Masters of Educational Technology Rationale Paper

Amy Bass 3rd Grade Teacher MET Candidate Boise, Idaho February 2014

Introduction My name is Amy Bass, and I am a 3rd grade teacher at Joplin Elementary School in Boise, Idaho. I have been teaching for 11 years, and in the summer of 2012 I decided it was time to become more innovative and learn to refine my instruction to meet the needs of students in a global 21st century society. The Masters of Educational Technology program from Boise State University has provided me the opportunity to do just that. This paper is an explanation and reflection of a compilation of artifacts representative of the coursework I completed for the program. I chose various projects to demonstrate mastery of the AECT standards, and explained how each are a representation of mastery, as well as how the artifacts impacted my professional practices. I organized the paper with each standard, a brief description of the standard, and the artifact reflections under each substandard. Completing my coursework for the Masters of Educational Technology program has strengthened my professional abilities and impacted my teaching in positive ways. Throughout the process I have learned how to develop, implement and evaluate learning opportunities in a variety of contexts using instructional design processes and models, multi-media learning, and message design. STANDARD 1 DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

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.

The Reasons for The Seasons: Instructional Design Project The main goal in instructional design is to find the most efficient, effective, and engaging way for the learners to meet the content, skill, and performance objectives. Instructional design encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non instructional processes (Reiser 2001). I chose this artifact to demonstrate mastery of Instructional Design Systems because it required me to engage in a systematic process to write a unit of instruction that effectively and efficiently meets learners needs. The initial step of the project was to determine the learning goal, describe the intended audience, and provide a set of reasons for the course of action I would be designing. Once this was set, I conducted a needs analysis to help me develop the instructional objectives and design the instructional tasks. A Blooms Taxonomy classification was given to each objective to ensure various levels of thinking were occurring while the students completed the tasks. The evaluation plans required me as a designer to clearly understand the problems that may occur which could hinder the learners full potential in mastering the goal. This analysis helped me adjust or change the design to best meet the learners needs. Using the A.D.D.I.E model to guide systematic and structured instruction has taught me to be a better instructional designer because I now understand the benefits of each part of the process. When I design units of instruction, or a lesson, I analyze the characteristics of the learners and their needs, develop objectives and design instructional tasks dependent upon these needs. As I implement the instruction I evaluate the effectiveness of the tasks, and adjust or change them to make the learning more efficient and effective. 1.2 Message Design Message design involves planning for the manipulation of the physical form of the message. Multimedia and Contiguity Principles Presentation I chose this artifact because it considers principles that enhance content messages. The presentation was designed with the consideration of attention, perception and retention of the students. According to Clark and Mayer (2011) cognitive science suggests that we learn through a dual channel. This dual channel includes a visual and verbal component with a limited capacity. We pay attention to only a few pieces of information at a time, and then undergo an active process taking relevant information, organizing it into a coherent mental structure, and integrating it with prior knowledge. Instructional designers need to consider multimedia and contiguity principles when creating instructional presentations. This artifact was designed for a

third grade audience with the intention of relevant cognitive processing. Decorations are minimized and a combination of words and pictures are used. The words display the main idea and narration is used for the details. The images and words are placed in an integrated fashion. The printed words are placed beside the graphics, which reduces the need to search for correspondence. The narration corresponds with the graphics, allowing for the information to be processed in the working memory. The presentation reduces cognitive overload by incorporating multimedia and contiguity principles. This artifact demonstrates mastery of message design because I am now able to use contiguity principles when designing other instructional materials in order to enhance learning, and reduce cognitive overload. I can project the materials or print them out as a student resource. Nature of Science Unit This unit includes a series of lessons in which graphics for learning was the focus. I incorporated various design principles in each graphic representation to enhance student learning. The images for lesson 1 were used to review the second grade level of the scientific process, and introduce the third grade level. I paired each second grade question to a section of the chart images. The chart can be projected, or printed as a poster or flyer for student use. When I teach this unit to my 3rd grade class, I project the review poster, and the images help the students connect their prior knowledge to the new expectations for 3rd grade. When I designed the image I chose the colors blue and yellow to give the image greater acuity. The yellow background of the Scientific Process title makes it stand out. The different shades of blue "facilitates hierarchy through the creation of separate categories or layers of information." (Lohr, pg.267). I also chose to have the sizing of the steps and pictures to remain the same to show that each step is just important as the others. I connected each step with a simple arrow to show the importance of completing the steps in the correct sequence. The title is larger because it encompasses all the steps. "Scale, or relative proportions of objects, communicates relative importance and creates an element of complexity or detail that signify depth." (Lohr, pg.270). I chose to use icons rather than realistic pictures because they are considered to be low-fidelity. "Low-fidelity graphics can be more effective for learning when you need to: Provide an explanation to people with limited knowledge of the content, focus only on essential details, ensure viewers recognize an object quickly, strengthen the impact of a message." (Malamed). In addition I was sure to keep proximity in mind when designing this page to make sure it looked organized, and information was grouped well. According to Williams "nothing should be arbitrarily placed and every element should have some visual connection

with another." After designing instructional graphics for this project, I now consider the principles I studied in EdTech 506 when creating other instructional graphics. Using appropriate color, alignment, closure, font choice and sizing, and proximity impacts the validity of the instructional images. Implementing graphic design principles makes learning from the images more effective.

