Project #5: Worked Example Screencast

For my worked example screencast, I chose to create three different examples for an online Google Apps for Educators course that I teach. I created three different ones because they all cover different topics within the realm of Google Apps. The three topics I specifically chose were based upon the questions I get asked most frequently in the last two years.

I have already added these videos to my syllabus as well as added them into my canned responses. This assignment was great because it allowed me to create three products that are immediately applicable.

I created each one of these using Jing, then had to convert the file into and AVI before uploading it to my YouTube channel.

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.


Digital Story – My First Year Teaching Adventure

This week, I chose to create my digital story using an iPad app called Adobe Voice. This was an easy to use app that allowed me to share my first year teaching adventures in Tegucigalpa, Honduras.

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

Be Frugal, Go Google Podcast

This week our task was to create an original podcast on a topic of our choice. For me, the choice was easy – Google Drive. I chose this topic because it is something that is ingrained in my day-to-day life. It is one constant in my life that helps communicate, create, organize, and deliver information.

For my podcast, I created an introduction to Google that gives an overview of the various features of Google Drive. For subsequent episodes, I would choose a different feature each week and dive deeper into how to specifically integrate into your classroom.

Podcast Format:

  1. Intro to Be Frugal, Go Google
  2. Intro music jingle and intro to me
  3. Overview of Google Drive
  4. Features of Google Drive
  5. Google Drive Collaboration
  6. Closing remarks on Google
  7. Closing music

Be Frugal, Go Google Podcast
Be Frugal, Go Google Narration

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

EdTech 513 – Project #1: Static Multimedia Instruction

Clarify Tutorial: How to create a Google Site

For this project, I created a tutorial for my online class called “Google Apps for Educators and Schools”. This course gives educators some insight on various Google Apps that they can integrate into their teaching. One Google App we focus on is Google Sites. This tutorial will be a supplement to the videos I have them watch on various ways to create Google Sites.

Learning Objective: The students will be able to create a basic Google Site looking at this step by step tutorial.

Lesson Design: This tutorial was designed to be the initial steps to creating a Google Site. This will take place after the learner reads information from Google on the importance of Sites ( This Site will be accessed via a Google Doc that is shared with them when they enroll in the course.

Clarify Tutorial: Google Sites – The Basics

Multimedia and Contiguity Principles
As Clark and Mayer say it, “People learn more deeply from words and graphics than from words alone.” However, the graphics that one chooses to correlate with the words is very important. From E-Learning and the Science of Instruction, we have learned there are 6 different types of graphics that support learning. In this lesson, I mainly used representational graphics that were the visual images of buttons that needed to be pushed in order to properly create a Google Site.

As for the contiguity principle, I aligned each graphic and associated words together so that the learner can easily access the next step without having to go back and forth between screens or tabs. From Clark and Meyer, we have learned that learning is better from integrated text and graphics than from separated text and graphics.

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

EdTech 503 – Instructional Design Job Description


This position provides leadership in the research, design, and development of instructional materials for the traditional, flipped, hybrid, and fully online K-12 classroom.

The candidate will:

  • Design and develop a wide-variety of instructional resources based on needs of staff and administration.
  • Assist administration and teachers in selecting, evaluating, and experimenting with web-based instructional technologies.
  • Develop and maintain expertise in instructional design and technology integration.
  • Design process for analyzing effectiveness of training materials and professional development.
  • Design needs assessment tools.
  • Collaborate with Directors of Secondary and Elementary Education to ensure learning objectives and instructional methods are met.
  • Support teachers in creating instructional material, activities, information resources, and evaluation methods.

Required skills/knowledge/background:

  • Masters in Educational Technology, Instructional Design, Curriculum and Instruction, or related discipline.
  • Demonstrate understanding of learning theories.
  • Communicate effectively orally and in writing.
  • Be able to analyze training needs and effectively implement solution.
  • Proficient in multiple word processing and presentation tools
  • Expertise in learning & content management systems
  • Competent in lesson building software

Desired skills/knowledge/background:

  • Experience with coding and website development.


The main role of an instructional designer is to create instructional materials that teachers can implement in the classroom. Their work is done behind-the-scenes and allows teachers to focus on the implementation rather than the research.  Their role is much like an equipment manager of a football team who prepares the equipment so the players can focus on playing and not worrying if their shoulder pads are going to fit right or if their helmet has the latest concussion preventing design.

Teachers are the ones who deliver content to the students. They utilize the information and tools the instructional designer has recommended to deliver the material. Their job is made easier because of the the work done by the instructional designer. The teacher typically is an expert in one field of study and adapts instruction to their content.

