Rutgers Online Learning Conference Marino, M. (June 1st, 2020). Using Tech in the Classroom Goes Beyond TPACK and ASSURE. Rutgers Online Learning Conference, Online due to COVID-19.

Abstract: The TPACK model (Koehler & Mishra, 2009) provides a generally overview of the importance having technological knowledge plays in educators being effective in their instruction. The ASSURE model (Heinich, Molenda, Russell & Smaldino, 2002) gives educators the opportunity to find out how students perceive effectiveness within the usage of a technological tool in the classroom. Extensive research on the reasons educators use certain technologies in the classroom points to three primary reasons, personal preference, cost, and professional development experience. Educators have a tendency to utilize tools they are familiar with. Within this presentation the goal will be to detail the importance of providing a rationale for the questions “Why are we using this tool”? and “How do this tool enhance and/or supplement my classroom instruction”? which is both concise and thorough enough to where administrators and students will both accept the response. This will include steps on how to adequately address your needs, student needs, and adhere to administrative policies.

Rutgers Online Learning Conference Marino, M. (March 13th, 2017). Student Assessment Across Multiple Platforms: The Tools, The Educator, and The Students. Rutgers Online Learning Conference, Somerset, NJ.

Abstract: Monmouth University features an array of Information Technology courses for most majors [IT 100], Math and Science majors [IT 102], and Business majors [IT 150]. These courses feature problem based assessments across a variety of platforms. Pearson MyITLab assesses students on simulations and projects. Students are also assessed by the instructor by completing various assessment tools and submitting them to the Learning Management System, called eCampus. Additionally, MyITLab and TurnItIn [on eCampus] examine student submissions for plagiarism. This presentation intends to articulate ways to prevent students from being overwhelmed due to multiple assessment platforms, how to use the analytical data from assessment submissions to help students or modify instruction, and the role scaffolding plays in the learner assessments.