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.
Artifacts:
Student Evaluation Phase: ADDIE Model
Artifact & Course Description:
Course Description:
Created in GILT 515: Instructional Technology Practicum, Spring 2015
“The purpose of the projects is to demonstrate the ADDIE model for technology integration in PK-12 student curriculum and staff development sessions, or adult learning and staff development as as approved by the instructor” (GILT 515 Spring 2015 Syllabus, Dr. David Carbonara).
~Spring 2015 Syllabus, Dr. David Carbonara
Project Description:
The project shared above is one piece of the ADDIE model process that was completed in the course GILT 515 in Spring of 2015. The piece above is the “E” in the ADDIE model, which stands for evaluation. The purpose of this phase was to evaluate student learning through pre- and post-evaluations of their content knowledge and their technological abilities. It was also important to reflect on the findings for future instructional planning and future considerations.
Reflection:
This project meets the reflection on practice indicator through the reflective nature of the evaluation stage of the ADDIE model. The pre-testing allowed me to see the current levels of student content knowledge. The pre-technology evaluation demonstrated the level of skill students had in the use of the required technology. Following the tasks, the post-test on content and post-observation of technology gave valuable information in terms of instruction. I also evaluated the lesson with a stop light model to reflect on individual lessons in the implementation. Shared in a reflection, the over-all assessment information yielded information that indicated the ways in which a teacher could improve the instruction for future students.
The creation of this artifact will be beneficial in my future career because it demonstrates my ability to assess learners and reflect on instruction in meaningful ways. It is a concrete example of student evaluation that occurred with real students, but could translate to any learning over a variety of age groups and audiences.
References:
Branch, R.M. (2009). Instructional Design: The ADDIE Approach. Springer, New York, NY.
Becky Durbin's IT Portfolio Collection 