Angela Moore

3 Grade Teacher, Virginia

rd

March 2, 2015
Introduction
My teaching career began 17 years ago in 1997. At that time technology in the
classroom consisted of TVs, VCRs and overheads. As my career continued I have
experienced the introduction of desktop computers, laptops, smart boards, ELMOs, and
other forms of technology. With all of that hardware, there was an abundance of software
becoming available. As an instructor I wanted to effectively use the technology available
to assist in educating the students. I was feeling inadequate with the technology because I
didnt know how to use what was available.
It was because of these feelings that I began my search for a masters program
that would assist me in learning how to use technology effectively in the classroom.
When I encountered the M.E.T. program at Boise State I thought it would be a good fit
for me. I was correct, not only did I learn how to use technology, but also, I have learned
how to make educational projects that I could immediately take back to the classroom.
I am now coming to the end of my experience in the Boise State M.E.T. program.
This portfolio is a copulation of some of the projects and papers that I have created while
being a student at Boise State.
This reflection paper is a glimpse into some of the work that I have created while
pursuing my masters degree. It lists all of the AECT standards and their indicators.
Below each of the individual indicators, I have linked artifacts, given a brief description

of each artifact, why it was selected and my understanding of how it is connected to the
theory.
Standard 1: CONTENT KNOWLEDGE
Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.
EDTECH 502 Virtual Tour of Significant Contributors to the Civil Rights Movement
This is an interactive lesson that focuses on the major contributions of five people to the
Civil Rights Movement. Utilizing music, videos and articles, students learn about each
individuals contribution to the Civil Rights Movement.
EDTECH 502 Ancient Egypt WebQuest
This is a webquest about the inventions of Ancient Egypt. Through reading online articles
and multimedia students will learn about some of the contributions that Ancient Egypt
has made to our modern civilization.
EDTECH 503 Instructional Design Project
By using this instructional design project students will learn about the life cycle of a frog.
The lesson includes both formative and summative assessments.
EDTECH 505 RFP Proposal
This written proposal is a bid on evaluating a new educational product design. The
proposal addresses all of the necessary components for the evaluation to be successful.
EDTECH 502 Plagiarism Scavenger Hunt
This is an ethics driven lesson in which students participate in a technological scavenger
hunt to learn about plagiarism and the consequences of committing plagiarism.
Indicators:

Creating - Candidates demonstrate the ability to create instructional materials and

learning environments using a variety of systems approaches. (p. 81)
Kelly Tenkely (2015) states that virtual tours provide students with the
opportunity to actively participate in education, offering learning possibilities that arent
readily available in the classroom. In EDTECH 502, I created a virtual tour that allows
students to experience hearing from five significant people in the Civil Rights Movement.
There is a link connected to each person where the students will find all of the prevalent
articles and videos related to that person.
I have used this lesson with my students this year. For all it was their first virtual
field trip and it was enjoyed by all of the students. Many of the people they had heard of,
but they had never heard the person speak, or express their feelings. This was the first
time that I consciously made the decision to become a fascinator in the classroom.
Using - Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy. (p. 141)
When I created this webquest for EDTECH 502, the objective was for students to
use technology to learn about the inventions from Ancient Egypt. Clark & Mayer (2011)
stated that information must be organized, provide minimal distraction, and integrate
auditory and/or visual sensory information in order to keep from overloading the senses.
(p. 36)
The resources that I selected are age appropriate for 2nd and 3rd grade students.
Articles and multimedia technology was selected that allows the students to actually see
what the Ancient Egyptians inventions looked like and they can compare it to what is

used today. Differentiation was also considered by choosing articles that include
differentiation by providing voice over for students with reading deficits.
When I created this lesson I anticipated using it with my students. The students
were excited and enjoyed the lesson. They were surprised by some of the inventions that
they found originated with the Ancient Egyptians and were able to make the connections
to items we use today. The graphics really helped my ESOL (English Speakers of Other
Languages) and lower leveled students.
Assessing/Evaluation - Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.
As a candidate for the masters in Educational technology, I am asked to
demonstrate the ability to assess and evaluate the effective integration of appropriate
technologies and instructional materials. I have demonstrated all of these skills in the
lesson that I designed in 503 Instructional Design. Here I created a technology-based
lesson from conception to conclusion. An important element in the creation of this lesson
was the assessments, both formative and summative. If the evaluation design does not
include a formative component allowing for interim data to be used to alter program
processes if necessary, but instead calls for waiting until the end of the program cycle for
a summative evaluation to make these determinations, the program may have serious
problem. (Boulmetis & Dutwin, 2011)
This lesson provides instructors three opportunities for formative assessments
throughout the lesson. The assessments address the different learning modalities and
provide students with the opportunity to show what they are learning in different ways.

