Cardey MET Rationale Paper

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Boise State MET Portfolio Rationale Paper:

“My EDTECH Adventure”

Erica Cardey

Instructional Coach

Atwater High School, Atwater, CA

February 7, 2016


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My EDTECH Adventure

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INTRODUCTION

As an Instructional Coach, I work to help teachers develop best instructional practices to

improve student learning outcomes. Any given day can find me in a range of diverse classrooms

from math to art. In each of these classes, I need to call upon a wide range of skills to help the

teachers I work with leverage the tools that they have available to refine their craft. An

increasing number of these tools are technology based, especially since the school district I work

in has made to transition to 1:1 learning environments over the past 2 years. It is for these

teachers that I work with each day that I have chosen to pursue a Master of Educational

Technology degree from Boise State University. It has been my intention to develop my skills in

technology integration to be a more effective resource for them in their instructional endeavors.

The M.E.T. program at BSU is driven by a set of rigorous standards established by the

Association for Educational Communications and Technology (AECT). Adopted by the AECT

Board of Directors in 2012, the AECT standards establish five areas of educational technology

proficiency: Content Knowledge, Content Pedagogy, Learning Environments, Professional

Knowledge and Skills, and Research. The purpose of this paper is to document and justify how

selected artifacts from my coursework in the M.E.T. program align to and demonstrate mastery

of each of the five AECT standards.


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STANDARD 1: CONTENT KNOWLEDGE

Indicators

1.

Creating - Candidates demonstrate the ability to create instructional materials and learningenvironments using a variety of systems approaches. (p. 81)

• 542- PBL Unit Project Plan; PBL Project design and development

As part of my coursework in EDTECH 542, I designed and developed a project-based

learning (PBL) unit for high school Earth Science students. This project addresses several Next

Generation Science Standards (NGSS), English Language Arts Standards for Speaking and

Listening, in addition to 21st Century Skills and Information Media and Technology Skills.

Research findings have indicated that project-based science curriculum presents students with an

opportunity to engage in core ideas and science practices in ways that are better aligned to the

recommendations of the NGSS than conventional curriculum (Harris, Penual, Debarger,

D’Angelo & Gallagher, 2014, p.3). The intended outcome of the project is that students create

websites promoting tourism to local geological sites. Within the scope of the larger project,

students must select and research a local geologic area, develop and present a multimedia

presentation to promote that area, create a webpage and engage in reflective journaling

throughout the project cycle.

The scope of this PBL project makes it an excellent reflection of my mastery of the skill

of creating instructional materials and learning environments using varied formats and

approaches. Developing the project website demonstrates my ability to use Google Sites for Web

design. The instructional and assessment materials that I created for this project required using

Google Docs and Google forms for instructional purposes.

https://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learninghttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learninghttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learninghttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learning


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Project Based Learning has recently become a high-interest topic among the instructional

leaders in my school district as an appropriate application to increase rigor and teach students

how to solve “ill-structured problems”. Many see PBL as a means to better prepare students for

the type of extended strategic thinking required by NGSS. In creating this artifact, I have

developed the skills necessary to lead other teachers in the comprehensive planning process of

incorporating a wide range of technological resources to create their own PBL units.

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)

• 502- Interactive Concept Map

The Interactive Concept Map that I created as a project in EDTECH 502 used Adobe

Dreamweaver to create an Interactive Concept Map addressing the topic of rigor. The target

learners for this artifact are classroom teachers who wish to learn more about the concept of rigor

and how to leverage technology to elevate rigor in their instruction. This interactive webpage

features informational text and clickable hotspots that take the learners to additional web

resources. This artifact addresses three learning goals: defining rigor and how it differs from

difficult, establishing the relevance of rigor in education, and providing the user with digital tools

to increase rigor.

This artifact demonstrates mastery of the “Using” indicator for this standard because it

combines text, images and interactive components to convey an instructional message. Written

text on the screen presents introductory content addressing each of the three rigor subtopics. This

text is paired with clickable icons featuring simple shapes that serve as visual cues for each

subtopic. These visual cues possess an interactive component which allows the learner to click

any of them to go deeper into the subtopic of choice. Each clickable hotspot opens in a new

http://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.html


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window to improve ease of use for the learner. I also wrote the code comprising this website to

feature a box around the hotspot that has been clicked in order to improve clarity of navigation

for the learner.

This project taught me the importance of a clean, streamlined interface. Clickable

hotspots are an easy way to leverage the power of visual cueing (with icons) to lead the learner to

greater volumes of information while still maintaining a layout that does not overwhelm the user

with information overload. This technique is a more visually engaging method of incorporating

multiple links on a graphic as opposed to simply listing several links (Williams & Tollett, 2006,

p.194).

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

effective integration of appropriate technologies and instructional materials.

● 541- Relative Advantage Chart

Technology

Integration holds numerous possibilities to make science instruction more

effective and more engaging. It allows the classroom teacher to capitalize on all of those

wonderful “what-if” questions that spring from the minds of highly engaged science students.

Roblyer and Doering state that, “technology can play an important and integral role in inquiry-

oriented science instruction” (2013). The Relative Advantage Chart that I created for Earth

Science teachers at my school site exemplifies this concept. The Relative Advantage Chart

identifies 10 instructional problems common to Earth Science instruction and 10 tools that hold

the potential to address these problems. The chart also describes the relative advantage of each of

these tools, as well as the expected outcome of implementing the tool.

