Jones EdTech 592 Rationale Paper

Richard Jones

US History, Government, Economics, and Senior Project Teacher, Del Puerto High School

January 15, 2015

INTRODUCTION

This rationale paper will serve the purpose of demonstrating my mastery of the

Association for Educational Communications and Technology (AECT) standards through a

discussion of the coursework that has been completed during my time in the Boise State

University, Master of Educational Technology (M.E.T.) program. The rationale paper is one of

the culminating activities that must to be completed in order to earn the degree. The vast

majority of this paper is dedicated to discussing the artifacts that highlight my mastery of the five

standards established by this organization: Content Knowledge, Content Pedagogy, Learning

Environments, Professional Knowledge and Skills, and Research. Portions of the paper also

have been dedicated to describing how the artifacts have impacted my teaching practices, lesson

designs, and instructional materials; moreover, relationships to learning theories and research are

noted where appropriate.

The structure of the paper centers around the AECT standards and indicators (sub-

standards) that are expected to be present in mastery-level coursework. Four to five artifacts

from my coursework are included in each major standard along with a discussion as to how they

meet the indicators and other practices listed above. A diverse assortment of artifacts has been

selected in an effort to illustrate the range of knowledge and skills I have developed over the past

two years. Each artifact is hyperlinked to its corresponding location, and can be viewed without

restrictions. Finally, a description of the standards and their accompanying indicators have been

provided as references throughout the paper.

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 542 Project-Based Learning Website: This project-based learning website contains the

contents of my PBL unit on the structure and powers of the federal government. It contains

visual organizers and timelines of the process, culminating activity rubrics, student surveys,

teacher resources, links to technology tools, formative and summative assessments, and all

instructional materials needed to carry out the project.

EdTech 533 Interactive Video: This artifact is a series of 16 interactive videos that I created to

help students better understand the role of the US Supreme Court. The interactive nature is made

possible via clickable hotlinks within YouTube.

EdTech 502 Virtual Field Trip: I developed this website to allow users to take a virtual field trip

through four war memorials in Washington, D.C. The home page describes the purpose,

intended users, instructions for completing the activity, and a guiding worksheet.

EdTech 505 Evaluation Report: This artifact represents the goal-based evaluation that was

designed to assess the extent to which the online Cyber High courseware and Studies classes at

Del Puerto High School were meeting the programs goals. The report involved research,

collaboration with stakeholders, data analysis, and critical thinking.

EdTech 534 Current Speak App: I created this app as a way of providing students with a simple

method of locating reputable news sources (articles and videos) for each of the subjects that I

teach. The app also allows users to record a video summary of the article and share it via text,

email, and social network post.

501 Digital Divide/Inequalities Presentation: This artifact represents the presentation that I

developed to discuss my solutions for tackling the digital divide and digital inequalities. The

solutions were based on financial resources, available technologies, and technology

infrastructure.

Indicators

Creating - Candidates demonstrate the ability to create instructional materials and

learning environments using a variety of systems approaches. (p. 81)

The artifacts listed above demonstrate my ability to create instructional materials and

learning environments using a variety of processes, mediums, and technological resources. The

single artifact that best exemplifies this indicator is the Project-Based Learning unit. The

Project-Based Learning website assists with the facilitation of learning by providing instructional

materials, entry event, scaffolding activities, assessments, evaluation rubrics, teachers guide,

https://federalpowerproject.wordpress.com/https://richardjones3.wordpress.com/2014/01/10/edtech-533-interactive-video-and-storyboarding/http://edtech2.boisestate.edu/richardjones3/502/vtour/start.htmlhttps://richardjones3.wordpress.com/2014/12/09/edtech-505-course-evaluation-report/https://richardjones3.wordpress.com/2014/12/08/edtech-534-final-app-project-week-15/https://richardjones3.wordpress.com/2013/04/15/digital-divide-and-digital-inequalities/

timelines, and links to technological resources for students and teachers. I created all of the

materials specifically for this project. This course dramatically altered my teaching practices as I

have since transitioned my US history courses to be 100% project-based where driving questions

and authentic activities determine our direction as opposed to my desire to talk about

history. Research suggests that students can gain benefits through P-BL in academic

performance, motivation, cooperative learning and engagement in the learning process (Kaldi,

Filippatou, & Govaris, 2011, p. 46). Thus, providing these materials and this type of learning

environment has the potential to improve student learning.

