Candidates will demonstrate the essential professional knowledge and skills needed to be a successful educational/instructional technology professional through their work collaborating with colleagues and leading their peers on the design, development, and implementation of technology-rich learning environments. Candidates will also systematically assess and evaluate on the impact of learning environments, and reflect on the effectiveness of the technologies, pedagogies, and learning environments. In all activities, candidates will demonstrate high ethical dispositions. Professionals in this field must demonstrate competency in each of the five elements.

AECT Standard 4 (Professional Knowledge and Skills): Candidates will be able to design, develop, implement and evaluate technology-rich learning environments
Element 1 - Collaborative Practice - Candidates will collaborate with their peers and subject matter experts to analyze learners, develop and design instruction and evaluate its impact on learners.

Description: Artifact 1 (iPads and Inquiry for Arts Education ISTE 2011 presentation) includes evidence of collaborative work with five other faculty members and the co-directors in the ArtEducator2.0 professional development project through Intermediate Unit 1. This presentation showcased the successes and challenges surrounding arts teacher inquiry-based instruction and design combined with the use of iPads. Pre and post assessments, as well as interviews were used to evaluate the effectiveness related to collaborative inquiry, instructional design and the effectiveness of the impact on the teachers and students. Other topics outlined in the presentation included issues of deployment, ownership, instructional effectiveness.

Reflection: This project was one of the most transformational experiences in collaborating with a group of my peers. This is due to our success in developing a new model of collaborative inquiry in professional development for arts educators. This model allowed the participant's to direct their own learning around arts instruction and appropriate technology supports. Many of the components of the model are documented through the project wiki which was a very effective way to share elements of instructional design and document the stories of the teacher inquiry groups. My professional growth in this area allowed participants to explore their own ideas and collaborate with each other in this area.

Evidence:
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Artifact 1 - iPads and Inquiry for Arts Education ISTE 2011 presentation

Element 2 Leadership - Candidates will lead their peers in aspects related to designing and implementing technology-rich instruction and learning.

Description: During the 2008 Governor's Institute for Arts Educators, I co-created a machinima series related to the anniversary of Abraham Lincoln's birthday (see //Artifact 2 - Beginnings of The AbrahamLincoln Magic Project - PA Governor's Institute Documentation)//. This idea came as a result of the planning team asking CAP leader groups to create a series of podcasts related to the theme of the institute. We were granted special permission to create the machinima instead of the podcasts since it was an area that was underinvestigated in the field. The machinima art films are based on the two scripts we wrote called, “Dear Ann” and “Panegyric,” were inspired by the creation of the imagined historical persona, AbrahamLincoln Magic, an imagined persona and avatar in the 3D virtual world of Second Life. The work that we completed created a new pathway for future initiatives at the next summer Governor's Institute for Arts Educators. Unfortunately the funding was eliminated so the 2008 institute was the last one in Pennsylvania. However, the work became the basis for a collaborative installation at Cummings Gallery at Mercyhurst College. This installation focused on the concept of viewership as it pertains to the context of the character, AbrahamLincoln Magic. Theorist Olivia Gude describes this approach to considering an art form as “gazing” which asks questions about who is looking at in this work. The postmodern principles of appropriation, juxtaposition, recontextualization, layering, hybridity, representations and ironic associations have also been considered in this installation work. The essential question we explored was, "How does character, context, and celebrity contribute to our perceptions of what is real?" Other themes included the relationship with AbrahamLincoln Magic as a “celebrity” and icon of the state, celebrity in a virtual world, the nature of celebrity from the context of Abe's First life to his Second Life and how that change affects our perception of him as celebrity. The concept of celebrity, popular culture and the interactive nature of people, art and technology through the work was very important to express in this work. This project also inspired a wiki space which is a inquiry space set up for viewer collaboration (Artifact 1 - AbrahamLincoln Magic Machinima Gallery Installation).

Reflection: This was a new experience for me in considering what happens when technology and visual arts areas are merged. It was one of the experiences that made me realize that arts-centric and technology-centric perspectives can potentially limit the unchartered territory when art and technology are infused together. I also realized that the possibilities of different combinations of arts and technology media generate very interesting concepts to consider in education. This is also an example of how visual culture involves a quest for understanding the meaning behind imagery from fine and applied art through popular and mass media images. It involves studying cultural meaning through images in relation to what is and is not defined as art and aesthetic experiences. One must consider the context of images and how that in turn changes the meaning in contemporary culture. This was a very interesting realization for me to make in the creation of this installation. It was also interesting to see how people were perceiving and evaluating the installation through interviews and live broadcast recordings. My professional growth in this area challenged the other art professors and visitors to consider alternative approaches to creating an interactive space related to a work of art.

Evidence:
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Artifact 1 - AbrahamLincoln Magic Machinima Gallery Installation
Artifact 2 - Beginnings of The AbrahamLincoln Magic Project - PA Governor's Institute Documentation

Element 3 Reflection on Practice- Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-rich instruction and learning.