Creating the Relative Advantage Chart demonstrates mastery of this standard as it

required me to evaluate a multitude of technology tools with a critical eye towards improving

http://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.htmlhttp://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.htmlhttp://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.htmlhttp://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.html


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learning outcomes. Not all technologies are created equal in terms of their relative advantage, nor

does any technology hold equal advantage in all learning contexts.

This project has had a far reaching impact on my professional practice because it

completely changed the way I look at technology. Understanding the concept of relative

advantage has made me keenly aware of simple substitution and has made me the voice

discretion when a sales rep attempts to dazzle my school district with the latest and greatest

technology. Learning to evaluate technology for its relative advantage has been the single

greatest skill that I have gained in this program for honoring the “education” in educational

technology.

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

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

● 533- YouTube Playlist Lesson

I created a playlist lesson housed on my YouTube Channel to teach teachers how to set

up a Google Classroom, post assignments and announcements, and how to grade an assignment

within Google Classroom. The entire lesson plan is housed within the playlist description. Each

video in the playlist is aligned with a specific learning objective that is foundational to building

teacher proficiency with Google Classroom. This lesson addresses four learning goals:

(1) Teachers will create a Google Classroom.

(2) Teachers will determine which method of adding students is best, justifying their

choice.

(3) Teachers will post an assignment, an announcement and a Google Form using

Google Classroom.

https://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJhttps://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJhttps://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJhttps://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJ


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(4) Given a video clip on Grading Assignments in Google Classroom, teachers will

demonstrate understanding of how to grade and assign feedback on an assignment using

Google Classroom by completing a quiz at 80% proficiency or higher.

I created a corresponding quiz using Google Forms for each video to check for

understanding of the key concepts within each video. I placed links to each Google Form in the

description of the playlist for easy access by the learner in an effort to improve learner outcomes.

These Google Forms serve as “ongoing formative assessments (which) are vital to reveal student

understanding and misunderstanding” (Wiggins & McTighe, 2005).

This project required the assessment and evaluation of media in determining the most

effective material to include in the project. The playlist structure and associated Google Forms

resulted in an infrastructure to facilitate learning, addressing the management aspect of the

AECT standards. The playlist lesson demonstrates mastery of managing processes,

infrastructures and resources to achieve predetermined learning outcomes because it required the

development of a clearly defined learner outcome. The entire project was then designed towards

achieving that outcome. I combined the structure of YouTube playlists with the interactivity of

Google Forms to create an effective digital learning tool.

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)

I developed a netiquette webpage using Adobe Dreamweaver to educate teachers and

other school staff members about the concept of netiquette. The rules of netiquette that I created

for this project were written specifically for high school teachers, paying special attention to

specific scenarios and considerations that are unique to the high school working environment. I


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took care to narrow the list of rules down to a concise, essential five best practices. I also

included a “netiquette reminders at a glance” feature by using an “aside” element containing list

items for quick reference.

This was a relevant project to demonstrate my mastery of professional ethics in the field

of educational technology because it highlights ethical best practices to be used by professional

educators in the context of digital communication. This project has served as a valuable training

resource at my school site because all technology training for staff thus far has focused on

operating the technology but not using the technology within an ethical context. There is a false

perception that if a professional is trained to use technology, they will inherently know how to

use that technology in an ethical way. However, ethical use is a separate skill set that needs to be

addressed with professional development resources such as the netiquette web page that I have

created for this project. Netiquette is a specific skill set taught to students in their 9th grade

Digital Citizenship curriculum. However, this is not been an area of focus for teachers in my

district. In developing this webpage I wanted to create a valuable resource to educate fellow

teachers about unethical practices in digital communication.

STANDARD 2: CONTENT PEDAGOGY

Indicators

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

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

● 503: ID Project- Instructor Guide and Learning Materials- section 3e and 3f.1

As part of my coursework in EDTECH 503, I completed an instructional design project

with the learning goal of teaching 9th grade students how to log into an online platform and

complete a strengths survey. Students then used the results of the survey to add career clusters to

https://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edit


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their Naviance profile as a component of their career planning portfolio. This unit of instruction

was designed to be implemented by a high-school classroom teacher in a one-hour class period.

The instructor guide and learning materials that I created for this project demonstrate

mastery of the “Creating: indicator for the Content Pedagogy standard. The instructor guide

follows Gagne’s Nine Events of Instruction as a pedagogical framework to effectively guide the

teaching and learning process. Gagne’s Nine Events of Instruction is supportive of an

instructivist pedagogical approach. This approach is sometimes referred to as “direct instruction”

(Larson & Lockee, 2004, p.78). This is an appropriate pedagogical approach for this unit of

instructions because all learners will follow the same basic process to navigate the Naviance

website to complete the learning task. An instructivist approach is also advantageous in settings

where learners have a low degree of prior knowledge (Larson & Lockee, 2004, p.80), as is case

with the target learners: 9th graders will be participating in the unit to access the Naviance

platform for the first time.

The learning materials that I created for this project are an example of leveraging

technology and content pedagogy to improve student performance outcomes because they

feature detailed screenshots and detailed text which model exactly what students need to do to be

successful in the tasks within the tutorial. This project not only gave me the opportunity to

develop my ability to improve student learning outcomes by leveraging the appropriate

technologies, but also the opportunity to benefit my school as this instructional design project

was ultimately used by 9th

grade teachers at my school site to teach students to navigate the

Naviance online platform.

