TECH HAPPENS: R U Ready 4 It!

Joseph L. Bodnar

GED Instructor, Pittsburgh Job Corps Center

January 20, 2015

INTRODUCTION

This paper is the part of my culminating project, the ePortfolio, for the Masters of Educational

Technology program at Boise State University. I began this journey in January of 2012. I took

10 courses (5 core requirements and 5 electives) leading up to this presentation of what I have

learned over the last 3 years. The electives I selected permitted me to attain two graduate

certificates: Online Teaching and Technology Integration Specialist. The artifacts contained in

this rationale paper represent an encompassing sample of my performance to meet the

requirements of the MET program and the graduate certificates.

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 521 Asynchronous Lesson

A PowerPoint presentation on the slope of a line, this is an interactive asynchronous lesson.

There are links to videos, images, practice sites and quizzes. Some of the videos were found on

YouTube and some were created specifically by me.

EDTECH 523 Synchronous Lesson

This is another PowerPoint that was used in a synchronous lesson where students were told what

transformations are and refreshed on the parent graphs of basic functions. Then vertical and

horizontal shifts and reflections over the x- and y-axis were demonstrated. The lesson ended

with student practice in breakout rooms.

EDTECH 533 PowerPoint Movie

This PowerPoint was turned into a movie that teaches students a process for adding and

subtracting positive and negative numbers. Many students misapply rules for multiplying and

dividing positive and negative numbers when adding or subtracting. Using coins and a number

line, the video presents a method designed to eliminate this confusion.

EDTECH 533 Remix Video

This video provides an introduction to the concepts of measures of central tendency: mean,

median and mode. The video was produced remixing videos that provide a visualization of each

term to help the students remember them and understand how they are calculated.

EDTECH 541 Art, Music & PE Content Area

This project uses a Glog (Graphics Blog) to present information to students pertaining to

tangrams in preparation for the Tangrams Day festival. This learning activity of this assignment

incorporates the tangrams into the content areas of art, music and physical education.

EDTECH 542 PBL Project

This Project Based Learning lesson was designed to help students understand how the math they

are studying for in preparation for the GED test applies to the everyday world. Students will

develop a resource library, reflect in a blog and create a video presentation on a mathematical

topic. There are formative and summative assessments, including the presentation of their

videos to an audience before submitting them to the contest.

INDICATORS

1. Creating - Candidates demonstrate the ability to create instructional materials and

learning environments using a variety of systems approaches. (Januszewski &

Molenda, p. 81)

I created the PowerPoint Movie and the Remix Video in my EDTECH 533 course. These videos

are used to create a learning environment where students are exposed to technology in the

classroom and preparing them for entering the work world. The Chinese proverb, “Do not

confine your children to your own learning, for they were born in another time,” (Quote about

children, n.d.) stresses why we can’t use 20th century education on 21st century students.

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

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

In the Project Based Learning lesson of EDTECH 542, I selected technological resources that

support the students’ efforts to collaborate, create a resource library, write in a reflection blog,

conduct a live presentation and produce a video presentation. These elements - collaboration,

creation and presentation are at the heart of PBL (Larmer, Ross & Mergendoller, 2009). In my

current role, I use technology that permits my students to work together.

The PowerPoint Movie created in EDTECH 533 enhances my pedagogy by switching from

teaching rules and developing a deeper level of student understanding. This movie teaches

adding and subtracting positive and negative integers by understanding each component of the

process and what they mean and leads to greater conceptual knowledge. According to the

common core state standards initiative (Key Shifts in Mathematics),”Students must be able to

access concepts from a number of perspectives in order to see math as more than a set of

mnemonics or discrete procedures.”

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

effective integration of appropriate technologies and instructional materials.

In the EDTECH 521 asynchronous lesson, I take the students through the entire process finding a

slope. I do this by scaffolding the learning. I have integrated formative assessments to improve

student learning (Rice, 2012 and determine when the students are ready to move forward in the

lesson. By tracking the results of these assessments, I can determine if the lesson is meeting the

objective or if it needs tweaked.

The EDTECH 532 synchronous lesson focuses on transforming graphs. Due to the nature of the

lesson, I am able to evaluate the effectiveness of the instructional material by observing the

students as they work together in breakout groups. This allows me to determine if the

technology is appropriate for reaching the objectives.

