AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practitioner applications of educational technologies.
Element 1 - Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches (p. 81)

Description: Between 2008 and 2010, as the Mercyhurst College Art Education Program Director, I facilitated multiple learning environments for students both synchronously and asynchronously. These included programmed elements involving educational technologies along with those embedded in the program tools. Example of this was a series of program and course wikis to help disseminate program and instructional materials in multiple learning environments. This helped make the program learning goals more systematic and more self-directed for students. Drawing on Vygotsky's social constructivist theory, these were created with student collaboration in mind as the systems includes elements of student-centered instruction and collaboration. In 2009 I took Dr. Heo's Courseware Design course (GDIT 705) which allowed me to apply what I learned about multimedia theory with prior knowledge about art theory and design of e-learning environments. I chose these artifacts because they show evidence of how I created, used, assessed and managed courses by employing appropriate educational technologies using different approaches. Artifacts 1 - 3 include course wikis that were created to support diverse instructional materials in areas such as education, studio arts and art education. In all three examples, students were required to post assignments and share and build content around specific assignments that included technology-embedded assessments. In some cases students were required to create slideshows of their design work and include their research on printmakers and art education topics. Artifact 4 includes the Mercyhurst College Art Education Program wiki which was created to manage a system of program requirements, announcements, student-generated portfolios and wikis. This was important so that students could access archival information, conference activities, presentations, research activities, awards, service projects, art education club activities and resources. I also co-created an art education club wiki with our art ed. club officers where students collaborated on content. Artifact 5 includes the Facebook group for the program (http://www.facebook.com/groups/20152418297/), which I managed along with Artifact 6 which includes the Twitter group for the program (http://twitter.com/MercyArtEd). These groups provided alternative environments for sharing instructional materials, student teaching announcements and resources, and for students to explore arts and technology ideas and resources.

Reflection: One of the most transformative technology tools that I used during this time was the use of wikis. Developing course and program wikis allowed me to share instructional materials and collaborate with students in diversify learning environments. It was also during this time that I was asked to assist School of Education faculty with their own wiki development and to present on the topic of wikis in higher education at various college venues. Since Blackboard was very limited at the time, wikis provided a rich learning environment that was needed in different courses. As I learned more about social networking, I realized that the program groups that I had created through Twitter and Facebook could be embedded into the wikis I had set up, allowing for more improved recruitment efforts. My professional growth created possibilities for students to reflect on their own practices through the spaces I was able to create and facilitate. Because of this students were also able to create their own portfolios and learning spaces. The students were also able to document and disseminate information related to their participation in program activities, service projects and the National Art Education Student Chapter at Mercyhurst University.

Evidence:
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Artifact 1 - Mercyhurst College Aesthetic Education Course Wiki
Artifact 2 - Mercyhurst College 2D Design Course Wiki
Artifact 3 - Mercyhurst College Printmaking Course Wiki
Artifact 4 - Mercyhurst College Art Education Program Wiki
Artifact 5 - Facebook Group - Mercyhurst College Art Education Program
Artifact 6 - Twitter Group - Mercyhurst College Art Education Program

Element 2 - Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy (p. 141)

Description: I collaborated with Jordan Mroziak in an ISTE session in June 2011 titled, "Effective Practices: TPArtsCK and The Arts." (See Artifact 1). Resources were documented through a wiki and included effective practices for arts & IT, administrators encouraging effective practices, considering NETS and arts content through constructing essential questions, resources for 21st century skills, TPACK resources and teacher and student resources. I also created essential conditions for Arts, Tech and Pedagogy based on the ISTE version also included on the site. In addition I created a video that includes some of the NETS essential questions surrounding the arts (See Artifact 2) that is also on the wiki.

