ChadAllen EDTECH Learning Log: 2012

Monday, April 30, 2012

Worked Example Screencast

The topic of this lesson centers on taking Cornell Notes, a note-taking format used by many schools across the country. The basis of this lesson is to explain how C-Notes benefit students. In addition the lesson teaches a person how to successfully take C-Notes and implement them into the classroom. If anyone wants copies of the materials posted you can email me at ChadMAllen1980@Gmail.com. The lesson goes through the various details of C-Notes including topic, heading, taking notes, summaries, writing questions, and forming high quality essential questions. I plan to actually use the video this week in my professional development seminar. I will let you know how it goes.

Monday, March 26, 2012

Coherence Principle of Multimedia Learning

1. What are the Coherence Principle and its most important constraints/criteria?

The Coherence Principle centers on the ability to use multimedia effectively for an instructional approach. The Coherence Principle takes into account accuracy and necessity. Presentations or multimedia software that includes irrelevant images sounds or information can limit learning. In the same light wordy or lengthy multimedia presentations can be detrimental to learning. While the intent may be to engage and entertain, it does not focus students on the relevant information. There are many theories available that cite information that makes this principle true. Students are unable cognitively to engage in the surplus information that may be present in a presentation.

2. Describe and/or include one example of successful and one example of unsuccessful attempts to apply the Coherence Principle in actual instruction and training you have experienced, especially as it might be implemented in PowerPoint-based instruction and training. Have you ever seen this principle violated or abused? Identify the violations, including citations as needed from your textbook.

I train teachers and use Power-Point frequently. I could personally cite multiple examples of ways in which I applied the Coherence Principle in presentations and other ways in which I violated the Coherence Principle. I think of my first presentation as a bad example of using the Coherence Principle in the development and delivery of critical information. During my first grade level meeting as the Assistant Principal for Instruction, I developed a Power Point to relay important instructional expectations for teachers. The presentation included many “bells and whistles.” The presentation was loaded with words, quotes, and useless information. In my defense I was attempting to develop a presentation that had justification or research to defend our instructional decisions. These decisions included lesson plans, the inclusion of essential questions, and note-taking expectations. The presentation was too long and too wordy. The next four weeks I saw the first hand research of how there is such a thing as too much. The presentation did not clearly relay the information I was attempting to relay.

A positive application of the Coherence Principle took place just three weeks later during a district training of all middle level teachers. I was responsible for an eight hour training presentation on SMART Response Systems from SMART Tech. I can honestly say that the multimedia presentation and the organization of the training were much better. Reflecting on this I think it was the presentation that led to the more organized and engaging training. I used few words and pictures that were relevant only to the training objective. This presentation went over well and there were many positive recommendations from the faculty of the school district for further training. Sound, images, and content were distinct and appropriate for the presentation.

3. Discuss the relationship of the Coherence Principle to other Multimedia Learning Principles examined thus far in your readings.

The Coherence Principle connects to many different multimedia learning principles. Clark & Mayer (2003) describe other principles that include the multimedia principle, the contiguity principle, and the personalization principle. The Coherence Principle connects to all of these principles. First the Coherence Principle and Multimedia Principle connect through the inclusion of appropriate graphics and words rather than just words alone. The appropriate graphics and words connect with the Coherence Principle in the fact that adding too much interesting material can hurt a presentation. The inclusion of words (short phrases) and appropriate graphics that can include charts may be more beneficial to learners.

The Continuity Principle calls for a more strict organization or design of a presentation. This design connects with the Coherence Theory through the cognitive ability of humans to observe and take in only small bits of information at a time.

The Coherence Theory directly relates to the Personalization Principle through the inclusion of a conversational style that addresses students directly as opposed to indirectly. This allows students to be more engaged in the presentation and allows for a more likely change of student understanding. These two directly relate due to the fact that the Coherence Principle essentially centers on facts rather than fiction when it comes to the “bells and whistles.” Because of this it is necessary to make the verbiage in the presentation more interesting and engaging.

4. Discuss the relationship of the Coherence Principle to fundamental theories of psychology as described by Clark & Mayer in your textbook.

There are many psychological reasons as to why extraneous information, images, sounds, or graphics can be detrimental to a presentation and thus the information in the presentation. Clark & Mayer (2008) suggest that pictures and text can deter learners from understanding material. Clark & Mayer also suggest that this “extra” information can be distracting, disruptive, and can often cause learners to associate information that ultimately does not belong.

