1. Wendy M. Main
Northcentral University
EL7010-11

2. ACPS Board Beliefs
We believe that an outstanding
school system...
 Respects the dignity and worth of
every individual.
 Provides programs and service
based on needs, characteristics,
interests, and capabilities of each
student.
 Offers a challenging, ethically
diverse, multi-cultural curriculum.
 Provides equal opportunity and
encouragement for every student.
 Values diversity.
http://boe.allconet.org/spage.php?PageID=78

3.  Current Statistics
(as of 1/19/2012)
 175 students enrolled in
alternative education programs
 Includes Eckhart Alternative
School, District Court House
Day and Evening Programs,
Evening High School, YMCA
Program, Community Based
Programs, KIDS Program, and
Home and Hospital (long-term
emotional displacement)
 Approximately 100 students
participating in the edOptions
online curriculum at $450.00
per pupil
 Outside of standard classes in
four content areas, curriculum
is not standardized and often
presented by an uncertified
instructor

4. We believe that an outstanding school
system...
• Provides programs and service
based on needs, characteristics,
interests, and capabilities of
each student.
• Provides equal opportunity and
encouragement for every
student.
http://boe.allconet.org/spage.php?PageID=78; Morris (2002)

5. Online Learning is
 Financially sound
 Available
 Motivating and Engaging
 Convenient for learners and
educators in the sense of
anytime, anywhere, and
anyplace
 A critical aspect for the
development of responsible
digital citizens
 Grounded and supported by
timeless learning theories

6. Constructivism Theorists
 Student centered, self- directed
learning experiences emphasized
 Collaborative and social tasks
results in meaningful learning
 Problem-based, authentic
instructional activities optimize
student engagement, ownership,
and co-construction of knowledge
Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington,
Reeves, Oliver, & Woo, 2004; Jonassen, 1999
Situated Learning Theorists
 Learning requires authentic, real-
life settings
 Active student participation in
realistic, collaborative activities
result in viable solutions to real
problems
 Virtual simulations align with the
situated learning theory and the
use of multimedia, online learning
applications
Lave & Wenger, 1991

7. Behaviorist Theorists
 Learning occurs in response to
reinforcement
 Learning requires motivation
 Learning requires feedback
 This perspective most successfully
used when task knowledge is limited
Sherry, 1998; Wild, 1996
Cognitive Learning Theorist
 Learning results when memory is
strengthened and thought processes
are activated
 Problem solving tasks promote learning
 Learning is the result of information
transformation from sensory input to
long-term memory
 This perspective most successfully
used when task knowledge is moderate
Mayer, 2002; Sherry, 1998; Wild, 1996

8. Theory of Multiple Intelligences
 Individuals learn differently and
more effectively via their
prominent intellectual domain
or channel
 Learning occurs when
information is presented in a
variety of modalities
Gardner, 1983
Dual-coding Learning Theorists
 Learning occurs when
information is presented to
individuals via multiple inputs
(namely visually and verbally)
resulting in two memory codes
and leading to higher retention
and increased learning
Grabe & Grabe, 2007

9. The use of online, virtual instruction is based and
supported by several sound learning theories.
More importantly, the advantages of using current,
virtual multimedia strategies in online instruction are
simple –
• increased student achievement
• Increased learner engagement with classmates,
materials, and activities.

10. Let’s
Pilot
Foundations of Technology
(FOT)
ACPS Tech 871
 35 students are enrolled in Tech 871 in
alternative education programs
 Instructors are in-place to facilitate the
implementation of an online FOT
course
 Development team will provide technical,
instructional, and on-site support
 Funding for development team has
been secured through the ACPS
Professional Development Office
 A team, represented by all
stakeholders, is in place and working in
the course delivery and development
 The online FOT course is based on State
Curriculum standards as well as the
National Model for Standards-Based
Programs curriculum

11.  The virtual Foundations of
Technology course has been
developed using a variety of
web 2.0 applications to
encourage student
engagement,
communication,
collaboration, interaction,
and production of original
educational content as well
as the mastery of curriculum
standards.
 In addition, FOT learners
must use critical thinking
and problem-solving skills,
show research and
information fluency
capabilities, and apply digital
citizenship competencies.
Chai, Woo, & Wang, 2010; Schilling, 2009