4. Managing - Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve

predetermined goals. (p. 178)

My EDTECH 541 Art, Music & PE Content Area assignment involves a student developed

“Tangrams Day” for the spring festival. Even though the students create all the activities, I must

supervise them so that the activities chosen will achieve the learning outcomes (Conrad &

Donaldson, 2011), ensure that finances are available to conduct the training, that arrangements

are made for the location of the events and all tools needed (such as video recording equipment)

are on hand.

The EDTECH 542 Project-Based Learning lesson creates a strong need to know and understand

the material (Larmer, Ross & Mergendoller, 2009). Since this is a new experience, not just for

the students, but for me, I need to carefully manage each part of the lesson so the students see the

relevance of the math in their daily life and present their own answers to the question, “When

will we ever need this?” The students will need access to facilities and equipment in order to

produce their video presentations. As the instructor, I am responsible for providing them access

to these elements and instructing them, as necessary, on how to use them.

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

defined and developed by the Association for Educational Communications and

Technology. (p. 284)

The Remix Video I created for EDTECH 533 is the best representation I have of meeting this

standard. I had to create a video by remixing other videos to teach a concept. Everything I used

was public domain or creative commons licensed to allow me to include it. In today’s age,

where it is so easy to steal another’s work, it is important to show students that they can follow

the rules and succeed. Previously, I sometimes used something I found under the guise that it

was for educational purposes. This class and this program have made me aware of why that

thinking is wrong and why it is so important to be ethical, as demonstrated in the Remix Video.

How can I expect my students to do their own work if I am unwilling to do likewise? “Educators

need to be leaders, not followers, in establishing best practices in fair use,” (The Code of Best

Practices).

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 503 Final ID Project

I created this instructional design project to prepare students for the changes to the GED test.

The heart of it requires using a computer-based training program that will guide the students

through the skills necessary to successfully navigate the new GED test.

EDTECH 504 Final Synthesis Paper

This paper discusses the history of the flipped classroom, its role in constructivist education,

techniques to incorporate, and the role of the teacher.

EDTECH 505 Evaluation Report Project

This evaluation report surveyed the instructors at my school on their use of the Promethean

Board to find out what skills they needed and how they utilize the technology in their class. The

results were used to support the need for more training.

EDTECH 521 Interview Tool

This tool was designed to collect information on students, parents and learning coaches in an

online course setting. This information is collected by conducting live interviews.

EDTECH 533 Playlist Lessons

The playlists here are designed as lessons for three domains: psychomotor, affective and

cognitive. The playlist lessons instruct students in geometric constructions, helping students deal

with math anxiety and adding whole numbers.

EDTECH 541 Relative Advantage Chart

This chart was developed for my students who take the Math TABE (Test of Adult Basic

Education). The chart details learning problems, their technological solutions and expectations.

1. Creating - Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes. (p. 1)

The EDTECH 504 Final Synthesis Paper discusses how to incorporate the flipped classroom. I

first learned of this model when I began this program in 2012. I researched many articles to

create an introductory guide to the flipped classroom that discusses its history, how it fits into the

constructivism theory of education and how to use it in the classroom. I am not able to flip my

current class, but I have incorporated its basic premise into my current teaching practice by

making students responsible for their own learning first, then providing assistance to them as

they begin to developing their new-found skills.

The EDTECH 503 Instructional Design Project was created to provide my students with the

necessary computer skills needed to pass the new GED Test. Although many of the students

have been raised on technology, when it comes to computer skills, they lack experience (Pallof

& Pratt, 2007). Sending them off to take a test on a computer without the proper skills is setting

them up for failure. This project uses a computer-based training program to ensure that the

students have the computer skills that they will use on the GED test.

2. Using - Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy. (p. 141)

The EDTECH 533 Playlists Lessons are excellent tools to use when dealing with a GED class

where each student has a different area they need to focus upon. The playlist allows for

implementation of individualized lessons using direct instruction, scaffolding the learning or

deals with indirect matters like math anxiety. In the latter case, playlist lesson are helpful for an

issue that Roblyer and Doering (2013) states must be overcome first.

Using the EDTECH 541 Relative Advantage Chart, my students can attack different problems

with a multitude of appropriate educational technology. The chart allows for easy access to tools

depending upon students’ needs and can be quickly updated to add new tools or new issues as

they arrive. This ease of access personalizes the learning for the students (Schroeder, 2010).

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

adequacy of learning and evaluates the instruction and implementation of

educational technologies and processes (p. 116-117) grounded in reflective practice.

