Tiffany

Galloway Rationale Paper EDTECH 592 Portfolio Fall Semester 2013 Introduction With mounting experience in the online environment, an increasing number of learning professionals are now ready to find ways to add life, and the magic of real-time interaction, back into the learning process (Finkelstein, 2006). Learning is a course of action everyone goes through at any age level and across a variety of platforms in life. To achieve the most out of learning it must be desired by individuals and related to personal experiences. The purpose of this rationale paper is to demonstrate the knowledge I obtained in the Masters of Educational Technology program at Boise State University. It portrays completed work throughout the courses in this program and how each artifact meets the expectations of the AECT Standards. It is organized by standard and links to my work are included throughout the descriptions. This M.E.T. program has been an exciting and challenging journey for me. I have learned about and used educational technology in my own classroom based on my experiences in these courses. I began this experience at Boise State during my first year of teaching first grade. It was rather challenging, but rewarding to actually use what I was creating online. The majority of the tasks I was given I related to first grade and what my students could benefit from. When given the choice, I made videos and lessons to try out in my classroom. It ended up being a huge success and I have also had the opportunity to share what I learned and created with the staff at my school. It is an exciting and changing time in education, which relates directly to educational technology. The elementary school I currently work at has started a pilot program with iSchool Campus where everyone in the building has an iPad. Each student has an iPad in the classroom and each teacher has a MacBook Pro with the latest technology in the classroom, including an Apple TV, mirroring capabilities, and microphones with sound quality throughout the classroom. The research I have conducted in this program has allowed me to fully incorporate technology with my curriculum and learn more about the history as well as the advantages and disadvantages in technological distribution in schools. I have completed all of the core classes and electives necessary to obtain a Masters in Educational Technology along with a certificate in Online Teaching K-12. I am very excited about my learning process and to share with other educators the knowledge I have gained for the best learning experience of students. The standards represented below will provide details of my expectations and how I grew as a teacher as well as a student in the overall process of educational technology.

Standard 1: Design 1.1 Instructional Systems Design Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. In the course EDTECH 503: Instructional Design, I created an entire instructional design project titled First Grade iPod Touch Learning. This artifact reflects the mastery of Standard 1.1 Instructional Systems Design. I studied learner characteristics by conducted a needs analysis with first grade learners and parents. Since my learners are so young, I felt it was essential to get input from their parents. In Part 2a of the document, you will find the questions created for the parents and students with a link to the survey. This allowed me to gain insight into each learners background knowledge and be able to build a design that would best meet his or her needs. With full implementation of analysis, design, development, implementation, and evaluation dramatic changes in student success are possible (Shibley, Amaral, Shank & Shibley, 2011). The ADDIE process I went through in this project is a design method I will continuously strive to use in my teaching. I created the plan, implemented the plan, and also designed evaluation techniques. Prior to this assignment, I had not focused solely on an instructional design plan. This task deepened my knowledge of such processes instead of only focusing on the materials at hand. I experienced a real-life design that I can use and build from in my instruction. I can relate this instructional design to my current teaching job by understanding the value of the learner analysis. I chose to exemplify this plan because it clearly shows the steps of analyzing, designing, developing, implementing, and evaluating. The table of contents is clear and focused to each part of the design. It is also a design I can share with educators in my district at a technology fair for using devices in the classroom. 1.2 Message Design Message design involves planning for the manipulation of the physical form of the message Message design is the way information is presented to the learner. Mobile learning (mLearning) is becoming more and more popular with the demands of an increased knowledge-based society and the advances in smart phone technologies (Wang & Shen, 2012). In EDTECH 502, I created a Mobile Learning Activity, which directly demonstrates mastery of this standard by planning for the use of manipulation to the physical form of the message. This is a web page learning activity to study parts of a plant for a science curriculum in an elementary school. This page was created in Dreamweaver using different CSS pages, one to be viewed from a computer screen, print screen, and one from a mobile device. This way when the page is opened the format is consistent. I was able to gain experience with CSS and see how web pages are designed to plan for specific message design. This was a meaningful project and shows that this program is current and accepting of new learning environments. This information can now be right at hand if someone needs it. The existence of nearly 2.7 billion active mobile phones worldwide dramatically illustrates the huge potential for the mobile learning market (Wang & Shen, 2012).