Clark & Mayer imply that the inclusion of useless information, in any form, can deteriorate a presentation and content. Clark and Mayer (2008) also cite the cognitive learning theory and explain how the eye and the brain can only interpret a small amount of information. When a person takes into account the reasons for a multimedia presentation they must understand the need to stimulate the learner and engage the learner in the content being presented. In no way should the learner be distracted or lack interest in participation of the presentation. The inclusion of erroneous information goes directly against the cognitive theory as presented by Clark & Mayer.

5. What do you personally like or dislike about this principle? Present a coherent, informed opinion and explain why you hold this opinion. Are there any limitations or qualifications of the principle (caveats) which the authors did not consider and, if so, what are they?

I think the Coherence Principle is necessary for today’s students and even in most cases adults. We have the ability to focus on many different things at one time. Because of this we have to understand why this is an attempt to engage all students (learners) in a presentation. I think there are many things that can help that. Presentations should be short, to the point and include only the necessary information for the time. The presentation should include pictures and graphics but should not overdo it or include anything that could be irrelevant.

I do think it is important to consider that we have to teach a great deal of information in a short time. I think it would be interesting to engage in a conversation or analyze more literature on how this approach works in education. I would infer that it is likely that planning and preparation is the key to making this work. Many people I’ve observed have great presentations and their plans are well thought out. They do not, however, practice their delivery and this can often lead to a person looking at the presenter and not engaging in the presentation. This could be changed by a well thought out, well developed presentation with a great deal of information without too many words, useless sounds, or useless images. I do think I personally still struggle to assure that my multimedia presentations apply the Coherence Principle. I often want to add too much to engage people in a colorful or enlightening presentation. I realize now that I need to work even harder to assure that presentations are appropriate and work diligently to apply the Coherence Principle.

Clark, R. C., & Mayer, R. E. (2008). e-Learning and the science of instruction: proven

guidelines for consumers and designers of multimedia learning. San Francisco,

CA:Pfeiffer.

Clark, R. C.; Mayer, R. E. (2003). E-learning and the science of instruction. San

Francisco:Jossey-Bass.

1.2 Message Design

1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.

1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.

1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.

Tuesday, March 20, 2012

The podcast I attempted centers on a school I have worked in that went from a failing school in 2005-2006 to what is now an award winning school in South Carolina. During the eight minute podcast I briefly described the process of how we got from where we were to where we are. I am currently working to make this presentation better. I had a few problems and even though I was only talking into a microphone, I was nervous. I probably attempted it about fifty times.

As stated, the podcast gives a simple overview of how the school used the AVID (Advancement via Individual Determination) program and a college going culture to engage both students and faculty members in turning around the school. The one thing I am worried about with the podcast is a do use a great deal of data or numbers. I assume this is OK because often times I've heard them in podcasts that I have listened to. I do, however, feel that it can be overwhelming to people that are potentially listening to something of this nature for the first time. I will greatly anticipate feedback from my classmates.

ACTE Standards Addressed

Standard 1: DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.

Standard 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

Standard 3: UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.1 Media Utilization Media utilization is the systematic use of resources for learning.

Saturday, February 18, 2012

Multimedia Presentation

Visit the site below to see my multimedia presentation that compares photosynthesis and respiration.

https://docs.google.com/a/u.boisestate.edu/present/view?id=df4p4jtv_27gv28mhg2

Sunday, February 5, 2012

Creating My Learning Log - AECT Stanard 2.3 Computer-Based Technologies

Technology is the future of education. I think it is critically important that we, educators, embrace technology and find many ways to incorporate technology in the classroom. The creation of a blog or website is the first step in pushing mass amounts of information through our classrooms, into the homes of our stundets, on their IPads, and onto their smart phones.

Standard 2.3 of the AECT Standards addresses computer based learning in many ways. The standard requires teachers and students to use computers and the technologies available to develop instruction and practice critical information. The use of a variety of multimedias allows classroom teachers to provide instruction in unique and intriguing ways. The use of these multimedias also enhances the ability of students to be creative in the learning process. Teachers use websites and/or blogs to develop a sense of community within the classroom. Teachers and students have instant access to all information critical to the learning environment.

Conversations can take place both inside and outside of the classroom. A teacher has the ability to answer questions about class material, projects, or homework assignments instantly outside of school hours. Students have access to their teacher and other classmates more frequently than the one hour each day they spend in the classroom.