1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. PBL Communities Project Timeline I choose to include the instructional timeline to depict the sequence of events that occurred throughout a project based learning unit. The unit was designed around central common core standards and incorporated 21st century skills collaboration, communication, inquiry and presentation. The sequence includes a week by week, day by day outline of the instructional activities and strategies used to demonstrate mastery of the 21st skills and common core standards chosen for the unit. I considered the learner characteristics and project based learning methods when I chose the activities. Students were able to follow the suggested outline, but also move forward if necessary to further their progress. Many activities include a voice and choice, motivating the students and encouraging quality work. Opportunities for collaboration, communication and reflection are provided throughout the timeline. The experience I gained from designing this timeline has helped me become more effective when I write my lesson plans. I consider the overall desired outcome, appropriate learning models and strategies, and use formative assessment to help adjust the sequence of events as I plan a unit of instruction. PBL Communities Teaching and Learning Guide The teaching and learning guide written for this unit describes the entry event, major products students will produce, the necessary skills and knowledge needed in order to be successful, scaffolding events, and the lessons to be provided by the teacher to show mastery of the skills and standards outlined in the overview section of the project website. The models and strategies were chosen dependent on the learning situation and the learner objectives. The entry event begins with a video of the classroom model city that was built the prior year. The intent is to engage the students interest and initiate them to begin thinking of what type of model building they would like to design. Shortly after a discussion about what we see in our own community and ways people around us work, live, and play further initiates interest. The end

result is a variety of student created products that align with learner characteristics and promote student voice and choice. The products include written essays, digital and classroom presentations, learning logs, student reflection, and community building replicas. After researching project based methods, and incorporating them into a teaching guide, I now understand the importance of including opportunities for student collaboration, reflection, project choices, and presentation into the instructional strategies I use in my lesson planning.

1.4 Learner Characteristics Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process. How do Learning Theories Influence Instructional Design? In the spring of 2012 I completed the courses EdTech 503 Instructional Design and EdTech 504 Theoretical Foundations of Educational Technology. I was able to use the theories I researched for the final paper, How do Learning Theories Influence Instructional Design?, to help guide the process of the Instructional Design Final Project for EdTech 503. The final paper written for EdTech 504 focuses on how behaviorism, cognitivism, constructivism, transactional distance, and connectivism have influenced instructional design. It approaches the influence in a historical, sequential fashion beginning with early learning theories, and ending in emerging learning theories. The theories suggest how instructional materials and models should be structured through the lenses of scholars who have researched and support the theories. Each theory also proposes examples of how strategies supported by the learning theory have been used throughout time. In addition technology use derived from learning theory strategies was discussed. Student characteristics are the basis behind learning theory. Instructional designers need to have a deep understanding of their learner characteristics in order to design instruction to best meet their learners needs and styles. I researched how learning theories have been used over time to aid in the instructional design process, and this paper is a reflection of my findings. Once this research was finished, I used my findings to help me develop instruction based on the learner characteristics in my final instructional design project for EdTech 503. Instructional Design Final Project: The Reasons for the Seasons was designed using the A.D.D.I.E model. I began the process by determining who the intended audience was, and analyzed their characteristics to help write a needs assessment survey. From the survey I was able to determine the holes that needed to be filled from lack of experiential background. I found that most (80-100%) students were able accurately answer the experiential background survey

questions, which helped me determine the instructional tasks. The learner characteristics which influenced the implementation of instructional strategies include the ability to correctly use the powerpoint program, and the ability to explain that the earths rotation around the sun and its tilt on its axis as the reason for the seasons. I found that that 20% of students did not have the experiential background to design a presentation on powerpoint, and adjusted the instructional tasks accordingly. 70% of students were unable to accurately explain the reasons for the seasons, prompting me to spend most of the instructional tasks in this area. The final Instructional Design Project for EdTech 503 showcases my mastery of learner characteristics because it required me to describe and document specific learner characteristics that influenced the selection and implementation of instructional strategies and resources. When I design lessons, I consistently consider what my students can, and cannot do in order to guide my instruction.

STANDARD 2- DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

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. 503 Reading Presentation I chose this artifact because it can be used as an effective way to review instructional design concepts in a handout form. Google docs presentation feature was used to present the information from a collection of readings about instructional design. The presentation begins with a table of contents and is followed by a series of visual metaphors and written explanations of important instructional design definitions, models, and concepts. The visual metaphors provide a higher level way of interpreting information. The definition and history of instructional design, key vocabulary, instructional design models, various learning theories, and how the concepts correlate with educational technology are presented. I have printed out this presentation and shared it with my staff at a staff meeting. The pictures (visual metaphors) and explanations provided a great overview of instructional design. I look back at this presentation as needed to refresh my memory of instructional design concepts. I use the ideas to help me