 Message design is seen consistently throughout the courses in the EDTECH program at Boise State University. Having the ability to create instructional media is within the core purpose of the instructional message design. My Final Synthesis paper for EDTECH 504 is based on the emerging theories of educational technology that describe how behavioral and cognitive psychologies are involved in the creation of instructional media. This synthesis paper focuses on transactional distance, connectivism, and situated cognition theories. According to Issroff and Scanlon (2002), there is not a norm for educational technology theories; however there are needs for the theories and models to help design, understand, and refine learning technologies. The emerging theories of educational technology focus on learners becoming active participants in their own learning process. This is a skill/concept that is part of the new generation of learners. I relate most openly with the constructivist theory of learning. I believe students can achieve their full potential in a learning environment by having interaction with peers and making real-life connections in a project-based atmosphere. I implement this view currently in my own teaching; however it is essential to know and understand other theories to base off as well. Technology is always changing and these emerging theories will be vital in playing a role in the teaching and learning process of message design. The uses of modern technologies, such as video chats and audio conferencing have allowed a new form of synchronous and asynchronous communication tools, which affect the design. This also helps the development of the teacher-student relationship and reinforces the idea of proximity (Pei-Luen et al., 2008). This synthesis paper allowed me to brainstorm my current teaching strategies and message delivery related to theories. I was then able to identify what I believe is best for my students and also be opened up to new ideas. Another project that demonstrates my mastery of this standard of message design is my Synchronous Coin Lesson for EDTECH 521. The world in which we all live and work is both synchronous and asynchronous (Finkelstein, 2006). I was able to transfer the message design from a simple assignment in Excel and a PowerPoint to a synchronous presentation in Adobe Connect. I imported this Excel page into my live lesson with an elementary learner. It focused on the value and representation of coins. It was an interactive aspect to my message design where I was able to walk the learner through the task at hand. As a reflection of my own personal use with message design, I now know how important the principles are to follow for the best interest and motivation of learners. Every course I have taken in Educational Technology has provided me with great examples of message design and techniques to use to make the design more powerful for an audience as well as appropriate. 1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. The strategies used for instruction and curriculum needs to be specific for the given learners. Activities designed in the lesson need to be appropriate and also relate to learners needs. I had a lot of opportunity to work on this standard in EDTECH 502. I

created a variety of projects that demonstrate specifications and sequencing of events in an online interactive environment for the audience of elementary learners. Any page on the Internet can be brought up for all participants to see and peruse at the same time to achieve any number of instructional purposes (Finkelstein, 2006). This is such a wonderful aspect of online learning and teaching because with the right instructional strategies students can learn from the instructor, classmates, and on the World Wide Web in a real-time, synchronous matter if that is the design. First, my Jigsaw activity involves individual and group learning tasks. Peer to-peer interaction is more scalable than instructor-to-peer interaction (Finkelstein, 2006). Students will be collaborating in a group and each member is responsible for their components such as, watching a video and practicing their math standard. Once they know more about their topic they will share with members of another group. This particular jigsaw is simple for the purpose of first grade math learners. There are many interactive activities involving technology and then speaking to one another. I especially like how the students are creating the knowledge for themselves and then sharing it, which varies from the traditional way of gathering knowledge through lecture and then using memorization techniques. This is not an activity I have been able to fully use based on my age level of learners; however dynamics of the instructional strategies have been used in my math lesson plans. Next, my Community Helpers WebQuest is designed for a first grade unit on communities. It involves essential instructional steps to follow. It has a Start page that provides the learners with a focus question and instructions on how to complete the WebQuest. The next page is the Introduction that provides the learners with scenarios where community helpers are involved and a short video that represents some of the helpers they may know about. It is important to activate their prior knowledge before getting into the assignment. The Task page is an outline of what they will be doing, which includes clicking on pictures of specific community helpers to learn more about each of them. The Process page provides the five steps to complete with the links and details of their poster creation about one helper they learned about. The Evaluation page is a rubric for the teacher to assess each student. This should be reviewed with the learners so they do know what their expectations are. The Conclusion page provides a brief matching review game. Since this design is for a primary grade, the teacher may read through and complete the WebQuest with his/her students. The Teacher Page provides details on the purpose, rationale, learner description, prerequisites, objectives, standards, and assessment of the entire WebQuest. A teacher may look at this page to see if these tasks will meet goals and objectives for their classroom before they begin it. Both of these assignments allowed me to think about instructional strategies that would be beneficial for this age level incorporated in a blending learning environment. The events in both the Jigsaw and WebQuest are sequenced based on learning progressions and standards. They can both be used in implementation near the middle to end of the school year when first grade students are becoming more independent readers and learners. As a result of Standard 1:3 Instructional Strategies, I had the opportunity to take a closer look at