About Me - Chad Allen

Hello everyone. I am a ten year veteran in education with diverse experiences in the field. I currently serve as the instructional facilitator at Robert Anderson Middle School in Anderson, South Carolina. In my career I've taught both science and math to all three middle grade levels (6,7,8). In 2009 I was named Anderson School District Five Teacher of the Year and was a semi-finalist for South Carolina Teacher of the Year. I serve on many boards and comittees. I currently serve on the Anderson School District Five Common Core Standards Implementation Team. As many know the common core standards are upon us and this will be a huge shift in education curriculum. I feel blessed to be involved in this process.

On a personal note I enjoy sports and outdoors. I am a 2002 graduate of Clemson University. I love Clemson sports and I am also a fan of Boston Sports (Go Patriots, Go Red Sox, and Go Celtics). I also love outdoors and my favorite season is the spring.

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AECT Standards in Print

Standard 1: DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

Supporting Explanations:

“Design is the process of specifying conditions for learning” (Seels & Richey, 1994, p. 30). The domain of design includes four subdomains of theory and practice: Instructional Systems Design (ISD), Message Design, Instructional Strategies, and Learner Characteristics.

1.1 Instructional Systems Design (ISD)
“Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction”(Seels & Richey, 1994, p. 31). Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.

1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.
1.1.2 Designing: process of specifying how it is to be learned.
1.1.3 Developing: process of authoring and producing the instructional materials.
1.1.4 Implementing: actually using the materials and strategies in context.
1.1.5 Evaluating: process of determining the adequacy of the instruction.

1.2 Message Design
“Message design involves planning for the manipulation of the physical form of the message” (Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception, and retention which are intended to communicate with the learner. This subdomain is specific to both the medium selected and the learning task.

1.3 Instructional Strategies
“Instructional strategies are specifications for selecting and sequencing events and activities within a lesson” (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.

1.4 Learner Characteristics
“Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process” (Seels & Richey, 1994, p. 32). Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.

Performances Indicative of the Design Standard

Select candidate performances which are applicable to your program. The following indicators are examples of performances related to the design standard. You may wish to identify additional performance indicators related to your program.

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.c Identify learning theories from which each model is derived and the consequent implications.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.1.c Categorize objectives using an appropriate schema or taxonomy.

1.1.1.d Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.c* Integrate information literacy skills into classroom and library media center instruction.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.2.e* Collaborate with teachers on subject-area curriculum teams to ensure that information literacy standards are integrated within the curriculum.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.4.b* Establish a well-organized and professionally managed school library collection based on the principles of cataloging and classification of library media center resources.

1.1.4.c* Organize materials based on the AACR2, MARC, Library of Congress, Sears and other systems as appropriate for the cataloging and classification of library media center resources for efficient access and retrieval by the students, teachers, administrators and community members.

1.1.4.d* Organize, classify, and maintain bibliographic records within the library media center to ensure efficient access to resources for students and teachers.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.2 Message Design

1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.

1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.

1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

1.4.d* Describe and/or document specific learner characteristics which influence the selection of instructional strategies and resources within the library media center.

1.4.e* Describe and/or document specific learner characteristics which influence the implementation of instructional strategies and resources within the library media center.

Standard 2: DEVELOPMENT

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

Supporting Explanation:

“Development is the process of translating the design specifications into physical form” (Seels & Richey, 1994, p. 35). The domain of development includes four subdomains : Print Technologies, Audiovisual Technologies, Computer-Based Technologies, and Integrated Technologies. Development is tied to other areas of theory, research, design, evaluation, utilization, and management.

2.1 Print Technologies
“Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes” (Seels & Richey, 1994, p. 37). Print technologies include verbal text materials and visual materials; namely, text, graphic and photographic representation and reproduction. Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials.

2.2 Audiovisual Technologies
“Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages” (Seels & Richey, 1994, p. 38). Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.

2.3 Computer-Based Technologies
“Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources” (Seels & Richey, 1994, p. 39). Computer-based technologies represent electronically stored information in the form of digital data. Examples include computer-based instruction(CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access.

2.4 Integrated Technologies
“Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994, p. 40). Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web.

Performances Indicative of the Development Standard.

Select candidate performances which are applicable to your program. The following indicators are examples of performances related to the development standard. You may wish to identify additional performance indicators related to your program.

2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.0.8* Develop school library media collections focused on curricular needs, including a full range of print, non-print, and electronic resources.

2.1 Print Technologies

2.1.1 Develop instructional and professional products using a variety of technological tools to produce text for communicating information.

2.1.2 Produce print communications (e.g., flyers, posters, brochures, newsletters) combining words and images/graphics using desktop publishing software.

2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.2 Audiovisual Technologies

2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.

