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Standards Matrix

Content Knowledge Substandards: Comp. Strategic Online LMS


in K-12 Plan Course and AI
Website Intro to Lesson
Chem
Standard 1 Content Knowledge
Creating: x
Create instructional materials and learning environments using a systems
approach.
1.2 Using: x
Select and use technological resources and processes to support student
learning.
1.3 Assessing/ Evaluating x
Assess and evaluate the effective integration of appropriate technologies
and instructional materials.
1.4 Managing: x
Manage people, processes, physical infrastructures, and financial
resources to achieve predetermined goals.
1.5 Ethics: x
Demonstrate contemporary professional ethics of the field as outlined by
the AECT Code of Ethics.
Standard 2 Content Pedagogy
2.1 Creating: x
Apply content pedagogy to create appropriate uses of processes and
technologies to improve learning and performance outcomes.
2.2 Using: x
Implement appropriate educational technologies and processes based on
appropriate content pedagogy.
2.3 Assessing/ Evaluating: x
Assess the adequacy of learning and evaluate the instruction and
implementation of technologies and processes.
2.4 Managing: x
Manage processes and resources to provide supportive learning
communities, create flexible and diverse learning environments, and
demonstrate appropriate content pedagogy.
2.5 Ethics: x
Design and select media, technology, and processes that emphasize the
diversity of our society.
Standard 3 Learning Environments
3.1 Creating: x
Create instructional design products based on learning principles and
research-based best practices.
3.2 Using: x
Select appropriate processes and resources to provide optimal conditions
for learning based on principles, theories, and effective practices.

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3.3 Assessing/ Evaluating: x
Use multiple assessment strategies to collect data for informing decisions
to improve instructional practice, learner outcomes, and the learning
environment.
3.4 Managing: x
Establish mechanisms or plans for maintaining the technology
infrastructure to improve learning and performance.
3.5 Ethics: x
Foster a learning environment in which ethics guide practice that
promotes health, safety, best practice, and respect for copyright, Fair Use,
and appropriate open access to resources.
3.6 Diversity of Learners: x
Foster a learning community that attends to learners with diverse
backgrounds, characteristics, and abilities.
Standard 4 Professional Knowledge and Skill
4.1 Collaborative Practice: x x
Collaborate with peers and subject matter experts to analyze learners,
develop and design instruction, and evaluate its impact on learners.
4.2 Leadership: x
Lead peers in designing and implementing technology-supported learning.
4.3 Reflection on Practice:
Analyze and interpret data and artifacts and reflect on the effectiveness of
the design, development and implementation of technology-supported
instruction and learning to enhance their professional growth.
4.4 Assessing/ Evaluating: x
Design and implement assessment and evaluation plans that align with
learning goals and instructional activities.
4.5 Ethics: x x
Demonstrate ethical behavior within the applicable cultural context during
all aspects of their work and with respect for the diversity of learners in
each setting.
Standard 5 Research
5.1 Theoretical Foundations: x
Demonstrate foundational knowledge of the contribution of research to
the past and current theory of educational communications and
technology.
5.2 Methods: x
Apply research methodologies to solve problems and enhance practice.
5.3 Assessing/ Evaluating: x
Apply formal inquiry strategies in assessing and evaluating processes and
resources for learning and performance.
5.4 Ethics: x
Conduct research and practice using accepted professional and
institutional guidelines and procedures.

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AECT Standard 1 - Content Knowledge
AECT Standard 1: Candidates demonstrate the knowledge necessary to create, use, assess,
and manage theoretical and practical applications of educational technologies and
processes.

1.1 Creating: Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches.

Artifact: Online Course Introduction to Chemistry

When designing an online course, I was able to create a learning environment that

integrated resources and assignments for students, which aligned with learning objectives in a

logical, systematic order. The use of BlackBoard provided a setting where the learner could

access the necessary course content such as learning objectives, lesson overview, resources, and

assignments.

In the first unit, Waves, the first objective states that students will explore what happens

when light interacts with matter. To do this I chose an online simulation of the photoelectric

effect for the first assignment. Students use the simulation to manipulate the variables and

record the consequences of the changes that were made in the simulation. This simulation allows

students to better visualize the lesson objective. It also allows students to better see relationships

between the variables. Simulations motivate students to be active participants and provide a

variety of areas of feedback (Simonson, Smaldino, & Zvacek, 2015). The second objective

required that students be able to discuss the significance of the photoelectric effect and the line-

emission spectrum of hydrogen to the development of the atomic model. Students had to post a

two to three paragraph conclusion on the class wiki and comment on a peer's post. Requiring

students to post their conclusions to a public domain, such as a class wiki, encourages more

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insightful responses. Allowing students time to post and comment creates an effective group

discussion where everyone can participate (Simonson, Smaldino, & Zvacek, 2015).

References
Photoelectric Effect. (2016, February 01). Retrieved from
https://phet.colorado.edu/en/simulation/legacy/photoelectric

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance:
Foundations of distance education (6th ed.). Charlotte, NC: Information Age
Publishing.
______________________________________________________________________________
1.2 Using: Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.

Artifact: Online Course Introduction to Chemistry (not BlackBoard)

I was able to use the content from the online course that I designed in BlackBoard in my

own high school chemistry classroom. Since my students did not have access to BlackBoard, I

created a website for them to access the resources and assignments that they would need to

complete the lesson. The content on my classroom website has the same material but has been

expanded to a full complete unit as opposed to a few lessons. In the course, multiple types of

media are provided for students to choose from. I offered them access to an online textbook,

videos, and online lab simulations. These resources were chosen specifically for the content they

provide and the ability they offer to support student learning.

Online textbooks offer students access to the latest and most up to date information. They

also provide links to other useful online content. Students in my chemistry classes were given a

school provided chemistry textbook. These books were over 5 years old and did not offer the

most accurate information. These large textbooks were also inconvenient for students to carry

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around in and out of school. Providing students the opportunity to choose from multiple

textbooks allowed them a more convenient way to learn the content that best met their needs.

Recorded video lectures provided the students the chance to hear, see, and access the

course material at their convenience. They could watch the videos whenever they needed or as

often as needed. Learning was occurring when the student most needed it and not necessarily by

another’s schedule. Students were also given lecture videos from subject matter experts and not

just the videos I created. Other videos provided students with more diversity in data, a larger

variety of graphics, and an overall more professional quality.

In a science course, the ability to manipulate a variable is an important process to

thoroughly understanding a concept. The online lab simulation allowed the student to do this

while also studying the effects of the changes being made. By using investigation and inquiry,

students were able to more thoroughly understand the content. Students were also able to

explore the simulation without the constraints of time. In a physical lab, the students would only

be able to use the lab classroom on a specific date and time that was designated by the teacher.

______________________________________________________________________________

1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate the

effective integration of appropriate technologies and instructional materials.