my own teaching in the classroom and make some adjustments to the strategies I use on a daily basis. 1.4 Learner Characteristics Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process. This standard is one that really stands out to me as an educator. Throughout the program and my own personal teaching experience, I have learned how crucial it is to know your learners/audience because their background can influence your instruction and provide insight as to where to go. Learner characteristics will affect the way they learn and the way one teaches. An instructor should do their best to find out more about their learners and activate their prior knowledge to identify where they are coming from and where to go next. Instructional design will be more beneficial once the characteristics have been assessed. A mastery of Standard 1:4 is seen in my Communication Plan from EDTECH 523. This is a plan that oversees a variety of age levels in learning more about their characteristics. Part 2 of the plan describes how students may introduce themselves on a discussion board involving an icebreaker activity. This activity provides the instructor with an immediate connection with learners as well as other classmates. The critical thinking questions ask learners what their experience is with that given subject and what their goals/intentions are from the course. If the teacher can identify the goals learners have for themselves he/she will be able to get a better grasp on expectations for the class as a whole. I have used a variety of icebreakers in the traditional classroom to learn more about students. This alone cannot tell an instructor every characteristic about each learner; however this simple step can provide a base of understanding that can impact the effectiveness of learning processes. Learner characteristics can influence instruction at the most fundamental levels (Smith & Ragan, 2005). In prior education courses, I had been told it is essential to know your learners. It was not until I had a classroom of my own that I realized how amazing and crucial this really was. Each learner is so unique and not one is the same, which makes for an exciting and challenging role of the instructor. Another artifact that demonstrates mastery of this aspect is my Instructional Design Needs Analysis from EDTECH 503. I was able to gather information on my learners before I began instruction. I involved the student and parent to gather data. I was able to instantly see their childs experience with technology and also what they enjoyed doing as a hobby and at school in general. I wanted to know more about what the parent saw as academic strengths and areas of concern for their child. I also asked what technological devices they had and used at home on a regular basis. As a result of this questionnaire, I gathered data on motivational factors to influence my target learners with my instruction of iPod use. STANDARD 2: DEVELOPMENT 2.1 Print Technologies

Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. As vast as the web is, there are still two billion nine hundred seventy-six thousand published works available in print that are not on the web (Williams & Tollett, 2006). Print technologies are important for the vast amount of differences we see among learners today. The Annotated Bibliography I made for EDTECH 504 also portrays a unique way to deliver information. It is a collection of references with a summary of each reference to gain knowledge about theories involved in the evolution of educational technology. This may be accessed and printed with correct formatting. It may also be transformed into other visual materials to meet the needs of anyone interested in learning about theorists and theories of technological processes. This was a great introduction for me to get involved in theory and making a summarized representation of materials. Another artifact that exists as a visual material in print technologies is the Bumper Sticker I designed for EDTECH 501. As an assignment, we were asked to advertise Educational Technology and I described it with a variety of words and pictures. It was designed and saved in printing format. A variety of the tasks completed in this program were saved with the intention of being printed if it was requested. Print is still an irreplaceable medium (Williams & Tollett, 2006). This activity is something I would use on a regular basis in intermediate elementary grade levels. I think the creation of an image whether via the computer or hand allows for imagination that cannot simply be expressed in writing format. The last two artifacts I included for this standard are individual storyboards. The first one is my Module 1 Storyboard for an online learning course from EDTECH 523. This is an outline of what occurs in module 1 of this math class for first graders. The goal is to be used and printed by parents to keep track of their childs progress and given expectations. The storyboard includes resources and extra notes. The next storyboard is from EDTECH 533. This Storyboard for my interactive video is the full description of my online video quiz. It provides in great detail where to find all of the video clips I used and how it was created. This particular storyboard may be printed by an instructor to provide an overview for learners, keep track of progress, or use as a reference tool for demonstrating the different types of sentences. The process of print technologies and getting written word materials into published form has been well established over the years and is something I will continue to acknowledge in the field of education. 2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages. Audiovisual technologies can capture the interest of a learner very quickly. It may provide a brand new experience for them and enhance the opportunity to be involved in the learning process in a unique way. In EDTECH 533, I was able to become very knowledgeable with these technologies and deliver the majority of my artifacts right in my classroom. It was an exciting time for my students and myself. I was able to share what I