The summative assessment has the students making an online collage of the frogs life
cycle.
This year I moved to a different grade level where this lesson isnt taught, so I
havent had the opportunity to teach this lesson to my students. I did share the lesson with
a colleague who teaches the second grade. She hadnt used a lot of technology in her
classroom, so she was hesitant, but I convinced her to try it. She and the students enjoyed
the lesson. She has come to me and asked me for other lessons that she could use in her
classroom. My desire is to design a lesson similar to this for my current grade level.
Managing - Candidates demonstrate the ability to effectively manage people, processes,
physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
Possessing the ability to effectively manage people, process, infrastructures and
financial resources is important if you are going to be successful in educational
technology. These are all skills that are demonstrated in the RFP Evaluation Proposal
that I wrote in EDTECH 505. This is a detailed proposal which includes the
management of staff, the physical infrastructures of a test group and the process that will
be used for distribution of financial resources.
Being a classroom teacher requires that I manage people every day. It is my
responsibility to process what they are doing on a daily basis, prepare the physical
infrastructure and I manage the financial resources for yearly supplies. In essence, I have
been applying these skills throughout my teaching career.
Ethics - Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology. (p. 284)

Throughout the M.E.T. program ethics is something that has been stressed. All
work was to be your own. All pictures and quotes needed to be cited. It is for this reason
that I chose a work that I created in EDTECH 502, my Plagiarism Scavenger Hunt. In
this lesson created for students in grades 2-3, they will learn about plagiarism. This lesson
is taught to students through links that lead to articles and videos about plagiarism and
the consequences of plagiarizing.
I immediately utilized this lesson in my classroom and shared it with some of my
colleagues. The lesson was very successful; after completing this lesson, the students do
their best not to plagiarize. They dont want to suffer any of the consequences of
plagiarism. I have continued to successfully use this lesson every year since creating it.
Standard 2: CONTENT PEDAGOGY
Candidates develop as reflective practitioners able to demonstrate effective
implementation of educational technologies and processes based on contemporary
content and pedagogy.
EDTECH 533 Interactive Video
I created this interactive video to show how to perform hands-on science projects. This
video comprises four different lessons, given by children completing a science project. In
the opening video viewers can choose which project they wish to view.
EDTECH 541 Internet Enriched Lesson
This is an Internet research lesson for elementary aged students. I have chosen all of the
online research materials for the students.
EDTECH 502 - Concept Map

Using this concept map, students will learn about the four stages in the life cycle of the
frog. This is a totally interactive lesson in which students will learn through reading and
multimedia.
EDTECH 541 Social Networking
In this lesson, students use technology to discover the different traditions, habitats and
foods of people from other countries. Using technology, the students will interact with
students in other countries posting questions and answers. They will then present what
they have learned online, using a form of technology.
EDTECH 542 Salad Anyone?
This is a lesson on diversity that I created along with a colleague for elementary aged
students. This lesson emphasizes the ethinic diversity with the United States. Students
will learn about diversity through e-books, videos and creating online projects.
Indicators:
Creating - Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes. (p. 1)
As an instructor I have always tried to incorporate hands-on projects when I am
working on my science curriculum. In EDTECH 533 I learned how to make effective
instructional videos for students. This is an interactive video that shows children
completing different experiments and making different things. These videos were created
using children to show how easily and fun the learning experience can be for students.
I have used this video as a model for my students before they performed some of
the experiments. I found it to be a much better introduction than me, explaining what they

were going to do and the desired outcome. This is something that I plan on continuing to
do.
Using - Candidates implement appropriate educational technologies and processes based
on appropriate content pedagogy. (p. 141)
In EDTECH 541 one of the things I learned was that there are numerous ways to
incorporate technology into a lesson. Using technology can help allow for different types
of differentiation. As educators, we need to figure out how each student best learns and
adapt our instruction to those students. For many educators it is difficult to change how
we have been teaching, but it is necessary so that all students receive the same
opportunity to learn. When it comes right down to it, differentiated instruction means
different ways of teaching for different students. (Cook, 2015)
This particular lesson is a research project for elementary aged students. Students
will be researching ocean animals. The lesson is also differentiated for students of all
learning modalities. Some examples of differentiation within the lesson would be that
students are not required to write their notes; they can use an app on their iPads to record
their notes. The students have a choice of how they would like to present their summative
assessment; both ways involve technology.
This is a lesson that I completed with my students last year. It was easy for the
students to follow and use the technology. The note taking was easy for the students and
they seemed to enjoy it. The research, formative and summative assessment portions
were well done.

Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the

adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes grounded in reflective practice.
In my part of the country there are frogs all around us. Children are fascinated
with frogs. They know that frogs begin as a tadpole and end as a frog, but they dont
know the life cycle. This lesson introduces the terminology, life cycle and the frogs
life cycle. Clark & Mayer state, Information is encoded and remembered better when it
is delivered in multiple modes. (p. 82) The students receive instruction through two
different modalities, reading a short summary of each of the stages of the life cycle which
is also reinforced with multimedia.
I used this lesson as soon as I created it. It was the first technology based lesson I
had created and used with my students. The students learned about the life cycle, and
they were very interested to view the videos. Many for the first time were able to view
the frogs eggs.
Managing - Candidates manage appropriate technological processes and resources to
provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate appropriate content pedagogy. (175-193)
In EDTECH 503 I designed a lesson using the ADDIE model, which consists of
1) analysis 2) design 3) development 4) implementation and 5) evaluation. It is during the
design phase that the needs assessment takes place. The lesson was designed according to
the results of the needs assessment. This lesson involves numerous forms of
differentiation to address the different learning modalities of the students. There are also

assessments along the way to gage if learning is taking place and if any remediation
needs to take place.
I have not been able to use this lesson because the curriculum in my school
district has changed and this is no longer part of the curriculum. I have created lessons
similar to this and have effectively implemented the lesson into my classroom.
Ethics - Candidates design and select media, technology, and processes that emphasize
the diversity of our society as a multicultural community.
In EDTECH 542 I collaborated with a colleague to create a lesson on diversity.
Salad Anyone? addresses how the United States is made up of people with different
cultures, beliefs and traditions. As Michael Lee stated, cultural diversity makes our
country richer by making it a more interesting place in which to live. People from diverse
cultures bring language skills, new ways of thinking and creative solutions to difficult
problems and negotiating skills. (2015) Students will be able to watch videos and view
graphics of different cultures and connect the experience with things here in the United
States.
This year I used this lesson. Diversity is a topic that begins the school year, so, the
students met it with genuine enthusiasm. Throughout much of the lesson, many of my
students could recognize themselves, thus, they were able to relate to the lesson. This is
something else that made the lesson successful, real life experiences.
Standard 3: LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective
learning environments.
EDTECH 502 3 States of Matter

This is a jigsaw lesson that focuses on teaching the 3 states of matter. Using cooperative
learning methods and incorporating technology, students learn about the 3 states of
matter and report their discoveries to other students.
EDTECH 533 YouTube Playlist
This is a video playlist that consist videos that teach water safety. Learners are afforded
the opportunity to see how to properly carry out the actions.
EDTECH 503 Instructional Objective
This is a list of instructional objectives that was created for my project on a frogs life
cycle. This also includes Blooms Taxonomy and assessments.
EDTECH 501 School Evaluation
This is a write up that I did on a school about how technology is implemented within the
school structure to enhance the learning of the students. The use of technology is
evaluated from administration to students. Also, the availability of technology is
explored.
EDTECH 502 Plagiarism Scavenger Hunt
I created this lesson on plagiarism for elementary aged students to teach them about what
plagiarism is and the consequences of plagiarism. They learn about plagiarism by
navigating through this scavenger hunt.
EDTECH 542 Teaching & Learning Guide
Part of creating a successful lesson involves differentiating instruction for all types of
learners. This portion of my project shows how the lesson has been diversified for all
types of learners.
Indicators:

Creating - Candidates create instructional design products based on learning principles

and research-based best practices. (pp. 8, 243-245, 246)
Creating lessons is something that all educators have to do. In EDTECH 502 I
created many lessons. I chose this science jigsaw lesson on matter that I created because
it is a collaborative lesson. Being able to collaborate and communicate is a 21 Century
st

skill (Thoughtful Learning, 2015) that is necessary for students to possess. When students
complete their research, they will be considered the expert on that state of matter.
Students will then present their findings to their colleagues
When I created this lesson I was anxious to have my students complete it. I
thought that the students would enjoy themselves and it was an alternative way of
instruction. The students enjoyed doing the research and had fun sharing their results.
This is a lesson that I will continue to use with my students.
Using - Candidates make professionally sound decisions in selecting appropriate
processes and resources to provide optimal conditions for learning based on principles,
theories, and effective practices. (pp. 8-9, 168-169, 246)
Merging videos into a lesson can be an extremely helpful educational source. It
serves as a supportive visual aid. This is something that I learned in EDTECH 533. What
I have chosen is a playlist I created of swimming instructions. Students receive tutorials
on the skills necessary to survive in the water.
This is something that I have not used with my students, but with the summer
time approaching, it would be helpful in teaching the students water safety.

Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for

informing decisions to improve instructional practice, learner outcomes, and the learning
environment. (pp. 5-6)
I created this instructional design lesson in EDTECH 503 that demonstrated my
ability to use multiple assessment strategies to collect data that allow me to make
informed decisions to improve instructional practice and learner outcomes. This lesson
was created based on the data received from a needs assessment which is part of this
lesson. The lesson addresses all of the skills and knowledge that the students were shown
to need instruction in. There are numerous formative assessments given in multiple ways
to assess student learning along the way. The lesson ends with a summative assessment.
Incorporated into the lesson are the six stages of Blooms Taxonomy; knowledge,
comprehension, application, analysis, synthesis and evaluation.
I have not had the opportunity to teach this lesson, but what I have done is to
incorporate some of the assessments from this lesson into other lessons that I have taught.
Managing - Candidates establish mechanisms (p. 190) for maintaining the technology
infrastructure (p. 234) to improve learning and performance. (p. 238)
This is a Technology Maturity Model paper that I wrote in EDTECH 501. It looks
at how technology is being integrated in a Title 1 school at all levels. Initially, I thought
that this school was on the integrated level of the model, that technology had been
assimilated throughout the school. Through this research I learned that administration
plays an intricate role in the successful incorporation of technology into a school. There
is a lot of training that the administration could provide that would allow technology to
be more amalgamated into the school. Performing a technology maturity model can help

a school realize where there is room for improvement. Completing this research has
shown my capabilities in assessing what technology is being used and what needs to be
done to improve the use of technology in this school.
Ethics - Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and
appropriate open access to resources. (p.3)
As an elementary school teacher I find myself constantly saying to my students,
use your own words, dont copy from the book. I had these conversations in mind
when I created this Plagiarism Scavenger Hunt in EDTECH 502. As Heidi Raki stated,
Perhaps the best way to avoid this is by teaching children as early as elementary aged
students the meaning of plagiarism (Raki, 2012) At the completion of this technology
driven scavenger hunt, students will know what plagiarism is and what the serious
consequences of plagiarism are.
I have used this lesson ever since I created it. It has been a very good resource for
my students. When they complete this lesson they consistently try to use their own words
when completing a research project.
Diversity of Learners - Candidates foster a learning community that empowers learners
with diverse backgrounds, characteristics, and abilities. (p. 10)
With differentiated instruction, classroom teachers plan what the students will
need to learn, how they will learn it and how they will demonstrate what they have
learned. (Mauro, 2015) This is exactly what I did in EDTECH 542 when I created this
lesson on diversity. Part of creating a successful lesson is having something for everyone.
In this portion of the lesson I have shown how the lesson will be differentiated for the

different learners. Students are given a choice of how they would like to produce their
final project using technology.
As of yet, I have not used this lesson. I do plan to use this lesson with my next
class of students in September. I would have wanted to conduct this lesson using the
iPads, and at the time they were not available.
Standard 4: PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning
environments within a supportive community of practice.

EDTECH 542 Salad Anyone?