Using - Candidates demonstrate the ability to select and use technological resources and

processes to support student learning and to enhance their pedagogy. (p. 141)

The best example of my ability to select and use technological resources and processes to

enhance student learning is the Interactive Video from EdTech 533. The process of making this

video series began with the creation of a storyboard. That storyboard, which is linked to the

artifact post, illustrates the content and technological functions of the videos. This speaks to the

portion of the indicator that discusses the use of a process for selecting technological resources.

I selected Microsoft PowerPoint and Adobe Premiere Pro to make this project, both of which are

prime examples of technological resources. In addition, I utilized the YouTube Annotations

Tool to carry out my goal of making this activity interactive. The Annotations Tool highlights

my ability to use a technological process to support learning. In the end, the multimedia video

series has enhanced my pedagogy and continues to support student learning in my American

Government class.

Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the

effective integration of appropriate technologies and instructional materials.

The clearest example of my ability to assess and evaluate technology integration and

instructional materials is the Evaluation Report that I completed in EdTech 505. This project

evaluated the use of online courseware (called Cyber High) in the Studies classes at Del Puerto

High School. The purpose of the evaluation was to determine the extent to which the programs

goals were being met by this blended learning structure. The evaluation required a great deal of

collaboration with stakeholders, analysis of qualitative and quantitative data, summation of the

findings, and recommendations for improvement. This report was given to our site principal and

will hopefully lead to changes in the structure of the program. More details about the various

components and the process that was utilized can be found in the report.

Managing - Candidates demonstrate the ability to effectively manage people, processes,

physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)

The completion of the Evaluation Report required many of the skills outlined in this

indicator. One of the first tasks that I had to complete for the project was to lead meetings with

the school administrators and course instructors. The purpose of these meetings was to better

understand the goals of the program. These meetings and interviews, which I managed, allowed

me to select the most appropriate process for the evaluation. I determined the best method to be

what Boulmetis and Dutwin (2011) refer to as goal-based evaluation (p. 109). The

investigation also helped me identify the proper data sources and measurement instruments. As

the report discusses, I had to manage the implementation of the instruments by leading teachers

and students through the activities. The closing of the report includes a discussion regarding the

financial costs of the evaluation as they related to my personal fees and expenses.

The Digital Divide and Digital Inequality presentation addresses specific topics noted in

this indicator. In the presentation, I suggested improvements like open computer lab hours

outside of the school day, a tablet checkout system that works on 3G/4G data, and various

training sessions for students, parents, and community members. Most of these could be carried

out using existing personnel on our campuses and could be managed by the site principals. The

suggestions are feasible given their minimal impact on financial resources. In the end, this

assignment demonstrated my ability to manage these components to solve real-world problems.

Ethics - Candidates demonstrate the contemporary professional ethics of the field as

defined and developed by the Association for Educational Communications and

Technology. (p. 284)

I strongly believe that I have developed all of my artifacts in a manner that honors the

Professional Code of Ethics issued by AECT. The driving question of the Project-Based

Learning website asks students how government could be changed to better understand their

needs and attitudes. This speaks directly to the AECT goal of creating an environment of

openness to disparate ideas and challenge learners to seek out information and opinions that will

broaden their perspective on ideas and issues that are significant to them (Dean et al., 2008,

Section 1.1). This is one of the main reasons why I shifted my US history courses to a

completely project-based format as the benefits of authentic, student-centered instructional

practices became immediately apparent. The AECT also points out the importance of promoting

an environment in which ideas for the improvement of teaching and learning are freely and

openly shared and discussed (Dean et al., 2008, Section 3.4). In fact, all of my artifacts are

open for public use.

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 502 WebQuest: This WebQuest facilitates a more advanced form of web-based search

that moves beyond fact-finding hunts to take the shape of a Project-Based Learning activity. The

site includes several web pages and resources, including assignment rationale, instructions,

evaluation materials, assessments, electronic resources, content standards, and more.

EdTech 503 Instructional Design Project: This ID Project paper represents a unit of instructional

materials that I created to address a curricular need within my American government course. It

infuses Instructional Design practices with the use of technology in the classroom.

http://edtech2.boisestate.edu/richardjones3/502/webquest/start.htmlhttps://richardjones3.wordpress.com/2014/05/07/edtech-503-instructional-design-project/

EdTech 513 Digital Storytelling: This is a video clip that I selected during an activity that

required students to locate an example of a digital story. The video, titled Nuevo Progresso by

Sotero Cuellar Martinez, was then shared with the class in a Moodle discussion post.