developed and my class was able to see me directly teaching through a device and visual messages. My Animal Habitat Remix Video for EDTECH 533 shows mastery of meeting this standard. I used existing media and remixed it into an instructional video through YouTube. It demonstrates my copyright and video production techniques. YouTube violations occur often because of copyright issues; however for this project the Creative Commons was used. I reused videos, images, and audio in this artifact as well as added my own text throughout the video to portray different animal habitats and ask specific questions. I used the video editor I YouTube to combine the sources into one remix video. This video goes directly with a unit I teach in first grade. I have showed it several times and will continue to do so. 2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. EDTECH 533 is an elective course that I am very happy I completed. I have used the material I created often. It is such a rewarding experience to complete tasks and actually use them as well as share them with educators for other learners to become apart of as well. I chose two artifacts from my EDTECH 533 class to demonstrate mastery of this standard. I created a Picture in Picture video focusing on a first grade unit about responsibility. Along with this video I made a tutorial video of how to use the Picture in Picture (PIP) technique with Camtasia. The PIP technique consists of one video in a small window of another video. I created a PowerPoint movie about how students can be responsible at such a young age. They can learn and show responsibility to their friends, family, at school, to themselves, and to the environment. This video shows the use of computer-based technologies by adding the elements for a picture in picture display. Camtasia studio allowed me to add a video of myself talking through the PowerPoint in the corner. I used this video in the classroom and my learners were more engaged when they could actually see me in the corner instead of just hear my voice as with other recordings. I will continue to use this video every year during my unit on responsibility to enhance my instructional strategies as well as create and look for public domain items such as mine. Not only is it okay to learn from other designers, its easier than it used to be (Williams & Tollett, 2006). The Camtasia PIP tutorial video represents my knowledge of how it can be created and allows anyone interested in learning how to create one do so with my guidance. It portrays how to export slides from PowerPoint into Camtasia or import the whole PowerPoint as a movie. There are different tracks that can be edited so the videos lie on top of one another and my tutorial gives a step-by-step process. I include how to edit the material, change dimensions, insert more audio, and how to save and share. Camtasia was a tool I fell in love with, but it ended up being very expensive compared to some of the free screen recording software that is out there. I feel very fortunate to have developed the skills to work such software and apply it in my educational settings.

 2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials, which encompass several forms of media under the control of a computer. Encompassing several forms of media under the control of a computer was seen often in my EDTECH 502 course as well as my EDTECH 533 course. From EDTECH 533, I chose my Interactive Video project that is an online quiz about the different types of sentences. Several video clips from PowerPoint were uploaded to YouTube and linked together. It was a requirement to have a start video that offers an introduction and instruction. There had to be at least 5 linked pages. My interactive video links to many other videos after the learner clicks on true or false to recognize a sentence as declarative, imperative, exclamatory, or interrogative. If they choose the correct answer it tells them so and will link them back to the next question in the video. If they choose an incorrect answer, it will reinforce why they missed the question and will link back to the main video. According to John Finkelstein, prompt feedback maintains interest and keeps learners engaged (2006). This video is instantaneous with feedback and will hopefully allow the learner to gain academic strength in this area. I can see how this activity would be very beneficial with middle school and high school aged learners. STANDARD 3: UTILIZATION 3.1 Media Utilization Media utilization is the systematic use of resources for learning. In EDTECH 501, I created an Evolution of Educational Technology Glog using glogster.com. This is a wonderful example of media utilization as the systematic use of resources for learning. This glog utilizes text, audio, and picture. It is a great resource for a teacher to provide a new aspect into learning and actually have students use it as a tool to create a project for the class. I see this being used in upper elementary grade levels. A glog can be similar to a poster, but provide an online enriching experience full of research and collaboration. In this specific example, a history is given and seen visually about educational technology. It also has a linked video with many opportunities for personal influence and design. This was a fun tool I used multiple times to deliver information in my courses. An artifact that also demonstrates my mastery of media utilization is my PowerPoint Movie, which uses screencasting software for EDTECH 533. I chose to create a video I could share with my first grade students about community helpers. Recording the screen while I progressed through the slides created the PowerPoint movie. I spoke through my microphone to incorporate the audio and then uploaded the finished project to YouTube. A goal for this movie was to limit the text and convey my message through images. This is a great technique for visual learners. I found a variety of pictures of community helpers through Wikimedia Commons. I am very familiar with PowerPoint, but this was the first exposure I had in creating a movie with it. I will continue to use this feature of PowerPoint for various first grade reading and math units. The sharing process has been very

convenient through YouTube. I can resume to utilize this aspect by creating and uploading videos just for the use in my classroom and not shared publicly. Another artifact that shows mastery of Standard 3:1 Media Utilization is my Reflective Journal for EDTECH 521. I took this course in the summer, so I found the reflection process to be very beneficial for the shortened eight-week period. I was apart of many group projects in this particular course where I created asynchronous and synchronous lessons. The journal is something I can always refer back to and gain insight as to what I was doing each week. I am and have always been a big supporter of the reflection process. It is something that everyone goes through no matter what career they are in. Professional athletes reflect on games, doctors reflect on patients and best practices, and educators can reflect on instructional strategies as well as lesson planning. These are just the beginning steps of what people in these careers can reflect upon to continue improving. Building Online Learning Environments focuses on the learner becoming experts at their own learning. This is known as transformative learning, which is a self-reflective process. I like this view because the goal is to understand why we see things the way we do. Self-reflection is a key to learning, it is not about how I learn or what I am learning about technology; it is instead about who I am as a person (Palloff & Pratt, 2007). The process of reflection provides a deeper understanding and commitment to each individual. I felt fortunate when it was required to reflect upon course assignments, readings, and group work throughout this program. 3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. I chose my Digital Inequality project I completed with a group in EDTECH 501 to portray my mastery of Standard 3.2 Diffusion of Innovations. The purpose of this presentation, which was created in VoiceThread, was to provide awareness of digital divide and promote ways of how to make the gap smaller. Digital inequality refers to the comparison of those who have Internet access and technological devices compared to those who do not. Those without the Internet at home are much less able to engage in information gathering, communications and political activities than those with the Internet at home (Cooper, 2004). In an educational setting, this divide affects parents, teachers, and students. There is an urgent need to close the digital divide because being connected is so important in the digital information age. Digital technologies change society very quickly. The ability of a household to participate and prosper in the new economy will be severely restricted if a household is cut off from technology. The convergence of commerce and communications gives this technology a special transformative power. The Internet is not just a communications tool, a means of commerce, or an entertainment medium. It is also a technological revolution that promises to enhance productivity in many aspects of life and increase the standard-of-living for all those who use it (Cooper, 2004).