2.2.2 Apply development techniques such as storyboarding and or scriptwriting to plan for the development of audio/video technologies.

2.2.3 Use appropriate video equipment (e.g., camcorders, video editing) to prepare effective instructional and professional products.

2.2.4 Use a variety of projection devices with appropriate technology tools to facilitate presentations and instruction.

2.3 Computer-Based Technologies

2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.

2.3.4* Incorporate the use of the Internet, library online catalogs and electronic databases to meet the reference and learning needs of students and teachers.

2.4 Integrated Technologies

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.3 Combine electronic and non-electronic media to produce instructional materials, presentations, and products.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools (e.g., print technologies, imaging technologies, and video).

2.4.6 Use writable CD-ROMs to record productions using various technological tools.

2.4.7 Use appropriate software for capturing Web pages, audio wave files, and video files for developing off-line presentations.

Standard 3: UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

Supporting Explanations

“Utilization is the act of using processes and resources for learning” (Seels & Richey, 1994, p. 46). This domain involves matching learners with specific materials and activities, preparing learners for interacting with those materials, providing guidance during engagement, providing assessment of the results, and incorporating this usage into the continuing procedures of the organization.

3.1 Media Utilization
“Media utilization is the systematic use of resources for learning” (Seels & Richey, 1994, p. 46). Utilization is the decision-making process of implementation based on instructional design specifications.

3.2 Diffusion of Innovations
“Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption” (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.

3.3 Implementation and Institutionalization
“Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization” (Seels & Richey, 1994, p. 47). The purpose of implementation is to facilitate appropriate use of the innovation by individuals in the organization. The goal of institutionalization is to integrate the innovation within the structure and behavior of the organization.

3.4 Policies and Regulations
“Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology” (Seels & Richey, 1994, p. 47). This includes such areas as web-based instruction, instructional and community television, copyright law, standards for equipment and programs, use policies, and the creation of a system which supports the effective and ethical utilization of instructional technology products and processes.

Performances Indicative of the Utilization Standard

Select candidate performances which are applicable to your program. The following indicators are examples of performances related to the utilization standard. You may wish to identify additional performance indicators related to your program.

3.0.1* Assess, analyze and design a library media facility for optimal use and functionality to support contemporary educational goals of the school library program.

3.0.2* Use automated processes and technologies related to school library media center operations.

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (ECIT) resources in a variety of learning contexts.

3.1.3* Provide services and resources to all users in all formats that support curriculum needs and recreational reading interests of the students and teachers that are consistent with the mission, goals, and objectives of the local school community.

3.1.4* Provide accurate and prompt reference information and exhibit strong communication skills when responding to reference inquiries.

3.1.5* Use interlibrary loan and other resources, such as statewide and/or other electronic gateways, to acquire resources for students and teachers through the school library media center.

3.1.6* Identify collection development resource tools to establish, maintain and evaluate a high quality collection in a variety of formats that supports standards-based curricula and addresses the information and learning needs of all learners.

3.2 Diffusion of Innovations

3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.

3.2.2* Publicize the value of school library media programs within the school, community, and local school district.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating ECIT innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

3.3.4* Understand and apply the principles of management theory to the operations of the school library media center.

3.3.5* Use automated processes and technologies related to design, production and implementation of instructional materials and information systems in the operations of the school library media program.

3.4 Policies and Regulations

3.4.1 Identify and apply standards for the use of instructional technology.

3.4.2 Identify and apply policies which incorporate professional ethics within practice.

3.4.3 Identify and apply copyright and fair use guidelines within practice.

3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies.

3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.

3.4.6* Identify current local, state, and federal policies and procedures and apply them within the library media program and the operation of the school library media center.

3.4.7* Identify and apply contemporary laws related to copyright, fair use, and intellectual freedom in the school library media program.

3.4.8* Develop acceptable use policies (AUPs) for Internet use in P-12 settings.

3.4.9* Develop circulation policies and procedures which ensure students and teachers have access to library media center resources in all formats.

3.4.10* Develop and use policies and procedures that include collection development/selection, reconsideration of challenged materials, and weeding criteria that are consistent with the ethics of the information profession and with the mission, goals and objectives of the local school district.

Standard 4: MANAGEMENT

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

Supporting Explanations:

“Management involves controlling Instructional Technology through planning, organizing, coordinating, and supervising” (Seels & Richey, 1994, p. 49). The domain of management includes four subdomains of theory and practice: Project Management, Resource Management, Delivery System Management, and Information Management. Within each of these subdomains there is a common set of tasks to be accomplished: organization must be assured, personnel hired and supervised, funds planned and accounted for, facilities developed and maintained, and short- and long-term goals established. A manager is a leader who motivates, directs, coaches, supports, monitors performance, delegates, and communicates.

