Instructional Design Projects
Graduate Projects – Master of Arts in Instructional Technology, Stockton University
Each project in this collection was developed using the ADDIE instructional design model as a foundation, beginning with analysis and design, then branching into development, implementation, and evaluation. What starts as a structured framework evolves into advanced professional development experiences that empower educators to integrate technology and innovation into their teaching practice. Every project includes built-in assessment tools and data collection methods, ensuring that outcomes can be measured, reflected upon, and refined through evidence-based decision-making. Together, these works demonstrate my commitment to designing purposeful, data-informed learning experiences that support both teacher growth and student success.
Project 01: Generative AI Professional Development Series
This capstone project involved creating and implementing professional development sessions focused on integrating generative AI tools into secondary education. Teachers learned how to automate routine tasks such as grading, lesson planning, and differentiation, enhancing their instructional efficiency and fostering student-centered learning.
Project 02: SmartBoard Interactive Training PD Plan
In this project, a comprehensive needs analysis was conducted to identify the necessity and demand for SmartBoard interactive training among secondary educators. Through surveys and focus group discussions, teachers shared insights into their current proficiency, challenges, and frequency of use regarding SmartBoard technology. Findings indicated a need for targeted professional development, as many teachers expressed unfamiliarity with SmartBoard's interactive features and requested practical, hands-on guidance. This analysis informed the development of tailored SmartBoard workshops designed to boost teachers’ instructional confidence and classroom interactivity.
Project 03: Integrating Technology into the Curriculum
As part of INTC 5330 Integrating Technology in the Curriculum, the "Blooket Challenge Review" professional development session equips teachers with the skills to integrate game-based learning into their instruction using Blooket. This training introduces educators to the platform's features, demonstrating how Blooket can transform formative assessment into an engaging and competitive experience that boosts student participation, collaboration, and retention.
​
During the session, teachers explore how to create and customize content-specific review games using Blooket’s question sets or library of existing resources. They learn how correct answers earn students in-game rewards and power-ups, turning assessment into a motivational experience. The training also emphasizes how Blooket’s real-time feedback and built-in analytics can help educators identify learning gaps and adjust instruction accordingly. Through hands-on practice and guided collaboration, this session supports teachers in using technology to enhance instruction and drive data-informed teaching.
Project 04: Mastering Python Arrays for AP Computer Science Success
The project, titled "Mastering Python Arrays for AP Computer Science Success," serves as a vital design document that expands the ADDIE model by thoroughly applying each phase, Analysis, Design, Development, Implementation, and Evaluation, to address a clear instructional gap in student understanding of Python arrays. It demonstrates how intentional instructional planning, grounded in learner needs and measurable outcomes, can lead to improved academic performance, increased AP exam success, and long-term cost savings for both students and the district. By outlining detailed goals, assessments, resources, and ROI, the project exemplifies how the ADDIE framework can be used not only for instructional improvement but also for strategic educational planning.
Project 05: Program Assessment
This assignment focuses on the evaluation of the Project STEM CS Python Fundamentals curriculum, specifically its effectiveness in ensuring high school students acquire a strong understanding of core coding principles. The purpose of the program assessment is to determine whether students have mastered the essential coding topics, such as understanding input/output, performing number calculations, and making decisions using code. The evaluation uses test scores from three consecutive school years, identifying areas where additional resources, such as extra coding exercises, improved test scores and helped students achieve mastery. This assessment aims to highlight the impact of these supplementary resources and provide insight into how the curriculum can be refined to better support student learning outcomes in coding.
Project 06: Fishbone Analysis
This fishbone analysis explores the root causes of a common classroom issue: students not completing projects on time. It identifies four key categories contributing to the problem, lack of support at home, student fear of asking for help, poor time management and organization, and student apathy. Each category is further broken down into contributing factors, such as low parental involvement, unmet basic needs, low self-confidence, peer pressure, and lack of work ethic. The diagram illustrates how both environmental and internal student factors intersect to impact academic performance. From an instructional design perspective, this analysis supports the development of targeted interventions. For example, addressing time management through explicit skills instruction, improving teacher-student relationships to build confidence, and incorporating more meaningful, student-centered projects may directly respond to the root causes. By identifying these interconnected barriers, educators can design more effective, supportive, and equitable learning environments based on researched principles and learner needs.