Artifact: Online Course Introduction to Chemistry

Multiple methods are provided to determine how well the resources and instructional

materials were integrated into my online chemistry course. By analyzing student responses on

assignments the instructor will be able to evaluate which resources and materials were used most

effectively.

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The effectiveness of the online lab simulation can be determined by student responses on

their guided inquiry lab assignment. Students’ are presented with questions and ideas that

require that they use the simulation to support or oppose the given concepts. Students then have

to provide a written explanation that relates the data from the simulation to the content learned in

the lecture and/or textbook. The results of the assignment can be used to determine the depth of

knowledge of the corresponding objective for each student.

An assignment, based on content from the lecture videos, will be used to evaluate how

well students understand the objectives. Even though it is a worksheet based assignment,

students are required to use higher-level thinking skills to show their understanding. They are

expected to calculate values, compare and contrast information, and justify cause and effect. The

thoroughness of student explanations will help evaluate the quality of content learning that

students are afforded.

______________________________________________________________________________

1.4 Managing: Candidates demonstrate the ability to effectively manage people,


processes, physical infrastructures, and financial resources to achieve predetermined
goals.

Artifact: Strategic Plan

Creating a strategic plan for City Drug Store required that I plan and execute many

components of the project. This included helping the business create a technology vision,

technology evaluation, technology needs, action plan, implementation plan, and an evaluation

plan. To successfully do this, every step had to be researched and well planned before being

executed.

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My first step was to organize a staff meeting to assist the owner and managers to figure

out their technology goals and what their expectations were for the future of the store. Then I

needed to determine the role of all employees by completing a stakeholder’s analysis. This

helped me to establish communication and collaboration with the right people. After creating a

technology vision statement and stakeholder analysis, a technology evaluation was completed.

The current work tasks and technologies had to be reviewed to determine where or if any

changes needed to be made. Data was gathered about finances, workflow, and customer

satisfaction. I used multiple strategies to assist in gathering this information such as interviews,

questionnaires, and observations. This data had to be analyzed and applied to the goals of the

business’ mission statement. To do this, several methods were used to determine the store's

needs and then prioritize them to address the most urgent first. This was done in a staff meeting

using methods such as fishboning, risk assessment, and by comparing the cost to benefits. After

the meeting, I then began to put together an action plan. This plan consisted of identifying the

store's most urgent needs, the introduction of new technological hardware, staff development,

finances, and a timeline of completion. After implementing the new technology, the

effectiveness of it should be determined. I created an evaluation plan so that the store owners

and employees can make educated decisions about the future use of the new technology. The

evaluation plan included methods such as benchmarking and status reports. I provided questions

and timelines for the managers to use to efficiently implement this plan.

______________________________________________________________________________

1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology.

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Artifact: Learning Management Systems and Artificial Intelligence Lesson

Before creating my Learning Management System and Artificial Intelligence lesson I had

to create an ethical framework. This framework was used to assist me when contemplating

ethical complications that may arise when integrating technology into the learning environment.

This framework allowed me to set boundaries and define best practices when considering

technologies to incorporate into the lesson. This ethical framework aligns with the AECT Code

of Ethics by supporting the commitment to the individual learner, the commitment to society,

and the commitment to the profession.

My ethical framework supports the commitment to the learner in multiple ways.

Cyberbullying is addressed and explains the administrator’s and teacher’s role in protecting and

educating students about the effects and consequences of cyberbullying. Student privacy and

data security are explained as being the school’s responsibility for ensuring the safety of student

information and how that data is used. The importance of technology accessibility and

diminishing the digital design is also discussed. Administrators should advocate for more

access to technology for their schools so that all academic levels and subpopulations are

equally represented. Administrators, teachers, and students must also implement the

International Society for Technology in Education, ISTE, standards that encourage all

technology users to learn the best practices of being good digital citizens. “Students

recognize the rights, responsibilities, and opportunities of living, learning, and working in

an interconnected digital world, and they act and model in ways that are safe, legal and

ethical” (ISTE Standards for STUDENTS).

The commitment to society is also supported by my ethical framework by

emphasizing the importance of safely using social media. Everyone should be taught how

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to use social media in a safe and positive manner and the emotional impact that can be

caused by improper use of online communication platforms. Another area that supports

commitment to society is accessibility. Access to emerging technology in education has

increased globally over the years, but not all groups are equally represented (Garland,

2009). The digital divide is seen in many areas such as race, socio-economics, disabilities,

language, and gender. All members of society should promote increased use of emerging

technologies within their schools and work to close the gap within any subgroups.

The commitment of the profession is reinforced in my ethical framework through

the teachings and expectations of appropriately giving credit for work from publications.

Administrators are responsible for teachers and students following copyright laws for any

materials that are shared in the school or classroom. Students should be taught the importance of

copyright laws, the content the laws apply to, and the consequences of not complying with them.

References
Garland, V. E. (2009). Emerging Technology Trends and Ethical Practices for the School
Principal. Journal of Educational Technology Systems, 38(1), 39–50. Retrieved from
http://0search.ebscohost.com.library.uark.edu/login.aspx?direct=true&db=tfh&AN=4552
9383&site=ehost-live&scope=site
ISTE Standards for STUDENTS. (n.d.). Retrieved from http://www.iste.org/standards/for-
students

AECT Standard 2 - Content Pedagogy


AECT Standard 2: Candidates develop as reflective practitioners able to demonstrate
effective implementation of educational technologies and processes based on contemporary
content and pedagogy.

2.1 Creating: Candidates apply content pedagogy to create appropriate applications of


processes and technologies to improve learning and performance outcomes.

Artifact: Learning Management Systems and Artificial Intelligence Lesson

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In this lesson, I used TPACK to create the Learning Management System and Artificial

Intelligence lesson for an acid-base chemistry unit. “Technological pedagogical content

knowledge (TPACK) refers to the knowledge construct that teachers in the digital era develop

for and from their teaching practices with technology” (Jen, Yeh, Hsu, Wu, & Chen, 2016).

My use of content knowledge involved a lesson in acid-base chemistry. Content for this lesson

included the different ways to define acids and bases, acid-base nomenclature, characterizing the

strength of an acid and a base, and acid-base reactions on an atomic level.

My pedagogical knowledge was shown through lesson planning. The lesson I created uses

measurable objectives and assessments to determine a student’s depth of knowledge. Objectives,

assessments, activities, and content were all strategically aligned to create a student-centered

environment. Pedagogical knowledge was also shown by using methods and resources that are

effective when teaching abstract science concepts. I used simulations to provide students with a

virtual “hands-on” lab, where they can manipulate variables and see the cause and effects of

these changes. Without this type of media, students would struggle to visualize these higher

level ideas.

