Running head: EDUCATIONAL REPORT ETEC 5243 1

Educational Report ETEC 5243 ID Theories and Models Beashua D. Spearman University of Arkansas

Running head: EDUCATIONAL REPORT ETEC 5243 2

Abstract The final project for the ETEC 5243ID Theories and Models course was to create an ID model Based upon the theories we had learned about throughout the course. We were instructed to created two assignments which were the ID Model paper that described our model in action, and a ID Integration paper that listed the steps of our model. It is impossible to take students of history to every historic site in the United States and the world. Virtual field trips allow history instructors a great opportunity to virtually travel to any historic place or event using the internet or Microsoft PowerPoint. Using the Hutchison ID Model, this model will attempt to form a new model that educates middle to secondary history instructors about using virtual fieldtrips, established websites that feature historic events and places, creating virtual fieldtrips using Microsoft PowerPoint, or creating a website. The purpose of using, a virtual field trip is to motivate students interest in History and create a supplement that will allow students to understand and comprehend the material that is covered in a history lesson.

Running head: EDUCATIONAL REPORT ETEC 5243 3

Project Description

As stated in the abstract, this model was created to instruct secondary History instructors to integrate digital storytelling also known as virtual fieldtrips into their classrooms. The instructor may use established websites that feature virtual fieldtrips or create a virtual fieldtrip. Virtual fieldtrips can create effective and motivational supplements. To use this model the secondary history teacher must gain the students attention, determine how to integrate the virtual fieldtrip for an instructional unit, and maintain the students attention. A learner needs assessment must be completed, and instructional methods must compliment the virtual fieldtrip. This instructional model was created to enhance secondary history classes. It was selected for 10-12 grades. The topic used for integrating the virtual fieldtrip was the Underground Railroad and Harriet Tubman. A virtual fieldtrip will maintain the attention of secondary students through the instructional methods of digital storytelling (virtual fieldtrips), cooperative learning and blogs. This instructional method also contains a guided practice, in class discussion, independent practice, an in-class review and an evaluation which is a unit test. an interesting and positive learning atmosphere for history students an interesting and positive learning atmosphere for history students.

The instructor must decide how to approach the students about the topic of the lesson. The instructor must stimulate the students curiosity in order to introduce the virtual fieldtrip topic. He or she may determine how to integrate the virtual fieldtrip into the lesson. In addition the instructor may administer the students a pretest to assess the students prior knowledge of the topic, and determine the learners needs. The instructor should review the learned materials with

Running head: EDUCATIONAL REPORT ETEC 5243 4 the students after the lesson have been completed. In addition, it is imperative for the instructor to create a positive learning environment and positive expectations for students, provide positive reinforcement for all students, and create a reward program for students such as using positive words such as good job, great work, and keep up the hard work! Rewards such as Star Students, Perfect Attendance and Good Work awards may be distributed to the students who have excelled in the class each week.

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. 1.1 Demonstrate ability to identify differing instructional models of design. During the course, I created an instructional design model for a K-12 course. I created the Hutchison ID Model; in addition, I created this model for a secondary American history classroom. This model instructed educators to learn how to use technology to liven their history courses. The project ID model included five steps; for example, I will present the first two steps. The first step included gathering information about the subtopic, for example, the Underground railroad. To instruct students in learning how to understand the Underground Railroad, I implemented a virtual field trip created by the National Geographic website developers. The second step is to add various instructional methods for students with various learning styles. For example, include a Teacher Tube video about the Underground Railroad to allow visual and auditory learners to learn. In addition, I provided worksheets about Harriet Tubman and the Underground Railroad (U.R.R.) based upon the U.R.R. virtual field trip, textbook, and video.

Running head: EDUCATIONAL REPORT ETEC 5243 5

1.3 Demonstrate ability to identify and create instruction for various learning styles. During the Instructional Design course, I created various learning activities about Harriet Tubman and the Underground Railroad. For the secondary education learners, first, I created visual learning materials. For example, I created print items, for example, worksheets, text lecture notes, quizzes, and assessments (chapter tests). Second, I integrated various visual and tactile learning aids such as integrating instructional software titled The National Geographics Underground railroad Virtual Fieldtrip. In addition, I integrated images of Harriet Tubman, some of the slaves who succeeded their journey through the Underground Railroad, and I introduced them to the History Channels You Tube videos about Harriet Tubman and the Underground Railroad.

Educational Reflection

This course was the most difficult course in the program because I had began the program and I had no teaching experience at that time. I quickly learned that I had to study and read more than I had before because I did not understand the terminology but I do believe that this course prepared me to become a better instructional designer and a better educator. I can follow an ID model now and not feel overwhelmed and I know understand and I am familiar with the terminology. I am grateful for the foundations that I learned in the course that taught me how to excel in the reminder of the ETEC program, at the University of Arkansas. This course is a course that I would like to take as a refresher when I become an instructional technologist because its building blocks paved the way for me to learn, and grows, and continue

Running head: EDUCATIONAL REPORT ETEC 5243 6 to evolve throughout the ETEC program. I am grateful for my professors and the faculty of the ETEC program for giving me that chance to learn about a wonderful and passionate field that I will become a part of soon.