MIT 512 - "Computer Applications at Pine Valley"
 |
“ADA Compliant Workstation Proposal for Pine Valley Elementary”
Context
“ADA Compliant Workstation Proposal for Pine Valley Elementary” was generated within the context of MIT 512: Computer Applications in Education. The project is a grant proposal for purchasing and implementing an ADA compliant workstation at Pine Valley Elementary. All of the materials are based on the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA).
Conditions
This project was an extension of discussions that were conducted in the MIT 512 online course. This project gave me a great opportunity to talk to my group and my professor about the technology barriers that exist for students with disabilities.
Scope
This grant proposal was written with the knowledge of the current principal at Pine Valley. Upon reviewing the current computer lab environment, it was deemed that the lab was not ADA compliant. The project began with an introduction that explains why an ADA compliant workstation is essential at Pine Valley Elementary. Then we designed the workstation and developed an implementation plan. The ADA proposal was submitted to the Principal so that she could review and possibly submit it. At the present time, the Principal still has not submitted the proposal.
Role
Other than exchanging ideas and getting feedback from my MIT 512 professor, I worked with a partner. Both of us served as the Instructional Designers and Developers for this proposal. I developed the implementation plan and designed the workspace design. I also helped put together the appendix of devices needed to make the computer workstation ADA compliant.
Reflection
This proposal allowed me to get experience writing a grant proposal. It also helped me learn how to design and develop for ADA compliance in school. I had a hard time with the draft, but now I feel like I have a better understanding of how the implementation plan helps guide this proposal. I think that is important for me to build on the knowledge that I acquired while developing this proposal because it will be helpful in the future.
“Bridging the Digital Divide: Digital Immigrants and Digital Natives at Pine Valley Elementary School”
Context
“Bridging the Digital Divide: Digital Immigrants and Digital Natives at Pine Valley Elementary School” was generated as a partial requirement for the MIT 512: Computer Applications in Education. The project was completed under the supervision of Dr. Sue-Jen Chen.
Conditions
To complete this project, I worked with two classmates, Sarah Edwards and Herman Hall. As a project team, we completed a cause analysis to determine the performance gaps at Pine Valley Elementary School. The gap that exists, between how digital native teachers teach students and how digital immigrant teachers teach students, needs to be closed because today’s students are struggling to learn. By inventing new methodologies and practices that integrate technology, digital immigrants may be able to reach all of their students. At the same time, both teachers and students would be learning with the use of technology. As a result, immigrant teachers would become more fluent in the digital language and they can be better prepared to teach. It would also help teachers and students meet their National Educational Technology Standards (NETS) and North Carolina Standard Course of Students (NCSCS) goals and objectives for technology use. The proposal therefore outlines the causes of the performance problem, possible solutions, possible obstacles, and it details the action plan.
Scope
By working with the teachers and staff at Pine Valley Elementary School, our project team was able to determine that a digital divide existed at the school. The digital divide of faculty members at Pine Valley Elementary School primarily resides in the generation gap of teachers who grew up using computers and teachers who grew up without using computers. As such, the digital divide problem is largely a problem of inexperience using computers, a lack of knowledge about computers, and an unawareness of their potential uses and applications. The project team determined that an action plan must be developed that entailed a three-pronged approach consisting of technology-based staff development and training sessions for all teachers, a mentor program for digital immigrants, and the supervisions of the digital immigrants’ progress and professional growth throughout the year.
Role
This entire proposal was completed as a team. As an employee of Pine Valley Elementary School, I was able to observe teachers to determine their technology knowledge base. Using my observations as well as interviews, I was able to determine possible causes of the digital divide. As one of the project team members, I also assisted with writing the introduction, cause analysis, and action plan.
Reflection
The Digital Divide is a constant concern for instructional designers. It is often hard to integrate technology if people have an unwillingness to utilize the technology. This project helped me realize how digital divides occur. Also, the project required me to think about the best way to support my colleagues when utilizing technology within the classroom. While working on this project, our team had a hard time supporting our argument that a digital divide existed at Pine Valley and as a result revisions had to be made.
“Web Evaluation Tools for Teachers and Students”
Context
“Web Evaluation Tool for Teachers” and “Web Evaluation Tool for Students” were developed as partial requirements for MIT 512: Computer Applications in Education. The tools were generated in the fall of 2008 under the supervision of Dr. Sue-Jen Chen. I worked on this project with two fellow MIT students, Sarah Edwards and Herman Hall. After designing and developing the web evaluation tool, I was then required to utilize the tool to evaluate a website. The findings were then written up in a report.
Conditions
The web evaluation tools were developed as user-friendly tools that would aid both teachers and students with determining the appropriateness of websites. The tools evaluate the content on websites to determine which sites provide information that can be used for research or instruction.
Scope
The project required the project team to work collaboratively to design and develop two web evaluation tools. The first tool was designed to be utilized by teachers to determine the validity, reliability, accessibility, and degree of content appropriateness of websites that they want to use to enhance instruction. The second tool was designed to be utilized by students to rate websites based on credibility, accessibility, reliability, and degree of content appropriateness of websites they would be utilizing to gather information or complete research.
Role
This project was completed collaboratively. My team members and I researched web evaluation tools to determine what criteria needed to be included within the tool. By working together, our group used our research to guide us through the design and development process. Then the group completed a trial and utilized the tool to formatively evaluate it prior to submission. Based on recommendations from each team member, I worked with my fellow team members to revise the tools.
Reflection
The development of these web evaluation tools enabled me to think about all the necessary criteria for websites that were serving as instructional or informational resources. Unfortunately, the tool did not come with a key to interpret the results. Instead, teachers and students are ultimately responsible for assessing and then deciding whether or not a website is appropriate for use. If I had to do the project over again I would include another tool that helped to quantify the results so that teachers and students do not have to make the decision based on their own web evaluation responses.
“Internet Safety: Guidelines for Parents”
Context
“Internet Safety: Guidelines for Parents” was generated within the context of MIT 512: Computer Applications in Education. The project was a partial requirement for the course and supervised by Dr. Sue-Jen Chen. The project is a newsletter to info parents about internet safety issues.
Conditions
To complete this project, I researched different internet safety concerns that parents have about the dangers of the Internet. I used a template to design the newsletter, and the graphics are from websites that I referenced in the newsletter.
Scope
I completed this newsletter and the version I made was delivered to my instructor for a grade. The newsletter has not been distributed.
Role
I acted independently as the Instructional Designer and Developer for this newsletter.
Reflection
This newsletter was my first experience designing and developing a newsletter. This project was helpful. I was grateful for the opportunity to research Internet safety issues. I was able to see the different problems that are facing our digital learners. I gathered information that was useful for guiding parents on ways to save their children from inappropriate actions that occur on the Internet. This assignment was relevant to my portfolio because it shows my ability to design and develop a job aid. If I had to do this assignment again, I would ensure that it get disseminated at the local schools, so that parents are well aware of potential dangers.