The Evaluation Report I conducted in EDTECH 505 was to determine if my school has

effectively implemented training on the Promethean Board and the ActivExpression student

response devices (clickers) by our instructors. According to Boulmetis and Dutwin (2011),

“Evaluation is the systematic process of collecting and analyzing data in order to determine

whether and to what degree objectives have been or are being achieved.” I asked questions to

determine what percent of the teachers have received formal training and how often they use

these tools in the classroom. The results of the survey showed that these tools were underutilized

mainly because teachers did not receive enough training in order to use them. Therefore, further

training is being developed.

The EDTECH 521 Interview Tool was designed to collect information to determine what

strategies might work best to ensure my students have a successful experience in an online

course. By interviewing the parents and learning coach, I am able to see if everyone is on the

same page. Conrad and Donaldson (2011) discuss reflective feedback as information used to

modify a course to suit the learner’s needs. I see this interview as a form of proactive feedback

that does the same thing from the start.

4. 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. (p. 175-

193)

I chose the topic of my EDTECH 504 Final Synthesis Paper in order to learn more about the

flipped classroom. With a flipped classroom, I am able to focus my efforts on student errors and

assist them in discovering how to correct them. When my students get discouraged, I tell them,

“If you get it right, all we learned is you got it right. When you get it wrong, there is much

opportunity for learning to take place.” This is supported by McLeod (2009). With the flipped

classroom, I can develop a learning community where my students can be comfortable with

making mistakes.

My EDTECH 521 Interview Tool allows me to get a start on knowing new students in an online

course. By gathering information on online experience, goals and thoughts, I have the flexibility

to tailor the class to meet the student’s needs. Finkelstein (2006) suggested that the more

knowledgeable the instructor is of the learner, the quicker they can recognize and resolve

problems, which increases motivation in the students.

The EDTECH 541 Relative Advantage Chart was specifically created with my students in mind.

These students were not successful in the traditional school setting. They have diverse learning

needs. My relative advantage chart addresses many of their learning problems and suggested

technology solutions to lead to more positive outcomes.

5. Ethics - Candidates design and select media, technology, and processes that

emphasize the diversity of our society as a multicultural community. (p. 296)

In my EDTECH 503 Final Instructional Design Project, I assess my students’ computer skills by

answering 3 big questions: (1) Where are we going? (2) How will we get there? (3) How will

we've known when we arrived? (Smith & Ragan, 2005). The majority of my students come

from groups that are greatly affected by the digital divide and many do not have strong computer

skills. Using a computer-based training program to prepare them for the GED test will also give

them the skills they need to be successful in the 21st Century.

The EDTECH 505 Evaluation Report discusses the need for my staff’s to use the Promethean

Board and student response devices to develop better lessons that will service our multicultural

student population. In my class, I select videos that are representative of my student population.

My experiences with the student response devices in class have shown an increase in

engagement by all students.

STANDARD 3: LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective

learning environments.

EDTECH 501 Digital Divide Presentation

This was a VoiceThread presentation on digital inequality. My group discussed seven proposals

to spend $50,000,000 on resolving the issue. Additional issues were explored before the group

made recommendations on which proposals should be funded.

EDTECH 501 Horizon Report

The Horizon Report outlines trends and technology that may impact education. One objective

was to choose two trends to include in a class list. A second was to develop a lesson plan

utilizing a trend from the report.

EDTECH 502 Virtual Field Trip

This project is an online field trip to the Black Hills. The students will virtually visit Mount

Rushmore, Crazy Horse Memorial, Devil's Tower and Custer State Park. The tour includes a

map, photos and videos, audio presentations and questions that lead to further research by the

students.

EDTECH 521 Netiquette Consensus Building

This was a collaborative effort to develop netiquette rules for an online course. There were

general rules to follow for everyday participation in discussions with classmates. Because the

online course generally involves synchronous and asynchronous lessons, specific rules were also

included that catered specifically to each of these different forms of class.

EDTECH 533 Educator's YouTube Channel

This channel was created to house videos and provide easy access to them. The videos are ones

that I created or found online that I found helpful. The channel also allows for organizing the

videos into playlists that are centered on a specific theme.

EDTECH 541 Adaptive/Assistive Technology

This is a research assignment on adaptive and assistive technology in my content area

(Mathematics). The topic included students with cognitive, physical and sensory difficulties, at-

risk students and gifted and talented students. For each topic, a couple of technology tools that

would benefit students in those groups are discussed.