2. Using – Candidates implement appropriate educational technologies and processes based

on appropriate content pedagogy. (p. 141)


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● 541- Video Integration Project

“Video Integration in Earth Science” is the video integration project that I developed as

part of my EDTECH 541 coursework. This artifact curates a variety of video resources that make

concepts in Earth Science more concrete and more attainable. I also created a lesson plan to

accompany the video library. This lesson requires students to complete a self-paced video-

enhanced lesson about the relationship between convection currents, plate boundaries, and the

resulting volcanic eruptions that occur at each type of plate boundary. Videos are embedded at

four points in the lesson to provide visual context for key concepts in the lesson. The assessment

phase of the lesson asks students to demonstrate mastery of the concepts taught in Part 1 by

creating their own video about convection currents and volcanic eruptions.

This project leverages the relative advantages of multimedia to overcome common

challenges associated with teaching students about abstract concepts and scientific phenomena

that are difficult to observe in real time due to size and scale. This project serves as an important

modeling tool for my work with teachers in developing their own media enhanced lessons

because of the interactive component of the assessment phase of this artifact. Classroom teachers

have easier access to digital video content than ever before, however digital video in itself does

not improve learning outcomes; strategic and purposeful use is critical. Pairing this video archive

with a detailed lesson plan and assessments supports the principle that “pedagogy is the key to

effective use of digital video” (Park, 2010, p.121).

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.

● 503- ID Evaluation Plan

http://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdfhttp://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdfhttp://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdfhttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttp://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdf


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The Evaluation Plan that I developed as a component of my Instructional Design Project

utilized Kirkpatrick's Four- Level Evaluation Model to assesses learner reaction, learner content

acquisition, long-term learner behaviors, and overall program results of students completing this

unit of instruction. This evaluation model was used early on in the design process as a means of

identifying expected learner outcomes. The larger project was then developed using a backwards

mapping process using these expected learning outcomes as a basis. The Evaluation Plan in my

instructional design project also included a post-lesson survey to be completed by students via

Google Form to assess the overall quality and effectiveness of the project. The resulting data

from the Student Survey will be used to inform the project revision process in the future

implementations of the unit of instruction.

Building continuous evaluation into the design process is essential to support ongoing

improvement in the instructional design process. The Evaluation Plan component of the

instructional design project has encouraged me to be a reflective practitioner in my work in the

field of technology integration. This project has taught me that evaluation revision and reflection

are essential components of any educational technology project or initiative.

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)

● 541- Accessibility Features of HP Chromebook Blog Post

“Technology takes yesterday’s disabled students and makes them today’s enabled

students” (TeachThought Staff, 2005). My blog post addressing accessibility features of the HP

Chromebook combines detailed textual descriptions with annotated screenshots to teach readers

about the numerous accessibility features available on the HP Chromebook. These accessibility

https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/


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features can be used to adapt the Chromebook for use by learners with a wide range of

disabilities from visual impairment to processing or other sensory disorders (Schwimmer, 2005).

I chose to focus this accessibility blog post specifically on HP Chromebooks because the

school district that I work in has chosen these devices as the device of choice in our 1:1

implementation program. It is essential for every teacher in my district to understand the

accessibility features of these devices if we are to meet our professional and moral obligation of

allowing special populations of students to learn and thrive in the least restrictive learning

environments possible. The ability to manage accessibility features on school-issued devices is a

critical skill in order to create flexible learning environments that support a diverse community

of learners.

Since developing this blog post as an instructional resource for myself and my

colleagues, I have had numerous opportunities at my school site to work with instructional and

support staff in managing learning environments to accommodate our small population of

visually impaired students. I have used the content in this artifact over the past year to develop

adaptations and modifications for mainstream students at my school in a wide range of learning

environments.

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

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

● 541-Instructional Software for Earth Science

The Instructional Software for Earth Science presentation that I created in EDTECH 541

required the selection of specific technologies to improve learning outcomes for a diverse range

of students. This project was designed to educate teachers on the five types of instructional

software, providing them with the relative advantage for each and examples of each type of

http://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.htmlhttp://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.htmlhttp://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.htmlhttp://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.html


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software specific to Earth Science. Many instructional software examples in this artifact

specifically address issues of student motivation, opportunities for differentiation and safe

learning environments (Roblyer & Doering, 2013, p.25). All of these issues are critical areas of

focus as modern educators seek innovative ways to embrace multicultural learning.

STANDARD 3: LEARNING ENVIRONMENTS

Indicators

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

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

● 513 Worked Example Screencast

The Worked Example Screencast, “Academic Vocabulary” is an example of creation of

an instructional design products based on learning principles and research-based best practices .

The learner audience for this project is high school teachers who wish to learn more about the

concept of academic vocabulary and how to identify academic vocabulary in the courses that

they teach.