develop positive learning opportunities. Nature of Science Reporting Topic Handouts I designed three different images for lesson 3 of this unit using Firefox software. The images were created to be used as printed worksheets. The worksheets are intended to help students understand their expectations when they are assessed on the Nature of Science goals. I used most Gestalt principles when designing these images. Closure is shown by the entire image becoming the whole for the red reporting topic title. I used similarity to group items based on likeness. (Lohr, pg 162). I grouped each question with lines and an icon. The first two groups are the exact same size, and the last has similar sized text (image 1). The second image has the same sizing for the entire chart. The third image has similar, but not exact sizing (I wanted the writing lines to match the size of the text). The grid system allowed me to "align objects and provide consistency throughout the instruction" with the handouts/images. (Lohr, pg.164). The proximity of the icons to the text directs the reader to group those concepts together. It is most likely that students have experience in what the icons mean, therefore connecting background knowledge to new concepts. "Symbols, icons, and metaphors are widely used in instruction because of the power of the previous experience rule." (Lohr pg. 168). Learning about design principles has helped me create effective materials that can be printed out for students to record data on before, during, and after conducting experiments. The images on the worksheets provide students with a guide to ensure they are writing the necessary information on the assessment worksheets to demonstrate mastery of the nature of science standards. I have found that students perform better when they record their responses on the worksheets I created, in comparison to a basic typed paper with questions.

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. Evaluation Critique Video Using microsoft movie maker I created a video incorporating a series of screenshots and voice recordings to critique an evaluation report written for the Austin School District about their summer school program. I discuss the general design and information included in the report, and related that information to what I had learned from reading The ABCs of Evaluation by Boulmetis and Dutwin. The visual component is shots of the actual report and the audio component is voice over explanations. This experience provided me with an alternative way to present information.

After learning how to use movie maker, I was inspired to find a software video product that allows for me to give explanations or directions of online material. I decided that at times, more than just screenshots with voiceovers would be more conducive when creating a presentation video. I downloaded Debut Video Capture and now use the software to create videos with voiceovers of what is happening on the computer screen. This has been most beneficial in creating how to videos for students or other staff members to aid in learning a new software or online programs. Exploring Minecraft Servers After visiting and exploring various minecraft servers I used a Prezi template to create a presentation about my experience. Using the template was a simple, yet engaging way to reflect on the experience. The lego block visual was a good fit for the visual design because Minecraft is similar to legos, but building with virtual blocks. Prezi even offers an Ipad app for presentation creation and has a plethora of templates and designs to choose from. I have also incorporated it into my lesson plans at school, and have provided opportunities for students to create presentations using the download. Once I became familiar with minecraft servers and how to use the game as an instructional tool I developed a virtual school using a multi-player server. The Minecraft School Video I made gives a tour of the virtual school and a brief description of the learner objectives. I used Debut Video Capture to record my minecraft character exploring the school I designed and used voice over recordings to provide more detail. This video is the foundation for my final project for EdTech 531 Teaching and Learning in Virtual Worlds. Going through the experience of designing a lesson using a virtual world as the platform opened my eyes to how engaging the task was for the students. They think they are playing, but they are really using higher level thinking skills to plan and design structures. The goal was for students to use 36 blocks as the base of their structure, and then explore the different dimensions that others used to complete the task. When I engaged in teaching the lesson online with other classmates in Edtech 531, I was able to fly over the other players as they built their structures, providing me with a formative assessment measure. One challenge at this time is my school does not allow certain downloads without going through a justification process. Therefore, I had to implement the minecraft building as optional homework, and students took screenshots of their builds and shared them on the projector. However, I was able to use an Ipad app bloxy world for students to demonstrate their understanding of area and dimensions using different media, but the same concept was covered. Overall, the Ed Tech program has provided me the opportunity to learn, develop, and

refine video making in order to enhance learning opportunities for students and other professionals in my field. Classroom Website I used Weebly.com was to create this website. Parents and students are encouraged to visit the site weekly to read about classroom events, objectives, and updates. The site is designed with a home page and a tab for each month. Each month includes a graphic, important dates at the top, and what objectives students learned by week. Students and parents are able to view classroom information with ease, and there is no need to send home paper newsletters. Positive feedback has been noted by parents concerning the site, and they are pleased that it is available to them. Having the skills to manage a classroom website has provided an efficient way to communicate with parents and students. If needed, I can take screenshots or print of sections of the website. A classroom website is a perfect way to deliver information to the classroom community. I have found that students

2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources. PBWorks Bass Technology Flash Wiki I designed a PBworks wiki page to display a variety of lessons that demonstrate mastery of using computer-based technologies to deliver materials. Using the Web for Reading and Writing is an artifact that presents some ideas on how to use the internet to view and produce language arts materials. The first part of the lesson requires the teacher to create an online version of a book by taking pictures of each page, downloading the pictures to Yodio, and add a voice recording of the book being read aloud. The next phase of the lesson is to create a class book. Each student will create 1 page for the book. The teacher will take a picture of each page and create a photobook using bookr. The last phase of the lesson requires students to create their own page using museumbox. Social Academic Networking Lesson is another artifact included on the PBworks wiki page that requires students to produce materials to demonstrate an understanding of concepts using the computer. They engage in an online literature circle discussion on a wiki page. Students are also required to create a voicethread presentation summarizing the novel using pictures and voice description. Creating this PBworks wiki page for Edtech 542 has encouraged me to continue to search for and use online resources for students to produce materials with to demonstrate their learning. At first I was concerned that the age group of my students would have a difficult time

