Running head: EDUCATIONAL REPORT ETEC 5743 1

Educational Report ETEC 5473- Internship Beashua D. Spearman University of Arkansas

Running head: EDUCATIONAL REPORT ETEC 5743 2 Abstract The final project for ETEC 5743 was to create a website that displayed the three major projects created during this course. Three projects were created as part of the ETEC 5743 course. These projects included a technology evaluation, instructional software which was an online reading drill and practice software, in addition, an internet integration audio project, and an productivity software online orientation visual resource. These projects were completed for the Fort Smith Adult Education Center (FSAEC). The technology evaluation involved three steps which included the Spearman R.D.I. Instructional Design model of research, develop, and implement. The technology evaluation involved gathering current data, identifying needs, and creating a needs assessment. Results of the technology evaluation determined there was a need for a virtual orientation for students and additional software for students and faculty. The instructional software, which was an online reading drill and practice software, involved two steps, which included collaboration and designing. Results of the online reading drill and practice software illustrated free U.S. Citizenship reading software endorsed by the Fort Smith Adult Education Center. The internet integration audio project involved three steps which included reusability, compatibility, and security. Results of the internet integration audio project illustrated software that was created with a secure website that was compatible with the Fort Smith Public schools policies in addition to it being a product that can be reused each school year. The productivity software online orientation visual resource involved three steps which included planning, robustness, and availability. Results of the productivity software online orientation visual resource illustrated a well-planned resource that did not require a high level of memory and it was available to the outside of class.

Running head: EDUCATIONAL REPORT ETEC 5743 3 Project Description

The final project for ETEC 5743 was to create a website that displayed three major projects created during the course. The projects I created were for Fort Smith Adult Education Center (FSAEC) in Fort Smith, Arkansas and included instructional software which was an online reading drill and practice software, in addition, an internet integration audio project, and an productivity software online orientation visual resource. The FSAEC serves adult learners in the greater Fort Smith region. The projects were created to assist their English as a Second Language (ESL) Citizenship Course curriculum in an efficacious approach.

During the development of the three projects, a systematic process was followed. The first step involved performing a technology evaluation of the ESL curriculum. This evaluation identified the long-term technology needs of the FSAEC. The results of the evaluation determined that the ESL Citizenship course lacked free instructional software students and faculty could utilize to assess in synchronous and asynchronous learning environments.

The three projects created for the ETEC 5743 Internship course involved the creation of three free online resources that contained three major projects: a visual orientation for traditional and hybrid ESL Citizenship courses, and the creation of two separate instructional software support mechanisms that assisted students in improving their Basic English reading and writing skills. The overarching objective of the three free online resources was to create an online learning environment that would allow students to gain access to the visual orientation and the free instructional software mechanisms. Additionally, students and faculty needed the ability to work and assess in both synchronous and asynchronous learning environments. Program Identification

Running head: EDUCATIONAL REPORT ETEC 5743 4

Standard 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Demonstrate the appropriate use of print materials in order to enhance the learning process.

Standard 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Demonstrate the appropriate use of print materials in order to enhance the learning process. The objectives of the Technology for Career Success lesson were to demonstrate technology use in the job search. To teach this lesson, I used the Google Search Engine to locate print instructions which were provided to the students. This print handout included a systematic process that taught students how to create a Gmail account with ease. In addition, the students learned how to create a resume and I located a resume builder worksheet on Scribd.com. The Introduction to Gmail print Handout was used as a guide for the students in the course to teach them how to create a Gmail account, in addition, the handout explained the importance of choosing a username and password for the purpose of a job search. It listed the benefits and the advantages of using a Gmail account for job search purposes. The resume builder print handout included a working resume plan that helped students learn how to create an informative resume that was professional and mostly likely to assist them in achieving a job. It allowed the students to learn how to create a resume that allowed them to record their heading, education, skills, work