This artifact exemplifies the skills of this standard because it encompasses many different

technologies and multimedia principles to create an effective instructional design product. To

create the screencast itself, I used Google Slides, Screencastomatic and a Microsoft Lifechat

external microphone. I also used YouTube Video Editor to splice video segments together and to

add wait time at appropriate times in the screencast. I also used the annotation tool within

YouTube Video Editor to provide effective, explanatory feedback in the form of an interactive

check for understanding. I was able to create individualized feedback for each answer choice in

the check for understanding by linking each answer choice to a separate corresponding video

file. When the learner selects the correct answer choice, the feedback video has a clickable

annotation that links back to the next section of the main screencast. When the learner selects an

https://youtu.be/H5czhSgEyCUhttps://youtu.be/H5czhSgEyCUhttps://youtu.be/H5czhSgEyCUhttps://youtu.be/H5czhSgEyCU


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incorrect answer, the clickable annotation in the feedback video directs the learner back to the

question to attempt to answer it again. In the full problem assignment at the end of the lesson, I

once again used the annotation feature of YouTube Video Editor to add cues for the learner to

pause the video at appropriate times in their completion of the assignment.

This artifact also demonstrates effective use of the following multimedia principles:

Multimedia Principle Feature or Evidence

Personalization Principle Narration is conversational and learner-centered (using phrasessuch as "your students" when appropriate). While a formal style oflanguage is commonly preferred in academic contexts, a body of

empirical research exists to support the use of conversational

writing and an amiable human voice in e-Learning (Clark & Mayer,2011).

Redundancy Principle Redundant narration and visual text is avoided because researchindicates that “people learn better from concurrent graphics and

audio than from concurrent graphics, audio and on-screen text”

(Clark & Mayer, 2011, p.133).

Segmenting Principle: The full lesson is broken into two smaller chunks with each chunk being followed by a learner-centered interactive activity. Breaking

a lesson down into smaller, manageable segments as an effective

technique to avoid overloading the learner’s cognitive system(Clark & Mayer, 2011).

This artifact has made a tremendous impact on design decisions that I make in creating

instructional materials to use in my work and professional development. Applying multimedia

principles in the use of technology has taught me to avoid bad design decisions that may impede

learner content retention.

The skills that I mastered in the creation of this artifact have had long reaching effects in

my professional practice. As an instructional coach, my work revolves around helping teachers

improve student learning outcomes they making their teaching practices more effective, more

efficient, and more engaging. Multimedia has an ever-increasing presence in the classroom as


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teachers leverage newly available technology to achieve these instructional goals. Creating

effective instructional products using multiple principles and technologies has given me the

necessary skills to work with teachers in the creation of their own effective digital instructional

resources.

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)

● 501- mLearning Activity

I created an Instructional Emergency Tool Kit to be used by teachers at my school site in

the event of an Internet outage as my mLearning Activity in EDTECH 501. My target audience

for this project is high school classroom teachers at my school site who teach technology

dependent lessons and need an emergency backup plan in the event of an Internet outage. I

created this artifact for teachers at my school to use on a mobile device such as a smartphone or

tablet (connected to an external cell network) to ensure that normal protocols and quality

instruction take place in the event of a technology failure.

I used Adobe Dreamweaver to create a web page utilizing a fluid grid layout so that it

could be easily viewable on a wide range of mobile devices in a variety of learning

environments. This was done to ensure that a user can easily access the Emergency Instructional

Toolkit in order to adapt and continue instruction using their mobile device connected to an

external cellular network. This artifact contains content and links to external resources to allow

teachers to take attendance, engage students using technology free lesson and closure activities

that are adaptable to a wide range of learning contexts, and a link to submit an electronic work

order if the technology problem is a hardware failure. This artifact combines multiple digital

http://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.html


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resources to be used in order to adapt technology-dependent instruction to a less than ideal

learning environment.

Since my school district has moved to 1:1 learning environments in all of its school sites,

teachers and students have become heavily dependent on Internet connectivity for teaching and

learning. This artifact served as a valuable resource at my school site while the campus was

undergoing Wi-Fi upgrades on campus which resulted in periodic Internet outages (Wi-Fi or

entire network outages) as the contractors worked on those upgrades. These outages created a

climate of uncertainty and “uncertainty… keeps people away from the equipment” (Fuller,

2000). I saw a need for creating an Instructional Emergency Tool Kit because it became evident

that instruction and learning would come to a grinding halt any time an intermittent outage

would occur on campus. Teachers needed a support to combat the uncertainty associated with

technology to ultimately increase student interactions with technology (Fuller, 2000).

My principal had me present this artifact at a faculty meeting, showing all teachers who

possessed smartphones how to bookmark this artifact and install it as a widget or shortcut on the

home screen of their smartphone. After that point, a larger number of teachers were able to adapt

their technology-dependent lessons using the resources in the Toolkit, submit online attendance

and submit work orders electronically so that issues could be resolved when technology failures

occurred.

3. Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect datafor informing decisions to improve instructional practice, learner outcomes, and the learning

environment. (pp. 5-6)

● 503- Needs Assessment Survey Parts 2a-2c



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I developed a Needs Assessment Survey and accompanying Needs Analysis to inform the

program planning phase of my Instructional Design Project in EDTECH 503. To develop this

artifact I conducted a comprehensive needs assessment of the target learner audience for the unit

of instruction. Assessing and prioritizing needs is an essential early step in the instructional

design process because most instructional design projects are intended to fulfill a need (Larson &

Lockee, 2014, p.21). The results of this needs assessment was used to develop learner outcomes

for the larger instructional design project and also informed design decisions about instructional

components and the learning environment in which the unit of instruction would be implemented

in order to improve learning outcomes.