using the resources appropriately and effectively. The main challenge has been setting up student accounts to use the resources. Our district has created email addresses for students to use only for this purpose. The addresses are not used for communication, only as way to sign up for free online tools. I also have had to make sure that students have parent permission to use online wikis, or any other resource that may be accessed online by others. Generally this hasnt been a problem after I explain the rationale and benefits to parents that may have a concern about student work being online. Adaptive or Assistive Technology I used a wiki page on PBworks to create a reference database for other teachers to access adaptive or assistive technology resources. The page is broken down into how adaptive technology can benefit students with cognitive disabilities, sensory difficulties, physical difficulties, at risk, and gifted and talented students.. Each category includes explanations on how to use the suggested assistive or adaptive technology and links to the downloads or other case studies. The page also includes a section explaining the benefits of using various apple applications to assist students with the same difficulties listed in the microsoft section. I have shared this resource with the special education teachers and paraprofessionals in my building. Our school houses the extended resource program, and the resources listed on this page have been beneficial for this department.

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. Symbaloo Lesson I chose this artifact to showcase mastery of because it provides an organized way to deliver various learner materials that encompass a variety of media. I began by selecting and analyzing instructional objectives from the common core science standards for 3rd grade. I used the Horizon Report to choose some tools that would help develop problem solving and critical thinking skills. The symbaloo lesson plan focuses on student engagement and provides a personal learning environment. The symbaloo webmix is student centered and the media presented via the mix engages the students and prompts excitement. Students constructed a deeper understanding of the content after investigating and participating with the media. I analyzed the games, simulations, and video content to determine the relevance and effectiveness of the content, and to make sure that the media would be applicable to the students learning needs. The activities were interactive and after evaluating the instruction once

it was implemented, all students were able to demonstrate an understanding of the objectives. This activity taught me how to develop a personal learning environment in which my students can construct a deeper understanding of the objectives, and use critical thinking and inquiry skills. Personal learning environments require students to be in charge of their learning, to build upon prior knowledge, thus constructing a deeper understanding of the concepts delivered. I continue to use symbaloo and other websites Ive created to organize information and activities for students to access so they can take the initiative towards learning about what interests them within a guided topic. Ed TEch 513 Podcast One of the assignments for Ed Tech 513, Multimedia, was to record a podcast using an audacity.com download. I was able to record and manipulate sounds in order to convey a series of messages. I decided to title my podcast series Bass Writing Flash. The podcast topics are intended for elementary school teachers. This first cast is an explanation of how to use two different writing plans, one plan for story writing, the other for informational. Listeners can transfer the ideas from the cast to their own contexts, and reflect on how the message relates to himself, thus making it a learner centered constructivist approach to message delivery. Learning how to manipulate and record sound using audacity.com has taught me another way to deliver messages. One benefit of podcast recordings is that learning from them can take place almost anywhere using a mobile device. Many parents access their email via smart phones, and I can see how it may be beneficial if I was to record a podcast series titled Bass News Flash, and record information about exciting classroom events, and weekly reviews. Parents would be able to listen to the messages even while they were driving home from work. Throughout the Ed Tech Masters program, most messages I have designed for delivery have been via visual presentation or a combination of visual and auditory. Learning how to create and record a podcast has provided me with another tool to enhance the delivery of content messages for students, parents and other professionals.

STANDARD 3 - UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

3.1 Media Utilization Media utilization is the systematic use of resources for learning.

Symbaloo Webmix I created a page using symbaloo.com to share and access resources with other teachers in my building. Each icon includes a title for easy navigation and quick access. The resources range from information regarding the common core initiative, online simulations and games, educator blogs, web 2.0 tools, assessment tools (quizlet, socrative, etc.), project ideas, educational videos, and many other technology resources. I spent a lot of time investigating, reading blogs, viewing media, playing educational games, teaching myself how to use the resources before publishing them on the webmix. The resources I provide on the page support curriculum needs and the recreational reading interests of teachers. The other tabs on the webmix are intended for student use. The web 2.0 tools and activities presented to the students are consistent with the goals and objectives for third grade students in Idaho. Developing this webmix has given me the opportunity to access and share resources to help strengthen professional practices within my institution. Science Simulations and Theme Resource I used a wiki page on PBworks to share science resources that align with 3rd grade science units. The unit topics addressed were Matter and Energy and Simple Machines. Each units conceptual lens is also briefly explained. Matter and energys conceptual lens is change. The main concepts include the physical properties of the three states of matter, and heating and cooling can change the state of matter. Simple machines conceptual lens is force and motion. The main concepts include that objects are made of matter. All objects have a position and or a motion. Force is required to change position or motion of an object. Energy is required to produce the force and it comes in two states: kinetic and potential. Simple machines allow us to apply less force over a longer period of time to make work easier. I used the conceptual lens concepts to guide me in finding online simulations and resources to help reinforce the concepts. The wiki page includes a link to each resource, my personal reaction, the ease of use, educational value and acceptability to the theme (conceptual lens). I have used all of these resources in my classroom and have learned how to effectively choose other online resources by connecting them to the ease of use, and the educational advantage of using them. I completed this project in the first semester of the program, and it provided the background knowledge of how to appropriately choose online learning resources. Now I think more deeply about the educational value and ease of use when I chose media resources to use within my instructional plans.

