My Journey in Mastering Educational Technology: Rationale Paper
for EdTech 592Kimberly Hefty, Spring 2015Director/Owner Sammamish
MathematicsI have been a mathematics instructor for 23 years. I
have taught public middle school, high school, and college level
mathematics. Thirteen years ago I started a private online tutoring
business. I exclusively support and tutor local students who are
taking DLD, Digital Learning, online mathematics. Working with
students taking courses exclusively online made me realize the
deficits in my personal and professional technology skills. Three
years ago I enrolled in the M.E.T. program at Boise State
University to help me better serve my students.The Masters of
Educational Technology (M.E.T.) program requires an ePortfolio
which presents the collection of artifacts that I have collected
and aligned to the new AECT for the past three years. As part of
this program I am also completing an Online Teaching Certificate
for teachers of K-12 students. My paper is organized by the
Association of Educational Communications and Technology (AECT)
standards. I will explain why I selected each artifact, what I
learned from the creation of it, how it reflects mastery of the
various AECT indicators of each standard, how it connects to
various learning theories and best practices in education, and how
I have or will use it in my professional line of work.STANDARD 1 -
CONTENT KNOWLEDGECandidates demonstrate the knowledge necessary to
create, use, assess, and manage theoretical and practical
applications of educational technologies and
processes.Indicators:CreatingCandidates demonstrate the ability to
create instructional materials and learning environments using a
variety of systems approaches.For this indicator I selected EdTech
502: WebQuest. This project was coded by hand, not a template. I
clearly demonstrated the ability to not only develop content but
the ability to create the learning environment. This shows how my
HTML/CSS web-design skills improved since my early pages it also
demonstrates how I was able to use those skills to create a
multi-layered learning activity. WebQuest are an inquiry-based
learning style that can foster collaboration, boost technology
skills, and integrate technology into learning (Abbitt & Ophus,
2008). According to Abbitt & Ophus (2008), ...factors those
often precede or promote learning, such as increased motivation and
the integration of technology into teaching and learning, can be
positively influenced by using WebQuests (p.454). The site is
visible and viable on any device. The purpose of this WebQuest was
to create a deeper understanding of statistics. The intention of
the project was for the students to analyze and interpret
qualifying statistical data. I was able to use this project with my
sons advanced math class. UsingCandidates demonstrate the ability
to select and use technological resources and processes to support
student learning and to enhance their pedagogy.For this indicator I
selected EdTech 521: Scavenger Hunt. This scavenger hunt was
designed for high school students taking an online course through
the ISD. It was designed to help them learn more about
communicating in cyberspace. Internet scavenger hunts use the
Internet to find answers to questions. This Internet scavenger hunt
is a fun way to learn about the expectations for a course. My
target audience for this assignment was students. I met this
standard by selecting and using multiple technological resources
and processes to support student learning and to enhance their
pedagogy. This activity was used by my students to determine their
readiness for online learning. I have shared this with the local
district and they have created a modified version for all
students.Assessing/EvaluatingCandidates demonstrate the ability to
assess and evaluate the effective integration of appropriate
technologies and instructional materials For this indicator I
selected EdTech541: Relative Advantage of Technology in the Content
Area (Mathematics). This assignment was to show how technology can
be effectively integrated in the mathematics classroom. Pogrow
(2004) describes how integrating technology into grades 4-9
mathematics classes can create a new, more powerful, and dramatic
way to present mathematical concepts in ways that allow students to
construct an intuitive sense of how to apply them (p.7). He asserts
that technology can be used to present a variety of fantasy
settings in which dilemmas arise and the curriculum and teacher
bring in the math concepts to resolve the dilemma. In addition,
technology can be used to present mental models which will allow
students to learn how to solve almost any story problem. Through
this assignment I demonstrated how research can foster deeper
understanding of the benefits and advantages of incorporating
technology in content areas. I was able to gain a deeper
understanding of how my lesson plans can be adapted, using
technology, to fit all of my students learning needs. This allows
for Cognitivism instructional design theory that analyzes what
particular tasks will be successful in understanding information
ManagingCandidates demonstrate the ability to effectively manage
people, processes, physical infrastructures, and financial
resources to achieve predetermined goals. For this indicator I
selected two artifacts: EdTech505: Final Project & EdTech 505:
Far West Lab Proposal. Both of these projects demonstrate all of
the elements of managing. Throughout the projects, evaluation
management techniques were illustrated through assigned roles and
responsibilities, meetings with key stakeholders, and a budget that
was clearly defined. Project management involves planning,
monitoring, and controlling instructional design and development
projects. Through the process and activity of planning, organizing,
motivating, and controlling resources, procedures and protocols I
was able to improve my tutoring business. Utilizing effective
management techniques, such as planning and monitoring of my
