Competency 2: Create Knowledge
- Demonstrates ability to describe common research methods in Educational Technology
In completing research for various courses, I utilized recommended Instructional Design texts, Purdue's online library resources and other online publications through academic search engines. I found that in addition to academic search engines, I could discover potential sources by exploring resources cited in recommended readings. Reference lists provide rich insight into credible sources and experts in the field. I also conducted research of my own. Analyzing survey results were critical to establishing prerequisite knowledge. Usage reports proved to be vital in determining whether resources and tools were being utilized. Finally, an analysis of post-training assessment data led to constructive modifications of training material and instructional approaches.
- Demonstrates ability to read and evaluate Educational Technology research.
- Applies research findings to the solution of common problems in Educational Technology.
The artifact that demonstrates competency in my ability to "create knowledge" is my summative paper for EDCI 513 entitled: The Evolving Role of the US Teacher and Learner in a Technological World. In supporting my argument that "With this understanding [of changes in education] comes the need for a new type of teacher, a teacher who no longer provides information (that may quickly become out of date or irrelevant), but instead guides critically thinking students in gathering, evaluating, synthesizing and constructing ideas" I cite research on educational performance, factors impacting public education, evolving access to knowledge, learning theories, changing expectations for teachers, and technology tools. I incorporate the findings of P. Ertmer, J. Muller, J. Brooks and M. Brooks, L. Schrum and G. Solomon, and A. Meyer and D. Rose among others. For example, I pull in the ideas of Muller in writing: "People now have virtually unlimited access to information, and as knowledge is shared in the larger community, learners are increasingly aware of contradictions and inconsistencies of facts and variances in interpretation." Additionally, I utilize research findings of Friedman, Solomon and Schrum in identifying how this access has empowered learners and changed the role of educators. Finally, I discuss the possibilities of differentiation and learner's expectations going into findings as specific as brain scans that show individuality in thinking as stated in Rose and Meyer's book Teaching Every Student in the Digital Age: Universal Design for Learning. Throughout this summative paper, I substantiate comments with research finding and quotes of expert analysis. In so doing, I demonstrate my ability to describe, read, evaluate and apply research findings.
EDCI 513: The Evolving Role of the U.S. Teacher and Learner in a Technological World
In completing research for various courses, I utilized recommended Instructional Design texts, Purdue's online library resources and other online publications through academic search engines. I found that in addition to academic search engines, I could discover potential sources by exploring resources cited in recommended readings. Reference lists provide rich insight into credible sources and experts in the field. I also conducted research of my own. Analyzing survey results were critical to establishing prerequisite knowledge. Usage reports proved to be vital in determining whether resources and tools were being utilized. Finally, an analysis of post-training assessment data led to constructive modifications of training material and instructional approaches.
- Demonstrates ability to read and evaluate Educational Technology research.
- Applies research findings to the solution of common problems in Educational Technology.
The artifact that demonstrates competency in my ability to "create knowledge" is my summative paper for EDCI 513 entitled: The Evolving Role of the US Teacher and Learner in a Technological World. In supporting my argument that "With this understanding [of changes in education] comes the need for a new type of teacher, a teacher who no longer provides information (that may quickly become out of date or irrelevant), but instead guides critically thinking students in gathering, evaluating, synthesizing and constructing ideas" I cite research on educational performance, factors impacting public education, evolving access to knowledge, learning theories, changing expectations for teachers, and technology tools. I incorporate the findings of P. Ertmer, J. Muller, J. Brooks and M. Brooks, L. Schrum and G. Solomon, and A. Meyer and D. Rose among others. For example, I pull in the ideas of Muller in writing: "People now have virtually unlimited access to information, and as knowledge is shared in the larger community, learners are increasingly aware of contradictions and inconsistencies of facts and variances in interpretation." Additionally, I utilize research findings of Friedman, Solomon and Schrum in identifying how this access has empowered learners and changed the role of educators. Finally, I discuss the possibilities of differentiation and learner's expectations going into findings as specific as brain scans that show individuality in thinking as stated in Rose and Meyer's book Teaching Every Student in the Digital Age: Universal Design for Learning. Throughout this summative paper, I substantiate comments with research finding and quotes of expert analysis. In so doing, I demonstrate my ability to describe, read, evaluate and apply research findings.
EDCI 513: The Evolving Role of the U.S. Teacher and Learner in a Technological World