3.2 Diffusion of Innovations

Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. Digital Inequality Project This project addressed ways to close the gap of digital inequality in schools. I worked with a group of 3 others on a mock task force to rank ideas on how to address the digital divide in Idaho. We used google docs for most of our project. A survey was written by one of our group members, and all members ranked and gave reasoning behind their rankings. Once we collaborated on how the options ranked, we volunteered to complete various tasks such as writing the introduction, adding the ranking information to each slide, adding images, and speaker notes. This artifact demonstrates mastery of diffusion of innovations because it required me to go through a process with other professionals to determine a solution for digital inequality, and thus initiating me to implement the ideas in my own institution. Our most highly ranked option (after school, weekend, and summer computer lab hours) could possibly be implemented without money via volunteers. After going through this process, I have discussed with my 3rd grade team ways to help close the inequality gap. We have decided to open a study hall time for students to use at their extended lunch recess. Students who do not have the access to technology at home can use this study hall to access valuable resources and activities available on classroom computers and ipads. This artifact helped me determine ways to close the digital gap in order to ensure instructional technology is available to all students at my school.

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. Nature of Science Vocabulary Voicethread I chose this presentation to depict mastery of implementation because it initiated me to continue using voice recordings to support visual media presentations. This particular voicethread presentation was created to introduce 3rd grade students to key vocabulary about scientific inquiry. 3rd grade students are responsible for demonstrating an understanding of the scientific process by asking questions, generating and writing hypothesis, making observations, gathering data, and generating and writing conclusions. When they go through this process they need to understand what an investigation, experiment, and procedure is. They also need to understand how to make observations, record data and gather evidence to help write a conclusion. I use this presentation as a vocabulary instructional tool. The graphic images and

voice explanations help students make connections, applying background knowledge to unfamiliar or new words. I have used this presentation as an instructional tool for the last 2 years in my 3rd grade classroom. I have liked it to my class resource website, and students can access it as a review at any time. Using voicethread as an instructional tool also initiated me to find other applications available on IPads for the age level of my students to create voice over presentations with. I located an application called Doceri for my students to do this with. They are able to search and save images to the camera roll on the IPad, write simple messages or titles using their finger or a stylus, and record an explanation for each slide they create. The recorded slides are saved as a video file and can be watched on the IPad, saved to a desktop, or uploaded to youtube. I continue to use this application on a weekly basis for my students to demonstrate and understanding of concepts with presentations. One way they have used this application is with the creation of vocabulary slides with the written word, uploaded picture, and a voice recording of the definition and the word used in context. Another way students have utilized doceri is with a series of pictures that enhance an informational paper about their heritage. First the students divided their writing into 5 sections. They added pictures and titles into a Doceri IPad presentation that included 5 slides. The final product was a visual presentation that included students voices reading their writing. Students were engaged when they created the presentations and showed a genuine interest to showcase their best work. 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. Acceptable Use Policies The National Education Association states that all schools should have an Acceptable Use Policy that has been thoughtfully researched and planned. The policy is to ensure safety of students while using the schools equipment and network. Usually the policies have a student, and or parent signature section to acknowledge their responsibilities. Acceptable Use Policies should include the following sections: Preamble, definitions, policy statement, unacceptable uses, violations/sanctions, and a signature section. This blog post defines each section and includes links to several sample acceptable use policies. The information can be used to develop acceptable use policy for an institution that is valid and includes all necessary components. Our district does not have a formal acceptable use policy. However, I have discussed the importance of this with my staff and shared the links to example policies. Some teachers have chosen to develop their own acceptable use policies for students to sign.

Copyright Scavenger Hunt After researching fair use and copyright laws I developed an activity to teach other teachers in my institution on how to apply fair use laws. The activity is intended to educate others on the current fair use and copyright laws. A series of online resources on the topic, and several concept questions to pair with each resource provides other educators the foundation to understand the importance of following the policies. In addition links to creative commons resources are provided. I learned from this experience that many teachers are unaware of the copyright and fair use policies. My research on the topic, the development of this web page, and the implementation of the activity with staff in my building has proven to be beneficial because now more educators are using media resources in a fair way, and copyright laws are less likely to be infringed on within my institution.

STANDARD 4- MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development Project Based Learning Communities Project This project demonstrates mastery of the project management substandard because I developed and implemented an instructional unit using project based learning philosophies. I monitored student achievement with evaluation in the forms of student self-assessment, teaching practices reflections, and formative and summative assessment. The unit was planned around a driving question with a cross curricular integration throughout a 5 week period. The content objectives were chosen from the common core standards in the areas of social studies, language, speaking and listening, informational writing, and math. Instructional strategies were chosen after analyzing learner characteristics. The 3rd grade students who engaged in the unit of instruction had diverse skills and background knowledge of the subject matter. By using the project based learning model, I was able to provide students with voice and choice to enhance engagement. I also incorporated collaboration, communication, presentation, critical thinking, and self reflection when I designed

instructional tasks. Students were presented with a visual organizer at the beginning of the unit to help manage and organize their projects. I made sure there was congruence among goals/objectives, instructional strategies, and assessment. Student engagement was very high when this unit was implemented in my classroom. They possessed a sense of ownership that pushed them to create quality work. The philosophy behind project based learning is for the teacher to become more of a facilitator rather than the director. This means that the roles become a little different than a direct instruction approach. As we worked through the unit I oriented students to the goals of the project, grouped the students appropriately, organized what needed to be accomplished on a daily basis, clarified students questions, monitored students work, helped manage the workflow, and evaluated the successes and challenges. I developed positive relationships with my students and almost all were able to demonstrate mastery of content standards upon completion of the unit. Project based learning is an instructional model that promotes student engagement, quality work, and self directed learning. Many success stories of using PBL models in diverse classrooms have been published. Designing and implementing this unit has prompted me to deliver instruction in my classroom using project based methods. Overall, PBL provides students the opportunity to become actively engaged in a variety of authentic tasks that surely benefit all students, especially with diverse backgrounds and learning abilities. Now that I am trained PBL I can use various techniques to engage all students, providing a positive learning experience.

