Project Page – IDT 7914: Curriculum & Instructional Design Innovations

Welcome to my IDT 7914 Project Page! This space showcases the work I am developing as part of my doctoral coursework in Curriculum and Instructional Design. Each project reflects my ongoing journey as an educator, researcher, and designer committed to creating meaningful, technology-enhanced learning experiences for diverse learners.

As a longtime teacher at Zion Lutheran School with more than 30 years of classroom experience, I approach every assignment in IDT 7914 through a practical, student-centered lens. My projects highlight my passions for curriculum alignment, instructional technology integration, and designing learning environments that foster deep understanding and student success.

Throughout the semester, I will use this page to present artifacts, reflections, and design frameworks that demonstrate my growth in:

Analyzing learner needs and instructional contexts
Designing accessible, engaging curriculum materials
Applying instructional design models to real-world teaching challenges
Integrating digital tools to enhance learning, assessment, and collaboration
Connecting theory, research, and classroom practice

Each project featured here is grounded in both academic research and my lived experiences as an educator. My goal is to showcase not only the final products, but also the process—the rationale, creativity, evidence-based decisions, and instructional strategies that bring each design to life.

Please explore the sections below by clicking on each picture to learn more about my work, review project artifacts, and view accompanying reflections. As I continue through IDT 7914, this page will grow into a curated collection of my learning, development, and innovations as a doctoral student in Instructional Design and Technology.

A1: Evaluating Integration of Technology in the Currculum

In this project, I outlined my plans for designing a learning experience that reached a higher level of technology integration than what I had previously implemented in my classroom. To begin, I used the Technology Integration Matrix (TIM), along with the SAMR model and the TPACK framework, to evaluate my instructional practices and identify where my technology use typically fell within these models. By examining my teaching through these lenses, I gained a clearer understanding of how technology was supporting learning—and where opportunities existed for growth.

Next, I reviewed examples of technology integration across different levels within the TIM to compare them with my own instructional environment. Taking into account my work setting, student characteristics, available digital tools, and my professional interests, I analyzed which TIM descriptors most closely resembled the highest level of technology use I was currently achieving. This comparison helped me pinpoint the specific elements of meaningful learning environments—whether active, collaborative, constructive, authentic, or goal-directed—that I could strengthen.

From this analysis, I determined where I had the greatest potential to elevate the level of technology integration in my classroom. I identified concrete opportunities to redesign a learning experience so that students engaged more deeply with content, exercised greater independence, and used technology in transformative ways. This set of planned improvements became the foundation for the redesigned learning experience I proposed and developed throughout the paper.

A2: Planning for Effective Integration of Technology in the Curriculum

In this project, I begin by selecting a single digital formative assessment tool to evaluate in depth. After exploring several options, I chose one that aligns with both my instructional goals and the needs of my students. I analyze its features, data outputs, usability, and potential classroom applications. To demonstrate its functionality, I also created a screencast walkthrough of the tool, which I later included in the appendices as supporting evidence of my evaluation process.

Building on these insights, I then move into the instructional design phase using the ASSURE model. Here, I develop a comprehensive lesson plan that meaningfully integrates technology and media to enhance student learning. I focus intentionally on the characteristics of meaningful learning environments—active, collaborative, constructive, authentic, and goal-directed—based on the Technology Integration Matrix (TIM). Using what I learned from the digital assessment tool evaluation, I designed the lesson to increase the level of technology integration in my classroom, ensuring that students engage with content in deeper, more purposeful ways.

Finally, I collaborate with at least one peer to evaluate the effectiveness of my lesson plan. Using selected rubrics, we review the clarity, alignment, technology integration, and pedagogical quality of the instructional design. My peer completes a formal Peer Review Form, which I include in the appendices as documentation of the evaluation process. This collaborative review allows me to refine my lesson plan further, ensuring that it meets high standards for instructional quality and meaningful technology use.

A3: Emerging Technology = Artificial Intelligence (AI) Presentation

For this project, I created, recorded, and published a five-minute presentation focused on a current trend, challenge, or development in educational technology. My presentation topic centered specifically on Artificial Intelligence (AI), and I tailored the content to an audience of educators, students, or curriculum-focused policy and decision makers. To produce the final presentation, I used digital tools—such as screencasting software, video editing platforms, or online presentation tools like Vimeo, YouTube, or Slideshare—to design and share my work.

Once the presentation was complete, I published it on my website portfolio by the required deadline. This served as my formal submission for the assignment, consistent with the expectations outlined in the Course Calendar.

To meet the grading criteria, I ensured that the presentation was organized in a clear, logical sequence that my audience could easily follow. I presented information in a way that was both instructional and engaging. I incorporated appropriate supporting visuals—such as tables, graphics, and figures—to reinforce key concepts and enhance the overall clarity of the presentation.

The content addressed all required components, remained closely aligned with the course themes and assigned readings, and was written with academic precision. Throughout the presentation, I cited relevant references using APA format. Finally, I monitored the pacing and structure of the presentation to ensure that it fit within the five-minute time limit.

Digital Citizen Choice Board

This professional learning session helped educators examine how classroom digital tools collect, store, and share student data. Using five commonly used platforms, Google Classroom, Padlet, IXL, Epic Reading, and Renaissance Learning, teachers learned how to interpret privacy policies, identify student-data risks, and adjust classroom practices to promote responsible digital citizenship.

This lesson promoted the understanding that privacy literacy was part of digital literacy and supported ISTE Standard for Educators 3b: “Promote curiosity and critical examination of online resources.”