School Evaluation Summary

I enjoyed completing this artifact, even though it was quite intensive. It gave me the opportunity to critically evaluate my organization’s technological capabilities and approach to learning. I was able to identify areas where we currently excel and others where we struggle. See the Maturity Model Benchmark Google spreadsheet and the written summary embedded below.

Completing this assignment meets the AECT 4.2, 5.1, 5.2, 5.3, and 5.4 standards. In this assignment we had to critical evaluate an organization’s technological maturity using a defined set of criteria. I had to identify issues and solutions based upon best practices. This information can be used to form a technology use plan. This task can be performed again at a later date to adapt the technology use plan as needed.

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Click here to view the Maturity Model Benchmark Google Spreadsheet

Digital Inequality Assignment

Digital divide and digital inequality are two ideas I don’t often think of. I’ve had access to the Internet for over 15 years so it seems foreign to me to consider that individuals do not leverage the Internet or other associated technologies. I found this assignment to be quite interesting as it shed some light on my home state, Kentucky, and how digital divide and digital inequality is a real issue, particularly for the eastern portion of the state. Atkinson and Coleman described that the lower socio-economic individuals within the eastern part of the state live in very mountainous regions that don’t lend themselves to very good wired or wireless access options (2011). Helping to bridge the digital divide gap for these people tends to be a challenge. It is important to consider the general socio-economic status and topography of a region to develop a plan to address digital divide and digital inequality.

Participating as a group was nice but yet challenging. Our group represented 5 different states and 3 different time zones. Arranging time to meet was often challenging, but we were able to more both asynchronously and synchronously to complete the project. We used several Google tools to complete this task. Technology was heavily involved in helping us pull the assignment off. From compiling our thoughts on a shared Google document, to meeting online using Google Hangouts, to completing the presentation together in a Google presentation, technology was used for every aspect of collaboration.

By completing this assignment I have shown competence in meeting the AECT 2.4, 3.2, 3.4, and 4.2 standards. We affectively integrated audio and graphic elements into a shared online presentation. We shared and vetted ideas and discussed state policy/regulations openly in a collaborative setting. We used Google documents to work together, track our progress and complete this project.

Atkinson, J. K., & Coleman, P. D. (2011). The digital divide in kentucky: Is rural online learning sustainable?. Journal of sustainability education, 2, Retrieved from http://www.jsedimensions.org/wordpress/content/the-digital-divide-in-kentucky-is-rural-online-learning-sustainable_2011_03/

Google Presentation

Narrated Presentation (SWF)