EdTech 533 Edu Remix Video: The Edu Remix assignment required students to create an

original documentary using video clips and images from the public domain. The video had to

address at least one of the three learning domains (cognitive, affective, and psychomotor)

associated with multimedia learning, and it had to meet Fair Use and copyright guidelines.

EdTech 501 Extra Artifact #1 (Senior Project Website): This artifact is the Senior Project

website that I created as an extra credit assignment in EdTech 501. This website facilitates the

creation of my students Senior Project ePortfolios (their culminating graduation projects).

Indicators

Creating - Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes.

The WebQuest demonstrates the integration of content pedagogy and technology as

students attempt to explore a driving question regarding political parties. This lesson was

designed for my American government classes, and the website serves as the means through

which the project expectations, instructions, rubrics, assessments, and resources are presented to

the students. The goal was to improve student learning by giving them access to credible

resources and tools through which they could construct their own digital slideshow

presentation. The goal would be for this project to improve their learning and performance as

they are provided with a meaningful task that is supported by technology-based resources. It is

also important to note that my assignment is designed to elevate WebQuests to what David R.

Krathwohl (2002) labels as Create within the Cognitive Process dimension of his revised

Blooms Taxonomy. This is evident by the fact that students are required to develop arguments

within their slideshows that are supported by evidence. This differs from traditional WebQuests

that simply ask students to find answers to questions.

Using - Candidates implement appropriate educational technologies and processes based

on appropriate content pedagogy.

https://richardjones3.wordpress.com/2014/04/01/edtech-513-digital-storytelling-nuevo-progreso/https://richardjones3.wordpress.com/2013/10/09/edtech-533-edu-remix-video/https://dphssample.wordpress.com/

The Edu Remix Video assists with the implementation of my curricular content as it

provides a visual reference for my US history students who are required to learn about the Dred

Scott Decision and its impact on the relationship between factions of the American public. The

clips were created using Adobe Premiere Pro and have been shared with my classes via

YouTube. This video is based on the cognitive and affective learning domains. This represents

a change in my teaching practices and pedagogy as I have almost always focused on declarative

knowledge and cognitive learning. This forced me to branch out to the affective domain which

emphasizes feelings, values, motivations, attitudes, and dispositions (Jagger, 2013, p. 39). In

this case, students apply that emotion by discussing present-day issues that elicit similar

responses to those of the Dred Scott Decision. The video has greatly increased my students

participation in this classroom discussion and the larger unit on the Civil War.

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.

The Instructional Design Project represents my use of a process for assessing the

adequacy of learning and the evaluation of an instructional task. This took place during a

number of the project design stages. A needs assessment was conducted that demonstrated the

failure of my previous instructional materials to meet lesson goals. The learner analysis taught

me a great deal about the nature of learning as seen through the eyes of my students. The task

analysis allowed me to break the assignment down according to the type of learning that needed

to take place, which proved essential when designing the instructional materials. A learning

matrix was also completed that broke each standard down according to the level of Blooms

Taxonomy they represented. Finally, the project includes the use of several formative and

summative assessment methods for measuring instructional effectiveness.

The Instructional Design Project also dealt with the reflective practice that is mentioned

in this standards indicator. This occurred due in part to student and subject-matter expert

reviews. Both groups provided feedback about the materials, and I had to reflect on those in

order to improve the project. I also reflected on the entire process of Instructional Design as it

was new to me. This is not to say that I have not completed similar activities when designing

lessons and instructional materials; rather, it is meant to suggest that I have never used such an

extensive, formal process for designing instruction. This will impact my practice moving

forward as I continue to utilize the various components of Instructional Design.

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.

As I near the end of my time in the MET program, I can say it has become apparent that

technological resources hold the potential to foster flexible, supportive, and diverse learning

environments if one has the skills, content knowledge, and understanding of learning theories to

support it. Each of the artifacts I selected for this major standard demonstrate such efforts on my

part, but the best example is the Senior Project website. The Senior Project website was

designed to help facilitate my students efforts to create relevant ePortfolios they can share with

community members, employers, and post-secondary institutions. It has made collaboration and

peer-support much easier than was possible before moving the course online. Finally, the

learning environment is much more flexible because the supportive resources allow students with

internet access to work outside our normal hours. These resources include an embedded course

calendar, screencasts for each assignment, and links to helpful web-based resources. These are

important given that my students are at-risk and often have life issues that keep them away from

school for extended periods of time.

Ethics - Candidates design and select media, technology, and processes that emphasize the

diversity of our society as a multicultural community.

