AECT Standard 5
Technology Toolbox for Teaching & Learning
Context and Conditions
The Technology Toolbox for Teaching & Learning was developed for EDET 603 in the spring of 2025 as part of my graduate studies in Learning Design and Technologies at the University of South Carolina. This project required the curation and analysis of a variety of educational technology tools that could be used to support teaching and learning in the classroom setting. This artifact includes a collection of Web 2.0 tools for multimedia creation and collaboration, a visual representation of the ASSURE instructional design model, and the design of a digital badge system for a middle school computer science course. In order to complete this project, I had to use my experience as a middle school computer science teacher, particularly my understanding of student engagement, project-based learning, and the integration of technology into instruction.
The development of this artifact was based on research and instructional design frameworks related to technology integration, multimedia learning, and student motivation. The selection and description of digital tools show an understanding of how different technologies can support student-centered learning, collaboration, and multiple means of expression. The design of the digital badge system further reflects principles of motivation and formative assessment. This artifact was created earlier in my graduate program and shows an emerging ability to interpret and apply research to inform instructional and technology integration decisions.
Scope
Role
This artifact was developed as an individual project, and I was responsible for researching and selecting appropriate educational technology tools, analyzing their applications, and organizing them into an accessible format. I also created the visual representation of the ASSURE instructional design model and designed the digital badge system. I used my experience as a middle school computer science teacher heavily to make sure that the selected tools and strategies were relevant, engaging, and applicable to a real classroom setting.
Instructional Design
This artifact reflects parts of instructional design frameworks through the application of the ASSURE model, which emphasizes analyzing learners, stating objectives, selecting and utilizing appropriate technologies, requiring learner participation, and revising instruction. The curated collection of digital tools reflects an early application of instructional strategy selection, as each tool is paired with specific classroom uses. The design of the digital badge system aligns with instructional design principles including clear learning objectives, criteria for success, and opportunities for revision, all of which supports learner motivation and skill development.
This artifact also aligns with both the ADDIE (Branch, 2009) and the MRK (Morrison et al., 2019) models, particularly in planning and alignment. The process of selecting tools and defining their applications is tied to the analysis and design phases of ADDIE, and the organization of the toolbox and the design of the badge system connect to MRK’s emphasis on aligning strategies with learner characteristics and outcomes. This artifact does not show a full implementation or development of instruction materials, but rather it reflects an early stage in my development as an instructional designer, where I began to move more towards structured and research-informed design practices.
Related Performance Indicators
AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Performance Indicators:
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Theoretical Foundations: Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communication and technology
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Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance
Reflection
This artifact demonstrates an early stage in my ability to interpret and apply research to inform instructional design decisions, which aligns with AECT Standard 5. One of the strongest aspects of this project is the intentional connection between educational technology tools and their instructional applications. I identified specific ways each tool could be used to support learning. Additionally, the inclusion of the ASSURE model shows an understanding of how research-based instructional frameworks guide the integration of technology into instruction. The design of the digital badge system shows an application of research related to motivation and formative assessment. When this artifact was created, my understanding of instructional design and research was still developing. Many of my decisions were primarily influenced by my teaching experience and my observations of what makes middle school students most engaged. This project represents a shift towards connecting practical experiences to research-based practices.
In retrospect, there are many ways this artifact could be strengthened. It does not make explicit connections to research or clearly justify decisions listed in the document using evidence from literature. If I were to revise this artifact, I would add more direct references to research to support the selection of tools and strategies. Additionally, I would expand the evaluation of each tool to include considerations regarding accessibility, differentiation, and diverse learner needs. Overall, this artifact shows an early step in my development as a research-informed instructional designer, showing my ability to connect educational technology choices to theory.