SLO 1: Candidates will synthesize research on issues and trends in instructional technology.
SLO 1: Candidates will synthesize research on issues and trends in instructional technology.
Description
For this artifact, I was tasked with analyzing the Clark-Kozma debate regarding the role of media in learning and whether instructional media or instructional methods have a greater impact on student outcomes. I examined both perspectives by comparing Clark’s argument that media serve primarily as delivery vehicles with Kozma’s position that media can influence learning when aligned with cognitive processes and effective instructional strategies.
To complete this paper, I synthesized scholarly research, applied Sweller’s Cognitive Load Theory and Mayer’s Cognitive Theory of Multimedia Learning, and reflected on my own classroom experiences with technology integration. This artifact directly aligns with SLO #1 because it required me to critically analyze and synthesize foundational research in instructional technology while considering how current and emerging media can support instructional design, learner engagement, and meaningful learning outcomes.
Description
For this artifact, I was asked to summarize and analyze a research article focused on transforming assessment in online STEM learning. The article examined the use of an Authentic Integrated Online Assessment Model to support elementary STEM teachers as they developed computational thinking skills and dispositions in a fully online learning environment.
To complete the artifact, I reviewed the article’s purpose, methodology, findings, and contribution to the field of instructional technology. I also reflected on how authentic, technology-enhanced assessments can be used to support meaningful learning, real-time feedback, and teacher development. This artifact connects to SLO #1 by requiring me to synthesize current research on digital assessment practices and examine how emerging technology trends can influence instructional design, assessment, and 21st-century learning.
Reflection
The Clark/Kozma debate and the assessment article review both demonstrate my ability to critically examine and synthesize research related to instructional technology, media, and technology-enhanced assessment. Through the Clark/Kozma debate, I developed a deeper understanding of how instructional media can support learning when intentionally aligned with effective instructional strategies and cognitive learning principles. This artifact helped me recognize that technology should not simply be used for engagement, but should be purposefully designed to improve comprehension, reduce cognitive overload, and support meaningful learning outcomes.
The assessment article review expanded my understanding of how authentic, technology-integrated assessments can support learner growth, reflection, and skill development. By examining the Authentic Integrated Online Assessment Model, I gained insight into how digital tools can be used to assess not only knowledge, but also skills, dispositions, and real-world application. Together, these artifacts strengthened my perspective as an educator and instructional designer by reinforcing the importance of using research-based practices when selecting, designing, and evaluating technology-supported learning experiences.
Moving forward, I will apply these insights by integrating technology more intentionally in my instructional practice, ensuring that digital tools enhance learning rather than complicate it. I will also continue to use research to guide instructional decisions, support professional growth, and contribute to meaningful technology integration within and beyond the classroom. These artifacts reflect my continued growth in understanding how current trends in instructional technology can improve teaching, learning, and assessment.