12.  The platform used to host
the online FOT course is a
digital, electronic portfolio-
based virtual space known
as a wiki.
 Wikispaces
 encourage student
communication through
asynchronous and synchronous
applications,
 encourage self-reflection and peer
critique,
 encourage student collaboration
in editing, storing, and publishing
content to show mastery of course www.wikispaces.com
objectives and achievement and
growth over time, and
 encourage safe digital interaction
and community building in an
educationally sound environment.
Basken, 2008 ; Bolliger & Shepherd, 2011; Grabe & Grabe, 2007;
Wang, 2009

13. ACPS FOT v871 – wiki Home Page
http://ehsvirtualfoundationsoftechnology.wikispaces.com/

14.  The virtual FOT course was
designed with the use of a
variety of authentic, multi-
media, internet based activities
that
 increase the instructor’s ability to
address many different learning
styles, build cohesiveness within a
diverse group of learners, and
encourage meaningful collaboration
and communication
 optimize student engagement,
critical thinking and problem
solving skills for intentional,
meaningful learning
 support and clarify content,
encourage student involvement in
complex social issues, expose
learners to realistic experiences,
meet individual learning styles and
needs, and provide motivating
activities for learner engagement
Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington, Reeves,
& Oliver, 2006; Herrington, Reeves, Oliver, & Woo, 2004; Schilling,
2009

15.  Glogster is an interactive drag-
and-drop interface program, used
to create glogs (or online posters).
 Glogster allows the user to
incorporate many media elements
including text, audio, video,
images, graphics, drawings, and
data and offers several different
ways to publish content for peer-
to-peer collaboration and lesson
objective mastery.
http://www.glogster.com/psychoticc
hocolatebar/foundations-of-
technology/g- www.glogster.com
6m1s3dkgs4ffvu62ob1ena0

16.  A voki is a virtual, video based
interface that allows students to
create a talking , digital avatar
version of a oneself or a
historical person.
 A voki motivates students to
participate, improves
comprehension, introduces
technology into course content,
and can be utilized as an
effective language tool.
 http://www.voki.com/pickup.php?sci www.voki.com
d=5166844&height=400&width=300

17. Internet safety education and
knowledge is an imperative tool for
all students to become competent
and responsible digital citizens both
inside and outside the classroom
setting.
In an effort to provide the safest
virtual experience possible and
protect student’s rights, the virtual
FOT course will
 Require all participants to sign the
ACPS Acceptable Use Policy,
 Provide guidance and supervision
via the course facilitator,
 Whenever possible, use
educationally-sound web 2.0
applications designed specifically
for students and classrooms, and
 Provide education and
collaborative guidelines for
internet safety and acceptable
netiquette during instructional
tasks
Miller, Thompson, & Frantz, 2009; Worthen, 2007

18. Basken, P. (2008). Electronic portfolios may answer calls for more accountability. The Chronicle
of Higher Education, 54(32), A.30-A31. Retrieved from
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Bolliger, D.U., & Shepherd, C.E. (2011). Student perceptions of ePortfolio integration in online
courses. Distance Education (31)3, 295-314. doi:10.1080/01587919.2010.513955
Chai, C.S., Woo, H.L., & Wang, Q. (2010). Designing Web 2.0 based constructivist-oriented e-
learning units. Campus - Wide Information Systems, 27(2), 68-78.
doi:10.1108/10650741011033044
Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic
Books.
Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning. Houghton
Mifflin. ISBN 978-0618637010
Herrington, J., Reeves, T., & Oliver, R. (2006). Authentic tasks online: A synergy among
learner, task, and technology. Distance Education 27(2), 233-247. Retrieved from
http://search.proquest.com/docview/217795524?accountid=28180
Herrington, J., Reeves, T., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web-
based courses. Journal of Computing in Higher Education 16(1), 3 – 29. Retrieved from
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Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.).
Instructional Theories and Models, Volume 2, p. 215-239). Retrieved from
http://www.etc.edu.cn/%E8%AE%BA%E8%91%97%E9%80%89%E6%91%98/David%
20Jonassen/Designing%20Constructivist%20Learning%20Environments.htm
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge, MA: Cambridge University Press.

19. Mayer, R.E. (2002). Cognitive theory and the design of multimedia instruction: An example of
the two-way street between cognition and instruction. New Directions for Teaching and
Learning 89, 55-71.
Miller, N.C., Thompson, N.L., & Franz, D.P. (2009). Proactive strategies to safeguard young
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Morris, S. (2002). Teaching and learning online: A step-by-step guide for designing an online k-
12 school program. Lanham, Maryland: The Scarecrow Press, Inc.
Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle
school teachers developing online courses for a virtual school. Distance Education 31(1),
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Schilling, K. (2009). The impact of multimedia course enhancements on student learning
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