Description: Artfact 1 (ADDIE Model Project) was created for Dr. Carbonara's GDIT 706 course (Developing A Learning Environment Using Instructional Technology). The project includes documentation for a potential undergraduate education course called "Instructional Technologies through Art" using the ADDIE model of instructional systems design (ISD). This curricular design guide would be implemented with art education pre-service students. It would also be an option for elementary education and special education education majors. This included course objectives and outcomes, student learning, existing knowledge, delivery options, a timeline, instructional content, lesson planning, media, curriculum design and implementation. Evaluation components included plans for evaluation goal specification, preparation, data collection, data analysis, revision and recycling.


Reflection: I have realized since I developed this project that this type of course is needed on both the technology-centric and art-centric sides of pre-service coursework. Many art education courses continue to be developed around how technology should serve art education. This may be a limited perspective in considering how art and technology can create an "infusion" resulting in something greater than each individual area of art and technology. The TPACK model also helps to create this kind of transformation by considering how technology, pedagogy and arts content creates new dynamics important to consider in appropriate pre-service courses. My professional growth in this area helped to create a rationale for technology infusion in Mercyhurst University's Art Education Program.

Evidence:
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Artifact 1 - ADDIE Model Project

Element 4 Assessing/Evaluation- Candidates design and implement assessment and evaluation plans that align to learning goals and instructional activities

Description:
In the summer of 2011 I began work as the evaluator for the WeTeach Project. These artifacts were piloted in one of the schools and were designed to assess teacher and student observations related to learning and instructional activities in the residency work. Artifact 1 - WeTeach Classroom Observation Form was developed for the classroom teacher to record their observations. Artifact 2 - WeTeach Pre and Post Student Surveys was distributed to over 300+ students. Overall, students rated categories in the top tier of positive responses (i.e. listening, enjoyment, learning, self-control, asking questions, solving problems, doing hands-on activities, trying new things, working well with peers and trying their best).


Reflection: These tools were effective in gaining additional insight into the learning embedded in the residencies. However, since teachers were capturing a lot of their own documentation, these were considered one small part of the overall evaluation plan. This was also not a requirement of the Benedum Foundation, but was helpful in providing additional feedback for the project directors to help guide future residency instructional activities and learning goals. Funding was limited for evaluation work which impacted the scope of the evaluation. It would have been interesting to run the numbers through SPSS and analyze the data more closely. The team asked that I focus more on observations during the teacher professional development sessions. Therefore I generated an evaluation checklist (see Artifact 3 - WeTeach Evaluation: Categories and Checklist for Professional Development Sessions). This checklist included 4 major categories: 1. Standards-Based Curriculum Unit/Lesson Evidence, 2. Professional Development Evidence, 3. Teacher Behavioral Change and 4. School Partnership Evidence. These included sub-categories that were used to code my observation notes. This information was collected during 4 professional development days over the course of 9 months. According to the project directors, this was the most valuable area of evaluation, which was used to generate the final grant report in including evidence of progress in meeting learning goals and success in instructional activities.

Evidence:
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Artifact 1 - WeTeach Classroom Observation Form

Artifact 2 - WeTeach Pre and Post Student Surveys


Artifact 3 - WeTeach Evaluation: Categories and Checklist for Professional Development Sessions

Element 5 Ethics - Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work.

Description: In the summer of 2010 I was invited to present on the topic of considering ethical practices in using media literacy resources along with digital storytelling tools. Artifact 1 - Laurel Tech Camp Presentation: Adventures in Digital Storytelling includes traditional digital storytelling resources for teachers, but more importantly copyright and fair use links that were discussed in detail during the presentation. Issues related to the ethics of creating stories with students were discussed as well. Topics included the necessity of teachers working with students on properly citing media works, Creative Commons, the Digital Copyright Act and how it relates to ethical practices of appropriating materials. Artifact 2 - Edinboro University - Art in Action Music & Movement Class Presentation includes similar elements and also includes how to create a citation for a video (Artifact 3 - Citation Example in a Video). After this presentation several teachers approached me and said they had not considered the ethics of using photos and music in their work with the students and that they would be working more directly with their students on this area. Artifact 4 - Getting Creative with Creative Commons Blog Post is included because I realized in co-facilitating the ArtsEducator2.0 blog that teachers and faculty were including media from other sites without citations or awareness of whether or not the images were acceptable to use. In the post I outlined a brief history of Creative Commons, methods of citing works, as well as addressing the ethical importance for arts educators in teaching media literacy skills to their students.

Reflection: One of the things I have noticed in the professional development work that I do that rarely do teachers seem to know the ethics of researching and appropriating media for their presentations and teaching materials. This is an area of concern for me since students need to see modeling of appropriate ways of citing works and selecting media for their own work. I have learned that one of the best ways of addressing this is to work with small groups of educators at a time reviewing resources and asking them questions about the ethical dilemmas that they notice surrounding media literacy and copyright issues. My professional growth shared in this area exposed issues related to media literacy to teachers who shared that this information would be helpful for them in guiding digital natives.

Evidence:
Artifact 1 - Laurel Tech Camp Presentation: Adventures in Digital Storytelling
Artifact 2 - Edinboro University - Art in Action Music & Movement Class Presentation
Artifact 3 - Citation Example in a Video
Artifact 4 - Getting Creative with Creative Commons Blog Post
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Copyright 2012 Camille Dempsey