1. Creating - Candidates create instructional design products based on learning

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

In EDTECH 502, I chose to create a Virtual Field Trip to the Black Hills in South Dakota. With

photos, videos, maps and interactive questions, this assignment demonstrates the use of many

technological tools to augment student learning. The virtual field trip also promotes student

ownership of the learning by allowing students to roam around and explore the tour in any order

they desire. The tour provides students an opportunity to seek out interesting, diverse and

current information (Why integrate).

My EDTECH 533 Educator’s YouTube Channel includes several items that I created. There are

playlists, PowerPoint movies, interactive videos and remixes. Each was designed to serve

different educational purposes. I created imaginative mathematics videos to engage the non-

traditional students that I serve. Making quality videos was a challenge, but one worth taking

because I learned techniques to create videos that did not just explain the how, but the why

(Tucker, 2012).

2. 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)

In the EDTECH 501 Horizon Report, I selected and reviewed three items. SimSchool is a

classroom simulator for an educator that provides training and practice on various classroom

skills. It is akin to being a flight simulator for the teacher. Radio frequency identification

(RFID) is technology that allows tracking. It is being used by schools to track student

attendance, freeing up administrative time for more educational purposes. ALEKS is an artificial

intelligent learning system. It adapts to the learner to increase student learning and retention,

following Bloom’s mastery learning model (Holistic Approach). Dealing with different issues,

all three of these will improve the learning environment.

When developing my EDTECH 502 Virtual Field Trip, I decided to include a photo tour, a video

tour, an audio presentation and a research section where students would find the answers to

questions for each location. Finkelstein (2006) states that the inclusion of multimedia in an

exploration makes learning an adventure. Repetition, having multiple pages of one site having

the same page, (Williams and Tollett, 2006), is one of the four basic web design principles

(along with alignment, proximity and contrast).

3. 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)

I reviewed the ALEKS program listed in the EDTECH 501 Horizon Report. ALEKS focuses on

Bloom’s mastery learning model (Holistic Approach). It includes an adaptive nature in the

program without relying on multiple choice questions. Using artificial intelligence, it continually

assesses student knowledge of a subject and relays that information back to the student. While

there is debate over the quality of AI assessment, even major exams like the GED is now graded

solely via AI, but random checks are built in to verify the accuracy of the program. Using this

type of program, the students benefit by working at her/his own pace, on subjects that s/he needs

most.

In my EDTECH 541 Adaptive/Assistive Technology assignment, I discussed the GED Academy

program. I use this in my school to help students prepare for the GED test. Using the results of

the GED test, the students choose their own assignments to work on. When they get stumped, I

am there for them to show me what they are doing and I can work with them to discover how to

correct their mistakes, as Piaget stresses (McLeod, 2009). Letting the program do most of the

instructing and practicing, I have more flexibility to help more students when they need it

(Roblyer and Doering, 2013).

I also have used the student response devices mentioned in my EDTECH 541 Adaptive/Assistive

Technology assignment. These are a great tool because they provide instant feedback.

Immediately, I know if students are capable of solving particular problems or further training is

needed. They also increase participation as students who do not work as fast as others do not

tune out as soon as an answer is given. While my class didn’t run as smoothly as the one Cuban

(2012) discusses, I saw an increase in participation and effort and it reflected in more of my

students passing the GED test.

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

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

In the EDTECH 501 Digital Divide Presentation, my group discussed what we thought were the

best options to provide access to the Internet for students. Our top two choices that had general

agreement were (1) installing computers in public libraries plus expanding hours of access and

(2) provide courses to develop computer literacy skills. This would provide access for anyone

regardless of income and they would provide effective computer education

Conrad and Donaldson (2011, pp. 20-21) claim, “One fundamental aspect of meeting the needs

of learners online is allowing adequate time for an activity to be accomplished.” My EDTECH

533 Educator’s YouTube Channel is a storehouse of videos that my students can access and

eliminate the need for students to have to search around the Internet. It also allows for access

anywhere and anytime. If students will be away for a given amount of time, they do not

necessarily have to get behind. This requires regular maintenance by the teacher to ensure access

to videos is still viable.