The final project was a unit of instruction to be used by classroom teachers to teach ninth

grade students how to take an aptitude survey. The needs of the intended learners needed to be

assessed and evaluated prior to development of the project’s instructional materials in order to

ensure effective support of the intended learner outcomes of the unit of instruction. Students

were asked to reflect on their frequency of computer use, troubleshooting preferences,

proficiency with technology, reading levels and academic success. A separate section of the

survey required students to self-assess their college and career awareness. The survey was

completed by approximately 7.75% of 9th graders at my school site. This data was used to

inform the design process of the larger Instructional Design Project to develop an effective

learning environment, implementing instructional best practices to achieve the desired student

learning outcomes.

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

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

● 533- YouTube Channel

https://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwAhttps://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwAhttps://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwAhttps://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwA


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The YouTube channel I created titled “Best Practices for Technology Integration” is a

prime example of improving learning and performance by managing a technology infrastructure.

I developed this artifact to curate and archive videos focusing around the topics of technology

integration and instructional best practices. The target audience for this artifact is educators

interested in growing their skills in instructional technology. I created several playlists geared

towards specific topics within the realm of technology integration such as Google Classroom,

Website Building, Google Extras and Google Docs.

One of the many benefits YouTube possesses for educators is that it provides the

user with easy access to “vast quantities of free public video on a broad spectrum of topics”

(Snelson, 2011, p.160). This vastness however, can impede the resource’s usability. Organizing

video content into playlists is an effective way to manage the infrastructure of a YouTube

channel to maximize ease of use for the learner, making it a more effective instructional tool. A

well-organized YouTube channel can be a valuable resource for educators needing just-in-time-

instruction on a variety of topics. Well-curated YouTube channels are an especially effective

professional development resource for busy classroom teachers who need a wealth of resources

at their fingertips readily available at the moment of implementation.

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)

● 502 Fair Use Scavenger Hunt

I created a Fair-Use Scavenger Hunt as part of my coursework in EDTECH 502 using

Adobe Dreamweaver to write the HTML code and CSS to write the style sheet. I created this

page for high school teachers to assist them in understanding and implementing fair use practices

as they develop digital curriculum for use with their students. The Scavenger Hunt Activity

introduces the concept of fair use and then directs the learner to a series of three websites

http://edtech2.boisestate.edu/ericacardey/502/scavenger.htmlhttp://edtech2.boisestate.edu/ericacardey/502/scavenger.htmlhttp://edtech2.boisestate.edu/ericacardey/502/scavenger.html


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addressing concepts associated with fair use. This artifact includes a scavenger hunt worksheet

for download, links to the three websites in which learners will “hunt” through to answer specific

questions and a link to an answer key.

The websites featured in this artifact deal with fair use basics as well as fair use

guidelines as they specifically apply to educators. In general, classroom teachers have a very low

level of knowledge about copyright and fair use as it pertains to their work in education (Shane,

2001, p.3). There is a prevalent false assumption that educators are given free rein to use

intellectual property without restrictions or attribution requirements in the name of education.

This is a dangerous knowledge gap for teachers to have as advances in educational technology

make sampling and remixing easier than ever. Fair use is an important concept for educators to

understand in their own professional practice but this issue becomes even more critical when

considering the fact that students learn about digital ethics from their teachers (Shane, 2001, p.3).

This artifact has been a useful tool to help educate the teachers that I work with as well as

serving to educate myself on the issue. This artifact has had a lasting impact on my professional

practice as I now possess the skills and information necessary to model fair use of intellectual

property in every professional development that I facilitate.

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

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

● 541- Assistive Technologies Presentation

For my “Assistive Technologies in Earth Science” project, I developed a slideshow

addressing assistive technologies suitable for implementation in Earth Science instruction. I

created this artifact as a resource for high school Earth Science classroom teachers grappling

with ways to modify digital learning environments for students with a wide range of cognitive,

http://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.htmlhttp://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.htmlhttp://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.htmlhttp://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.html


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physical and sensory disabilities. This artifact also addresses assistive technologies suitable for

special populations of learners such as at risk and gifted students.

Technology poses a compelling relative advantage for educators in the realm of being

able to differentiate instruction for students with varying needs (Roblyer & Doering, 2013). This

artifact will serve as a basis for future professional development that I provide for teachers at my

school site addressing best practices for leveraging technology to differentiate for diverse student

populations.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS

Indicators

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.

● 503- Evaluation Plan with SME- Section 4b “SME Review”

In creating my Instructional Design Project, I worked collaboratively with a subject

matter expert to evaluate the project. The Instructional Design Project in its entirety consists of a

unit of instruction designed to teach students how to navigate an online strengths survey as part

of their career planning portfolio. This unit of instruction is designed to be delivered in a

synchronous independent format.

The subject matter expert (SME) who I collaborated with for this artifact is a member of

the leadership team at my school site that is responsible for developing the school’s plan for

college and career readiness. I created an evaluation survey using Google Forms which consisted

of 8 open-ended questions. These questions were designed to solicit feedback from the SME

assessing the project scope, thoroughness, ease of use, and comments or suggestions for revision.



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This collaborative work with the SME facilitated the process of designing more effective

instructions and visuals than if they had not been informed by collaborative input. Collaborative

project evaluation with the SME ensured that the project was sufficiently developed to allow

students to complete the lesson independently. The SME also served as a valuable source of

insight to ensure that the objective and outcome of the unit of instruction aligned cohesively.