There are three main differences between a teacher and an instructional designer. The first is that a teacher directly delivers content to the students and the instructional designer does not. The second is that the instructional designer develops the curriculum the teacher delivers. The teacher arranges the specific content for the curriculum, but does not develop the curriculum. The third difference between a teacher and instructional designer is that the instructional designer trains the teacher through professional development on current technologies and other curriculum implementation tools.

In my experience as an educator, I have not directly worked with an instructional designer. I feel as though I have been a teacher and instructional designer.  I have developed my instruction from professional development unrelated to my school and have integrated technology I have learned through my education and post-graduate studies.

PART III – ID Job Listings
Kansas State University Libraries, Instructional Designer –

Northern State University, Instructional Design Coordinator –

San Diego Unified School District, Instructional Designer –

Research in Educational Technology

Intro to Business/High School

Instructional Objective: Increase appropriate researching skills


One of the most prevalent issues we face at our high school is plagiarism. I would like to teach my students the proper way to research and cite their work. Currently, my students’ research skills consist of using whichever websites pop-up first through Google, or going straight to I would like to instill these skills into my students so they will be prepared for their latter years of high school and once they get to college.

Currently, the only “citing” my students have to do is copy and paste the URL onto the assignment to let me know which websites they used. I do not require APA format, or any other formal type of citing. I often find multiple paragraphs directly pasted onto their assignments without proper citation.  I believe The OWL at Purdue University summarized my experience best; research-based writing is filled with rules that writers aren’t aware of or don’t know how to follow.

I believe it is my responsibility to inform my students on the proper way to research and cite their work. I am enabling them to plagiarize by not holding them accountable for the sources they use, nor the citations. My goal is to educate my students about tools to use to when researching so that they no longer have to rely on plagiarism.

Annotated Bibliography

Jacso, P. (2008). Google scholar revisited. Online Information Review32(1), 102-114. doi: 10.1108/14684520810866010

This articles talks about the pros and cons of using Google Scholar. One great thing Google has done is it has made it easy for people to find scholarly information. Google has huge databases of the largest and most well-known scholarly publishers and university presses, their digital hosts/facilitators, societies and other scholarly organizations and government agencies, and preprint/reprint servers. Google has access to journals, books, digital repositories, and other resources in multiple languages and geographics. However, Google Scholar does have a minor flaw in that it has a hard time distinguishing author names from other parts of the text using its parsing algorithm.

Potter, C. (2008). Standing on the shoulders of libraries: a holistic and rhetorical approach to teaching Google Scholar. Journal of Library Administration, 47(1-2), 5-28.

This article talks about how the goal of Google is much like that of a public or academic library. The stated goal of Google, “to organize the world’s information and make it universally accessible and useful.” With Google Scholar, they have teamed up with libraries and provided an interface that represents the library resources. Instead of having to go to a library, one can now use Google Scholar to search through the library databases for you.

Suarez, J. & Martin, A. (2001). Internet plagiarism: A teacher’s combat guide. Contemporary Issues in Technology and Teacher Education, 1(4), 546-549. Norfolk, VA: AACE.

This article lists what plagiarism is, how to detect plagiarism, and strategies to prevent it. It recommends having the paper written in a specific format with a certain number of references. I should let students know how to avoid plagiarism and that I know about “Internet paper mills”


For this assignment, I really wanted to take a dual approach to this and look at the effectiveness of Google Scholar and strategies to prevent plagiarism. What was interesting is that I was using Google Scholar to research the pros/cons of using Google Scholar. Very few articles came up that showed unfavorable information on Google Scholar. Either suggesting Google Scholar is a great resource to use, or Google Scholar has auto-filter for research on negative aspects of itself; just like us humans do.
After researching both topics, I am convinced I need to hold my students more accountable with their researching and citing. Not only so that they have to think for themselves, but also to prepare them for their post-high school lives.

RSS for Education

Teaching Resources Bundle

I have now begun my journey into the overwhelming world of RSS feeds. Really Simple Syndication, or RSS feeds, are a way to organize and streamline information from your favorite websites.

Even though I am familiar finding ten or more daily new emails from websites or blogs I subscribe to, I am finding my Google Reader feed to be quite mind-boggling. I’m not sure if this is because I am reading my feed in addition to my emails, or because my feed is a new system I am getting use to. Currently, I read multiple emails from multiple email accounts and delete or archive the email once I am done reading the article.

The way I see myself using RSS in the classroom is using my feed as a database for new ways of effectively using technology in the classroom. I do not plan on having my students use it at this time, but I do plan on “unsubscribing” to all the emails I am receiving and now just checking my Google Reader for all the new updates.  RSS seems to fit well with my motto of work smarter, not harder.