5. 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)

In the EDTECH 501 Digital Divide Presentation, my group decided that if we are going to move

education into the 21st century and expect our students to be prepared, then all students must

have access to the tools that will get them there. As the digital divide gap closes, a new problem

arises. Digital inequality deals with the gap between those who are capable of using this

technology and those who are not. Our group discusses 7 options and decided on 4 to be

implemented. We believed that these are imperatives that must happen in order to level the

educational playing field for all students. My school has increased technology availability in the

past 5 years with purchases of Promethean Boards and more classroom computers for students to

work on instead of taking them to the computer lab.

The netiquette rules created by my EDTECH 521 Netiquette Consensus Building group ensure

that all students would feel comfortable in an online class. Many people, regardless of age, don’t

realize the dangers that lurk online. Students need to be made aware of what cyberbullying is,

how to respond and how not to become one. They also have to understand how predators

befriend them and seek personal information to harm them. We also discuss the need to

maintain an academic and professional decorum in order to prepare them for their future when

they may be online as part of their jobs.

6. Diversity of Learners - Candidates foster a learning community that empowers

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

My EDTECH 541 Adaptive/Assistive Technology research assignment included students with

cognitive, physical and sensory difficulties, at-risk students and gifted and talented students. The

inclusion of this last group is one that many may forget when thinking about adaptive and

assistive technology. The inclusion of them in this project is what makes it a solid fit for this

standard’s focus on diversity of all learners. Generally, when thinking of mathematics, we tend

to lean towards Gardner’s logical-mathematical intelligence. In reality, mathematics can

incorporate all 8 types of intelligence. Understanding math terminology is linguistic intelligence.

Geometry requires visual and spatial intelligence. Even the arrangement of music is grounded in

math. Including these other intelligences in the mathematics classroom is made easier with

adaptive and assistive technology.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND

SKILLS

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

environments within a supportive community of practice.

EDTECH 502 Copyright Scavenger Hunt

This project was designed to teach teachers about the fair use exemption to copyright laws.

Teachers click on links and read through the sites to discover answers to questions.

EDTECH 503 Needs Assessment Survey

This survey was created as part of my instructional design project. It was designed to determine

the general computer skill level of my students for those skills applicable to them taking the new

GED test.

EDTECH 521 Reflection Journal

This was a weekly journal. The left column was used to list quotes from the reading

assignments, tasks and class activities. The right column was to state our thoughts, questions we

had or what we learned.

EDTECH 523 Communication Plan

This project’s purpose is to guide communication in an online course. There are four main

sections: routine administrative tasks, discussion forum strategies, discussion forum assessment

and management issues and strategies or contingency plan.

EDTECH 541 Instructional Software

This assignment involved crafting a presentation on instructional software and technology tools

for 21st century teaching. I chose to use Prezi for my format.

1. 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 developed the EDTECH 523 Communication Plan with James Russell. Conrad and Donaldson

(2011, p.7) state, “Interaction and collaboration is not intuitive to many adult learners.”

Collaboration is also complicated when working online with others who are in different time

zones. To overcome this, James and I divided up the plan by its parts and each of us wrote a

rough draft of our part. Then, we looked at the sections the other wrote and added our

recommendations. We communicated by email and google hangouts when to resolve

differences.

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

supported learning.

The EDTECH 502 Copyright Scavenger Hunt was created for teachers to teach them about the

fair use doctrine and when it is permissible to use copyrighted works. The best lessons are

created when teachers pay attention to the details and ensure they meet the objectives (Tucker,

2012). Often times, these lessons are supplemented by other material. With this hunt, I am able

to lead my fellow teachers in designing and implementing technology-supported learning that

does not violate the fair use doctrine.

3. 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.

The EDTECH 521 Reflection Journal required me to write a weekly entry. The format of the

reflection was to list a quote from the readings or the class activity and state your thoughts,

questions or what you learned. This format allowed for me to synthesize the material and make

it meaningful to me (Conrad & Donaldson, 2011). Looking back on this journal, I see how

important it is to not only reflect, but to act upon that reflection. Even though the class dealt

with online learning and I teach in a traditional brick and mortar school setting, re-reading this

journal, I find elements that pertain to my current teaching situation.

4. Assessing/Evaluating - Candidates design and implement assessment and evaluation

plans that align with learning goals and instructional activities.

The results of my EDTECH 503 Needs Assessment Survey was developed to determine the

necessity of a computer skills training course for my students prior to having them take the GED

test on the computer. The test includes computer skills that many students do not often utilize

when using modern technology. Conrad and Donaldson (2011, p.38) suggest that the sooner the

students are comfortable with the technology, the sooner they can use it for learning the content.