The opportunity to work collaboratively with a subject matter expert in order to develop

and design this unit of instruction taught me a valuable lesson about the importance of gaining

multiple perspectives on the accessibility and thoroughness of instructional design products if

learners are to be impacted in a valuable, meaningful way. Working with a third party on this

artifact helped me to understand the role of a content specialist as a separate entity from the

instructional designer and as “an impartial SME who is, preferably, external to the situation yet

aware of the needs and characteristics of the target learners” (Larson and Lockee, 2014, p.26).

When instructional design products are created by the subject matter expert themselves the

thoroughness and detail of the instructional design product can suffer due to the subject matter

expert being too close to the content.

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

● 501- Tech Trends: Flipped Teaching Resource Website and Corresponding Blog Post

I created a Flipped Teaching Resource Website for my Tech Trends Project in EDTECH

501 for teachers wishing to explore the concept of flipped instruction. The development of this

artifact began with reading the 2014 Horizon Report. This publication identifies and analyzes six

up-and-coming technology trends in education. These trends are grouped into three time frames

for implementation: short-term trends, mid-range trends and long-term trends. This project

required me to choose one trend to explore further as a basis for the project. I chose to explore

http://falconflip.weebly.com/http://falconflip.weebly.com/http://falconflip.weebly.com/http://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://falconflip.weebly.com/


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hybrid learning designs with a specific focus on flipped instruction. Using insights gained from

the Horizon Report, I created a resource website for high school teachers who may be

considering flipping their classrooms. This artifact features information on flipped teaching at

three distinct depths: an overview of the concept of flipped instruction for those just getting

started, a checklist of essentials for flipped instruction success for learners wishing to dig deeper,

and some specific tools to get started for teachers ready to embrace the practice.

This artifact exemplifies the use of professional knowledge in a leadership capacity

because I developed a digital resource for other teachers based on the knowledge I acquired from

the Horizon Report. I used the information from the Horizon Report to develop a professional

development resource for other teachers that could be usable by individuals with a wide range of

prerequisite skills. To do this I implemented the concept of “right-sized instruction”,

differentiating resources to meet the diverse needs of stakeholders (Larson & Lockee, 2014,

p.12). This website allows teachers to go as deep into the topic as they feel ready for and when

they're ready to dig deeper the information is available to them via this resource website.

This artifact has served as a valuable resource for my work with other teachers as an

Instructional Coach. Investigating the concept of flipped instruction is of great relevance to my

school site as we have recently concluded a massive professional development initiative to

prepare our teachers to go 1:1 school-wide. In response to their newly acquired technological

skills, and all students having 24/7 access to Chromebooks, many teachers that I work with are

now looking towards the idea of flipped learning as the next step in their teaching practice.

In her 2003 article, “Learning and unlearning: the education of teacher educators”, Mary

Cochran-Smith asserts that “those who teach the teachers- are now the linchpins in educational

reforms of all kinds” (p.5). In order to effectively lead peers in their exploration of technology-


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supported learning, it is essential to have multiple safe entry points to accommodate a wide range

of teacher proficiency levels and comfort levels.

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.

● 503- ID Project Reflection Synthesis Paper

The Reflection Synthesis Paper I wrote as part of my larger Instructional Design Project

in EDTECH 503 exemplifies the practice of reflection for the purpose of improvement. This

paper was an opportunity to reflect on many facets of the instructional design process: the role of

an instructional designer, the process of project analysis and challenges and insights encountered

in the development of my instructional design project. The analytical thinking that was required

to create this artifact has helped me to grow as a reflective practitioner. Often in the course of

day to day work, as soon a project is completed or an initiative is rolled out, I (and the larger

organization that I work in) simply move on to the next challenge without ever looking back. I

understand now that reflection on practice is an essential part of any technology-supported

learning initiative and I will take steps to make sure that this is incorporated into the program

planning cycle of all future projects that I am involved with.

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

plans that align with learning goals and instructional activities.

● 533- Media Literacy Lesson

The media literacy lesson that I created as part of my coursework in EDTECH 533 titled,

“Propaganda or Science?” is a lesson I developed that is housed entirely within a Google Form. I

created this lesson to be used by high school Earth Science teachers to introduce the concept of

propaganda and to give students practice analyzing media messages pertaining to the issue of

climate change. Students must evaluate the credibility of messages pertaining to climate change

https://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edit


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within the context of this lesson. This lesson addresses Earth Science content as well as

Common Core State Standards for literacy in science and technical subjects. This artifact

includes three videos with accompanying questions for students to answer as they view each

video. The first video and accompanying questions are designed to give students a working

definition of the term propaganda. The second and third videos contain media messages about

climate change and the accompanying questions require students to evaluate the credibility of the

media message citing evidence to justify their evaluation.

Creating a media literacy lesson gave me the opportunity to develop my skills in the

competencies of analyzing and evaluating media messages. This project demanded critical

thinking to assess the credibility of messages. As a teacher developing the lesson for students, I

had to engage in the analytical and evaluative thinking that I would want my students to engage

in to complete the lesson.