I collaborated with a colleague to create this project-based lesson on diversity. This is a
lesson that has built in differentiation for students at all learning levels. The
differentiation is there so that all students can experience success.
EDTECH 513 Kidspiration Tutorial
Kidspiration is educational interactive software program that is good to use as
reinforcement for different types of skills. I created this tutorial on using Kidspiration to
make a web of fact or fiction.
EDTECH 542 Salad Anyone? Rubric
This is a rubric for the storyboard part of the PBL Salad Anyone? The students can access
the rubric online and this allows them to know in advance what the expectations are for
the project and what their grade is going to be. To aid students in understanding the
grades, smiley faces have been used to enhance their understanding.
EDTECH 505 iPad Evaluation

This is a project that evaluates the use of iPads in a particular elementary school. The
iPads had been purchased to promote the use of technology in the classroom. An initial
online survey of teacher use of iPads in the classroom was conducted. (Appendix A)
Based upon the results of the survey a plan of suggestions were made that would assist in
promoting the use of technology in the classroom through the iPads.
EDTECH 503 Relative Advantage
This is a chart that shows the different types of learning challenges teachers can
encounter with students in the classroom. It also shows forms of technologies that can be
used to combat the learning challenge, the advantage of using that technology and the
relative outcome of using that technology.
Indicators:
Collaborative Practice - Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.
I was tasked with the assignment of creating a project-based lesson in EDTECH
542. I chose to collaborate on this project with a fellow M.E.T. student and found it to be
a positive learning experience. This lesson demonstrates my ability to collaborate with
my peers, analyze learners, develop and design instruction, and evaluate its impact on
learners. Erica Loop stated, teachers can share lesson planning ideas or specific
classroom activities during weekly meetings or discuss the positive and negative parts of
a project for the other educators to learn from. (Loop, 2015) Creating this lesson was a
collaboration that we developed and designed, there are formative and summative
assessments that help to evaluate the impact on learners.

I have not used the entire lesson, but I have used a portion of this lesson in my
classroom. The students enjoyed using the technology and the formative and summative
assessments were very helpful. It was easy for them and they didnt have to come to me
for a lot of instruction. I believe that this is why in part they were successful with the
desired outcome of the lesson. They knew all of the essential knowledge and were able to
transfer that knowledge to other areas.
Leadership - Candidates lead their peers in designing and implementing technologysupported learning.
Kidspiration is software that is available at my school that most teachers dont
know about. They see things that my students have created and ask me how I have done
that. I find myself giving demonstrations one at a time. In EDTECH 513 when we were
asked to make a tutorial, these experiences came to mind and I chose Kidspiration. There
is so much for students to do and create in Kidspiration, and it can be used as a tool for
remediation, instruction and assessment.
I have used this video with my colleagues and have found it to be very useful.
When they ask for help on how to use it, I simply send them the link. They are surprised,
but they have told me that they find it to be quite helpful.
Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect
on the effectiveness of the design, development and implementation of technologysupported instruction and learning to enhance their professional growth.
"When we stop, we can see how far along our path to our goals weve come, and whether
its still best to follow the same path, or change direction and try a new path.

(Limitlessbelieving.com, 2015) With every project that I have completed in the MET
program I have spent time reflecting. Can I use this in my classroom? Is this something
I would share this with my colleagues? Is this something that my students would enjoy
and learn from? In EDTECH 502 I wrote my reflections down. In reading I see that
there were tribulations, but that they were followed with many successes. Reflection is
something that I constantly do without thinking about it.
This ePortfolio is a reflection of my time spent in the MET program. I have
looked at so many things that I have created and chosen. I have seen the growth in my
abilities and what I am now able to do with technology. This ePortfolio includes some of
what I think are my better artifacts.
Assessing/Evaluating - Candidates design and implement assessment and evaluation
plans that align with learning goals and instructional activities.
In EDTECH 505 I learned how intricate evaluating something could be. Until
taking this class, evaluations had never been a consideration. Boulmetis & Dutwin state,
To know what type of evaluation to use, managers first set out their reasons for
undertaking an evaluationthe final reason for evaluating is to improve or change a
program. (p. 38) For my final project I evaluated the use of iPads in my current school.
The evaluation was done by speaking with the stakeholder (principal) and discovering his
objective for the iPads, and conducted a school wide survey to ascertain how they were
being used within the school by the teachers. The evaluation included, the percentage of
use in the school, how the iPads were being used, and suggestions for improvement.
My principal had asked to see my evaluation after I completed it, and he was
surprised at what my evaluation discovered. The iPads hadnt promoted the use of

technology as he thought they had. He also realized that he thought he was providing
education on the use of technology in the school, but the teachers didnt agree. He did use
one of my suggestions and has offered more tutorials on the technology tools available at
the school and how to use them.
Ethics - Candidates demonstrate ethical behavior within the applicable cultural context
during all aspects of their work and with respect for the diversity of learners in each
setting.
There are moments in teaching when an instructor notices that students are
experiencing difficulty comprehending a subject matter and remediation is necessary.
Often, this is when a relative advantage chart can be convenient. This relative advantage
chart that I created in EDTECH 503, shows instructors which tools and technological
implementation would be advantageous in different situations.
When I created this relative advantage chart, I used technology that I currently
used in the classroom and still use to this day. I have encouraged parents to use it with
their children who are having difficulties and I have found the parents to be very
receptive.
Standard 5: Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance
learning and improve performance.
EDTECH 504 Integrating Constructivism
This paper is about the changes taking place in the classroom and how the role of the
teacher is becoming one of a facilitator. It also juxtaposes the learning theories of Lev
Vygotsky and Jean Piaget.