The Digital Storytelling activity is one example of the power of digital stories and the

importance of recognizing multicultural experiences in ones curriculum. In this case, I selected

and shared a video that discusses the struggles facing many children as they cross into the United

States. The Digital Storytelling assignment also involved a discussion about the elements of

good storytelling. This elevated the modules usefulness as it forced students to think about the

elements that have the greatest impact on learning. This video, along with the examination of the

elements of good storytelling, has impacted my teaching in a number of ways. First, I use this

video as an example of storytelling in my Senior Project course. Senior Project students used to

be responsible for writing an autobiography; however, I have altered that activity by allowing

them to tell their own digital stories. I believe this clearly addresses the intention of the

indicator.

STANDARD 3: LEARNING ENVIRONMENTS

Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective

learning environments. (p. 1)

Indicators:


materials that I created to address a curricular need within my American Government course. It


EdTech 513 Worked Example: The Worked Example artifact is a screencast that I created to

show economics students how to illustrate a demand curve. The video includes all of the

learning principles that we had studied up to that point in the course.

EdTech 532 Final Project: This artifact is a copy of the presentation that I did in EdTech 532

where I detailed the game-based learning environment that I created for my American

Government class. A copy of the slideshow is linked in the artifact, but the presentation was

delivered in Second Life.

https://richardjones3.wordpress.com/2014/05/07/edtech-503-instructional-design-project/https://richardjones3.wordpress.com/2014/05/01/edtech-513-worked-example-screencast/https://richardjones3.wordpress.com/2013/05/07/rise-to-the-presidency-presentation/

EdTech 501 School Evaluation Summary: This artifact represents the School Evaluation

Summary that I completed using Sibley and Kimballs Technology Use Plan Primer. The report

examines the maturity level and the stage of technology use at Canyon Valley High School.

EdTech 502 Copyright Scavenger Hunt: The scavenger hunt is a simple version of a WebQuest

where students are asked to download a worksheet, click on the resources I have provided, and

answer questions as they read the materials. The assignment exposes students to information

about copyright laws, Fair Use guidelines, and the use of open source items in the public domain.

EdTech 533 Vlog with Closed Captioning: The Vlog with Closed Captioning artifact was created

to discuss the pros and cons of YouTube in education. What makes this activity unique is that it

required students to enter closed captioning commentary for their entire narrative.

Creating - Candidates create instructional design products based on learning principles

and research-based best practices. (pp. 8, 243-245, 246)

The Instruction Design Project from EdTech 503 is the perfect match to this indicator as

it encompasses a number of learning principles and research-based practices. The project

consists of eight main parts, all of which are divided into a number of subsections. Some

examples of the instructional design components that were used in creating this product include a

needs assessment, task analysis, matrix of learning objectives and Blooms Taxonomy,

instructors guide, instructional materials, evaluation plan, and expert review. Learning

principles were taken into account when creating the instructional materials, and they focus

mostly on the cognitive learning domain. This assignment has had a profound impact on my

teaching practices because it demonstrated the importance of understanding the learners,

provided insight about using lesson objectives to identify the type of learning and best methods

of instruction, and gave me skills for designing assessments based on learning goals.

Using - Candidates make professionally sound decisions in selecting appropriate processes

and resources to provide optimal conditions for learning (pp. 122, 169) based on principles,

theories, and effective practices. (pp. 8-9, 168-169, 246)

The vast majority of the artifacts that I have created in this program are related to

learning theory, but none is more apparent than the Work Example screencast. A worked

https://richardjones3.wordpress.com/2013/04/30/school-evaluation-summary/http://edtech2.boisestate.edu/richardjones3/502/scavenger.htmlhttps://richardjones3.wordpress.com/2013/10/08/edtech-533-pros-and-cons-of-youtube-vlog/

example is step-by-step demonstration of how to perform a task or solve a problem (Clark &

Mayer, 2011, p. 224). The screencast that I created is based on a number of principles and

theories as discussed by Richard Mayer and Ruth Clark. First, the Multimedia Principle is

addressed because the video uses relevant visuals and words rather than words alone (Clark &

Mayer, 2008, p. 10). The Coherence Principle is practiced because my video attempts to refrain

from using extraneous visuals, words, and sounds (Clark & Mayer, 2008, p. 10). The

Redundancy Principle is evident by the fact that nearly all visuals are explained by audio or by

text rather than by both (Clark & Mayer, 2008, p. 10).