This was a topic I briefly was aware of prior to this project, but after being able to conduct research and collaborate with my group I feel very comfortable talking about digital inequality and the divide. I loved being able to learn from each and every group member from all around the world about their view on digital inequality and the divide. It was a wonderful experience to be able to share what was occurring where we lived and compare research to demonstrate our differences. I shared my findings with my principal and brainstormed ways to provide technology access and support for our parents and students. It is currently an ongoing process, however upper elementary students are now allowed to take their iPads home to complete tasks. This provides parents and students with an opportunity to work together and learn more about how technology is involved in their education and daily lives. I designed a third grade WebQuest on the topic of immigration. This Immigration WebQuest was a planned strategy to use with a higher-grade level than the one I am currently teaching. It also demonstrates mastery of this standard. I developed many of my assigned tasks in this program for a first grade audience, which had challenges in itself. Many of the assignments I created were not as detailed as my peers; however I wanted realistic materials that I could implement right away in a blending learning atmosphere. Many first graders are barely decoding and blending words so a lot of written directions are not manageable for them. This particular WebQuest allowed me to look into something new and use exciting tools that I had previously been able to experience. For example, different groups are assigned to complete unique tasks using VoiceThread, Google Docs, live chat, and video chat. It was planned for the purpose of gaining adoption among third grade staff members at my school. They have viewed and used pieces of the tasks and hope to complete the entire Internet journey in the future. 3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. An artifact that meets this standard is my Accessibility page for EDTECH 502. This is an online webpage created in DreamWeaver. There are a variety of web browsers available for use and my page is designed to help teachers or adults become more familiar with them. This was used in a real setting for a faculty meeting at my school. Many educators were not familiar with Google Chrome or alternative accessibility features. Instructors can use this knowledge for their own benefit as well as an instructional material with their students. Age level of the learners in a classroom has a huge impact with educational technology and expectations. The formation of this task allowed me to apply my knowledge of accessibility features and also learn about many more such as, mouse gesture, voice control, and screen reader capabilities. There are many valuable real setting implementations online that will allow learners to think differently and look for ways to improve their own personal skills. A safe environment for exploration and sharing and a sense of community are vital to achieving learning objectives (Finkelstein, 2006). In EDTECH 523, I participated in

many real (not simulated) settings and had a chance to discuss these experiences and many others through the use of discussion boards. My 10 Best Discussion Posts assignment details the top discussion board posts that I was apart of during that course. This structure was set up flawlessly for the best academic purpose of us as learners. To generate and facilitate online discussion boards, teachers should be willing to spend the extra time at the beginning of the course to get learners used to them and in a routine. Tasks should be interesting for them and include unique experiences. Chat rooms and video chats were also some real time settings that occurred during this course for group work. I also had the opportunity to cohost a lesson in real time. Live online facilitation need not be done solo (Finkelstein, 2006). I will take my knowledge of these real live lessons and discussions to reflect upon and enhance my own online teaching to achieve my goal of instructing an online course in the future. 3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. Two projects I completed in EDTECH 502 represent my mastery of policies and regulations. They are my Copyright and Fair Use Scavenger Hunt and Classroom Netiquette Rules. These projects cover the rules and actions of society through Instructional Technology. The Copyright and Fair Use Scavenger Hunt is designed for teachers to learn more about these concepts, laws, and how they can be seen in their own classroom. It starts with a short video to activate prior knowledge for best practices of fair use. There are five hunts that the teacher must go on and answer questions in each one. For example, the last hunt is about the use of music. There are two questions they need to find the answer to using the provided links. Teachers can choose to complete every hunt or just a few depending on what their goals are. I provide an answer key for the questions with additional informational links. I believe this hunt will reinforce copyright concepts as well as teach best practices for the policies. The faculty at my school meets twice a month to discuss technology. The issue of copyright has been frequently asked about for the use of media in the classroom. I plan on offering this scavenger hunt as an activity to complete for those who are interested. The Netiquette rules I designed are for elementary students when they are using the Internet in a school setting. They are designed to enhance proper behavior and standards. I defined the term netiquette to begin with and then created five Bes including: Be Respectful, Be Alert, Be Appropriate, Be Kind, and Be Mindful. This webpage was shared in a faculty meeting with my staff. It is a beneficial source for teachers to create expectations in their classroom and with any other Internet setting students are involved in. I think these basic guidelines would be appropriate for high school level students as well. STANDARD 4: Management 4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects.