Most of the teachers at my school site do not currently integrate media literacy into their

curriculum so I plan to offer a series of professional development sessions that build teachers

skills in the area of media literacy, using this artifact as a basis from which to develop these

professional development offerings. My long term intention is to support teachers in the

instruction of media literacy in their courses. Today’s learners are exposed to media messages at

an unprecedented frequency. Teaching youth to deconstruct those messages and analyze them

critically is not only a rigorous academic endeavor, but a highly relevant life skill that empowers

learners and strengthens their decision-making ability (Draper, M., Appregilio, S., Kramer, A.,

Ketcherside, M., Campbell, S., Stewart, B., & ... Cox, C., 2015, p.15)

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.


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● 501- Digital Divide Presentation

The Digital Divide presentation that I created for EDTECH 501 delves into the issue of

digital inequality in California’s Central Valley. This region is home to some of the state’s

poorest counties. This artifact examines the direct correlation between socioeconomic risk

factors and the digital divide. The presentation identifies three issues contributing to the digital

divide at the Central Valley high school where I work and proposes viable solutions to each. In

this artifact, I contend that access to hardware is only part of the solution to bridging the digital

divide. Students need reliable, affordable broadband access both at school and at home if they

are to fully leverage the power of technology in education.

I gained a much more comprehensive understanding of the issue of the digital divide

from the research articles I read as part of this assignment. While I had previously been aware of

our demographics and their implied challenges for some time, I never fully grasped the

magnitude of the digital divide and how it impacts the populations my school serves. Among

Americans, the rural poor report the lowest incidence of computers and Internet connectivity in

the home (National Telecommunications and Information Administration, 1995). This

demographic comprises the majority of students at my school, making the digital divide a highly

relevant, yet largely unaddressed issue at my school site.

I think the most valuable part of creating this artifact, and the aspect I will use most in the

future, was the solutions component. So often in education, we focus on problems with little

opportunity as learners to explore solutions. I am so appreciative that this assignment pushed us

past the point of simply describing problems and into the more productive endeavor of

developing possible solutions. This solution-oriented mindset will definitely help me in the

future as I work with my school and district on issues of access in the future. This artifact will

https://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharinghttps://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharinghttps://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharinghttps://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharing


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also serve as a valuable resource in my work in the area of technology integration in my school

district for years to come as I advocate for our diverse learners and their unique needs that put

them on the wrong side of the digital divide.

STANDARD 5: RESEARCH

Indicators:

1. Theoretical Foundations - Candidates demonstrate foundational knowledge of thecontribution of research to the past and current theory of educational communications and

technology. (p. 242)

● 504- Annotated Bibliography

As part of my course work in EDTECH 504 I created an annotated bibliography

presenting research on the topic of educational technology and constructivism. The selected

research within this artifact examines constructivist learning theory and its implications for

modern educational technology. This research presents the relative advantages and potential

pitfalls associated with implementing educational technology in constructivist learning contexts.

This artifact includes seven annotated references from peer reviewed journals examining

the issue of integrating these two seemingly incompatible concepts. This is a highly relevant

issue in modern education as the modern school system has remained relatively unchanged since

the Industrial Revolution when instructivist learning outcomes were sufficient to prepare

students for careers in factories. “Career readiness”, however has changed drastically since that

time, with an increased emphasis on constructivist learning outcomes. Modern education is

coming to terms with the reality that “knowing and doing” are inextricably linked, and that

learners must construct meaning through experiences (Barab & Duffy, 2015, p. 32). This is

drastically different from the “empty-vessel” view of learning that dominated the era in which

American public schools were established. This artifact will serve as a valuable information base

https://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edithttps://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edithttps://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edithttps://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edit


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for my school’s instructional leadership team as we work towards constructivist goals in our

efforts to implement the Common Core State Standards.

2.

Method - Candidates apply research methodologies to solve problems and enhance practice. (p. 243)

● 501- Annotated Bibliography

The Annotated Bibliography that I developed in EDTECH 501 presents research from

credible sources on the topic of flipped instruction. I included five annotated references from

peer-reviewed journals, an instructional objective, as well as pre-research and post-research

discussions. The research represented in this annotated bibliography investigates identifying

characteristics common to successful flipped learning environments and elements that are

essential to creating a supportive infrastructure for teachers practicing flipped instruction.

Developing this annotated bibliography required the integration of multiple critical thinking

skills: assessing the credibility of each source; selecting research from credible peer-reviewed

journals and careful evaluation of each source for relevance to the central topic of educational

technology and constructivism.

As teachers at my school site begin to embrace educational technology, their interest in

flipped learning has skyrocketed. I created this artifact to be used as a resource for professional

development planning for the high school teachers that I work with at my school site. Molenda

and Robinson contend that “research provides the bedrock of practice” (2008, p. 242). It is

essential that any technology innovation is backed by solid research to ensure the innovation's

relative advantage in student learning outcomes. This annotated bibliography serves as a

comprehensive resource to allow teachers and school leadership to make informed decisions

https://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharinghttps://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharinghttps://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharinghttps://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharing


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about whether or not flipped instruction is an appropriate strategy within any given learning

context.