The game-based learning environment from my EdTech 532 project is also based on

learning principles and effective practices. Part of the project asked students to create a mash-up

of learning theories that could be used in a game-based environment. I selected the Cognitive

Theory of Multimedia Learning, Problem-Based Learning, and Humanism. Mission briefing

videos are used before and after each mission as a way to carry the storyline throughout the

course. These videos correspond to what Richard Mayer (2002) calls The Cognitive Theory of

Multimedia Learning as they use words and visuals to deliver a message and

instruction. Problem-Based Learning is present as missions are designed to place students in the

role of solving real-world problems. Finally, some parts of Humanism are addressed as students

create their own interpretation of the problems and weigh their solutions against personal

experiences and beliefs. All of these theories have changed my approach to teaching as they

provide scientific research about instruction and the methods for maximizing its impact.

Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect data

for informing decisions to improve instructional practice, learner outcomes, and the

learning environment. (pp. 5-6)

The Instructional Design Project encompasses several types of assessments that are used

in decision-making and the improvement of instructional practices. The needs assessment was

conducted to measure student understanding of the material and whether instruction was needed

in the first place. The learner description looked at the preferences and interests of students as

they relate to the topics and tasks involved in the unit. Finally, the process led to the point where

it was determined that the learning tasks required supplantive instruction, or that which involves

a great deal of pre-planned and structured material (Smith & Ragan, 2005). The project also

examined how the instructor would measure student attainment of the instructional goals by

planning for a number of formative and summative assessments. This includes the use of

progress checklists, rubrics for student presentations, and a paper-pencil test. In addition, a

survey was created on Google Forms that will allow students to provide feedback to the

instructor regarding their opinions of the instructional materials and activities. The Instructional

Design Project has opened my eyes to the fact that I need to justify each assessment item

according to the type of learning that I am applying to the lessons.

Managing - Candidates establish mechanisms (p. 190) for maintaining the technology

infrastructure (p. 234) to improve learning and performance. (p. 238)

The School Evaluation Report looked at assessing the learning environment beyond just

instructional materials. The report uses Sibley and Kimballs Technology Use Plan Primer

(1998) to collect data regarding the integration of technology at Canyon Valley High School. It

specifically looks at the status of CVHS in terms of its use, support, collaboration, acceptance,

budgeting, and planning of technological resources. The report concluded that CVHS is

currently an Island status and highlighted several areas of concern regarding technology use

and infrastructure. Among these concerns are the schools lack of enforcement of its technology

policy and insufficient access to the computer lab during school hours. The commendations

included excellent access to technology for staff and a willingness to try new instructional

technologies. This report demonstrates my ability to utilize mechanisms like the Technology Use

Plan Primer to assess and make recommendations about technology infrastructure and its impact

on learning and performance. The results were shared with our administrator and served as a

useful resource when writing our accreditation action plan.

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)

The Netiquette and Copyright Scavenger Hunt both show my mastery of this

indicator. The Copyright Scavenger Hunt is a WebQuest that teaches students about copyright

law and Fair Use guidelines. It also includes a section on public domain (open resources)

content. It is important to note that this artifact does not include a discussion of safety and best

practices on the internet as those were covered in the Netiquette website that I built in EdTech

502. That website discusses topics like the importance of protecting personal information, not

forwarding emails, and logging out of school devices when finished. I use both of these websites

with my all of my students.

Diversity of Learners - Candidates foster a learning community that empowers learners

with diverse backgrounds, characteristics, and abilities. (p. 10)

In some ways, all of my artifacts were created with the learner in mind, but none is more

apparent than the learning community that has developed from my study of gamification during

the EdTech 532 Final Project modules. My American government course is now structured

much like a game where the users (learners) have a choice in what they play (study). The course

is divided into 15 separate levels, five of which are mandatory and 10 that are optional. After

students complete the five core levels as a class (to learn the basic structure of government), they

are allowed to break into groups or work as individuals on five of the remaining 10. This choice

empowers students to choose topics based on their interests and backgrounds.

The VLOG with Closed Captioning demonstrates my effort to address learner abilities by

adding closed captioning to videos that I create and post to YouTube. YouTube has an

automatic reader that attempts to provide this service, but it is far from accurate. Knowing how

to adjust the words and timing of their display is important when providing multimedia

instruction for students who have an auditory disability. This has actually come in handy as I

recently had my first student with severe hearing loss enroll in one of my courses.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS

Candidates design, develop, implement, and evaluate technology-rich learning environments

within a supportive community of practice.


materials that I created to address a curricular need within my American government course. It


EdTech 501 Extra Artifact #1 (Senior Project Website): This artifact is the Senior Project

website that I created as an extra credit assignment in EdTech 501. This website facilitates the

creation of our students Senior Project ePortfolios (their culminating graduation projects).