Running head: EDUCATIONAL REPORT ETEC 5743 5 experience, awards, activities, and volunteer service. 2.2 Demonstrate ability to integrate instructional materials that utilize two or more forms of media. To complete this standard, I developed a lesson plan that was created for the fourth lesson taught within the Digital Literacy class. The students learned basic keyboarding tips, how to use free online keyboarding software, in addition to learning how to use word processing software for communication. To begin this lesson, I utilized two forms of instructional media including print and internet software. The first form of media was included four different free instructional software packages that were drill and practice keyboarding websites to allow the students to choose the best instructional software that best fit their needs. The second form of media was a print worksheet that instructed students to gain hands on experience in learning how to type a paragraph and use basic word processing features such as indent, font, font size and color, and styles. 2.3 Demonstrate ability to create visual materials that enhance the learning process. I created a drill and practice online instructional software using the Microsoft PowerPoint Presentation software. I included Microsoft Clipart images that would assist the students in relating to the sentence in order to create a mental picture that would assist them in identifying with the sentence. Upon completion of the presentation, I uploaded it to SlideRocket which is an online visual presentation software that allows the ESL faculty and students to gain portability security and robustness. The Slide Rocket online software can be accessed from a desktop computer or a mobile device such as a laptop, tablet, or cell phone. The purpose of creating these materials was to assist the ESL US Citizenship course students to prepare for the reading aspect of the U.S. Citizenship exam. These resources will promote learning, confidence, and

Running head: EDUCATIONAL REPORT ETEC 5743 6 encouragement for ESL adult learners. The visuals will provide a reliable image that the students can create a mental identify with, in other words, the students will read the sentence and the visual image will help them to remember what the sentence is indicating. Because of using these visuals, they will become confident in their U.S. Citizenship exam Basic English reading skills. 2.4 Demonstrate ability to use Flash and/or similar types of computer-based software to create interactive media presentations. I created an audio project for the Adult Education Centers ESL Citizenship curriculum and uploaded it to an online flash media player. The audio project was designed to provide ESL Citizenship exam students an online practice material that they can listen to and repeat or they can use a dictation source. This project allows the students to listen to the audio files at will by using the Flash player to control playback. It also allows students to repeat the audio based on their personal needs while practicing their English skills for the Citizenship exam. For example, the audio software provides the student a free product to gain access to a native English speaker. In addition, the native English speaker in the audio software has a different English dialect from their instructors. Because of this strategy, the students can acquire additional English skills from listening to the audio software and learning how to pronounce the sentences in the software. 2.5 Demonstrate ability to engage students using a variety of instructional materials. To complete this task, I taught the ESL Introduction to Computers course. The ESL instructor was teaching the students how to use social media. During that time period, the students were learning how to use the components of FaceBook. I taught the students how to tag their friends in status posts, wall photos, and photo albums. They learned how to upload wall photos and how to create photo albums within FaceBook. In addition, the students learned how

Running head: EDUCATIONAL REPORT ETEC 5743 7

to share photos and upload videos on their FaceBook profiles. To complete this task, I utilized the GCL Learn Free website, which includes videos, web pages, and print materials to teach the lesson. I utilized the GCL lessons as a textbook reading and ensured I included the GCL print hand outs, which I gave to each student. I used the GCL videos to allow visual and auditory learners a visual and audio learning experience. To accommodate kinesthetic learners, I included hands on approach that allowed the students to gain hands on learning experience. To ensure the students were engaged during the lesson; First, I chose to give the students a handout that included systematic instructions on how to create a Facebook photo album. Instead of asking them to complete it as an independent assignment, we completed it in small groups of two. This allowed the students to become engaged in the learning process, in addition, I ensure the students were able to learn from me and from their classmates. I encouraged the students to create group discussions about the task of creating a Facebook photo album that they were assigned. Second, I went to each group and worked with the students to ensure they understood the process and to answer their questions. Third, upon the completion of the mini-assignment, I asked the students to share what they had learned and how it would be used in their lives. The students were eager to share their thoughts their newly acquired skills. In addition, they discussed how learning to use social media would assist them in the acquisition of the English language. This hands-on method allowed the students to become involved in the course and to feel like they were a part of the instruction process. Standard 3: UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources

Running head: EDUCATIONAL REPORT ETEC 5743 8 for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