employees I was able to grow and improve my company. Through the
management of my evaluation process ability to create and maintain
a budget I was able to grow my company from a sole proprietorship
to an LLC to an S-Corp over the past three years. Evaluation is the
systematic process of collecting data to identify the strengths and
weaknesses of a particular program (Boulmetis & Dutwin, 2011,
p. 58). As a business owner I need to prove my ability to
successfully manage a company and students to my parents, district
partners and accountant. The management, planning and oversight of
my Ed Tech 505 Far West Lab Report and final project allowed me the
opportunity to evaluate the effectiveness of my management skills
to supporting students in the DLD classes.EthicsCandidates
demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational
Communications and Technology.For this indicator I chose EdTech537:
Full Disclosure Statement. Honesty and disclosure is a cornerstone
of ethics, especially in education. Steele (1975) states We are
rewarded and punished for what we disclose, not for the absolute
realities of what we are and do (p. 5). Many people advocate
openness and free discussion, but disclosure goes farther than
this. For educators it is important to let parents and
administrators know if they have other interests which could impact
their students. I have found it to be very important to let my
students and parents know when I have a vested interest, personally
or financially, when directing them to any site or referring them
to another tutor or agency. I have also incorporated the full
disclosure policy in my introduction letter to parents, notifying
them that I do not work for, nor am I affiliated in any way with
the local school district or the DLD providers that I
recommend.STANDARD 2 - CONTENT PEDAGOGYCandidates develop as
reflective practitioners able to demonstrate effective
implementation of educational technologies and processes based on
contemporary content and pedagogy.Indicators:CreatingCandidates
apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance
outcomes.For this indicator I selected EdTech541: Content Area
Learning Activity Mobile Learning. This lesson fully demonstrates
my ability to use multiple technology platforms (cell phones and
iPads and multiple apps) into a cohesive lesson. Students used a
variety of models (e.g., written statement, algebraic formula,
table of input-output values, graph) to represent the two cell
phone plans they chose to evaluate. Students completed an initial
worksheet with partners and then evaluated two additional plans by
themselves for assessment. Teachers must be careful when
implementing technology in mathematics instruction and be aware of
the numerous pitfalls, such as accountability and the ongoing math
wars debate. However, the benefits of including technology greatly
outweigh the costs and, as Robyler and Doering (2013) state,
technology can serve as a catalyst to move teachers toward an
instructional style that is more student centered (p. 310). Since I
do not control any aspect of my current students curriculum I am
not able to fully incorporate this into my teaching; however, I am
able to extrapolate the concept to creating optional reviews for my
students.UsingCandidates implement appropriate educational
technologies and processes based on appropriate content
pedagogy.For this artifact I selected EdTech541: Internet Enriched
Lesson Algebra 2. This lesson is specifically designed based on
best practices, especially collaborative learning. Palloff &
Pratt (2007) state, from the earliest explorations in online
educational theory and practice, collaborative learning has been
the most powerful principle of online course design and delivery
(p. 165). The Internet Enriched Activity allowed me to create a
lesson that includes a multiple technological resources for an
Algebra 2 course. Students explored the concepts of slope and
intercept. In this lesson students learned to: Construct tables,
graphs, and equations to express linear relationships. Students
translated information about linear relations given in a table, a
graph, or an equation to one of the other forms. It also integrates
multiple technologies and is adaptable for anyone with a learning
or physical disability. Assessing/EvaluatingCandidates demonstrate
an inquiry process that assesses the adequacy of learning and
evaluates the instruction and implementation of educational
technologies and processes grounded in reflective practiceFor this
artifact I selected EdTech504: Final Reflection. In order to
properly assess learning and instructional strategies it is
important to reflect. This project involved reflecting over every
assignment from the entire semester. Through my reflection and
research in EdTech 504 I realized I am truly a social
constructivist. The application of social constructivism resonated
with me both personally, as a mom, and professionally. The social
constructivist approach to education accommodates both the
necessity of social interaction in learning and individualist
nature of modern learning. Jonassen & Land (2012) state, Social
constructivist theory builds on the foundations of constructivism,
extending into how interaction with others impacts and influences
the learning process (p. 272). In response to the recent shift in
technology and educational pedagogical trends, I believe that
educators should use social constructivism as a guide to expanding
student-learning possibilities while also encouraging the use of
online learning communities to foster collaboration in order to
meet the modern students full spectrum of needs. ManagingCandidates
manage appropriate technological processes and resources to provide
supportive learning communities, create flexible and diverse
learning environments, and develop and demonstrate appropriate
content pedagogy.For this artifact I selected EdTech543:
Communities of Practice, Connectivism, Personal Learning Networks.
