a financial planning webinar online and learns about different ways to pay back loans. Sarah plans her spending and learns about her loan options online.
She talks to a financial advisor about refinancing and then calls her loan servicer. Sarah smiles when she gets her new loan terms, which include lower monthly payments. She always pays on time, as planned in her repayment plan.
In the last few scenes, Sarah is shown proudly paying off her student loans so she can follow her dreams without any more debt. Sarah's actions and successes inspire others to take charge of paying back their student loans so they can have a better financial future.
Advanced Applications of Media and Technology
This video was developed using Microsoft PowerPoint to develop the slides and animations created by Videoplasty, which were then translated into a YouTube video format. This film portrays the experience of Sarah, a recent college graduate saddled with student loans. It tells how Sarah finds a webinar on future-focused financial planning and learns about several loan repayment alternatives. She begins developing a payback strategy and budget. Sarah investigates various repayment methods and seeks advice from a financial expert. She then contacts her loan servicer. Sarah is able to effectively refinance her loans, lowering her monthly cost. She adheres to her repayment plan by making regular installments. Sarah is happy to have paid off her student loans after years of devotion. The film inspires others by demonstrating how Sarah's future-focused preparation paid off, allowing her to invest in her goals. It encourages people to take charge of their student loan repayment in order to secure a stronger financial future.
ISTE Standards Demonstrated:
​
STUDENT
-
1.3. Knowledge Constructor
-
1.3.d. Gain knowledge by actively addressing real-world situations, formulating theories, and seeking solutions.
-
EDUCATOR
-
2.1. Learner
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2.1.a. Set professional learning goals to study and deploy technology-enabled pedagogical approaches and evaluate their successes.
-
2.1.c. Keep up with learning sciences research on student learning outcomes.
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EDUCATION LEADERS
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3.5. Connected Learner:
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3.5.c. Regularly use technology for reflective practices that promote personal and professional growth.
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