Reflection: I first explored TPACK (in conjunction with the Visual Arts) in Dr. Carbonara's, "Developing a Learning Environment Using Instructional Technology" course (GDIT 706). More work in the area of Visual Arts and TPACK is very important as research in this area between these two areas is non-existent. The work in the area of TPACK and visual arts has evolved and spilled over into some of my other work as well. In the summer of 2011, Dr. Judith Harris and Dr. Mark Hofer contacted me to collaborate on the TPACK Visual Arts Activity Types Taxonomy which is currently in progress. Recently I also co-wrote a book chapter, "Using Creative Teaching to Teach Creativity" in H. Snyder's Teaching creatively and teaching creativity referencing the TPACK model in conjunction with arts residencies in the Art in Action project. This work has allowed me to grow professionally in sharing the work at conferences as well. For example participants at the 2012 and 2013 Learning Lab Conference at Allegheny College, shared how the visual arts student learning taxonomy related to their own work at the elementary level.

Evidence:
Artifact 1 - Effective Practices: TPACK and The Arts (TPArtsCK) poster session
TPArtsCK1.png
Click on logo to view presentation material.

Artifact 2 - TPArtsCK Teaching The Arts with Technology video

Element 3 - Assessing & Evaluation - Candidates demonstrate the ability to assess the effective integration of appropriate technologies and instructional materials.

Description: In the spring of 2012 I was contracted to assist with the STEAM grant initiatives in two school districts as an instructional technology consultant (see Artifact 1 - Waynesburg Central STEAM team documentation and Artifact 2 - Laurel Highlands STEAM team documentation). In the first STEAM team (in southwestern PA), the grant budget included funds for the art teachers to purchase necessary technology equipment for purposes of student documentation and standards-based STEAM activities. The project as outlined in the grant narrative was created to "enhance student achievement in science through the integration of visual and digital arts into the curriculum" and to allow the art teachers to "collaborate with the science teachers to determine which science concepts could be enhanced or strengthened through the use of hand held technologies." My role is to support the use of handhelds and effective practices in both student-centered and teacher-centered uses of recorded documentation of student learning. The goal of the ART-i-facts created by the students through their documentation will be used to teach other students related learning concepts. Activities included in this project included students creating experiments in the classroom that connect to 2-D and 3-D artwork, creating animations using the iPad Flipbook app around the arts and science, garden composting and soil testing, a growing tree window installation and clay bird feeders in the art classes, iMovie documentation. Assessment of effective integration of appropriate technologies and instructional materials were based on observation and site visits. The IU1 Center for Creativity, Arts & Technology and STEM Center will help share the documentation with other arts educators in 25 districts in the region, as well as with science educators in the state.

Reflection: I consulted with the first STEAM team in the purchase of their proposed technology equipment early in the school year because the schools needed to get the orders placed. It would have been great to have discussed the learning goals and educational technology effective practices prior to the purchase to the equipment. However, I was confident that this would work itself out since the arts teachers in this grant project had been in the Artseducator2.0 project. During their AE2.0 experience they had gained experience with the issues surrounding these technology tools. This was also due to the nature of collaborative inquiry that they had been engaged in the year before as the current learning around the tools would reveal the appropriate steps of assessing the effectiveness of technology integration. During a series of Skype calls, 4th grade students were interviewed about how they were using the devices in conjunction with instructional content. They described the tree window installation and the learning garden and shared their own strategies in using the devices.

Evidence:
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Artifact 1 - Waynesburg Central STEAM team documentation
Artifact 2 - Laurel Highlands STEAM team documentation

Element 4 - Management - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)

Description: In April of 2009 through May of 2012 I was contracted to work as a facilitator in the ArtsEducator2.0 project through Intermediate Unit 1. I worked with arts teachers from southwestern Pennsylvania through facilitating collaborative inquiry groups around arts and technology-inquiry professional development. Much of the work I was responsible for included guiding teachers through effective technology integration practices in the arts while also monitoring learning, building level barriers and infrastructure issues and budgetary issues that impacted the project's goals. One way that I monitored these areas was in a blog set up by the collaborative inquiry group (see Artifact 1 - Artseducator2.0 Red Collaborative Inquiry Group Blog). I also helped arts teachers troubleshoot barriers to technology and support teachers where needed in the classroom, created management forms and other documents related to the project. I also co-managed and co-constructed project content and documentation of the project online using various technology tools such as Google Docs to help manage collaborative group timesheets and updating financial documents (see Artifact 2 - Sample Red Cig Group Timesheet). I also facilitated monthly Skype sessions to monitor project goals, financial resources and expenditures related to technology purchases. In 2009 I was also responsible for evaluating teacher professional development plans and co-planned sessions.