The cornerstone of creating flexible and diverse learning
environments understands the theoretical pedagogy. This assignment
demonstrates the significant research that I did on this topic and
my ability to manage the various processes and resources. The
concept by Lave and Wenger (1998) is that communities of practice
are everywhere and that we are generally involved in a number of
them whether that is at work, school, home, or in our civic and
leisure interests. Connectivism, according to Downes (2013) states
is that, Learning is the creation and removal of connections
between the entities, or the adjustment of the strengths of those
connections (p.145). Through my research I was able to strongly
identify with the concept of Personal Learning Networks (PLN) and
use this supportive learning community to help me manage my course
work and develop content. In my current class, EdTech 523, the
first thing I did was post in the student lounge and reach out to
my fellow mathematics teachers and create an informal PLN to help
me throughout the semester.EthicsCandidates design and select
media, technology and processes that emphasize the diversity of our
society as a multicultural community.For this artifact I selected
EdTech 521: Final Netiquette Rules. Since our society is so
diverse, it is critical that we establish appropriate protocols for
our interactions with each other using technology. Creating an
established set of rules will help everyone interact with each
other appropriately and safely. This assignment was developed
collaboratively with my PLN and introduces the definition and
expectations of online etiquette. We need to educate our students
on how to work in a safe online environment so these rules includes
a critical cyber bullying component. Dr. Rice (2012) states,
Developing a set of netiquette rules and making them available to
students will provide guidelines for expected behavior in your
classroom and help set the tone for interaction (p.95). I used
these guidelines to help me create guidelines for my own students.
STANDARD 3 - LEARNING ENVIRONMENTSCandidates facilitate learning by
creating, using, evaluating, and managing effective learning
environments. Indicators:CreatingCandidates create instructional
design products based on learning principles and research-based
best practices.For this indicator I selected EdTech541: Interactive
Presentation. Interactive presentations can be a powerful
audiovisual learning tool for students. While students generally
respond more positively to presentation-enhanced instruction, the
impact largely depends on how teachers use such tools (Roblyer
& Doering, 2013). For this project I pushed myself to develop a
truly interactive presentation on the order of operations, often
referred to as PEMDAS (parenthesis, exponent, multiply, divide,
add, subtract). I used originally created PowerPoint slides and
developed animations which would allow for pausing and revealing
the solutions. I also linked supportive material. Presentations can
help students be active not passive learners, develop research
skills, encourage cooperative learning and problem solving, and
engage in more meaningful learning (Siegle & Foster, 2000,
p.199). I have added this presentation as a tutorial on my business
site and have received a lot of positive feedback.UsingCandidates
make professionally sound decisions in selecting appropriate
processes and resources to provide optimal conditions for learning
based on principles, theories, and effective practices.For this
indicator I selected EdTech503: Final Instructional Design Project.
My project was designed to teach 7th grade math students how to
develop and interpret statistical data using Excel spreadsheets and
collaboration tools for student group presentations on the Seattle
Mariners over two given seasons. This project meets all facets of
Blooms Taxonomy. Bloom's Taxonomy is a hierarchy of skills that
reflects growing complexity and ability to use higher-order
thinking skills. The six levels of bloom's taxonomy, in order
(lowest to highest), are knowledge, comprehension, application,
analysis, synthesis and evaluation. All of these stages slot into
the cognitive domain, which relates to how the brain processes
information and thoughts. Dr. Rice (2012) states that, Blooms
taxonomy has historically been used as a framework for classifying
question types in instructional settings allowing learners to
demonstrate their learning and knowledge (pp. 144 - 147). At the
end of instruction, students will know how to do something they
didnt know before. I designed this for my sons 7th grade math
class; the teacher did not have time to implement it but plans to
do so in the future. I did a small sampling of my son and his
friends to complete this. The students thought this was a fun and
interesting lesson.Assessing/EvaluatingCandidates use multiple
assessment strategies to collect data for informing decisions to
improve instructional practice, learner outcomes, and the learning
environment.For this indicator I selected EdTech523: Project [in
progress]. In module 4 we developed a research based evaluation
plan. I incorporated two different types of evaluation. According
to Boulmetis & Dutwin (2011) formative evaluation focuses on
examining and changing processes as they are happening while
summative evaluations focuses on reporting what occurred at the end
of a program cycle (p. 16). Formative evaluation should take place
during a project in order to determine if changes should be made in
order to meet the stated outcomes more efficiently and effectively.