EdTech 542 Project-Based Learning Website: This Project-Based Learning website contains the

contents of my PBL unit on the structure and powers of the federal government. It contains

visual organizers and timelines of the process, culminating activity rubrics, student surveys,

teacher resources, links to technology tools, formative and summative assessments, and all of the

instructional materials needed to carry out the project.

EdTech 532 Final Project Reflection: This is a reflection that took place after I presented my

game-based project and received feedback from my peers. The link provides access to the

reflection and the survey results from the presentation.

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.

https://richardjones3.wordpress.com/2014/05/07/edtech-503-instructional-design-project/https://dphssample.wordpress.com/https://richardjones3.wordpress.com/2014/12/09/edtech-505-course-evaluation-report/https://federalpowerproject.wordpress.com/https://richardjones3.wordpress.com/2013/05/13/edtech-532-presentation-reflection/

Several of the artifacts I completed in this program involved collaboration, but the two

that are most appropriate for this indicator are the Evaluation Report and Instructional Design

Project. The Instructional Design Project required collaboration with a subject matter expert

when completing the Formative Review process. That review was used to alter the instructional

materials, especially as it relates to the rubrics that were to be used during student

presentations. The Evaluation Report in EdTech 505 required a great deal of collaboration with

colleagues at the school where I completed it. I had to lead discussions with our site

administrators, teachers who implement the program, and students who were taking the course in

question. This evaluation specifically examined the impact of the instruction and technology as

noted in this standard indicator. The findings were handed over to my administrator and, in an

ideal world, would be used to improve the programs impact on learners.

Leadership - Candidates lead their peers in designing and implementing technology-

supported learning.

The clearest example of my mastery of this indicator is the effort that I put into

transforming my schools Senior Project course. I had taught Senior Project for roughly 7 years

before joining the Boise State MET program. Up to that point, Senior Project asked students to

create a portfolio binder of career and college documents (applications, resumes, cover letters,

etc.). In addition, students were required to give a PowerPoint presentation about the career they

are interested in pursuing. Less than a month into EdTech 501, I got the idea to change our

Senior Project by asking students to create their own ePortfolios to display their coursework,

community service videos, and job shadow pictures for the judges to see. According to Enyon,

Gambino, and Trk (2014), ePortfolios have the potential to benefit student learning by

increasing grade point averages, making learning more visible for students, and facilitating

collaboration. With this knowledge, I took my suggestion to the district office and received their

permission to move forward with the idea. The problem was that I did not have my own website

to guide students through the process, so I created the Extra Artifact Senior Project website.

This website now serves as the center of technology support for seniors as they construct

their ePortfolios. They are able to locate all of their assignments, watch instructional videos

about each module, communicate with the instructor, access an embedded course calendar, and

browse samples from previous students. What is even more powerful is the fact that our

community judges and school faculty can provide feedback throughout the process by visiting

each students website and leaving comments on their pages. This gives students a chance to

receive outside feedback beyond the short notes written by the judges on presentation day.

Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on

the effectiveness of the design, development and implementation of technology-supported

instruction and learning to enhance their professional growth.

As an educator, I spend a great deal of time reflecting on my practice and the

instructional materials that I create. In fact, this rationale papers is itself a written reflection on

my experiences in creating these artifacts. That said, the Final Reflection in EdTech 532 is an

excellent example of how I collected data from peer feedback and used it to improve the

technology-supported, game-based learning environment that I wanted to integrate in my

American Government class. This can be seen in the written reflection that is embedded in the

artifact post. That process has allowed me to grow as a professional.

The EdTech 503 project also helped me to collect data for improving the design of the

instruction before the materials are created and after they have gone through a field trial. The

needs assessment and learner analysis helped me gear my lessons towards the specific needs of

the students. This includes asking questions about students technology skills. This allows for

the creation of materials that can be used in a field trial. The field trial allows the instructional

designer to make adjustments to the materials before rolling them out on a larger scale. At the

same time, the project taught me the importance of stating a rationale for all of the technology

that will be used in lessons and why it is relevant to the activities. This illustrates the importance

of using technology when appropriate, as opposed to using it because it is available.

Assessing/Evaluating - Candidates design and implement assessment and evaluation plans

that align with learning goals and instructional activities.

