Laura Marroquin

Content Performance Portfolio EDTC 5996 W1 S2 2017

Themes and Outcomes

My learning here at Webster University has been bountiful. I was in the military when I

first started my journey with Webster and it took me over the course of six years to finish so Ive

acquired quite a bit! Throughout my journey, I have learned to use the applications of digital

media ethically in educational and work settings. I also understand the need to develop

professionally and continue my education in order to grow and bring awareness to my peers.

Using technology in classrooms to foster creative and critical learning as well as bringing

students together collaboratively and globally are also important and something that I have

learned here at Webster. Below you will find some great examples on how I have grown and

advanced in my education here at Webster University.

Explain some ways that you can model ethical uses and applications of digital media in
educational and work settings.

One of the ways I could model ethical uses and applications of digital media in an

educational setting is getting my students to start thinking about technology and how its used

today. Some questions to ask are, what types of technology do we use and in what ways?

What are some positive things about how we use technology? What are some negative things

about technology? In my course, Technology Ethics in Society, I did a project on cell phones

and how they are used. In my thesis, I highlighted the more popular ways we use cell phone

technology; texting, using the camera and taking photos, social media, downloading apps, music,

video and games, email, and of course, making phone calls. All of these are great and convenient

features of a cell phone however, we need to make sure we are being responsible with this piece
of technology and are using it appropriately. Please take a look at the interactive project I did on

cell phones.

A way I model ethical uses in a work setting is taking a look at myself and thinking about

ways to keep myself compliant. Again, taking a look back at my Technology Ethics in Society

course, I've learned about copyright laws such as plagiarism and computer crimes such as

copying whether it's digital copying or using the copy machine to make tons of copies for your

students. Also, we need to be careful of our security such as signing off of your computer and

keeping things secure such as grades and students personal information. Practicing anonymity

is crucial when you have so much private information at your disposal. Another way I model

ethics in a work setting is through software evaluation such as that I learned in my Curriculum

Design and Technology course. Software evaluation is necessary to make sure that the program

is suitable and appropriate for what youre teaching. Some questions to ask are, does the

software meet your objectives youre trying to teach? Does it reach the target audience?

What about the usability of the software? Is it user friendly? Check out the sample I did on

National Geographics for Kids www.kids.nationalgeographic.com/kids.

These are just a few ways that I have learned that models ethical applications and uses of

digital media in both educational and work settings.

Give some examples of how you would demonstrate effective uses of technology and
multimedia (audio, video, text, images, interactive media, etc) for student learning and
teacher reflection, professional growth and productivity.

One of the projects I put together was through my course, Instructional Technology

Planning and Management. This was a technology integrated plan on nutrition and the goal of

this plan is for the students to learn about nutritional planning. The learner objectives for this

lesson are to have students research recipes using resources and standards given to create a 3-day
menu. They will also provide ingredients for recipes using resources given that meet the 5 daily

food group requirements. They will provide video on how to prepare and cook a recipe and

compile nutritional totals for each meal provided to include calories, carbohydrates, proteins,

sodium and fats. Lastly, students will give examples of unhealthy recipes and turn them into

healthy recipes. This plan definitely demonstrates effective uses of technology and multimedia

for learning all around. The resources and tools the students will be using for this project are the

computer/ Internet for researching recipes, video cameras for their cooking videos, smartboard/

projector to display their cooking videos, printer/ scanner for the making of their meal plans, and

some approved resources to find recipes such as certain websites and cooking software. A twist

to this lesson is to have the students do a potluck with their recipes! This will incorporate not

only student learning, but allow for teacher reflection on how the students take to this project.

Was it successful? Did the students learn what was intended? Did they seem to enjoy it? The

potluck can include other faculty but mainly its for the parents to show off what their children

learned throughout this project. This project also includes the layout of the resource/ classroom

for an effective learning environment. To see the full project, click here.

What are some ways that you would help your peers demonstrate (and understand the)
effective uses of technology and multimedia (audio, video, text, images, interactive media,
etc) for collaborative learning and the development of professional learning communities.