 Managing is a vital part of teaching and motivating learners to try their best. An artifact that shows my skills in planning, monitoring, and controlling a design of a project is my Syllabus for a first grade math course I completed in EDTECH 512. It is designed for a blended learning environment with 5 modules. Key concepts covered in first grade math curriculum are thoroughly incorporated in the process. This syllabus provides parents with a course overview, goals, objectives, a schedule, learning activities, assessment, grading, and resources. As shown, it is a full plan to overseeing the course. A syllabus is a necessity, which involves and should portray outcomes and objectives, appropriate materials, an outline, and assessments (Pallof & Pratt, 2007). This project allowed me to see instructional design in a new way and realize again how important it is. I have not used this syllabus directly with parents or in my classroom yet. I do use parts of it for instructional purposes in my classroom. I am currently creating my own math lesson plans that align with the Common Core Standards and I plan on referring to this syllabus again for further guidance and support. In the future, I would love to incorporate a full blending learning atmosphere. 4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. In EDTECH 505, I completed a task to write a proposal (with a fictitious scenario) for an evaluation of a training program. It is called the Evaluation of Determining Instructional Purposes Program. This task exemplifies this standard of resource management because I designed a proposal and an entire evaluation method. This method included a detailed task schedule, personnel involved, and a proposed budget. It shows my knowledge and mastery of resource management through time spent on planning, monitoring personnel, and control of the budget. By doing this assignment, I learned how the disadvantages and advantages of a program can play a vital role in the budget and planning of why this specific program is needed and how it will be monitored. It also provided me with a great foundation to build my final evaluation project for EDTECH 505 and what support I would need to make it effective. I also recognized how evaluation can really be seen anywhere and everywhere and how influential it can be in education right along with training purposes. Since this project, I think about the evaluation I could complete for every professional development trainer that comes to our elementary school or district. I think it is a wonderful thing to be aware of and it is something that provides further job opportunities. 4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. My online Google Site Math Course created for EDTECH 512 is the best artifact to show complete mastery of this standard. As a result of this project, I have a full blended

learning math course for first grade learners. The age level is based where parents would need to be actively involved throughout each module. Included in this site, are 5 modules that focus on the Common Core Math Standards for Idaho. The format for each module is consistent, it begins with an overview and a video, and then moves into the goals that will be completed online as well as what students will be working on in the classroom. There are further resources for parents to use if their child does not understand the concept with the presented information or if they would just like to use it for additional practice. Google Sites made my course an easy-to-use host for everyone involved. In the planning of each unit, I focused on who my learners were and what their goals needed to be to be successful. I have shared resources with my grade level teachers and plan on updating the modules as I progress with new standards in the classroom. Through the use of innovative tools and techniques, I hope to become a teacher that makes a difference in the way learners think and act. We can probably all think of people from our own learning experiences that somehow managed to make us feel as though letting them down would be letting ourselves down. This feeling can translate into higher motivation and better performance. Sometimes expectations are set implicitly by virtue of how teacher- student interaction unfolds (Finkelstein, 2006). 4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. The artifacts that demonstrate my mastery for information management are the completion of an RSS for Education and Zotero Library for EDTECH 501. These are demonstrated in my reflections in my learning log. RSS stands for Really Simple Syndication, it provides access to feeds and current resources that can be subscribed to. It is currently being taken over by other Google Reader tools that are similar; however I am still glad I did this task so that I could be opened up to this part of the digital world. If I were teaching an older grade I would have my students subscribe to a particular topic to gain access to research. I believe they would have fun and learn a vast amount about their topic, but access the information in a different way. The Zotero Library is a consistent way to organize information and share it. It is a representation of materials that can be shared within a limited group. It is a great way to provide resources in school settings and across the district. As in many experiences in this program, this was my first exposure to such a tool. It would have been very beneficial throughout my entire college journey. I shared my knowledge of these information management systems with some of my friends who are pursuing their undergraduate degree. They have since found other tools that coincide with what these do.

