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Walden University *
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7900
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Information Systems
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Apr 3, 2024
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doc
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Uploaded by anthonymg84
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Course Project Parts 1 and 2: The Program and Evaluation Tool Planning Anthony M. Grant Jr
Ed.S. Educational Technology, Walden University
EDSD-7900: Capstone Project
Dr. Sandra Johnson
June 10, 2022
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Course Project Parts 1 and 2: The Program and Evaluation Tool Planning
Part 1: The Program
The program in my specialization of Educational Technology that needs evaluation is a learning framework, such as the Universal Design for Learning, to guide teachers in the integration of instructional technology tools for dynamic instruction. Focusing on delivering multiple means of expression, engagement, representation, action, and expression, UDL fits in with our progressive format by encouraging students to grow socially and emotionally (CAST, 2018). UDL guides teachers in finding creative ways to make course content accessible and appropriate for different learning styles, abilities, and disabilities (Eagleton, 2021). More so, UDL focuses on adapting curricula to suit the learner (Eagleton, 2021). The Universal Design for Learning cultivates a digital roadmap that works with existing learning management tools such as Google Classroom. In short, UDL combines the innovations of creating a system and supporting it over time. However, teaching teachers how to write UDL lesson plans, incorporate media, use sensory tools, build inclusive classrooms, and recognize learning from different perspectives combines support with professional development. A UDL curriculum activates recognition networks in teachers and students through multiple means of representation that can be seen in collaborative learning (Eagleton, 2021).
In a cooperative school that nurtures the whole child, UDL would positively impact classroom technology upgrades, developing creativity and critical thinking in our students, elevating instructional and assessment fluencies by using different ways to gauge student understanding allow for curriculum alignment. The stakeholders involved in this program are head teachers, assistant teachers, the child study team, board members, parents, and students. Teachers and assistants would be tasked with learning the UDL framework to benefit
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collaboration, communication, support different learning strategies for students, and create inclusive learning spaces. Two goals of the UDL program are to establish norms for professional
development and the implementation of technology-based learning strategies. However, the essential data that highlighted significant gaps in technology integration was an independent 8th-grade project that required students to observe and report how other classroom teachers were using technology to help visual, hands-on, audible, and collaborative learners succeed in class. Each class was observed using digital tools such as document cameras and Kahoot software, music and in-class microphones for sound amplification, Google apps such
as Docs and Slides, and any new finds. To culminate the project, each student prepared a presentation that did not include teacher names but specialized markers for each class in a Google Slides, PowerPoint, or Prezi format. The lack of a learning framework such as the Universal Design for Learning contributed to essential data that showed low technology use in a post-covid year. To advance progressive education, our school must be current with modern teaching strategies that meet the needs of all students through technology (Eagleton, 2012). To date, no strategies exist to support implementing the UDL framework. However, the recent data from my student project in June of 2022 implies that our teachers are open to change.
Part 2: Evaluation Tool Planning
Quality Indicators to Measure Program Effectiveness
Five quality indicators to measure the effectiveness of the UDL framework for technology implementations are active adoption, collaborative adaptation, constructive transformation, authentic adaptation, and goal-directed transformation (Winkelman, n.d.). Active adoption concerns teachers controlling students' technology per lesson (Winkelman, n.d.). This is a key indicator because it shows fluencies in applying technology tools for instructional
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differentiation. Collaborative adaptation shows how teachers use technology to create collaborative working environments for their students and encourages independent exploration of other tools (Winkelman, n.d.). Constructive transformation is critical to progressive instruction as teachers will demonstrate higher-order thinking applications of technology in unconventional ways (Winkelman, n.d.). The essence of our school is non-conventional, experiential, and project-based learning. Authentic adaptation will show a high comfort level with the UDL framework as teachers will demonstrate fluencies in modifying existing, traditional lesson plans to meet the new framework (Winkelman, n.d.). Goal-directed transformation is the final indicator that will determine how inclusive and dynamic a classroom is in terms of learning environments that provide multiple means of expression, engagement, action, and action. To evaluate each indicator, a qualitative observational rubric will be developed in addition to a survey.
Buy-in and Collaboration Strategies
For my teachers, assistant teachers, and child study team implementing creative communication strategies and instructional coaching for all stakeholders are two strategies for buy-in that will work (Reed, 2015). Implementing informal, quarterly, and off-campus creative communication strategies will help improve collaboration, bring stakeholders together, create trust and transparency, and create an environment for routine innovation (Reed, 2015). Instructional coaching in education technology is critical to pushing innovation. Modeling how to use hardware, software, and assistive-technology tools helps stakeholders understand the impact of technology. More so, teachers buy into using modern strategies and open the door for future change—as a Director of Technology, crafting a plan to train and model our technology initiatives created positive social change in my learning community by building trust, technology
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fluencies, and creating a bond with all stakeholders to believe in upgrading our skill sets as educators.
For my administration team, board members, and community members, two strategies from Fullan (2016) that would address the issue of changing the process of training to impart sustainable instructional changes are staying the course through the continuity of sound direction
and positive pressure. The continuity of good direction addresses the problem by building the individual leadership capacities of my teachers to adopt new concepts and build intrinsic motivation for sustained professional development toward teaching strategies that meet the needs
of their students. The change will occur because of building a sustainable learning community of
leaders with similar interests and leadership qualities that are focused on no judgment, only support (Fullan, 2016). Establishing favorable pressure conditions will also help this issue by holding stakeholders accountable through collaborative cultures that use positive pressure to improve situations. For example, making sure resources are available, removing bureaucratic measures that are prohibitive to progress, and not using judgment as an excuse will help change occur by building a culture of positive accountability (Fullan, 2016).
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References
CAST (2018). Universal Design for Learning Guidelines version 2.2. http: //udlguidelines.cast.org Eagleton, M. (2021). Universal Design for Learning (UDL).
Salem Press Encyclopedia
.
Fullan, M. (2016). The new meaning of educational change
(5th ed.). New York, NY: Teachers College Press.
Reed, M. (2015). To find solutions, look inward.
Educational Leadership,
72(9), 80-85.
Winkelman, R. (n.d.).
Teacher descriptors table
. TIM. https://fcit.usf.edu/matrix/teacher-
descriptors-table/
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