I used both technological content knowledge and technological pedagogical knowledge when

combining my acid-base chemistry lesson with a learning management system (LMS) that also

incorporates artificial intelligence. This technology uses data mining and learning analytics from

an LMS and artificial intelligence to create personalized learning environment. The LMS-AI

uses student input to determine the level of mastery and how the student should progress through

following lessons. For example, the first objective is to describe and define acids and bases. The

second objective is to correctly use acid-base nomenclature. If a student does not know the

difference between an acid and a base, then they will not be able to correctly name them. The

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artificial intelligence program in this technology combines data from the student’s responses on

assignments and the data gained from the learning analytics within the LMS to recommend the

“next step” for each student. Each step is determined as the student progresses through the

course. The course path for each student is ever-changing but is persistently moving toward the

next learning objective.

References

Jen, T.-H., Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., & Chen, K.-M. (2016). Science teachers' TPACK-

Practical: Standard-setting using an evidence-based approach. Computers and

Education, 95, 45–62. doi: https://doi.org/10.1016/j.compedu.2015.12.009

______________________________________________________________________________

2.2 Using: Candidates implement appropriate educational technologies and processes


based on appropriate content pedagogy.

Artifact: Learning Management Systems and Artificial Intelligence Lesson

In the Learning Management Systems and Artificial Intelligence lesson, students are

provided access to multiple resources and a variety of types of media. They are able to use the

resources that best suit their needs, as opposed to relying only on the course textbook or

information provided by the instructor. Students will start out with access to teacher made

lecture videos, subject matter expert-created videos, slideshows, online textbooks, and a lab

simulation. As the student progresses and uses the provided media, the LMS-AI will begin to

suggest resources based on previous sources used and previous assignments submitted. Students

will use the resources to complete assignments that will reflect their ability to master each lesson

objective. After submitting each assignment, students are provided immediate feedback from the

LMS. Then the LMS-AI automatically chooses the next appropriate assignment for the student.

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If a student is struggling, then an extension assignment and a new resource are provided. The

extension assignments break down the objectives into smaller, more manageable steps.

Advanced students benefit from the LMS because they can progress through the lessons as

quickly and efficiently as they choose. The class does not have to move through the unit

together day by day or assignment by assignment, it is self-paced. Students can progress at a

speed that is appropriate for their abilities.

______________________________________________________________________________

2.3 Assessing/Evaluating: Candidates demonstrate an inquiry process that assesses the


adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes grounded in reflective practice.

Artifact: Learning Management Systems and Artificial Intelligence Lesson

As I created the lesson for the Learning Management System and Artificial Intelligence, I

saw how guided inquiry seamlessly merged into a technology-based learning environment. As

students progress through a self-paced course they are able to drive their own instruction. In the

inquiry approach, there is not only a focus on the correct answer but also a focus on why we

know the answer is correct. Assessments center on the progress of developing learning skills in

addition to content. Students are encouraged to use sources beyond the classroom and the

school. By using technology, students are able to make appropriate educational based

connections with local and global communities. In the inquiry-based classroom, the thought

process is shifted from thinking what we know to how we know.

To use this concept in the lesson, students are given process-oriented guided inquiry

learning assignments. They then use a step by step process to complete the assignment. The

main steps of this process are research the objective, record any data, present what was found,

and reflect on what worked about the process and what didn’t. If the student can show that the

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objective was mastered, then they move on to the next objective using the same process. If the

student does not show mastery, then an extension assignment and new supplementary resources

are provided. All of the resources and assignments are presented through a learning management

system. The LMS uses learning analytics and artificial intelligence to determine how well each

student mastered the objectives. The system also provides a customized next step for each user.

Students will either progress to the next lesson or be required to repeat a previous lesson. At the

end of the unit, students will complete a summative assessment that will show how well the

information was retained from each lesson. Students will create a screencast or video that reflects

their knowledge and understanding of the stated objectives. Each student will be assigned an

example problem and will explain how the problem applies to each objective.

______________________________________________________________________________

2.4 Managing: Candidates manage appropriate technological processes and resources to


provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate appropriate content pedagogy.

Artifact: Online Course Introduction to Chemistry

During the Distance Learning course, I learned about the importance of offering different

types and methods of collaboration and communication in an appropriate learning environment.

BlackBoard is the platform used to house the online chemistry course. Students are able to

easily navigate through the learning management system to access course information, instructor

information, lessons, objectives, resources, and assignments. Areas were also created to

encourage communication and collaboration. I created a discussion board area where students

could collaborate and provide help to each other, a class wiki where students post lab data, and I

provided students access to multiple types of media.

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Students will use the discussion forum as a question and answer area. This forum

will be used for students to post questions and answers, pertaining to the course and

assignments, outside of the scheduled class time. Students that are struggling can consult

with their peers and students that have a better understanding can show off what they

know. Extra credit points will be offered to students that contribute meaningful and

helpful information throughout the school year.

Wikis will be used in this course as a collaborative way to compare and discuss lab

results. Student groups will be required to post all lab results in the corresponding wikis.

After results from every group are posted, each student will be required to comment on

other group’s results. The comments will include comparisons of data and explanations of

why the hypothesis was supported or not. The wiki posts will replace the typical “lab

composition notebook”.

Students are provided with a multitude of resources for each lesson. Students have

access to their school-issued textbook, an OER online textbook, slideshows, videos, and lab

simulations. By providing students with multiple types of media, they are able to choose

the resource that best fits their needs.

______________________________________________________________________________

2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.

Artifact: Computers in the K-12 Classroom

When designing the websites and lesson plans for Computers in the K-12 Classroom

website, I included multiple types of media. There are embedded videos, slideshows, and

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interactive lessons. Links are also provided to interactive websites, hands-on science lab lesson

plans, and educational games. Including a variety of media and technology allows all users to

choose the best option for their needs. This provides an environment that is individualized for all

learners and considers that not all students’ needs are the same.

Through the use of technology, I was able to provide a diverse learning environment for

each lesson. This was done by providing instruction and assessments that are tailored to lesson

objectives; providing resources that allow users to work at their own pace; and providing lessons

that are engaging, interactive, collaborative, and designed for multiple intelligences. Because of

this students are able to complete assignments that best suit their skills and abilities.

AECT Standard 3 - Learning Environments


AECT Standard 3: Candidates facilitate learning by creating, using, evaluating, and
managing effective learning environments.

3.1 Creating: Create instructional design products based on learning principles and
research-based best practices.

Artifact: Online Course Introduction to Chemistry

When designing this course I used linear-designed instruction. I chose this model because

chemistry is a comprehensive course that naturally builds in progression, similarly to most

mathematics courses. Most topics in chemistry require a successful comprehension of previous

topics. These topics continue to build upon the other throughout the course. According to

Simonson, Smaldino, & Zvacek, 2015, in linear-designed instruction, the course content is

subdivided into units then each unit is divided into modules, and finally each module is divided

by topic. In this course, students explore the multimodal media resources provided over each

topic and then complete an assessment. Assessments vary and require a multitude of skills to

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complete. Once a student successfully masters the lesson objective they move on to the next

topic. Many courses require a mid-term assessment as well as a final assessment that is

comprehensive and covers information from multiple modules at one time. This is done to

evaluate the student’s depth of knowledge of the topic. The steps in linear-designed instruction

best fit an online chemistry course.

