The Masters of Teaching and Learning with Technology (MATLT) Program can be discussed as the great opportunity to improve the professional competence and develop skills of integrating technologies in the educational environment.
The focus on attaining the 8 MATLT Program Learning Outcomes provides a learner with a chance to improve the knowledge in the field and to respond to the modern tendencies in the sphere of education. The educational journey associated with attaining the 8 MATLT Program Learning Outcomes is rather challenging for a student as a learner and as an educator.
However, this educational journey provides an individual with a lot of benefits to grow and develop in order to use the received knowledge in future endeavors. This project provides the discussion of the stages in attaining the 8 MATLT Program Learning Outcomes with references to the redesigned activities and achieved results.
Attainment of PLO 1 & PLO 2
PLO 1 & PLO 2: “Demonstrate knowledge and skills related to learning using technology” and “demonstrate knowledge and skills in current and emerging instructional technologies” (MATLT, 2012).
The attainment of PLO 1 & PLO 2 can be demonstrated while concentrating on improving lesson plans which are used in the classroom every day. Technologies serve to make instructions more effective because of making them more accessible and understandable.
According to Dabbagh, to receive positive results, the learner should know how to process the important information (Dabbagh, 2006). While redesigning lectures and introductory lessons, the teacher should provide students with the opportunity to work with computers, online resources, and other digital technologies in order not to limit students’ abilities to gain the necessary knowledge.
Attainment of PLO 3
PLO 3: “Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners” (MATLT, 2012).
PLO 3 can be discussed as attained while referring to redesigning the lesson activities on the topic “Addition and Subtraction of Fractions”. Each student uses a unique approach to understanding, learning, and using the materials and developing skills.
That is why, each student is different, and an instructor can use technologies to address the needs of every learner in the class. Having redesigned the lesson plan, it is possible to focus on using smart-boards and Power Point Presentations in order to improve the original instruction and respond to the needs in the written, audio, and visual materials.
Attainment of PLO 4
PLO 4: “Apply research to support learning in a technology-enhanced environment” (MATLT, 2012).
To attain PLO 4 means to teach students how to research within the technology-enhanced environment, focusing on different types of web resources. The ability to research is associated with the student’s desire to learn. The instructor’s task is to stimulate learning while encouraging research. Students should learn how to select web resources, state their credibility, and search for images.
Attainment of PLO 5
PLO 5: “Exemplify ethical practices of technology usage” (MATLT, 2012).
The attainment of PLO 5 became possible after redesigning the lesson on the topic “Using the Internet for Effective Learning”. The instructor should inform students that using the online resources, individuals can face many ethical issues such as privacy violation and copyright infringement.
To protect students’ interests, it is important to explain the risks of opening suspicious websites and files, the necessity of using passwords for databases and websites, and the necessity of using citations to refer to the used materials.
Attainment of PLO 6 & PLO 7
PLO 6 & PLO 7: “Evaluate technology resources to facilitate effective assessment and evaluation” and “utilize technology to collect and analyze data, interpret results, and communicate findings” (MATLT, 2012).
The attainment of PLO 6 & PLO 7 is a result of redesigning the approaches to using assessment and evaluation at the Mathematics lessons. While improving the formative evaluation, it is possible to use interactive resources and online tests. To focus on the changes in the students’ progress, it is possible to use online SPSS analysis tools which are effective to screen the students’ achievements and make conclusions.
Attainment of PLO 8
PLO 8: “Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership” (MATLT, 2012).
PLO 8 is attained with the help of using e-learning activities in order to develop the students’ abilities and skills as well as the leadership competencies.
Focusing on the usage of calculators, computers, digital charts, and PDAs, the instructor can improve the everyday practice and can enable students become more flexible while allowing the use of technologies in order to find the necessary materials and make necessary calculations with the help of online resources.
Ranking and Importance of Each Program Learning Outcome
The MATLT Program requires mastery of 8 MATLT Program Learning Outcomes. These PLOs are mastered through a variety of assignments, reading, and research while completing the program. The outcomes are ranked in the following list:
PLO 2 is of the highest priority for a potential educator. Instructors refer to this PLO while choosing any technologies to use in the classroom setting referring to their knowledge and students’ needs. This PLO is extremely important because technologies are the changing field, and teachers should be able to incorporate the latest technology into the classroom to better serve students’ needs (Lin, 2007, p. 411).
PLO 3 is ranked the second one. Technologies provide the opportunities to use audio and visual channels as a well as the written word to stimulate the students’ activities. The response to all students’ needs is desired in all classes.
PLO 5 is ranked the third one. Asking for using online resources, the instructor provides the information about ethical issues and possible challenges such as use of passwords and private information. Instructors should protect students from risks of using new technologies, and the protection of privacy is of the utmost importance.
PLO 8 is the fourth one. The instructor should inform students that technologies provide them with many opportunities to improve their learning, but they should know all the associated advantages and disadvantages. To provide students with the best and most beneficial learning experience, instructors should make informed decisions.
PLO 1 is general. This PLO is referred to during every lesson when technologies are used. Instructors should learn more about technologies to pass that knowledge to students (Reinventing society in the wake of big data, 2012).
PLO 6 and PLO 7 are ranked equally. Instructors use them only during the assessment procedures. These technologies help effectively assess the students’ growth and achievements.
PLO 4 is not very important. Research is the background for all the activities. Instructors should understand what aspects should be researched and taught.
Design and Development Challenges
While developing the ePortfolio, it is possible to face a lot of challenges associated with selecting the assignments and materials to be presented in the portfolio, selecting the technology to demonstrate learning and achievements, and ranking the PLOs to reflect the visions and aspects of the workplace environment.
The first challenge was associated with the necessity to choose previous activities for redesigning and to discuss the achieved results. This challenge was resolved after reading a range of resources in order to understand the theoretical background of the discussed activities. Referring to both the theoretical and practical aspects of the assignments, it was possible to determine their role in attaining concrete PLOs.
The second challenge was the choice of the technology to demonstrate learning and achievements. Blogger and Google Sites seemed to be attractive in order to present the learning achievements and associated content. The problem was resolved with the help of examining the portfolios of the other students. Having analyzed the strengths and weaknesses of portfolios, it was possible to make the right choice.
The third challenge was associated with the necessity to rank the PLOs which seem to be very important for the instructor’s everyday practice. This challenge was resolved with the help of concentrating on those PLOs which are referred to by instructors more frequently.
Thus, it was found that instructors use technologies to improve instructions and address the needs of all the students. These activities are associated with discussing the ethical issues. This information became basic for ranking the PLOs.
Conclusion
The 8 MATLT Program Learning Outcomes provide a student with a basic outline of what they need to learn and what knowledge they need to share.
The completion of the project is the necessary step in organizing the ideas on the use of technologies in the workplace environment. The program is beneficial for a student and an educator because it demonstrates how to use technologies in order to follow all the modern tendencies and encourage learning.
References
Dabbagh, N. (2006). Instructional design knowledge base. Web.
Lin, H. (2007). The ethics of instructional technology: Issues and coping strategies experienced by professional technologists in design and training situations in higher education. Educational Technology Research & Development, 55(5), 411-437.
Master of Arts in teaching and learning with technology: Details. (2013). Web.
Reinventing society in the wake of big data. (2012). Web.