4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. Classroom Resource Website Every Thursday and Friday my students engage in a series of classroom centers that require the use of web 2.0 tools and resources. In order for students to gain quick access I developed a classroom resource website using google sites. When students log on to the school network the district home page is default. Students can navigate to the class website through the district main page by clicking on elementary schools, joplin elementary, teachers, my name, then the class website link. Students are able to do this with ease and it eliminates the need to type in the web address or bookmark. The site allows students to navigate quickly and effectively. I update the site as needed to accommodate the learning for the week. The site

is organized by subject area including resources and tools in the areas of language arts, science, math, and social studies. This has allowed me to spend less time explaining how to access the tools and resources, and more time explaining the objectives and learning outcomes. I rarely need to intervene to help a student access what they need for their required learning in each center. Due to the ease of access and smooth flow of the centers, students are self-directed and engaged in their own learning process. I am able to spend time with a small group of students implementing higher level thinking activities and questioning strategies when the remaining students are self-directed and engaged. I have been pleased with the outcomes of organizing student access using this website. Technologies Relative Advantages Chart In order to develop this advantage chart I spent time viewing and analyzing various technologies to help meet several objectives. After choosing a set of learner objectives, I searched online learning opportunities that aligned with each objective. The chart includes the objective, a link to the technology resource, and the relative advantage and outcomes for using the resource. I made sure to include a variety of objective types from the Blooms Taxonomy Learning Domains. This activity was one that I completed early on in the Ed Tech program. It provided the foundation for me to continue investigating technologies to support various learning objectives within my classroom planning. I continuously go through this process when I add technologies for students to use on my classroom website.

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. Energy Flow in an Ecosystem Webpage This webpage was designed to deliver information about the energy flow in an ecosystem for 3rd grade students through an interactive concept map. I designed this site using the program dreamweaver and wrote the HTML code. I used firefox to design the background and the graphic organizer image that shows the sun as being the primary energy source, and how it flows to producers and consumers. When I link this webpage to my student use website, I am able to provide a resource that includes all the necessary concepts students need to know in order to have mastered the relationships within ecosystem content standards. I use the page as a culminating review. Students are directed to the page and are required to show that they explored the page in an acceptable way by answer some pre-determined questions. Designing

this type of webpage has impacted my teaching because it provided me with the necessary skills to develop simple review web pages that deliver content messages in a relevant way that connects directly to the common core content standards. It minimizes information overload, and requires the students to interact with instructional. I have linked this webpage to our classroom resource website and students have interacted with the webpage to help construct a deeper understanding of the concepts of energy flow in an ecosystem. Simple Machines Jigsaw Webpage This webpage was designed to serve as a resource for a group learning project. I created it using html5 code and dreamweaver software. The information gathered and presented on the page directly applies to the content standards for the 3rd grade instructional unit. The goal of the delivery is for students to work in groups of 6. Each group member is assigned a different machine to become an expert on. The 6 students access the website at the same time at one center, and take notes on a teacher developed worksheet about their machine. At the next center they communicate their findings with the other group members. Delivering content through webpages I design is very beneficial to my students. I am able to filter out unnecessary information that could overwhelm them and narrow down search results. The background content information is written on the page, and with simple clicks they are able to gain access to additional visual media that supports the learning target. I have linked this webpage to my classroom resource website, and students are able to access the information with ease by navigating from the district home page to our classroom website. Designing this webpage for my students to access as a research and content message media tool, allows for them to learn important concepts from an organized location. I have found that they are more engaged when researching a topic from an organized webpage rather than a traditional textbook resource.

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. Common Core Teacher Resources I developed this resource page after researching websites regarding the common core initiative. After choosing sites that offered valid explanations, resources, and professional development opportunities I compiled them into a website using google sites. The page includes a website link and a description of how the site can be used. I plan to continue adding pages to this website for teachers concerning other topics. Ideas include tools for teachers to use with