The theory that best supports the design of this course is situated theory. It focuses more

on the social aspects of learning rather than the structure and rigor of classroom learning.

Learning comes from interactions between the learner and their surroundings. Students use the

discussion board and class wiki to work with other learners. They can work at their own pace and

choose different methods to complete their work. Learners are no longer observers in the situated

theory. They are involved and given more options to devise their own learning with support

from the instructor. (Altomonte, Logan, Feisst, Rutherford, & Wilson, 2016) The teacher acts as

a facilitator, guiding the students through the objective. The teacher allows students to create

their own explanations and methods. This makes learning more meaningful and is better

retained.

Reference

Altomonte, S., Logan, B., Feisst, M., Rutherford, P., & Wilson, R. (2016). Interactive and

situated learning in education for sustainability. International Journal of Sustainability in

Higher Education, 17(3), 417-443.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance:

Foundations of distance education (6th ed.). Charlotte, NC: Information Age

Publishing.

______________________________________________________________________________

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3.2 Using: Select appropriate processes and resources to provide optimal conditions for
learning based on principles, theories, and effective practices.

Artifact: Online Course Introduction to Chemistry

In my online chemistry course, many theories were researched for use in a distance

education class. One repeating aspect of each theory was the focus on the learner, not the course,

the instructor, nor the technology. This is an important facet that was incorporated into my

course. The needs of the learner must be addressed before the learning process can begin.

“Research suggests that, when teachers develop learning activities, they need to keep in mind

that each child will have a different experience because each learns differently” (Adcock, 2014).

Using the multiple intelligence theory is necessary in the classroom because it relates the

learning objective and the diversity of the learner. Every resource, media, and assignment is

directly related to the learning objectives. Students are provided these objectives in each lesson

and a variety of types of media to choose from to complete each assignment. The selection of

resources that are provided is as diverse as the users.

A second theory that was utilized was situated theory. Situated theory is the idea that

learning comes from everyday experiences. Students experience this through online simulations

and collaboration with their peers. Interactive simulations improve students learning by

encouraging active participation. According to the situated theory, students are able to learn in

science classes because they are thinking and doing (Bell, Maeng, & Binns, 2013). They also

have to collaborate as a science community (Forman & Ansell, 2002). Collaboration allows

students to build an identity for themselves and emboldens students to take part in the learning

process. Students are able to perform in multiple types of situations, this makes the information

learned more flexible and useful.

References

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Adcock, P. K. (2014). The longevity of multiple intelligence theory in education. Delta Kappa

Gamma Bulletin, 80(4), 50-57. Retrieved from http://0-

search.proquest.com.library.uark.edu/docview/1552711135?accountid=8361

Bell, R., Maeng, J., & Binns, I. (2013). Learning in context: Technology integration in a teacher

preparation program informed by situated learning theory. Journal of Research in Science

Teaching, 50(3), 348-379.

Forman, E. A., & Ansell, E. (2002). Orchestrating the multiple voices and inscriptions of a

mathematics classroom. The Journal of the Learning Sciences, 11(2), 251-274.

______________________________________________________________________________

3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment.

Artifact: Strategic Plan

Two assessment and evaluation methods were used to determine the successfulness of

achieving City Drug Store’s technology vision after the implementation of new technology. One

method to be used is benchmarking. A list of benchmarks was created. These benchmarks have

measurable objectives that will help determine how effective the new technology is on workflow.

The completion or success of each benchmark will be discussed during monthly meetings. A list

of suggested benchmarks is provided below. A second method that will be used is status reports.

These are used to show progress, address concerns, and provide information to all stakeholders.

Managers will fill out a status report at the end of every month and these reports will be shared

with all stakeholders in bi-monthly meetings. These meetings will allow stakeholders to discuss

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any issues, praise any successes, and thoroughly evaluate the progress of the strategic plan.

Status report questions are provided below.

Suggested Benchmarks

1. Order and install Fujitsu Fi 7180 scanner

2. Order and install Seagate 2TB external hard drive

3. Manager will contact RXMaster tech support and schedule training for the two managers

4. Managers will complete training and perform several test trials.

5. Managers will complete a monthly status report of all success and failures of the

implementation, training, and day to day use of the new filing system. This will include

effectiveness and difficulty of use.

6. Managers will evaluate the number of scanned pictures and file size to the amount of

available storage space on the external hard drive.

7. Hands-on training will be provided to all pharmacists and technicians.

8. Managers will create a step by step guide of how to use the scanners and how to locate

images. This will be kept in a central location for all employees to access.

9. All stakeholders will meet on a bi-monthly basis (every 2 months) to address successes or

failures while using the new filing system.

Status Report Questions

1. Provide an overview of all activities related to scanning, storing, and retrieving digital

prescriptions.

2. List any problems or concerns that have arisen in the past month.

3. List any successes that have arisen in the past month.

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4. List tips or suggested improvements, changes, or modifications.

______________________________________________________________________________
3.4 Managing: Establish mechanisms or plans for maintaining the technology
infrastructure to improve learning and performance.

Artifact: Strategic Plan

For this project, I worked with the employees of City Drug Store to create a technology

strategic plan. This plan was created to ensure that the technology vision would eventually be

achieved. After reviewing examples and having a collaborative meeting, a technology vision

was created. The plan’s primary focus was on using technology to increase employee

productivity. One technique I used to start the planning process was

the stakeholder analysis. This allowed me to determine how much

influence each employee had at the given time. I was able to

categorize the stakeholders by who had higher power, needed to be

kept informed, had less power, and would put in the minimum effort

for various reasons.

The second technique I used was SWOT analysis. SWOT stands for strength,

weaknesses, opportunities, and threats. This information was used to determine where more time

and effort should be spent to best implement the technology vision plan.

The final method used was nominal group technique. This technique was used to help

sort all collected data and make decisions about what type and how new technology should be

implemented. When utilizing this type of technique it ensures that each participant is able to

share their ideas and concerns. Employees shared their opinions by writing them out on index

cards, anonymously. Each opinion was discussed and ranked by most needed and less needed.

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After meeting with employees and collecting data, it was determined that a prescription

scanner would be the most cost-efficient way to file paper prescriptions. This would free up time

for technicians and cashiers to wait on patients and fill prescriptions. Then, I created a two-year

action timeline. This included when the new technology would be installed and when employees

would be trained. I also included an evaluation plan with benchmark standards and an outline

for monthly status reports. Implementing the plan and utilizing its components will help the

business ensure that the new technology will allow them to achieve the goals set forth in the

technology vision statement.

______________________________________________________________________________

3.5 Ethics: Foster a learning environment in which ethics guide practice that promotes
health, safety, best practice, and respect for copyright, Fair Use, and appropriate open
access to resources.