3.1 Demonstrate ability to utilize and implement various media. I utilized multiple forms of media within this project. I taught the ESL students how to use Facebook to upload and share photos. In addition, I utilized the digital GCF Learn Free Facebook lessons and videos. To continue, I included the GCF Learn Free PDF print resources and gave them to the students as class handouts. During the Technology for Career Success course, I utilized free resources from Scribd.com. I printed copies of a blank resume worksheet, and utilized Resume writing tip videos from You Tube.com. In addition, I utilized the Career Technology instructors existing Word 2007 template that allowed the students to create a digital copy of their resume. 3.2 Demonstrate ability to develop a web-based project for the dissemination of media-based learning. The web-based project that I developed was the productivity software which was the visual orientation/resource that was created for the ESL U.S. Citizenship course utilizing Microsoft PowerPoint 2007, Microsoft Clipart, web-based educational resources provided by the U.S. Citizenship and Immigration Services(USCIS) Citizenship Resource Center, You Tube videos, Slide Rocket web-based presentation software, and the Fort Smith Adult Education Centers website. I created a visual orientation/resource that supported the Fort Smith Adult Education Centers ESL U.S. Citizenship Course curriculum. In addition, I create the Microsoft PowerPoint 2007 presentation including two USCIS approved videos and embedded them to the in addition to a variety of hyperlinks approved by the USCIS and the Fort Smith Adult Education

Running head: EDUCATIONAL REPORT ETEC 5743 9 Center. Upon completion of these tasks, I uploaded it to the Slide Rocket web-based presentation software. Completing this task allowed the ESL faculty and students to access this web-based software in synchronous and asynchronous learning environments. This webbased software was used in learning as a visual orientation resource for the ESL U.S. Citizenship course. In addition, it was used to introduce new ESL U.S. Citizenship students to the course and to help them understand the U.S. Citizenship and Naturalization exam process. This web-based software is used in addition to learning in the classroom to provide potential students to learn about the ESL U.S. Citizenship courses offered at the Fort Smith Adult Education Center.

3.3 Demonstrate ability to develop and implement effective policies related to the utilization, application and integration of media-based learning in a specific institutional or organizational context. The Fort Smith Adult Education Center must adhere to the technology plan in addition to the acceptable use policy as created by the Fort Smith Public School District. When I first began researching the media based learning projects for the ESL U.S. Citizenship courses, I began with reviewing the Fort Smith Public School Districts technology plan and their acceptable use policy. In addition, I implemented the Arkansas Adult Learning Resource Centers technology suggestions under the direction of their senior information technologist. To ensure I adhered to the prescribed policies, I researched to learn if I could implement policies for the course materials and learned that policy creations must be implemented under the Fort Smith Public School District. During each step of my research process, I asked questions about the type of technology that I could use and what is determined as technology that is not acceptable to the

Running head: EDUCATIONAL REPORT ETEC 5743 10 Fort Smith Public School District. For example, although the Fort Smith Adult Education Center has a social media course that instructs students in the use of various social media including FaceBook; I learned that it is not open in the Technology Lab and that You Tube is not open in the technology lab. The instructors may utilize You Tube Education or Teacher Tube but the videos must meet strict educational requirements. For example, it must meet accessibility requirements, technological guidelines and be available for teacher use, be approved under the Fort Smith Public School District in addition to the Fort Smith Adult Education Center. I could not determine if there was a list online of the approved technologies and I inquired about this topic and I asked the technology liaison of the Fort Smith Adult Education Center. I learned about the websites that were acceptable such as GCL Learn Free, Slide Rocket, and Spreaker.com. In addition, I learned about the websites that are blocked on the campus of the Fort Smith Adult Education Center. Completing this task prepared me to learn how to proceed with the development of the ESL U.S. Citizenship, course software. Upon completion of the ESL U.S. Citizenship, course software, I submitted it to the Fort Smith Adult Education Center and they submitted it to the Fort Smith Public School District for consideration.