The Instructional Design Project and Project-Based Learning unit both have assessment

plans that align to the learning goals and instructional activities. Both involve the goal of having

students collect research, make arguments based on evidence, and present their findings to their

peers. This is then assessed through presentation rubrics that align directly to these goals. Both

projects also include formative assessments based on where students should be at the time the

assessment is given. This includes progress checks and traditional paper-pencil tests. These also

align to the learning goals. While this is not a new concept for me, it has reinforced the idea that

assessments should be designed based on learning goals and that their development usually

occurs before the creation of instructional materials.

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.

I am not sure if a single artifact can truly encompass the intent of this indicator, so I

would simply suggest that I have always carried myself with the utmost respect for my fellow

students and faculty members involved in this program. I have given all of the assignments my

best effort and have approached each one of them with my students in mind. That said, I would

argue the Senior Project transformation, that was made possible through the creation of the

facilitating website, has demonstrated my efforts to allow students to flourish in a setting that

takes their needs and diversity into account. They are given the opportunity to discuss their

family heritage and backgrounds in their autobiographies. They are also free to explore the kinds

of colleges and careers they might pursue in the future. This is the kind of ethical behavior that I

believe this indicator speaks to, and this is merely one artifact that I believe touches on it.

One of the reasons why I am saddened by the idea of completing the MET program is the

fear of losing the connections that have been made in our various classroom discussions. It is an

amazing example of collaborative learning and has been an experience like no other that I have

encountered in education. In the end, I hope the collection of artifacts that I have included in this

paper would demonstrate the professionalism and respect I have maintained throughout the

program.

STANDARD 5: RESEARCH

Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (p.

4) and improve performance (pp. 6-7).

EdTech 504 Synthesis Paper: The Synthesis Paper required students to construct a research paper

that combines a learning theory with some aspect of educational technology. My paper

examines the use of multimedia instruction in cognitive constructivist learning environments.

EdTech 504 Annotated Bibliography: This annotated bibliography was used to gather peer-

reviewed research regarding the use of multimedia instruction in cognitive constructivist learning

environments. It was a key component in the construction of the Synthesis Paper for the course.





EdTech 501 EdTech Challenges: This assignment required students to research and propose

solutions to a significant challenge related to education technology. I selected the issue of K-12

schools needing to address the increased blending of formal and informal learning.

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)

The artifacts that best demonstrate my mastery of this indicator are the pieces that I

https://richardjones3.wordpress.com/2014/08/19/edtech-504-sythesis-paper/https://richardjones3.wordpress.com/2014/08/19/edtech-504-annotated-bibliography/https://richardjones3.wordpress.com/2014/12/09/edtech-505-course-evaluation-report/https://richardjones3.wordpress.com/2013/03/22/edtech-challenges/

completed in writing the Synthesis Paper for EdTech 504. It started with the completion of the

annotated bibliography as this is what helped me build the foundational knowledge to be able to

write the Synthesis Paper. The annotated bibliography and Synthesis Paper deal directly with the

relationship between the integration of multimedia instruction in cognitive constructivist learning

environments. The paper thoroughly discusses the development of behaviorism, cognitivism,

and constructivism as learning theories; moreover, it examines the definition of multimedia

according to the works of several scholars in the field. The remainder of the paper focuses on

providing educators with guiding principles for the successful integration of the two, along with

the potential impacts one might expect when doing so. In the end, the annotated bibliography

and Synthesis Paper demonstrate my understanding of the evolution of learning theories and

their relation to educational communications and technologies.

This has impacted my professional growth in a number of ways. First, it helped me to

better understand learning theories. I had briefly looked at these in other classes, but this

assignment helped me see how these can shape the way a teacher approaches the creation of

instructional materials and activities. I noticed that I have increasingly moved toward the

constructivist model of learning as my career has progressed. The two artifacts also helped me

improve my research abilities as it relates to this field of study. It was fairly different compared

to the research I completed to earn my Bachelors Degree in History. Finally, it has made me

more aware of how to successfully use a piece of educational technology in the type of learning

environment I hope to continue building.

Method - Candidates apply research methodologies to solve problems and enhance

practice. (p. 243)

The best artifact to demonstrate my competency as it relates to this indicator is the

EdTech Challenges assignment from EdTech 501. In that assignment, I had to research possible

solutions to the inability for K-12 schools to address the blending of formal and informal

learning environments. This significant challenge came directly from the 2012 Horizon

Report. In completing the assignment, I proposed potential solutions and discussed the academic

and financial impacts of doing so. I also laid out an action plan that called for movement on two

fronts. The first was to address attitudes and policies for technology integration at the district-

level. The second was a suggestion to deal with access to technology for staff and students. This

includes ideas like 1:1 computing, open lab hours, and workshops for parents. All of these show

my ability to research and propose solutions to real-world technology problems.

Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance. (p. 203)

The Evaluation Report represents a formal inquiry into the use of online courseware and

Studies classes at Del Puerto High School. The evaluation involved a number of steps and

procedures. One of the more critical decisions that had to be made was the selection of the

evaluation model (process) that would be used in completing the evaluation. In this case, I

selected the goal-based model based on the description provided by Boulmetis and Dutwin

(2011), as I (the evaluator) was attempting to determine whether or not pre-determined goals

were being me by the use of the online courseware and Studies classes. The evaluation did not

assess the quality of the courseware, but it did examine the process of delivering the courses in

this fashion. It did so by examining student performance in terms of their successful completion

of course credits. The evaluation report contained a number of components including a complete

explanation of the process, findings, and recommendations for improvement. In an ideal world,

our administration would use the report to improve student learning and performance within the

program; however, that decision is beyond my control. I can easily see myself using this in the

future, especially as I look to take a leadership role in my district.

Ethics - Candidates conduct research and practice using accepted professional (p. 296) and

institutional (p. 297) guidelines and procedures.

The annotated bibliography and synthesis paper were both constructed according to APA

guidelines. The sources used in the creation all of my artifacts were cited in the reference pages

or attached to the portfolio entries. The artifacts also represent one of the key tenets of the

AECT Standards as they relate to Ethics. The organization states that individuals should strive

continually to improve professional knowledge and skill and to make available to patrons and

colleagues the benefit of that person's professional attainments (Dean et al., 2008, Section

3.4). This is not only reflected in my efforts to write a synthesis paper that advances the use of

educational technology in the classroom, but by the fact that every artifact I have completed in

this program is posted for the public to see. My papers, websites, projects, videos, games, apps,

and instructional materials have all been made public because I believe it is every educators

duty to work for the betterment of learners. If this means sharing work that required a great deal

of effort to complete, then so be it.

CONCLUSION

As I look back at these and the other artifacts I have completed in the program, I am

beginning to understand the extent to which I have grown over the past two years. What started

as a leap of faith to join an online learning program has ended in giant leap forward in terms of

improving my professional knowledge, skills, abilities, and practices as an educator. Coming

into the program I had thought of educational technology as a tool for delivering instruction and

communication. I have come to see educational technology as much more than a collection of

simple tools. Education technology is a dynamic field of study that examines all aspects of

education and learning, the purpose being the empowerment of learners and educators.

The entire collection of artifacts that I have compiled speak to my ability to use

educational technology to empower learners and educators. I am much more confident in my

ability to create educational materials, assess learning, develop technological resources, design

instruction, solve problems, foster effective learning environments, and evaluate programs. At

the same time, the artifacts also demonstrate my ability to do each of these using a variety of

platforms including print-based, web-based, video, and mobile. As technology progresses and

learning environments change, it will be essential that I continue to enhance my practices in each

of these areas.

At this point in time I am still conflicted about the future direction I will take in the field

of education. I got into teaching because I understand the vital role that education plays in

determining the lives we live. I wanted to help others recognize this importance and assist them

with charting the course they want to take. Specifically, I wanted to work with students who

could not find success in traditional educational environments. This is why I have spent my

entire career working with at-risk students in an alternative education program. It is difficult to

picture myself working anywhere else. At the same time, I have a desire to work with other

educators in the implementation of technology in educational settings. I understand the proper

use of technology based on learning theory and best practices, so I feel a sense of responsibility

to help others plan and make informed decisions. This is especially important in an environment

where too many schools are adopting technology based on popular trends as opposed to what is

truly best for learning. Regardless of the future direction I happen to take, I leave this program

ready to overcome the obstacles along the way and look forward to sharing all I have

learned. That is, after all, the purpose of education.

References

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and project managers. San Francisco, CA: Jossey-Boss.

Clark, R. C., & Mayer, R. E. (2008). Learning by viewing versus learning by doing:

Evidence-based guidelines for principled learning environments. Performance

Improvement, 47(9), 5-13. doi.org/10.1002/pfi.20028

Clark, R. C., & Mayer, R. E. (2011). e-Learning and the Science of Instruction, 3rd edition.

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