Artifact: Online Course Introduction to Chemistry

When creating this course a variety of resources were provided to the users. These

resources appropriately follow the guidelines required by copyrights, fair use laws, creative

commons, and the TEACH act. The items used are listed and described below.

Public Domain:
The Physics Classroom tutorial on the Wave-like Behaviors of Light provides students

with explanations, images, animations, videos, and interactive quizzes. This resource will be

used to introduce the content listed in the unit objectives. This site and its content will only be

used with a live internet connection and will not be download to any source.

This Photoelectric Effect article on Khan Academy’s website provides an explanation and

images of what causes the photoelectric effect to occur. This article will be used to introduce the

mathematical concepts that are used to calculate the energy of a photon.

21
Creative Commons:
LibreText for Chemistry is an open education resource textbook that students will use to

deepen their understanding of the equations that are used to calculate wavelength, frequency, and

speed of photons. This website uses a Creative Commons Attribution-Noncommercial-Share

Alike 3.0 United States License.

MIT’s Open Courseware site provides video and transcript for the photoelectric effect

and how it relates to Coulomb’s Law. This video will be used to lead into the next lesson of

charged particles and calculating the charge of a subatomic particle. This website uses an

Attribution-NonCommercial-ShareAlike 4.0 International Creative Commons License.

TEACH Act:
The assignment Electron, Energy and Light will help students use guided inquiry to relate

the behavior of electrons in atoms to light. This assignment is protected under copyright and can

be used under the TEACH Act as long as permission is obtained. The assignment can only be

reproduced on paper by the teacher that purchased it from the author but can be used in distance

learning under certain conditions. This assignment can be used digitally but must be on a

password-protected website and the purchasing teacher must notify the author

Fair Use:
Students will read about Albert Einstein’s contribution to the photoelectric effect in the

article “Einstein’s Legacy: The Photoelectric Effect”. The information from this site will only be

used for educational purposes, the article is published on a free to use website, only the specified

webpage will be used, and the copyright holder allows the use of his material on the free pages

of the website. This information was found on the “Terms of Use” webpage on the Scientific

America website.

______________________________________________________________________________

22
3.6 Diversity of Learners: Foster a learning community that attends to learners with
diverse backgrounds, characteristics, and abilities.

Artifact: Learning Management Systems and Artificial Intelligence Lesson

In the Learning Management System and Artificial Intelligence Lesson, a student-

centered learning environment was created. This environment focuses on the student’s

abilities and how the student learns best. This lesson offers course content in a variety of

formats and lessons that change and progress with the student’s depth of knowledge. This

lesson is an example of a personalized learning system that designs the course around a

student’s needs capabilities.

In the LMS-AI lesson, students choose from various types of media to learn the

content required for each objective. They are not required to use any one type of media.

As students progress through the course the LMS-AI will use learning analytics to suggest

media sources for the student based on their previous selections. Next, students will

complete various assignments that allow them to use multiple skills to show their level of

understanding for each objective. This may include interacting with simulations,

calculating values, explaining and sharing ideas on a discussion board or wiki, and using

gamification. The LMS-AI will immediately provide feedback to the student and will

determine the next course of action necessary. This may be to repeat a portion of the

lesson or to move on to the next objective. If retention is needed, then a new activity is

provided that offers material in fewer, more manageable steps. This structure allows

students to complete the lesson at a pace that best suits their needs and where all students

have proficiently learned the content by the end. The design of this lesson focuses on a

student-centered approach and addresses the individual needs of each learner.

23
AECT Standard 4 - Professional Knowledge and Skills
AECT Standard 4: Candidates design, develop, implement, and evaluate technology-rich
learning environments within a supportive community of practice.

4.1 Collaborative Practice: Collaborate with peers and subject matter experts to analyze
learners, develop and design instruction, and evaluate its impact on learners.

Artifact: Online Course Introduction to Chemistry

When designing an online course I had to consider the needs of the learner, the type

of instruction needed, and the affect the instruction had on the learner. I used the research

of a subject matter expert and the information from a peer review to create an Introduction

to Chemistry online course.

According to Dabbagh 2007, it is critical that online learners possess the following

attributes: strong academic self-concept, fluency in online technology, interpersonal and

communication skills, understand and value interaction and collaborative learning, an

internal locus of control, self-directed learning skills, and a need for affiliation. I took these

skills and characteristics into account when designing an online course. Students were

encouraged and required to interact with one another through the discussion board and

wiki assignments. They also had to comment and collaborate on laboratory results. All

resources and assessments were provided, but students had to take the initiative to direct

their learning. The multimodal media that students could use were their textbook, an

online OER textbook, teacher-created videos, and online lab simulations. Links to videos

that were created by subject matter experts were also provided but not required. A 10

question evaluation that utilized an agree/disagree ranking system was given to students

to complete to evaluate the course material, resources, assignments, instruction, and

24
instructor. After creating this course, I collaborated with a classmate who reviewed my

work and made suggestions about the instructional design, navigation, pedagogical

effectiveness, access and usability, copyright compliance, technology, and schedule. The

insight that the peer review provided allowed me to make improvements where they were

needed.

References
Dabbagh, N. (2007). The Online Learner: Characteristics and Pedagogical
Implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217–
226. Retrieved from https://www.scribd.com/document/95055863/The-Online-
Learner-Characteristicsand Pedagogical-Implications

Artifact: Strategic Plan


When creating the strategic plan, effective collaboration was necessary for every step of

the project. One specific example was a meeting held to create a technology vision statement.

During this meeting, a variety of stakeholders were able to contribute their thoughts and ideas to

what they thought City Drug Store would look like in five years. The stakeholders present

included the CEO, manager, assistant manager, human resources personnel, head pharmacist, a

pharmacist technician, and a cashier. Every level of employee was represented during the

meeting.

During the meeting, stakeholders participated in discussing the technology vision

statement. After talking about the parameters of a technology vision statement, a group

discussion began of what should be included in the statement. Several examples from other

organizations were analyzed and used to inspire new ideas. Everyone took the time to write

down a vision statement or ideas that should be discussed as a group for the vision statement.

These ideas were then shared with the entire group and the pros and cons were discussed about

each idea. After reviewing all of this information a new technology vision statement was

25
created. City Drug Store strives to have the fastest turnaround time on filling prescriptions in

West Memphis by increasing efficiency and improving the quality of its pharmaceutical services

through technological improvements. The majority of the meeting participants were pleased

with the technology vision statement.