One scenario that can demonstrate effective uses of technology and multimedia amongst

peers is to establish staff development meetings. I created a sample agenda for the course,

Instructional Technology Planning and Management. For this staff development session project,

I have come up with fictitious personnel based on a middles school with average subjects such as

Geography, math, sciences, Languages, music, English, writing, Health and fitness, etc The

technical skill level of the school would be more about how I remember it when I was in college
in 2005; everyone would know the basics but anything beyond that would be quite new. The

questions to ask are, what is there currently, what needs to be integrated, and if it will even be

used? The survey will be delivered via a meeting amongst the teachers and anyone else who

utilizes technology within the school. Everyone will have approximately one work week to

complete the survey. Once the results are in, the principal will deliver the results to the school

and discuss any changes that could occur. The principal will take the feedback from the meeting

and start working on a plan to integrate the changes in the school. In this scenario, the results

confirmed that everyone knew the basics of using technology, but were not up to date on the

advancement of technology to include innovative applications, software, and hardware. The

results would come first in the meeting. That will help lead us into the object of the meeting

which is to give them a quick introduction to something we all use all of the time; the internet.

Then I would go over some inventive ways to enhance our students learning with the internet.

Keeping it simple in the beginning may help to keep the staff more open to the idea of

technology changes within the school. I expect the learning outcome from the staff to be a

positive one. After all, this is a slow beginning to a much larger picture. Progression is the key,

especially for the more stubborn personnel. Then as the school progresses into using the

technology, slowly start to implement new innovative technology. The closing will reinforce the

purpose of the meeting and how I will want every staff development meeting after this one to

consist of someone presenting a new idea on integrating technology into the classroom. Either

types of ideas, applications, software, and hardware will be the topic of each staff session. Each

meeting will be a progression to more advanced learning with new technology and I think that

this will get the team motivated for these learning opportunities. The topic will have to be
approved first prior to a session. If you would like details of the first staff development session

check here.

Explain how you can design, develop, implement, and evaluate technology-
embedded learning experiences for students that enhance content mastery, creative
thinking, critical thinking, and global citizenship.

In another course I took, Instructional Design, we discussed the philosophy behind

Engagement Theory which involves working collaboratively in a group, working on something

that is project-based, and having that project be authentic in nature with an outside focus. One of

the lessons that I have been toying with involves students working together on a health topic that

we had learned that year. They will come up with surveys to ask their peers within the school

and will also reach out to other schools. They will ask questions on topics such as nutrition,

fitness, substance abuse, sexual awareness, disease prevention, body issues and other hard hitting

topics. This indorses creative and critical thinking because of the types of questions needed to be

asked. What questions do you want to ask and how should they be asked? Once the data is

collected, they will then present their findings to the class and then later on to other students

outside the school via Skype or other social media means.

If I had a health class that was made up of about 20 students, I would split them into five

groups of four. Students will guide their own learning by choosing which health topic they

would like to present for their project. The group will come up with a type of survey loaded with

questions and after the survey has been reviewed by me, the teacher, they will then proceed to

submit the survey to their peers. Now, even though Engagement Theory also says that the lesson

be project-based and authentic with an outside focus, just for the purpose of this question, I am

going to be sticking to collaborative and professional learning among communities. This student

project gets students working together not only amongst their classmates, but also other students
throughout the school. They will conduct the survey throughout the school and collect data. To

expand the project and promote global citizenship, students will organize Skype sessions with

other schools who have also carried out surveys. This is also a great way for professionals

amongst schools to collaborate in collecting data, making program modifications, and raising

awareness from the results of the survey. This could be very important data and is something

than can be conducted throughout the country and perhaps beyond!

Using the ADDIE model, the analysis for this project is that this will help adults and

probably even the students themselves understand what someone at this age and grade level are

really going through. Also, students will realize that they, personally, are not going through

things all by themselves. There are other kids their age that also have a hard time so this does

qualify as a need. Creating the survey based on examples provided will take care of designing

and developing. I would then proceed to implement the plan of students conducting the survey

to their peers. Evaluation of the students will be done with rubrics and evaluation of the project

will be done by teachers.

These are just some of the ways that I have grown here at Webster. I have many more

ideas, more lessons, more projects, and ways of implementation. More ways of encouraging

globalization and collaboration amongst students and peers. Bringing people together ethically

through technology and digital age programs are important to foster growth. Implementing

technology and multimedia into the classroom enhances learning and motivates students to want

to learn.