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

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

● 505- Evaluation Project

I conducted a comprehensive program evaluation of the professional development

program implemented at my school site to prepare teachers for the district’s transition to 1:1

learning environments at all school sites. This artifact assessed the long-term impact of the

program by examining the technology integration practices of classroom teachers who have

graduated from the program approximately twelve months after completing the program. This

evaluation assessed instructional behaviors such as frequency of Chromebook use, frequency of

troubleshooting episodes that impede instruction, and the prevalence of instructional norms being

implemented in technology enhanced learning environments. Development of this artifact

included meeting with program designers to articulate program objectives, developing a

stakeholder survey to assess mastery of program objectives, creating and distributing an

anonymous survey to program participants, collecting and analyzing survey data and synthesis of

the final evaluation report.

The results of this evaluation will be used by instructional leaders at my school site to

develop areas of growth and revision for the future implementation of this professional

development program. Developing this artifact caused me to reexamine what I had previously

thought I knew about the evaluation process. All of my prior experiences with evaluations had

led me to believe that evaluation is external and reactionary. Developing this project has taught

me that this view is completely oppositional to what evaluations could and should be.

Evaluation should inform stakeholders about a program’s efficiency, effectiveness and impact as

https://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharinghttps://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharinghttps://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharinghttps://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharing


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well as to inform future planning decisions relative to the program being evaluated (Boulmetis &

Dutwin, 2011).

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

and institutional (p. 297) guidelines and procedures.

● 504- Final Synthesis Paper

To develop my Final Synthesis Paper, “Leveraging Technology for Constructivist

Learning Within an instructivist System”, I researched the issue of implementing educational

technology to achieve constructivist learning outcomes in a traditional instructivist classroom

setting. This artifact demonstrates my ability to evaluate sources for credibility and relevance. I

also used accepted professional and institutional guidelines as evidenced by adherence to

American Psychological Association APA guidelines in formatting and citation in academic

writing.

The American educational model lends itself to a teacher-centered instructivist

environment. Such a learning environment emphasizes the “passage of information and

knowledge” (Onyesolu, Nwasor, Ositanwosu & Iwegbuna, 2013, p.40) from teacher to student

in line with the behaviorist school of thought. Research indicates that deep learning is actively

constructed by the learner (Herrington & Standen, 2000, p.202), supporting a constructivist

approach to learning. Common Core State Standards (CCSS) and an emphasis on 21st Century

Skills have placed increasing importance on student-centered learning environments and

constructivist learning outcomes. This artifact has allowed me to develop a well-rounded

perspective on the premises upon which the current educational model was built, and how

educational technology can be leveraged to adapt it to fit the needs of 21st Century learners.

CONCLUSION

https://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edithttps://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edithttps://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edithttps://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edit


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Completing the MET program at BSU has transformed me into a multi-dimensional

instructional leader. This experience taught me that all technology is teachable through effective

instruction and quality instructional materials. This is a valuable lesson as I move forward in my

work as a professional, breaking down barriers and developing safe entry points for a multitude

of learners.

Prior to the MET program, I was a champion of technology integration at my school site,

but my efficacy was limited by my lack of foundational knowledge. I have a new understanding

of the role of technology in the context of learning theory, giving me a more well-rounded

perspective on technology integration. This program has given me a wealth of insight into how

people learn, which allows me to be a better resource to the teachers of my school that I support

in perfecting their craft.

REFERENCES

NOTE: Parenthetical page references are to:

Barab, S. & Duffy, T. (2012). Theoretical foundations of learning environments. Jonassen, D. &

Land, S. (Eds.). New York, New York: Routledge.

Boulmetis & Dutwin. (2011). The ABCs of evaluation: Timeless techniques for program and

project managers. San Francisco, CA: John Wiley & Sons.

Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators.

Teaching and Teacher Education, 19(1), 5-28. doi:10.1016/S0742-051X(02)00091-4

Clark, R. C. & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines

for consumers and designers of multimedia learning. San Francisco, CA: John Wiley &

Sons.

http://dx.doi.org/10.1016/S0742-051X(02)00091-4http://dx.doi.org/10.1016/S0742-051X(02)00091-4http://dx.doi.org/10.1016/S0742-051X(02)00091-4


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Draper, M., Appregilio, S., Kramer, A., Ketcherside, M., Campbell, S., Stewart, B., & ... Cox, C.

(2015). Educational intervention/case study: Implementing an elementary-level,

classroom-based media literacy education program for academically at-risk middle-

school students in the non-classroom setting. Journal Of Alcohol & Drug

Education, 59(2), 12-24.

Fuller, H. (2000). First teach their teachers: Technology support and computer use in academic

subjects. Journal of Research on Computing in Education. 32(4), 511-537.

doi: 10.1080/08886504.2000.10782295

Harris, C. J., Penuel, W. R., DeBarger, A. H., D’Angelo, C., & Gallagher, L. P. (2014).

Curriculum Materials Make a Difference for Next Generation Science Learning.

Retrieved from:

http://bie.org/object/document/curriculum_materials_make_a_difference_for_next_gener

ation_science_learning

Herrington, J. & Standen, P. (2000). Moving from an instructivist to a constructivist multimedia

learning environment. Journal of Educational Multimedia and Hypermedia, 9(3), 195-

205. Retrieved from http://www.editlib.org.libproxy.boisestate.edu/p/8084/

Januszewski, A. & Molenda, M., Eds. (2008). Educational technology: A definition with

commentary. New York: Taylor & Francis. Retrieved from

https://c.ymcdn.com/sites/aect.site-

ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf

Larson, M., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional design.

New York, New York: Routledge.

https://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf


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