The next step involved determining the needs that would be necessary to successfully

implement the technology vision statement. I worked with several stakeholders to determine

how much time, money, and effort was needed to utilize the current system. I interviewed

several employees and discussed with them any issues that arose during the prescription filling

process. Employees also answered survey questions and collected data. Then a meeting was

held with all of the needed stakeholders to analyze all of the data that was gathered. During this

meeting, it was determined that too many hours were wasted looking for copies of paper

prescriptions. This affected the wait time for customers and was deemed unacceptable. After a

round table discussion, the stakeholders decided that implementing the use of digital prescription

scanners and being able to digitally store images of prescriptions would improve employee

efficiency and help City Drug Store fulfill their technology vision statement. We decided that a

small-scale trial run should be completed to determine if a scanner was the option. We created a

list of observations that needed to be made and what data should be gathered to help us make any

final decisions. Once the data was gathered, it was determined that utilizing prescription

scanners would be beneficial to the filing system which then would allow the pharmacist

technicians to work more efficiently.

Lastly, I was able to collaborate with the managers to determine a timeline of when the

scanners would be installed, when training the employees would commence, and how the use of

this new technology would be evaluated. Not only was I able to create the timelines, but I also

26
created benchmark standards for the managers to use after the employees were trained and

scanners were being used. These standards would help the managers evaluate the use of the new

technology and ensure that the scanners would be used effectively to help achieve the technology

vision statement.

______________________________________________________________________________

4.2 Leadership: Lead peers in designing and implementing technology-supported


learning.

Artifact: Strategic Plan

In the strategic planning process, I was able to help the employees of City Drug Store by

determining their technology needs and how to best implement them. I facilitated meetings

where the technology vision statement was created, where the technology needs of the store were

determined, and how the technology was going to be implemented and evaluated. When

spearheading the meeting for the action plan, I used the nominal group technique to prioritize the

needs of City Drug Store. Using this technique gave each participant the opportunity to share

their thoughts and opinions. The meeting agenda is provided below:

Prioritizing Needs Meeting Agenda

Participants: Bill Slaughter Sr, Bill Slaughter Jr., Teresa Burroughs, Jan Irby, Zach Jones,

Marilyn Turner, Rita Callan, Shirley Jackson, and Katherine Slaughter

Objective: What are the expectations for the use of increased or improved technology?

(this will be displayed on the whiteboard at the front of the room) Everyone will receive some

index cards to write down their technological expectations; one idea per card. These will be

anonymous. When everyone is finished I will take up the cards. (15 to 20 minutes) I will read

each card aloud and clarification of the statement will be discussed. The statement will then be

27
written on the whiteboard; duplicates will not be added. (30 – 40 minutes) Then everyone will

vote. Each person will rank the ideas and list their preferred ranking on an index card. The

rankings will be totaled and listed on the whiteboard. (10 minutes) Ties and results that are very

close will be further discussed. If there are strong feelings involved a second vote may take

place. (10+ minutes depending on results) A final selection can now be made. Once the

technology needs were determined it was time to put together an action plan. After several

discussions with the managers, it was determined that the digital scanners would be implemented

in stages. It was also decided that the managers would be trained to use the scanners first and

then the pharmacist technicians would follow. I was able to contact their current prescription

software provider where free tech support was available for digital storage. After-hours training

times were set up for the managers and pharmacist technicians. The training was to be held on-

site and would provide a hands-on experience. Managers were trained to help provide assistance

during use and so they could provide training for newly hired employees.

______________________________________________________________________________

4.3 Reflection on Practice-Candidates analyze and interpret data and artifacts and
reflect on the effectiveness of the design, development, and implementation of technology-
supported instruction and learning to enhance their professional growth.

The entire ePortfolio works to fill this substandard.


______________________________________________________________________________
4.4 Assessing/Evaluating: Design and implement assessment and evaluation plans that
align with learning goals and instructional activities.

Artifact: Online Course Introduction to Chemistry

The assessment I created for the online chemistry course is a six-question test that helps

determine how well the student has mastered the learning objectives for the specific lesson. This

28
test is formative and is meant to encourage students to keep up with the required readings and

assignments (Simonson, Smaldino, & Zvacek, 2015). The questions on the test are open

response, short answers. It should take students two to three sentences to completely answer

each question. There is also one set of questions that requires students to use two different

formulas to calculate their final answers. All test questions are based on the learning objectives

and come from the required textbook and course assignments. The instructions for the test are:

Complete the following test questions. For all calculations, include the formula(s) that are used

and include units on all numerical values when necessary.

To prevent plagiarism and cheating, the test will be asynchronous. The test must be

completed at a previously scheduled date and time. Students will have thirty minutes to

complete the test and will not be able to access the test once they submit their responses. Due to

the timed nature of the test, students will not have adequate time to research the answers to the

question and submit them. Students will have to prepare before taking the test to successfully

complete it in the amount of time provided. A copy of the test is included below.

Assignment 2: Test
1. Explain Louis de Broglie’s contribution to the quantum model of the atom.
2. What do quantum numbers describe?
3. What is the quantum mechanical model?

Carbon dioxide absorbs energy at a wavelength of 1498nm. Use the values in the
electromagnetic spectrum provided.

29
4. Calculate the frequency of this absorption.
5. Calculate the energy that is absorbed.
6. Explain how electromagnetic radiation (light) can act as a particle and a wave.

References
Photoelectric Effect. (2016, February 01). Retrieved from
https://phet.colorado.edu/en/simulation/legacy/photoelectric

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance:
Foundations of distance education (6th ed.). Charlotte, NC: Information Age
Publishing.
______________________________________________________________________________
4.5 Ethics: Demonstrate ethical behavior within the applicable cultural context during all
aspects of their work and with respect for the diversity of learners in each setting.

Artifact: Learning Management Systems and Artificial Intelligence Lesson

Demonstrations of ethical behavior and my Learning Management System and Artificial

Intelligence lesson have been further discussed in standards 1.5 and 5.4. It applies to this

standard specifically by addressing the learner. I analyzed the skills and characteristics needed

of the online learner and created or provided multimodal media resources and assignments to

help enhance the learning environment for students. I focused on creating an environment that

included activities that required students to collaborate, communicate, evaluate, and use self-

directed learning.

Reference
Harris, J. (2014, February 24). A Brief Overview of 4 Learning Theories. Retrieved from
http://www.youtube.com/watch?v=ACowHxGEAUg

Artifact: Strategic Plan

During the strategic planning process, there were multiple occasions where I was

required to meet with the employees in small groups or individually. These meetings required

30
that I was consciences and empathetic to the needs and opinions of all employees. This became

especially challenging during staff meetings. Allowing everyone to contribute their ideas and to

explain why their idea is important was essential when moving forward in the strategic plan.

The method I chose to help in this endeavor was nominal group technique. This was specifically

used in prioritizing needs staff meeting. All employees were provided an opportunity to

contribute their ideas on new technology anonymously. The ideas were discussed and clarified.

Next, each employee ranked the list of ideas by priority level. The rankings were tallied for each

idea and list by most urgent to least urgent. When there was a tie in the rankings, each employee

was given the opportunity to further discuss their opinions. By the end of the meeting, every

employee was able to contribute to the prioritization of needs for City Drug Store. The meeting

agenda is provided below.