Reflection: This was one of the most rewarding experiences of my professional career. I believe when teachers construct their own learning goals through gentle guidance, the transformative qualities of technologies infused into the arts are very powerful. These teachers formed a very important professional learning community that was very rewarding to witness and be a part of. There were many different challenges for each of them as they navigated issues surrounding technology tools, district technology policies and supports, financial constraints and pedagogical shifts surrounding beliefs about technology. Knowing that these teachers worked so hard to overcome many technology barriers has had a great impact on their arts instruction with students. My professional growth in this area made it possible for the teachers I worked with to apply knowledge around integrating technology into their practice.

Evidence:
RedCig1.png
Artifact 1 - Artseducator2.0 Red Collaborative Inquiry Group Blog
Artifact 2 - Sample Red Cig Group Timesheet

Element 5 - Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. (p. 284)

Description: Two courses that prepared me for contemporary professional ethics in educational technology included Courseware Design (GDIT 705) and Leadership & Ethics (GDIT 725). These courses helped me to understand professional ethics in the field of educational technology specifically around media literacy, copyright/fair use, ethical theories, the impact of globalization and other educational technology topics such as body scanning and the ethics of search engine algorithms. During the Courseware Design (GDIT 705) course in the fall of 2009, I co-created a lesson using important design elements of e-learning through a wiki . The purpose of the content was to create a discrete learning unit that could be used to introduce students to wikis in a computer mediated environment. The overall wiki was designed to serve as a collaborative resource site for the required group lesson project. This artifact which was designed for graduate pre-service education students, includes pages and over 220+ edits related to wikis, wiki design, examples of k-12 wikis, journal articles and books and other resources, along with brainstorming ideas for student assignments. Resources were also built to include media literacy education which was my individual course project (see Artifact 1 - Media Literacy Assignments). Artfact 1 includes examples of the media literacy assignments created for the proposed unit. Artifact 2 includes a sample list of some of the fair use resources included on the wiki (see Artifact 2 - Fair Use Resources). During the Leadership & Ethics course in the fall of 2011, I wrote a paper describing a moral problem describing the ethical issues around the topic. This included referencing ethical theories that we explored in the course (i.e. Kantianism, Act Utilitarianism, Rule Utilitarianism, Social Contract Theory, etc.). I explored the topic of surveillance and domestic violence (see Artifact 3 - A Violation of Ethical Contract Theory: Abuser Surveillance of Domestic Violence Survivors).

Reflection: All of these assignments allowed me to explore professional ethics and to consider ways of modeling them for others. In addition Artifact 3 gave me an insight into the world of cyberstalking and bullying and other important topics such as privacy law. Professionals at SafeNet (an organization that offers comprehensive services to victims of domestic violence) are using the research that I collected during the period of writing the paper. I also developed a brief tip sheet for abuse victims and survivors which the agency is also using in their work. This work was very rewarding because I know it will help abuse victims and survivors to be more aware of the dangers of surveillance. My professional work in this area has helped survivors of domestic violence to be more aware of the dangers of cyberstalking and in being more proactive in their safety related to technology.

Evidence:
Artifact 1 - Media Literacy Resource Project
Artifact 2 - Fair Use Resource Project
Artifact 3 - A Violation of Ethical Contract Theory: Abuser Surveillance of Domestic Violence Survivors

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Copyright 2012 Camille Dempsey