3.4 Demonstrate ability to identify and address barriers affecting the utilization and implementation of media-based learning methods. Upon completion of the technology evaluation and the technology needs assessment, I identified the follow barriers that could affect the utilization and the implementation of the media-based learning methods. The first barrier that was identified and addressed was the language barrier while I was teaching the vocational education technology and the ESL courses. To illustrate, the ESL Introduction to Computer course have ESL students who are not on the same academic level. For example, the students are Adult Basic Education (ABE), General

Running head: EDUCATIONAL REPORT ETEC 5743 11

Education Development/ Adult Secondary Education (GED/ASE), and finally English as a Second Language (ESL). To explain, some of the students were primary, immediate, and advanced English as a second language learners. These educational functioning levels are similar to primary and secondary levels of education. That was a difficult task because some of the students understood the GCF Learn Free-Facebook 101: Creating a Photo album video and some of them did not. To overcome this barrier, I utilized a spoken simple vocabulary that was based upon a primary level. I ensured the students I was not belittling them but I wanted to ensure that I gained interest from everyone in the classroom. The students gladly understood and became receptive to gain knowledge when they quickly became comfortable. The GED/ASE level students became my classroom helpers and I learned from my ESL instructor/mentor to assign the GED/ASE students to assist ABE students. This strategy allowed me to focus on the students who needed the most assistance and to ensure that I did not lose them in the transfer of knowledge. The second barrier that I identified and addressed was the educational functioning levels in the vocational educational technology, courses titled Technology for Career Success and Digital Literacy. The ESL students who were enrolled in the Digital Literacy course had a limited immediate knowledge of the English language. The students in the course were a diverse group that consisted of different educational functional levels such as Adult Basic Education (ABE), General Education Development/Adult Secondary Education (GED/ASE), and finally English as a Second Language (ESL). In addition, the students were diverse in culture, language, and age. The problem I encountered was not the culture or language barrier but computer skill levels. About 85% of the

Running head: EDUCATIONAL REPORT ETEC 5743 12 students had never used a computer. The key terms used in the course handouts were foreign to the students and they had expressed frustration. To overcome this barrier, I utilized the instructors projector, projector screen, and desktop to create a visual for the entire class to view. Once I visually showed the students what an address bar looked like and how to use it they quickly understood and became comfortable with the material. They expressed that the visual was easy for them to understand and they were grateful. The final barrier that I had identified and addressed was learning how to teach students who have learning disabilities or need assistive technologies. During the Technology for Career Success course four students needed assistive technologies. I learned how to adapt My resume building lesson to accommodate students who expressed need for assistive technologies. To illustrate, one student had a hearing impairment and in the resume building exercise, I incorporated You Tube videos that offered closed captioning. A second student was visually impaired and needed a screen reader that would assist him in learning how to use the computer. He was acquainted with the parts of the computer but he was not certain in how to use the computer. I utilized two types of media to assist him. The first media was the Thunder screen reader. The Thunder screen reader is an assistive technology that reads aloud everything that is on the computer. A third student had a physical impairment that was Carpel Tunnel Syndrome in both of her wrists and it was difficult for her to type. I incorporated the FSAECs large ergonomic keyboards that encourage correct keyboard positioning in addition to ergonomic keyboard and mouse pad rests. Educational Reflection

Running head: EDUCATIONAL REPORT ETEC 5743 13 I began my first internship experience on Tuesday January 17, 2012 at the Fort Smith Adult Education Center located at 501 South 21st Street in Fort Smith, Arkansas. This threemonth experience taught me how to step outside of my comfort zone and become confident and an expert in instructional technology. Prior to beginning my internship, I was uncertain that I would have enough information to develop, manage, and implement a project within this adult education center. As each day progressed, I grew more confident and certain that I could develop, manage, and implement a project that would benefit the Fort Smith Adult Education Center. Throughout my internship experience at the Fort Smith Adult Education Center, I have learned the importance of becoming an advocate of education. To understand educational technology, instructional technology, or instructional design, a person must understand the importance of an educational advocate. According to Brady and Lampert, educators teach in order to learn, to make connections, for stimulation, to become spiritually enriched, for relationships, to be remembered and finally, to transform lives (Brady and Lampert, pp. 1-4). To advocate transmission is to become an advocate of transferring knowledge, understanding and wisdom of a content area or skill. To illustrate, I learned how to become an advocate for students and educators. First, I learned how to become passionate about learning as an educator. Learning is a process that will not cease and as an educator, we must continue to learn because it assists us in becoming a more informed educator. For example, the Beginning ESL instructor assigned me to become her students conversational partner. I sat with the students during the class and assisted them in speaking English. I learned the importance of communicating with a student and transferring knowledge to that student. The ESL Citizenship instructor assigned me several students throughout the project to