Prioritizing Needs Meeting Agenda

Objective: What are the expectations for the use of increased or improved technology?

(this will be displayed on the whiteboard at the front of the room)

1. Everyone will receive some index cards to write down their technological expectations; one idea

per card. These will be anonymous. When everyone is finished I will take up the cards. (15 to 20

minutes)

2. I will read each card aloud and clarification of the statement will be discussed. The statement

will then be written on the whiteboard; duplicates will not be added. (30 – 40 minutes)

3. Then everyone will vote. Each person will rank the ideas and list their preferred ranking on an

index card. The rankings will be totaled and listed on the whiteboard. (10 minutes)

4. Ties and results that are very close will be further discussed. If there are strong feelings involved

a second vote may take place. ( 10+ minutes depending on results)

5. A final selection can now be made.

31
AECT Standard 5- Research
AECT Standard 5: Candidates explore, evaluate, synthesize, and apply methods of
inquiry to enhance learning and improve performance.
5.1 Theoretical Foundations: Demonstrate foundational knowledge of the contribution of
research to the past and current theory of educational communications and technology.

Artifact: Learning Management Systems and Artificial Intelligence Lesson

In this lesson, I used connectivism learning theory to show how modern theories can be

applied to the technologically enhanced classroom. The opportunities and advantages of

learning management systems (LSM) and artificial intelligence (AI) are supported through

connectivism theory. This theory encompasses the digital age learner (Harris, 2014). Students

are able to make conceptual connections through informal, networked technology and have a

natural desire to know more. Teachers help students make these connections by introducing

them to other students and/or teachers that are studying similar concepts. Using LMS and AI

allows the student and the teacher to embrace connectivism through peer networks. Students use

the course discussion board and class wiki to share and support learning. They are also

encouraged to use resources outside of the required media to investigate and gather information.

This lesson also uses social constructivism. Students are required to work together to

analyze lab data and collaborate to form an overall conclusion. I provide students with guided-

inquiry based questions that they research individually. Students then come together and share

what they have learned and develop an overall conclusion about the topic being studied. This

practice is supported by social constructivism based on the students understanding that teamwork

and individual knowledge directly affect the success of the group. Knowledge is extrinsic as well

as intrinsic. Learning comes from what an individual knows and how others interpret what they

know.

32
Harris, J. (2014, February 24). A Brief Overview of 4 Learning Theories. Retrieved from
http://www.youtube.com/watch?v=ACowHxGEAUg
______________________________________________________________________________
5.2 Methods: Apply research methodologies to solve problems and enhance practice.

Artifact: Strategic Plan

By researching how the day to day activities at City Drug store affect workflow and

customer satisfaction, I was able to create a strategic plan to help the business achieve its

technology vision. Many strategies were used to collect data to determine the best way to make

improvements for the employees, customers, and the overall business. The data collecting

methods used were interviews, questionnaires, and observations. These are further described in

standard 5.3. After gathering this data, a proposing solutions meeting was held with the

necessary stakeholders. During this meeting, several methods were used to determine the most

effective way for the business to fulfill their technology vision. The collected data was used in

fishboning, cause and consequence analysis, risk assessment, force field analysis, Sork’s generic

process for determining priorities, and comparing costs to benefits. Fishboning and cause and

consequence analysis methods were used to identify causes to the problems that were keeping

the business from accomplishing the technology mission goals. The methods that were used to

generate solutions were risk assessment and force field analysis. The methods used for choosing

the best-fit solutions were Sork’s generic process for determining priorities and comparing costs

to benefits.

Using the above methods, allowed me and the stakeholders at City Drug Store to

effectively analyze their needs, rank them by priority, and determine solutions for those needs.

The agenda for the proposing solutions meeting is provided below.

Proposing Solutions Meeting Agenda

33
1. Where we are: share with participants the lists of current technologies, list of needs, and

the company vision statement (where we need to be) (5 min)

2. Identifying Causes- Fishboning: a fishbone diagram will be displayed on the large dry

erase board. “Ineffective prescription filing system” will be written in the fish head. The rib

labels are materials, methods, and employees. Participants will quietly write down as many

causes to this need as they can (10 minutes). Each cause is added to the diagram. Restructuring

of the diagram may be necessary. Each cause is then discussed by the group and ranked by level

of importance. Finally, there is a general discussion about the diagram. (30 minutes)

3. Identifying Causes- causes and consequence analysis: participants will form groups of

three. Each group will receive a chart with five columns to fill in. The titles of each column are:

needs, causes, consequences, rating of difficulty of correcting the problem, and rating of

criticality of the need if it is not met. The rating of difficulty of correcting the problem is ranked

as high, medium, or low. The rating of criticality of the need if it is not met is ranked 1 to 5,

with 5 being the most critical. After each group completes the chart, all information is transposed

to the large chart on the dry erase board. At this point, the level of priority can be determined

(45 minutes).

4. Generating solutions Force Field Analysis (FFA): a generic diagram for force field

analysis will be used. Driving forces and restraining forces will be determined. The intensity of

these forces will also be analyzed. Strategies to meet the needs and allow the company to be in

equilibrium will be discussed. (30 minutes)

5. Generating solutions risk assessment: In the risk assessment, the focus is shifted from

needs to barriers and risks. Participants will determine the obstacles and inhibiting factors that

34
could arise with changes or if changes are not made. The cause and consequence analysis will be

used again and the rate of criticality may need to be recalculated. (30 minutes)

6. Choosing solutions generic process for determining priorities: a list of appropriate criteria

is created based on importance and feasibility. The level of importance for each item is then

determined by ranking on a scale from 1 to 10 with 10 being 10 times as important as 1. Each

criterion is then matched with a need and ranked as high, medium, or low. Then, combine

individual values to yield a total priority value for each need, and finally arrange needs from

highest to lowest total priority value and indicate how priorities will be used. (1 hour)

7. Choosing solutions comparing costs to benefits: a return on investment can be calculated.

Benefits should be discussed by participants. Benefits included could be as simple as not paying

as much overtime or much harder to measure such as customer satisfaction or employees'

happiness in the workplace. The costs of purchasing and implementing new technology are then

compared to the benefits. A return on investment, or ROI, can be calculated. The benefits

divided by the cost multiplied by 100 will provide the percent ROI. (45 minutes)

______________________________________________________________________________

5.3 Assessing/ Evaluating: Apply formal inquiry strategies in assessing and evaluating
processes and resources for learning and performance.

