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Selection and Development of Instructional Technology Richard Arenal-Mullen

Video Planning

I have chosen the following standard:

NETS-T Standard 3: Model Digital Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative

professional in a global and digital society.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to

new technologies and situations

d. Model and facilitate effective use of current and emerging digital tools to locate,

analyze, evaluate, and use information resources to support research and learning

Audience:

My target audience is the teachers and administrators of Taliaferro County

School. They are between the ages of 24 and 55, from varying backgrounds (though,

most of which are rural). Many of the staff members of from the surrounding area:

Thompson, Washington, Lexington, Union Point (all of which are relatively rural); while a

few are from bigger cities such as Athens, Augusta, and Greensboro. All audience

members have, as a minimum, a Bachelors Degree and teaching certification. Some

members also have their Masters Degree and/or Specialists. None have obtained a

Doctorate. The youngest teacher, myself, has less than a years experience and the

oldest has just under 30 years experience. The audience knows basic use of a

computer (power, mouse, keyboard, word processing, etc.) and the basic functions of aSMARTBoard (projector screen, ability to ink on screen, create new pages, use eraser).

Although, many of the audience members are not entirely computer literate. Some

people have trouble with rather basic tasks, such as checking internet connections,

clearing memory caches, connecting to hosts, and finding lost files. Many of the

audience members are visual and kinesthetic learners, as Ive been told. Only a few of

the learners are auditory. Most of the teachers are accustomed to doing things hands-on

and watching things happen in the classroom.

Using the ARCS plan, my intention is to grab the audiences attention by posing a

question that most of them encounter everyday, Why wont this thing work? Showingteachers a disabled SMARTBoard and asking a question that many of them ask

everyday, if not at least half as often, should draw their attention immediately. To make

the topic relevant, I plan to use common scenarios that teachers may run into during a

day of teaching. These include a frozen SMARTBoard, a SMARTBoard that needs to be

oriented, and a faulty connection. If I cover topics that teachers run into on a regular

basis, they will be more interested to know what a quick fix is so that they can avoid

awkward and frustrating situations. To instill some confidence in the teaching staff, I will

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demonstrate just how simple the task can be. Teachers will see that they do not need an

in-depth knowledge of computers and gadgets in order to fix their SMARTBoards in

most situations. Once I have demonstrated the ease, limited number of steps, and

multiple situations for use the teachers should be filled with enough confidence to be

able to attempt and succeed on their own in most situations.

Objectives:

Using only the SMARTBoard, teachers will connect, test, and orient their SMARTBoards

in an expedited and correct fashion.

Using only a laptop, teachers will lock, unlock, disconnect, reconnect, and test their

SMARTBoard in an speedy, clean, and professional manner.

AASL Standards:

1.1.2 Use prior and background knowledge for as context for new learning.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual,

media, digital) in order to make inferences and gather meaning.

2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to

each specific resource and by seeking additional resources when clear conclusions

cannot be drawn.

4.4.2 Recognize the limits of own personal knowledge.

4.4.3 Recognize how to focus efforts in personal learning.