Running head: EDUCATIONAL REPORT ETEC 5743 14

assist them in their quest to obtain U.S. Citizenship. My job was to prepare the students for the U.S. Citizenship exam; each class period I met with one student, prepared him or her for the U.S. Citizenship interview. Within this experience, I learned the transfer of knowledge begins when the educator is willing to learn. To instruct U.S. Citizen Hopefuls, I had to learn about the process of becoming a U.S. citizen. The ESL U.S. Citizenship course instructor taught me the basis of the citizenship interview, the in-depth knowledge of the N-400 questions, the reading and writing section of the test, and the civics questions. From that point on, he had transferred knowledge, and developed my learning. Because of this, it influenced and prepared me to tutor his students. This selfless act taught me that teaching is selfless, and the educator must have the confidence to transfer knowledge to his or her colleagues or students. According to Malcolm S. Knowles, Learning is a change that occurs when we have experienced something different. It occurs because of a change or a process of becoming aware of the experience. (Knowles, p. 38). In regards to educational technology, an educational technologist must become an advocate of transmission, development, and nurturing. He or she must advocate transferring wisdom, knowledge and the understanding of the material. For example, during my internship, I learned the importance of observation, asking the faculty questions, and inquiring about their level of comfort in using technology. He or she must advocate developing their students knowledge, develop and implement new ideas and education to ensure transmission has occurred. Development includes developing new ideas and assisting other colleagues to develop new ideas too. In regards to nurturing, an educator or an educational technologist is like a gardener, he or she may break ground that has nothing growing in it and that person can tend it over a period

Running head: EDUCATIONAL REPORT ETEC 5743 15 until it matures and blooms into its full potential. As an instructional designer, we can integrate technology into the classroom if it benefits the educator and his or her students. An educational technologist must understand the importance of transferring information and following up to ensure that, it was integrated correctly. To transfer information, an educational technologist must first understand the learning needs of the students. Second, he or she must gather the correct technologies to supplement the course curriculum. For example, I learned that I must consider the content level, educational functioning level of an adult learner, and the educators technology use within the classroom. Third, an educational technologist must learn how much technology to integrate into a classroom. According to M.D. Roblyer, an educational technologist or educator must research and investigate and create a relative advantage of the content level technologies in comparison to similar technologies (Roblyer, p 252). An overexposed amount of technology may create confusion for the educator in addition to his or her students. If a course is crammed with technology, the technology may overshadow the content and because of this, the transfer of knowledge is not evident. During my internship experience, I have learned the importance of considering the course curriculum needs, the content level, the student and the educators needs and experience of using technology. For example, the U.S. Citizenship course instructor assigned me to integrate technology into the U.S. Citizenship course curriculum. First, I asked the educator about the basic needs of the course, his level of knowledge using technology, his students level of using technology, and finally, the course curriculum and content area. As an educational technologist, I learned to listen to the needs of the schools director, the instructor, and the students. When the educational technologist employs the correct technology into a class or curriculum it will

Running head: EDUCATIONAL REPORT ETEC 5743 16 supplement the course and increase the students knowledge of mastering a content area. Throughout my experience as an intern at the Fort Smith Adult Education Center, I have learned that learning is a part of teaching; it is a part of instructional design. As an instructional designer, we teach others how to integrate, design, or implement technology into their classrooms. In my honest opinion, I do believe that learning is a part of teaching and it is a part of instructional design. During my internship, I learned about 24 different types of software the Fort Smith Adult Education has integrated into their Adult Basic Education, General Education Development, and their English as a Second Language programs. I learned the programs were designed to increase the students knowledge and skill mastery of the content areas such as math, spelling, writing, English acquisition, and computer technology. In addition to learning about the technology at the Fort Smith Adult Education Center, I made many new friends, I experienced a vast student body that united with one goal: to better equip for the future, train or re-train for a career, or gain new skills. I met people from all walks of life, some students held degrees from their native countries and were learning English, some students were studying to become U.S. citizens; other students were re-training after the result of the Whirlpool lay-offs and the reminder of the student body are there for various reasons. The students encouraged, assisted, and motivated each other dailyit was such a spiritual enrichment and a breath of fresh air to witness! Furthermore, the students motivated, encouraged, and inspired me to become a better student, a better person, and a better educator. In my honest opinion, educators must care about their students we are not educators because the pay is a six-figure salary, we educate because it is our passion, it is our joy, and it is our calling. I have enjoyed learning from the students, for example, I have re-learned some