their students including forms of interactive, games, simulations, and other web 2.0 tools that enhance student learning and engagement. When I find a tool that I like, and have used it in my own classroom, I can add it to the list and provide teachers with an advantage and the experiences I had using the tool. Using RSS Feeds Originally I used google reader to access my RSS feeds. However, that application is no longer available so I searched for other options. The link included in this heading is a list of options. Managing information can be a difficult task in its own. Finding ways to utilize information without it becoming overwhelming is an important way to retrieve what you need. Using an RSS feeder can improve the productivity in learning, and especially planning. Reading material that will help you focus on what your needs, hobbies, and interests may be, enhances knowledge in many ways. In the classroom I could use the RSS feeder to keep updated on current trends, research, and lesson plan ideas. Being able to subscribe and be updated on information that could enhance my teaching is a very beneficial. RSS feeds could also be used as a parent tool. Suggesting RSS reader to parents may help them keep in the loop of educational trends and changes. I know that the standards based report cards have been a learning curve for many parents. Having a feed to provide updates on the research behind the change could help them understand the reasoning behind the changes. Connecting the parts to the puzzle that helps us be the best teachers we can be is what is important. Having more efficient ways of accessing up to date information is a great way to help connect. Managing the information through an RSS feed is one way to help us stay connected. I downloaded the RSS subscription extension by google to manage my feeds. I am able to search for topics, add them to the reader, and gain quick access to article titles that may interest me. The RSS feeds have impacted my teaching in positive ways because it provides quick access to information I can use to help better my teaching practices.

STANDARD 5- EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

Learnzillion.com Product Evaluation I chose this artifact because it gave me the experience and knowledge on how to effectively go through a detailed evaluation development and procedure to determine the effectiveness of instructional content. The website learnzillion.com contains a collection of short instructional videos alligned to the common core in the areas of language arts and math. The lessons were designed and recorded by expert educators and are available to use for free. I was interested in determining if the resource was an effective teaching tool, and wrote an evaluation report after I went through a series of procedures to choosing who the stakeholders would be, the information that needed to be gathered, and collected data in the forms of interviews, surveys, and pre and post tests comparisons. The process allowed me develop and analyze a variety of assessment measures to determine the adequacy of instruction delivered on this website. I determined that the website was effective and that its use as an instructional technology was valid. After I determined that the website learnzillion.com was an effective instructional tool to be used in the classroom; I have offered training to other staff members on how to use the website in their own classrooms. It can be used for whole group, or individualized instruction. I have also shared with staff how I use the instructional videos on an individualized basis. I assign videos to students based on their needs, and they log in to learnzillion.com, watch the video, and fill out an organized note sheet. This artifact demonstrates mastery of the substandard product management because I went through a detailed process to plan and conduct an evaluation and I continue to monitor the use of learnzillion.com as the implementation of the product continues in my school. Now I am able to use such processes when monitoring other curriculum to determine its effectiveness. It is imperative that students are provided with the learning opportunities that are the most efficient and effective in helping them master content and skills. This project also helped me as an educational technologist to systematically evaluate various 21st century tools to ensure their use in the classroom is efficient and effective. In order for instructional materials to effectively be implemented in the classroom, the evaluation and monitoring component needs to be considered.

5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content. PBL Assessments

The content that learners need to master is identified on the overview page of the project website. Students need to demonstrate mastery of social studies content, language arts skills in the forms of writing, speaking and listening, and how to measure accurately to the nearest of an inch during this unit. When I designed and planned the assessments I determined what students needed to do (formative) as they worked through the project to get to the culminating presentation day (summative). One of the biggest impacts this part of the process had on my teaching is the power of having students take part in creating the checklists and rubrics that will be used to assess their learning. Students work harder when they take ownership and pride in their projects. When they are part of the decision making process, it prompts them to take further ownership. Another impact was using self and group reflection questions once the project was completed. This offered me great insight as to what the students were able to learn from the experience. The summative self reflection chart also provided information on how to enhance the project process in the future, and required students to think deeply about what they accomplished throughout the unit. Throughout my teaching practices I have always used rubrics and checklists to help determine pre-specified learner content mastery, however, designing assessment measures for a PBL unit has initiated me to take a different approach, and I now frequently have students voice added to what is important to include, or do, to demonstrate mastery of what is learned, as well as required reflections upon a completion of a unit.

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.

Instructional Design Formative Evaluation Plan pg.28 For EdTEch 503 I designed an instructional unit following the A.D.D.I.E model. Effective instructional design includes a component of evaluation to help determine the next steps in the design process. The first part of the plan was to have an expert review my objectives and instructional tasks. I used the expert feedback to help determine if any objectives or tasks needed to be omitted, added, or refined. The second part was to have a group of three students go through the process of completing an instructional task, and use their experiences to further develop the task. When the designer uses formative evaluation to help guide their planning, the summative

Response to Request for Proposal: Evaluation for Determining Instructional Purposes The purpose of this proposal is to outline how the evaluator will provide information and recommendations to use in making decisions in regards to the marketing and sale of the instructional DIP training program package offered by Far West Laboratory. The evaluation will focus on formative assessment measures to help administrators make decisions on purchasing and using the program and training units. This proposal gave me the experience and opportunity to go through a phase of the evaluation process. I was given the background information on an instructional DIP training program and developed a proposal to become the evaluator for the training package. The proposal includes a description of the program and the evaluation method I proposed to use. It also includes a table summarizing the information needed, information sources, data collection tools, and intended audiences for the evaluation information. In addition a list of tasks that would take place during the evaluation, the project personnel and a budget is included. The tasks listed in the proposal are formative assessment examples. This project helped me determine appropriate formative measures to use when evaluating curriculum materials. As an evaluator, I am now able to gather appropriate formative data, and use the information gathered about a product or program to make further decisions on the effectiveness of the materials.

5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning....Longrange 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.