Artifact: Strategic Plan

Multiple inquiry strategies were used to gather data when creating a strategic plan for

City Drug Store. These include individual interviews, questionnaires, and observation. To

determine which strategy to use, I first had to figure out what type of data was needed. The first

was a simple interview with the human resources representative. The questions I had were about

cost and how much money was currently being spent. I used a simple table to record this

35
information. The next strategy used was a questionnaire for employees to fill out. Quantitative

and qualitative data was needed to understand workflow and how the employees spent their time

completing certain tasks. Employees had to answer a series of questions and record data in a

table. Interviews were also conducted to determine customer satisfaction. Cashiers had to

record how pleased the customers were with their wait time. This was done by monitoring how

many customers waited for their prescriptions, left and came back at a later time, or never came

back. Finally, observation was used to better understand how new technology could allow the

business to reach its technology vision. A demonstration of the new technology equipment was

performed to see if the steps were easier and faster than the current system. This data was

recorded in a chart. The data from these assessments were evaluated and used to create an action

plan to improve the business financially, employee workflow, and customer satisfaction. The

data tables and questionnaires are provided below.

Individual interview
Dates: (week of) # of hours billed Amount billed $

Week 1

Week 2

Week 3

Week 4

Totals:

Average:

Questionnaire

Week of

Day 1 2 3 4 5 6 Totals

# rxns retrieved

36
Time (h:m)

# people needed

In the area below explain how normal workflow was impacted (example: delay in prescription
fill time, effects on all customers that were impacted).
List ways that the current system is useful or beneficial:
List ways that the current system can be improved:
Explain how these improvements will affect day to day workflow.
What challenges will you face with these improvements?
Customer interview
Ask cashiers how wait time of retrieving prescriptions affects customer wait time and
satisfaction
Observation
Using a small desktop scanner, scan one week’s worth of written, called-in, and faxed
prescriptions to determine the amount of time it takes to file and label digitally scanned
prescriptions.
- Choose the week with a total of prescriptions that is closest to the average
- Record the amount of time it takes to scan and label a week’s worth of each type of
prescription
Type: Time (hrs:min)

Written

Called-in

Faxed

Total:

7. Practice retrieving digitally scanned prescriptions and compare this to the current method.
- Record the number of steps involved to retrieve 1 prescription to determine
complexity.
Trial: Time to retrieve 1 rxn (min:sec) # steps to retrieve each rxn

37
2

______________________________________________________________________________

5.4 Ethics: Conduct research and practice using accepted professional and institutional
guidelines and procedures.

Artifact: Learning Management System and Artificial Intelligence lesson

My learning management system and artificial intelligence lesson incorporated an ethical

framework from which I created. This framework includes five main sections. They are privacy

and data security, accessibility, academic dishonesty with technology, practicing good digital

citizenship, and cyberbullying. I was able to research a multitude of ethical policies, laws, and

behaviors that were integrated into the lesson.

Privacy and Data Security

Schools are required to ensure the safety of student data. This includes data that can be

mined from websites. Administrators and teachers are responsible for reviewing the privacy and

security agreements between the providers and the users to ensure that only non-identifiable and

necessary data can be mined from student use. Students are responsible for following school-

safety technology use policies when using provided and/or required classroom technology.

Current laws such as the Family Educational Rights and Privacy Act (FERPA) and Children’s

Online Privacy Protection Act (COPPA), are too outdated to cover most modern uses of

technology that are being used in today’s classrooms. Neither of these acts covers “electronic

records, online service provider rights and responsibilities, or individual electronic student

profiles” (Position Statement - Student Data Privacy and Security). Administrators, teachers,

38
and students must be better educated about protecting online data and how to recognize

suspicious content. Making users more aware of how data security can be breached and how this

could negatively impact them would decrease the effects of security attacks.

Accessibility

Access to emerging technology in education has increased globally over the years, but

not all schools or students are equally represented (Garland, 2009). The digital divide is seen in

many areas such as race, socio-economics, disabilities, language, and gender. School leaders

must advocate for an increase in technology in their schools. They should also strive to provide

equal technology access to all students within their school or district, including classes for those

with learning or physical disabilities.

Academic Dishonesty with Technology

Administrators should be familiar with copyright laws, the Fair Use Act, and Creative

Commons to help teachers and students make sound and honest decisions about the information

they use from the internet. School policies must be accessible to teachers and students for

review in the classroom. Students should be made conscious of not only laws that apply to

academics, but laws that pertain to the use of images, videos, and music. If students are not

aware of copyright laws they will be ill-prepared to observe the law when they are out of school.

Students should also be encouraged to add Creative Common Licenses to any original work they

create. Not only does this teach students the importance of licensing but also the importance of

sharing their ideas with others.

Practicing Good Digital Citizenship

Administrators and teachers should “cultivate responsible online behavior, including the

safe, ethical and legal use of technology” (ISTE Standards for Education Leaders). One way to

39
do this is through modeling. Only appropriate and well-screened content should be provided to

students. Administrators, teachers, and students must follow internet and technology user

agreements as well. These agreements should address respecting yourself and others, educating

yourself and others and protecting yourself and others while using technology (Nine Elements).

By implementing ISTE standards all technology users will learn the best practices of being good

digital citizens.

Cyberbullying

With the rise in the use of social media platforms and the increased amount of anonymity

they provide, the severity and number of cyberbullying attacks have intensified. It is very

important for teachers and administrators to adopt definitions and consequences of cyberbullying

into their regular bullying policies. Teachers should be informed about how to address any

instances of cyberbullying taking place with their students, and what sites are popular among

their students and how they are being used. Teachers and administrators should also teach

students how to safely use social media. Using social media in the classroom as a platform for

collaboration, outreach, and display work would show students how to use social media in a

positive and productive way.

In my LMS AI lesson, many of the resources utilize YouTube. This platform can allow

users to interact through the comment section below the videos. For the screencast I created and

posted, the comments section has been disabled. Other videos from YouTube should be used

through a secondary website such as safeshare.tv. This site removes ads, suggested videos, and

comments from appearing from the assigned video. These safeguards allow students to be

protected from cyberbullying and inappropriate content. It also demonstrates how students can

be good digital citizens by emulating what the instructor does when using best practices. To

40
protect students even further, the online resources provided do not require that students create an

account. Students will not have to provide email addresses, usernames, or passwords to utilize

the media or information provided on each site. The online resources are also free of charge.

Students nor teachers will have to pay for access to these sites, making accessibility possible for

everyone.

References

Garland, V. E. (2009). Emerging Technology Trends and Ethical Practices for the School
Principal. Journal of Educational Technology Systems, 38(1), 39–50. Retrieved from
http://0search.ebscohost.com.library.uark.edu/login.aspx?direct=true&db=tfh&AN
=4552 9383&site=ehost-live&scope=site

ISTE Standards for Education Leaders. (n.d.). Retrieved from


https://www.iste.org/standards/for-education-leaders

ISTE Standards for STUDENTS. (n.d.). Retrieved from http://www.iste.org/standards/for-


students

Nine Elements. (n.d.). Retrieved from http://www.digitalcitizenship.net/nine-


elements.html

Position Statement - Student Data Privacy and Security. (n.d.). Retrieved from
https://www.pta.org/home/advocacy/ptas-positions/Individual-Position-
Statements/Position-Statement-Student-Data-Privacy-and-Security

41

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