STANDARD 5: Evaluation 5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. For this standard, I chose my creation of a Synchronous Assessment for EDTECH 523. I was assigned to use my own decision-making strategies and gather information to create an assessment and then actually use it on classmates projects. It was addressed to identify any problems or concern areas. I needed to determine what was expected and how I could identify whether or not the goals were actually met. A decision-making strategy I used was to research the benefits of checklists to see if this kind of assessment would deem as appropriate for my peers. I felt as though a checklist would provide adequate feedback from the information gathered after watching their synchronous lesson. There were eight components I valued as critical and these were listed to check off as evident, not evident, or somewhat evident. These included having clear goals, communication with students, interactive tools, given expectations, organization, clear synchronous format, preparation, and feedback. Throughout EDTECH 523 I participated in a variety of information gathering on guidelines for K-12 collaboration and communication. This helped me to identify necessary categories for this peer evaluation and problem analysis. As a result, I learned how research and collaboration have a major impact on appropriate problem solving techniques and decision-making skills. I delivered a live lesson with a partner after I conducted this synchronous assessment and our audience was for teachers on the subject of copyright and plagiarism. We felt as though it was important to take a poll to capture brief background knowledge and then separate them based on the answer to solve a scenario. It was a great experience to work with Adobe Connect and learn more about breakout groups. I loved being a part of other presentations/lessons. I learned a lot about the possibilities of Adobe Connect and how I could have made my lesson more engaging. Problem solving skills are a major component in education. It is important for learners to know how to solve the unknown, rather than just recall the known. Improving problem solving skills, and using technology as a tool, is a worthwhile goal that should be addressed by public education (National Commission on Excellence in Education, 1983). 5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content. Criterion-referenced measurements are becoming more and more popular in my educational setting. To demonstrate mastery of this standard I chose the Rubric I created for a WebQuest in EDTECH 502. The content has been pre-specified and is based on a point system for four categories. The rubric will identify the measures of student learning and quality of work in the process of this assignment. Rubrics are created to measure learners mastery of pre-specified content by breaking it down into categories. I had been exposed to rubrics prior to entering the M.E.T program; however had not used them in a classroom

setting with first grade learners. Criterion-reference measurements are very beneficial and my plan is to use and create a simple version of them to assess my math and writing units. Throughout research, I have seen students as young as Kindergarteners being active participants in assessing their own learning with rubrics. It could be something as simple as a happy face or sad face if they completed requirements, such as punctuation in a sentence. I do believe it is valuable for students to have the opportunity to critique their own tasks. This program has allowed me to create goals and challenge myself for the future of my own teaching. Providing opportunities for learners to meet expectations by using synchronous tools, as well as asynchronous ones, opens up a whole new palette of expressive and creative options for students and a vast new array of means by which to assess them. Live student-led lessons based on their research, online gallery talks through their e-portfolios, and voice-based debates demonstrating their newfound comfort with a topic are all possible when instructors allow their expectations to flow out horizontally across the many communications modes now available (Finkelstein, 2006). Some appropriate assessment strategies for both synchronous and asynchronous delivery methods are rubrics that let the learner know how their work will be interpreted. I believe assessments can vary greatly or look similar between asynchronous and synchronous classroom environments. This could be seen as online portfolios or a hard copy portfolio, voice recordings or writings, and a variety of informal assessments. If an instructor communicates the assignments and expectations synchronously, they can tell right away if the learners understand or have questions. There is also a chance to ask for clarification or more instruction as to what their task is (Finkelstein, 2006). I can see this especially beneficial with pre-specified content, which would leave less room for misunderstandings. This will also look different across grade levels and subject matters. Quick checks can be administered in both settings for immediate understanding and feedback. 5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. The final project for EDTECH 505: Evaluation for Educators was to conduct our own program evaluation. I evaluated a training program at the current elementary school I work at. This Evaluation Report for the one-to-one iPad device training by iSchool Campus had the intended audience of my school administration and the personnel who completed the training. Formative evaluation was seen throughout the training itself by gathering the information such as time adequacy and delivery of use with iPads related to the classrooms. Such evaluation would have to be conducted at the given area of the training, which is why an evaluators role is so essential. The established information from this