School Evaluation Summary This assignment required me to gather information to assess the effectiveness and needs within my institution, what a mastered use of technology in an institution requires, what is needed for further development, and to examine the present state and goals needed towards technology success in the future. I used Technology Maturity Benchmarks to rate my school and help determine the next steps that can be implemented to bring our school towards the intelligent stage of maturity. The benchmarks survey includes 5 filters. A short summary of each filter in my school are as follows: Curricular and Innovation Filters Technology is formalized and embraced throughout my school. Each year we have

access to new technologies such as current projectors, document cameras, headsets with voice capability, Apple products, smart boards and adopted programs such as Success Maker. The push for technology use in the classroom began 2 years ago. The tools are becoming more readily available to all teachers and classrooms, not just those who qualify for grant. Our school has a technology committee that advocates for new uses, and plans fundraisers for equipment. Staff members continuously share new ideas and websites that will enhance the learning of all students. Many assessments are performed with the use of technology. Reporting tools such as Power School, and Schoolnet are accessed frequently. Support Filter The district has provided and continues to provide training for teachers at each grade level on new adoptions and purchases. The recent training has been on the use of Promethean smart board equipment. I have attended 2 of these trainings this year, and it has helped me implement the smart board use in my classroom. Staff members also have the opportunity to take district classes to learn more about technology integration, with the incentive of college credit, however, this is optional. District personal visit our school regularly to provide support to our staff on how to implement and use the programs available. Recently, mandatory training on how to use the Exceed program for tracking RTI data has been received. Connectivity Filter All staff uses the internet frequently with the use of all the tools listed on the districts 21st century skills link. We are required to use email daily, and encouraged to have our students connected to online resources and implement 21st century tools. Administrative Filter Technology is embraced in my school. The technology committee reviews what can further enhance our schools learning environment. Most fundraisers have funds allocated to technology. New computers at this time are available on a rotation basis, and funds are allocated to fixing and maintaining the equipment we do have at the school.We have technology support staff and a help desk system for technology support. Innovations Filter Our district has a hired personnel to serve as technology specialists to support teachers in the district. The current focus has been on implementing apple products (Ipads), and promethean smart boards into the classroom. Trainings are available to staff who have these tools in the forms of online documents and staff workshops. Generally, grant moneys pay for substitutes so general education teachers can attend the workshops during school hours. When considering future planning for an organization the Technology Maturity

Benchmarks taken from the Technology Use Planning Primer (Sibley & Kimball, 1997), can be used to help determine the next steps to move the organization to the intelligent state of technology use. I am the head of the technology committee at my school. I have used the information gained from the evaluation summary I conducted last summer to help determine the long term steps for our school to take in order to become a more technologically competent institution. We currently fall between the islands and integrated state, falling more towards the integrated state. The chart included in the artifact shows where we fall in each area and a rationale comment for the decision. The website link above can also be used as a resource for other planning resources and tools. The long term technology planning for our school is primarily decided by our Leadership Committee. Each committee member has specific roles, and mine is to help determine technology needs. I have conducted surveys for teacher wishes, and analyzed other needs in the building such as training. I have determined that our schools technology use at the administrative filter needs to be refined. We need to use stronger collaboration tools such as google docs to communicate ideas, rather than writing paper notes. Many teachers do not utilize the tools that are provided for us such as skydrive, to share and communicate ideas. Only a few teachers know how to design websites and use them to diffuse ideas and provide efficient and effective communication. Part of the long-term plan is to provide more opportunities for professional development, and to continue to generate funds through the use of grant writing, and PTO fundraising to sustain an adequate budget for technology spending.

Conclusion The Masters of Educational Technology Program from Boise State University has strengthened my professional practices, and refined my skills as an educational technologist. It is my goal to use these practices in helping other teachers implement lessons that incorporate vital 21st century skills into their daily routines. I have began this process at my school, and help teachers integrate technology into their instruction by providing various supports. I have helped other teachers develop websites, set up online accounts to access valuable resources, modeled how to set up a centered based classroom that allows student access to various technologies, generated web 2.0 resource lists with explanations, researched and evaluated instructional technologies, as well as acting as the head of the technology support committee. If I was to sum up my experience with one word it would be inspiration. I have been inspired to help other educators strengthen their professional practices, I have been inspired to use and diffuse web 2.0 tools that, and I have been inspired to continue to strengthen my own professional practices

with continued research and diffusion of ideas.

References Clark, R.C., & Mayer, R.E. (2011). E-learning and the science of instruction. San Francisco, CA: Pfeiffer. Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), 5072. doi:10.1111/j.1937-8327.1993.tb00605.x

Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). New Jersey: Pearson Education, Inc.

The eLearningcoach, with Connie Malamed. (January 2010). Realistic Graphics and Learning: What's most effective? Retrieved from http://theelearningcoach.com/media/graphics/realisticgraphics-and-learning/ .

United States Copyright Office. Reproduction of Copyrighted Works by Educators and Librarians. (n.d). Retrieved from http://www.copyright.gov/circs/circ21.pdf

Reiser, R. A. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. ETR&D, 49(No.2), 5767. Williams, Robin (2008). The Non-Designers Design Book. Typographic Principles for the Visual Novice. Retrieved from: http://content.imamu.edu.sa/Scholars/it/VisualBasic/4161_lecture4.pdf