The results of this survey allowed me to focus on teaching those skills to my students and

remove an obstacle preventing them from passing the GED test.

5. 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.

My EDTECH 541 Instructional Software presentation demonstrates mastery of this standard.

This presentation includes videos, practical websites, resources and strategies to explore the

advantages of utilizing in the classroom different types of instructional software. When working

with my students as they prepare for the GED test, I give them the option of two online resources

that we use. Sometimes, a student is unable to learn by using either website. By discussing with

my students why they are having difficulty with the online learning tools, as recommended by

Rice (2012), we are able to discover what tools will work best for them.

STANDARD 5: RESEARCH

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

and improve performance.

EDTECH 501 School Evaluation Summary

This was an evaluation of my school’s utilization of technology. The main sections of evaluation

were administrative, curricular, support, connectivity and innovation. Each section contained 2-

5 subsections that were rated on a 4-point scale for two criteria: behavioral and

resource/infrastructure.

EDTECH 502 Netiquette Page

This project developed a list of netiquette rules written mainly for young adults with little

experience being online. I researched several sites and decided on the 10 most common rules or

guidelines.

EDTECH 504 Annotated Bibliography

The annotated bibliography was created for my synthesis paper on how the flipped classroom

ties into the constructivist theory of education. Many of the sources were helpful in showing

how the flipped classroom leads to developing higher order thinking and learning.

EDTECH 505 Chapter Quizzes

This is a series of online quizzes I created for each chapter in the textbook. The quizzes were

designed for future students to use after they read each chapter to reinforce what they had read.

1. Theoretical Foundations - Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational

communications and technology. (p. 242)

My EDTECH 504 Annotated Bibliography required me to research peer-reviewed articles on my

subject, the flipped classroom and constructivism, and assessed their value. The flipped

classroom requires students to view videos of the lessons for homework, and then apply that

knowledge in practical exercises in the classroom. A key element is for students to identify what

they did not know or understand and bring that information to class for discussion. This focus on

creating disequilibrium in a child is an element of constructivism that psychologist Jean Piaget

emphasized (McLeod, 2009).

2. Method - Candidates apply research methodologies to solve problems and enhance

practice. (p. 243)

I created Chapter Quizzes for my EDTECH 505 class online at proprofs.com. These quizzes

were created to solve the problem of students needing a self-assessment tool to monitor their

own learning and determine when they are ready to move forward (Jonassen, D., & Land, 2012).

Being a student who struggles with maintaining focus during reading assignments, I designed

these questions with myself in mind. They are multiple choice quizzes but, care was taken to

ensure they were not merely recalling trivial information. I believe they would benefit most

readers of the text, therefore enhancing the learning.

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

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

The EDTECH 501 School Evaluation Summary evaluated my school as being between the

emerging and island benchmarks. Taking my school to the next level became my goal upon

completion of this degree. Now, three years later, as I re-read what I wrote, I realize that nothing

has changed. Every word still applies today, but technology has move three years forward.

Essentially, my school has fallen behind. One of my professors suggested that I stick to my

original goal and present a plan to the powers that be to develop an educational technology

department. I believe that this summary, combined with my evaluation report, would be an

important component to show them where we were (and still are).

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

296) and institutional (p. 297) guidelines and procedures.

The EDTECH 502 Netiquette Page was crafted to meet an issue that is becoming increasingly

important in education in the 21st Century. It is imperative that students be made aware of what

are commonly accepted rules for conducting oneself on the Internet. These rules help develop

the social presence in an online course that is a critical element in the learner’s success (Rice,

2012). Dewey, Vygotsky and Piaget all emphasize student collaboration (Conrad and

Donaldson, 2011) that is improved by netiquette rules for everyone to follow. I am now more

aware of my own understanding of these rules and apply them regularly in my own online

interactions, as part of the EDTECH program and in everyday life.

CONCLUSION

The final project of my first course in this program was to design a bumper sticker. My bumper

sticker was “TECH HAPPENS - R U Ready 4 It?!” - the title of this paper. I found it appropriate

way to tie together the fact that, three years later, technology is still happening. Every day, new

technology is introduced to the world; technology that needs to be included in education to

prepare students for their future, not our past. Thanks to this program developing my skills, I

feel that I am “ready” for this new technology, whenever it happens.

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