specific evaluation will be used for further development trainings from iSchool Campus over the next two years. This artifact is a mastery sample of a summative evaluation because the decisions based throughout this assessment are to inform the audience on the best decisions for future implementation of the training and what worked as well as what can be changed for the next training. After the three-day training was complete, the summative evaluation took place. The final evaluation report that is written includes major sections including a one- page cover and a summary that one could read to get the overall findings without reading the entire report. The table of contents allows readers to see the order of the report and the introduction provides a brief discussion. The methodology will provide the full description of the study. The rest of the sections consist of a summary, description of the program, my evaluation method and procedures, the results, and a discussion. The project cost and appendix of the survey are also included. The survey was sent out to the teachers involved in the training as part of a summative evaluation. The utilization of the training seemed to result in an overall satisfactory view, but the objectives given will need to be reviewed in the next training. A discussion will need to take place based on providing more time for applicable use of the iPads at individual grade levels in the training. This may be seen as group work or even group sessions. Both forms of evaluation are equally important. They differ in that formative evaluation involves gathering information throughout a process and then using it to continue development, depending on what is being assessed. Summative evaluation involves gathering information at the conclusion and then determining decision strategies to make necessary changes. I applied this standard consistently throughout my courses in the EDTECH program and both of these methods are seen on a regular basis in a classroom full of learners. In teaching mathematics, I use informal assessments during the unit and a summative assessment at the end of units and trimesters. 5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. The two artifacts I chose for the standard involving long-range planning are both from the first course I took in this program. In EDTECH 501, I completed a School Evaluation and a Technology Use Planning Overview. Both of these projects are located in my learning log on WordPress.com. The school evaluation was completed on Scribd, which was my first encounter with this program. I was hesitant as to how to complete the format; however it worked out great and was able to easily embed in WordPress. The amount of access to tools I was opened up to from the beginning to end of this program is undeniable. Scribd and WordPress alone motivated me to learn all I can about each tool. Even in the very first semester, I was brainstorming ways to use such tools in my school district setting.

The School Evaluation was very interesting and provided a lot of detail as to what was occurring throughout my workplace. This evaluation was conducted before my school received one-to-one iPads. At this point, my grade level was sharing iPod touches and the majority of the time our classrooms had 6 iPod touches. I would like to reevaluate my school now. I believe I would see a huge shift of technology in curriculum integration, planning, support, and student use. I used a pseudo name in this evaluation and it provided the opportunity to see exactly how my school worked from the district level. This was very beneficial as a first year teacher. I was able to communicate with a variety of people at various grade levels to identify where the school would fit in the categories and why. I was introduced to technological terms that I did not know before and overall it helped me start my journey. The Technology Use Planning overview shows a vast amount of research that helped me communicate with my administration. This assignment really allowed me to think about long-range planning and how a short-term approach can be ideal when planning with technology. It changes so often that it does not make sense to have a really long plan only based on budget. I have seen and experienced a lot of failed technology in the classroom in the short amount of time I have been here based on the lack of planning. This task allowed me to understand that it should solely be focused on the students and how technology can help them reach their goals. There should be a technology plan and not just wanting to technology with having hopes of using it. Educators can help each other and collaboration is a vital part of planning for a long period of time. Conclusion I began my journey in Educational Technology at a wonderful time in my career and life in general. It has opened my eyes to multiple ways of delivering the same message to students, but enriching that message in a very powerful way with instruction and message design skills. As previously mentioned, my school received iPads during my first semester in this program. It allowed me to transfer my knowledge of what was going on at my school directly to what I was learning in EDTECH and vice versa. As a result of this program, I was able to fully meet each of the AECT standards and fulfill one of my goals to become a lifelong learner. I want to instill that opportunity into each and every student I meet as well as the educators I collaborate with. It is never too early or too late to work on the fulfillment of your dreams and continue to learn every single day. I have developed the skills and knowledge to be a successful educator and learner in an online learning environment. Educational technology is defined as the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (Pei-Luen et al., 2008). This definition continues to evolve and change as time does. It is so amazing to look back at the beginning of the processes of technology itself and then involve it in education. The history and evolution of education technology is astonishing. I think the future is bright and the knowledge will continue to grow as well as everyone involved in the learning process in this field.

Educational technology can bring excitement and motivational factors into a classroom or online learning atmosphere that cannot be done without it. It is more than just a tool; it is a way of learning and teaching that requires an interest and knowledge of technology from then to now. I love the way it focuses on student learning in every aspect. As an educator, I am always thinking about what else can I do for my students. This is why I have related to this program and absolutely enjoyed diving in deeper to learn all I can for not only myself, but also the benefit of others. It is a field that is constantly changing and the definition of educational technology proves that. Throughout the program, I was asked several times to define it knowing that it has changed and will change. After the completion of the core and elective courses I am capable of creating a variation of online materials and full courses. I learned to acquire more patience with technology, learners, and myself. Not everything works the way you want it to every single time; however trying hard is the best attitude to have. Effort goes a very long way and clear expectations are vital in learning and teaching. I have learned to set expectations first and foremost, provide models and examples, and allow there to be a practice portion if learners are just beginning techniques. Social presence, cognitive presence, and the teaching presence are all vital components the instructor needs to think about in any classroom, whether traditional or online. The instructor and learners are both involved creating the overall educational experience; however the instructor is responsible for including personal and social aspects. I thoroughly enjoy seeing learners get excited about a task at school or in their daily lives. Life should be full of these moments and I can honestly say I had many of them while pursuing this Masters degree. I have already progressed in a vast amount of dynamics as a teacher and learner during each semester of this MET program here at Boise State University. I am looking forward to see even more advancement as I evolve into a K-12 online teacher as well as classroom teacher.

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