Running head: EDUCATIONAL REPORT ETEC 5743 17 Spanish that I thought was lost from undergrad. I gained a new prospective and respect for each student and their stories of motivation that brought me to tears. Each day when I woke up, I wanted to be there, I wanted to hear the students voices, see their smiling faces, and listen to their wonderful and positive mantras. The faculty and the staff at the Fort Smith Adult Education Center have given me daily motivation, encouragement, advice, and inspiration. The faculty and staff care about the wellbeing of their students, their educational needs and goals, and the motivation to inspire them to succeed. Each month a student, who has excelled beyond his or her studies at the Fort Smith Adult Education Center; is recognized as the student of the month, the student is recognized in front of his or her peers, classmates, the faculty, and the staff. Each month, I was excited, moved, and inspired by the obstacles the student had overcome. It motivated me to mobilize and learn that when obstacles occur, it does not mean we lower the bar, it should inspire us to raise the bar, raise the standards, and soar like an Eagle. The faculty and the staff are phenomenal; they ensured I had everything I needed to teach, they calmed my many concerns and fears of teaching, and they motivated me to emulate them. The director of the Fort Smith Adult Education Center is an inspiration to me, each time we spoke about my progress, he inspired me to learn more each week, to continue to grow and move outside of my comfort zone. I attended every class the faculty invited me to observe, some instructors allowed me to assist them, tutor their students, or co-teach their classes. If I made a mistake, they did not scorn me, they helped me to learn and grow from my mistakes. I learned because of our obstacles and mistakes, it encourages us daily to remember that we are entitled to being human. They encouraged me to learn about their positions and why they became teachers, in addition, they encouraged me to learn about the purpose of the adult education center and its

Running head: EDUCATIONAL REPORT ETEC 5743 18

impact upon the Fort Smith region. As an intern, I have grown personally, professionally, and spiritually; I have learned how to appreciate my life as God has given me to live without fear or worry of failure. I have learned that it is okay to fall once or twice, but the main concern is to stand up and continue onward through my academic journey to become an educational technologist. As an intern, I have grown professionally, I have become confident, assertive, and passionate about my field of study, I no longer second-guess everything I do, sometimes I do need clarity, but I believe that allows us to remain human. In conclusion, I am excited about the possibilities this field of study will bring into my life! I am excited about the metamorphosis that has occurred within the past three and half months of this internship. I am grateful for my supervisors mentorship, guidance, and his motivation to help me become a better educator and instructional designer. I am grateful for the faculty and staff at the Fort Smith Adult Education center who mentored me daily, prepared me, and allowed me to soar. I am grateful for the ETEC faculty and staff at the University of Arkansas. They are my family and I am inspired by their passion and drive to ensure I succeed within my field of study. I am inspired to emulate my professors and I hope I can become a wonderful educational technologist and educator as they have been to me. It was a true learning experience that I will never forget and last but never leastI thank God for blessing me with wonderful favor and insight, I thank Him for bringing wonderful mentors in my life who care about me and who want to see me succeed.

References

Running head: EDUCATIONAL REPORT ETEC 5743 19 Brady, M., & Lampert, A. (2007). Chapter 1: Why Teach?. In The New Teacher of Adults. (2nd ed.). (pp. 1-4). J. Weston Walch Publisher. Knowles, M. S. (2005). Chapter 4: A Theory of Adult Learning: Andragogy. In The Adult Learner. (6th ed.). (p. 39). Burlington, MA: Elsevier.

Roblyer, M. D. (2006). Chapter 8: Integrating the Technology into the Curriculum. In Integrating Educational Technology into Teaching. (4th ed.). (p. 252). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.