4.1 Project Management
“Project management involves planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994, p. 50). Project managers negotiate, budget, install information monitoring systems, and evaluate progress.

4.2 Resource Management
“Resource management involves planning, monitoring, and controlling resource support systems and services” (Seels & Richey, 1994, p. 51). This includes documentation of cost effectiveness and justification of effectiveness or efficiency for learning as well as the resources of personnel, budget, supplies, time, facilities, and instructional resources.

4.3 Delivery System Management
“Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner” (Seels & Richey, 1994, p. 51). This includes attention to hardware and software requirements, technical support for the users and developers, and process issues such as guidelines for designers, instructors, and ECIT support personnel.

4.4 Information Management
“Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning” (Seels & Richey, 1994, p. 51). Information is available in many formats and candidates must be able to access and utilize a variety of information sources for their professional benefit and the benefit of their future learners.

Performances Indicative of the Management Standard

Select candidate performances which are applicable to your program. The following indicators are examples of performances related to the management standard. You may wish to identify additional performance indicators related to your program.

4.0.1 Demonstrate leadership attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).

4.0.2* Establish mission, goals and objectives of the library media program that align with and support those of the local school district and community.

4.0.3* Develop a collaborative working relationship with school administration and staff that results in a strong understanding and widespread use of the school library media program.

4.1 Project Management
4.1.1 Apply project management techniques in various learning and training contexts.

4.1.2* Use knowledge of school, district, state, regional, and national organizations to support efficient and effective operations in contemporary school library media programs.

4.2 Resource Management
4.2.1 Apply resource management techniques in various learning and training contexts.

4.2.2* Manage and evaluate qualified personnel and volunteer staff for an effective library media program.

4.2.3* Prepare and justify a budget that supports standards-based curricula and that provides necessary resources to ensure the success of the library media program.

4.2.4* Identify effective library media program services that promote collaborative planning and curriculum development with classroom teachers.

4.2.5* Facilitate collaborative teaching practices among school faculty, staff, curriculum specialists, and teacher aides.

4.2.6* Mentor and empower students, teachers, administrators and community members in their use of the school library media center.

4.3 Delivery System Management
4.3.1 Apply delivery system management techniques in various learning and training contexts.

4.4 Information Management
4.4.1 Apply information management techniques in various learning and training contexts.

4.4.2* Apply a planning process for the development of library media programs using tools such as flowcharts and timelines.

Standard 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

Supporting Explanations:

“Evaluation is the process of determining the adequacy of instruction and learning” (Seels & Richey, 1994, p. 54). ECIT candidates demonstrate their understanding of the domain of evaluation through a variety of activities including problem analysis, criterion-referenced measurement, formative evaluation, and summative evaluation.

5.1 Problem Analysis
“Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies” (Seels & Richey, 1994, p. 56). ECIT candidates exhibit technology competencies defined in the knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects.

5.2 Criterion-Referenced Measurement
“Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content” (Seels & Richey, 1994, p. 56). ECIT candidates utilize criterion-referenced performance indicators in the assessment of instruction and ECIT projects.

5.3 Formative and Summative Evaluation
“Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization” (Seels & Richey, 1994, p. 57). ECIT candidates integrate formative and summative evaluation strategies and analyses into the development and modification of instruction, ECIT projects, and ECITprograms.

5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning....Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.” (Certo, et al, 1990, p. 168). ECIT candidates demonstrate formal efforts to address the future of this highly dynamic field including the systematic review and implementation of current ECIT developments and innovations.

Performances Indicative of the Evaluation Standard

Select candidate performances which are applicable to your program. The following indicators are examples of performances related to the evaluation standard. You may wish to identify additional performance indicators related to your program.

5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate educational communications and instructional technology (ECIT) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.1.2* Apply knowledge of current trends and issues in the field of school library media.

5.2 Criterion-Referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of ECIT contexts.

5.2.2* Identify and collect appropriate data to support decision-making, short-and long-term, for the school library media program.

5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.

5.3.2* Develop and implement a library media program evaluation process.

5.3.3* Use a variety of summative and formative assessment techniques for the evaluation of the school library media center and for the school library program.

5.4 Long-Range Planning
5.4.1 Develop a long-range strategic plan related to any of the domains or subdomains.

5.4.2* Develop and update a long-range strategic school library media program plan.

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