AECT Standard 4
Procurement and Implementation of K-8 Computer Science Technology Solutions
Context and Conditions
The Procurement and Implementation of K-8 Computer Science Technology Solutions document was designed and developed for EDET 746 in the summer of 2025 as part of my graduate studies in Learning Design and Technologies at the University of South Carolina. This project required the development of a procurement and implementation plan for a technology tool to be integrated into a larger organization after an analysis comparing different platforms. For this project, I decided to investigate the product CoSpaces (which has since been renamed to “Delightex”) for the K-8 computer science classroom in a theoretical school, which I named XYZ School. To complete this artifact, I relied heavily on my experience teaching computer science and my familiarity with classroom technology needs, student engagement, and the integration of tools into a project-based learning environment.
The development of this artifact was primarily guided by best practices outlined by the National Center for Education Statistics (NCES) and its Technology Implementation Study Tool, which emphasizes the importance of needs assessment, involvement of the stakeholder, pilot testing and feedback, training, and evaluation (NCES, n.d.). This artifact is less directly tied to instructional design models such as ADDIE (Branch, 2009) and MRK (Morrison et al., 2019). However, it reflects more systems-level instructional design thinking, like planning and management of learning environments and resources.
Scope
Role
This artifact was part of an individual project, and I served as the designer, researcher, and technology planner. I also used my role as a computer science teacher who utilizes CoSpaces in her own classroom to make sure the selection and implementation strategies were practical, relevant, and aligned with classroom needs. Rather than being a traditional instructional designer, I had a role that involved more systems-level planning and decision-making. This artifact shows my ability to take on a leadership role in planning and managing technology integration to support the instructional goals of a broader organization.
Instructional Design
This artifact reflects the MRK (Morrison et al., 2019) model’s emphasis on identifying felt needs, aligning solutions with instructional goals, and considering the broader learning environment. The procurement plan’s development began with the identification of felt needs (the need for a computer science technology solution that supports creativity, spatial reasoning, coding skills, and cross-curricular integration). This need was addressed through the selection of CoSpaces as the recommended platform, since it aligns with these instructional goals. The artifact also reflects consideration of learner and contextual characteristics, which includes the needs of students, teachers, IT staff, and the entire technological infrastructure of the school. Additionally, the inclusion of a pilot program and ongoing feedback reflects the MRK model’s emphasis on formative evaluation.
In addition to MRK, this artifact reflects elements of the ADDIE (Branch, 2009) model, more specifically the analysis, design, and development phases. During the analysis phase, instructional goals, stakeholder needs, and any budget or structural constraints were identified, in accordance with best practices from the National Center for Education Statistics. The design phase is seen in the planning of the procurement process, which includes the sequencing of steps as depicted on the graphic on the artifact. The development phase is seen in the creation of the plans, which included timelines, strategies for evaluation, and sustainability considerations. This project focuses on the design and development of a larger learning environment rather than direct instructional materials. This artifact demonstrates my ability to apply instructional design ideas to the planning and management of technology systems at a more organizational level.
Related Performance Indicators
AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a support community of practice.
Performance Indicators:
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Reflection on Practice: Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth
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Assessing/Evaluating: Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities
Reflection
This artifact demonstrates my ability to apply professional knowledge and skills related to the planning and management of educational technology resources, aligning with AECT Standard 4. One of the strongest parts of this project is the structured and intentional approach to decision-making, which includes a needs assessment, stakeholder involvement, and pilot testing. For example, the development of a procurement plan that includes feedback from teachers, administrators, and IT staff reflects an understanding of collaboration and communication as important components of successful technology integration. Prior to this project, my work focused almost entirely on designing instructional content for students; however, this experience required me to think more broadly about institutional needs, implementation processes, and budgeting.
In retrospect, there are areas where this artifact could be improved. While the plan outlines a clear process for implementation and evaluation, it is based on a hypothetical school setting and was not tested in practice, as that was beyond the scope of the assignment. If I could revise this project, it would be interesting to incorporate real-world data and feedback from stakeholders to strengthen the plan. Additionally, I would expand the evaluation component to include more detailed metrics for measuring the impact of the technology being used and student outcomes. Overall, this artifact represents a significant step in my development as an instructional designer, demonstrating my ability to apply professional knowledge and skills to the planning, implementation, and management of educational technology in a way that supports both organizational needs and instructional goals.