EDTECH 504 Annotated Bibliography

This is an annotated bibliography that presents articles and multimedia that can be used to
research the theory of constructivism and technology in the classroom.
EDTECH 501 Baldwin Neighborhood School Evaluation
This is a school evaluation summary on a Title 1 school in the inner city. This evaluation
is a summary on how technology is implemented within the school at different levels. It
addresses the administration, curriculum and support within the school.
EDTECH 504 Annotated Bibliography
I created this annotated bibliography using online accessible materials. The bibliography
for all of the articles is in APA format. This annotated bibliography is about the effects of
technology in the classroom.
Indicators:
Theoretical Foundations - Candidates demonstrate foundational knowledge of the
contribution of research to the past and current theory of educational communications and
technology. (p. 242)
Two of the most popular theories in education come from Lev Vygotsky and Jean
Piaget. This paper that I wrote in EDTECH 504 juxtaposes those theories and discusses
constructivism in the classroom. Lev Vygotskys theory said, child development is
the result of the interactions between children and their social environment. (Leong &
Bodrova, 2001) This is the route most classrooms today are being encouraged to look
like. Questioning and exploration are encouraged; the instructor isnt standing in front of
the class lecturing. Instead, instructors are facilitators, helping students locate answers.

Since completing this research, I have worked hard to become a facilitator in the
classroom. I have seen a change in the students. They are becoming independent thinkers
who are not afraid to take their education into their hands and seek out answers.
Method - Candidates apply research methodologies to solve problems and enhance
practice. (p. 243)
When creating a research paper, I find that it is beneficial to have all of your
research completed ahead of time, to know what your sources are going to be and what
you plan to cite. This is what an annotated bibliography does. My annotated bibliography
a list in APA format of the books and websites that and that I plan to use while writing
my final synthesis paper in EDTECH 504. The bibliography also includes a short
summary on what information is included in each book or website.
I had never created an annotated bibliography before, but I found it to be quite
helpful when working on my paper. IIt made me locate all of my information before the
writing began, and I already had the references prepared.
Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance. (p. 203)
One of the first classes that I took was EDTECH 501 where I performed my first
formal evaluation. I evaluated the use of technology in the school at all levels, from
administration to students. What I found is that they didnt have nor use as much
technology as I had originally thought. There was technology available and some of it
was being used, but there was room for growth. This is something that I never would
have known had I not completed the evaluation on Baldwin Neighborhood School.

Ethics - Candidates conduct research and practice using accepted professional (p. 296)
and institutional (p. 297) guidelines and procedures.
When writing a research paper it is important not to plagiarize. Throughout my
education I have consistently heard the saying; give credit where credit is due. That is
what this annotated bibliography does. It is a reference in APA form of some of the
articles, books, websites and multimedia that I was going to use to complete a research
paper.
Unfortunately, I have not created another annotated bibliography since this one. I
havent had the need to create one. Looking into the future, if I do have to write a
research paper, I will make an annotated bibliography as I conduct the research for the
paper. I will always cite my sources.
Conclusion
These artifacts in my ePortfolio represent a variety of some of the knowledge and
skills that I have acquired while pursuing my Masters of Educational Technology at
Boise State University. These are skills and knowledge that I will have for the rest of my
life and will always continue to use them in my instruction.
References:
Boulmetis, J., & Dutwin, P. (2011). The ABCs of Evaluation. San Francisco: Jossey-Bass.
Cook, J. (2015). Definition of Differentiation: Information for Educators and Parents.
Bright Hub Education. Retrieved 2 March 2015, from
http://www.brighthubeducation.com/special-ed-inclusion-strategies/70484-themeaning-of-differentiation-of-instruction/
Clark, R.C. & Mayer, R.E. (2011). E-Learning and the science of instruction. San
Francisco: Pfeiffer.
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