Summative evaluation takes place at the end of a project or
activity to measure the attainment of goals or outcomes. I used
EdPuzzle, to imbed a formative evaluation within an interactive
tutorial. For the summative evaluation component I had the students
complete a collaborative PowerPoint project and evaluate
themselves, each other, and the project itself upon
completion.ManagingCandidates establish mechanisms for maintaining
the technology infrastructure to improve learning and
performance.For this indicator I selected EdTech504: Final
Synthesis Paper. All of the cumulative work in EdTech 504 meets
this standard through the continuous focus on learning theories.
Smith and Ragan (2005) state in instructional design, the goals are
efficiency and effectiveness, doing the best job with the least
requirements, or (in management terms) optimizing return on
investment (p. 315). This research paper was an ideal way to
present instructional mechanisms for maintaining the technology
infrastructure to improve learning and performance in a meaningful
way. Proper management of practice requires a solid foundation in
theory. Throughout my research for this cumulative paper, I focused
on both past and emerging learning theories and their role in
progressive approaches to mathematics instruction. I realized that
I needed to change the way I managed the technology in my business
to better serve my students. The paper also examined the various
roles of learning theories such as constructivism, objectivism, and
Connectivism and the impact they have on instructional methods.
This paper helped me realize that the roles of both the modern
teacher and of the modern student are changing. Teachers need to
manage and construct environments that provoke and challenge
students. I immediately began challenging my students to do more
than use technology to study but helped show them how they could
use technology to manage their entire learning environments.
Students must actively seek out interactions and reinforcement. In
order to accommodate the modern student and utilize new
technologies, educators must utilize social constructivist theory
of learning to promote the success of the individual through the
utilization of online learning communities. Educators must
constantly be exploring emerging theories, such as Transactional
Distance Theory, to challenge both themselves and their students.
Gokool-Ramdoo (2008) stated Education is everybodys business the
individual, the organization, and the nation state
(p.13).EthicsCandidates foster a learning environment in which
ethics guide practice that promotes health, safety, best practice,
and respect for copyright, Fair Use, and appropriate open access to
resources.For this indicator I selected EdTech502: Plagiarism
Scavenger Hunt. Plagiarism is a critical concept when working with
any type of technology. Dr. Rice (2012) states, the emergence of
digital content has resulted in heightened interest in laws about
copyright and fair use, as well as increased confusion about the
rights and responsibilities of users of digital content (p. 246).
This activity promotes respect for copyrights while still allowing
for open use. This scavenger hunt was created using Dreamweaver CS
5.5 and a CSS menu; it is a learning activity with questions and
linked resources to teach fundamental issues of copyright and fair
use. Although I have not personally used this with students, it
could easily be adapted to use with students of almost every
age.Diversity of LearnersCandidates foster a learning community
that empowers learners with diverse backgrounds, characteristics,
and abilities.For this indicator I selected EdTech502: Web
Accessibility. Web accessibility are the tools and technologies
that allow everyone, regardless of any disability, to access
information on the Web. Accessibility tools allow people with a
wide variety of abilities to utilize the Internet. This page
discusses how to use web accessibility tools in the classroom. It
was created for other teachers to learn about why web accessibility
is necessary and experiment with some tools that are available to
provide all students with the opportunity to succeed using
technology. Roblyer & Doering (2013) state, [that] regardless
of the specific application of technology, the general goal is
always the same; to harness the potential of technology in ways
that offer an individual with a disability increased opportunities
for learning, productivity, and independence (p. 400). We, as
educators, have an ethical obligation to instruct all students,
regardless of any disability.STANDARD 4 - PROFESSIONAL KNOWLEDGE
AND SKILLSCandidates design, develop, implement, and evaluate
technology-rich learning environments within a supportive community
of practice. Indicators:Collaborative PracticeCandidates
collaborate with their peers and subject matter experts to analyze
learners, develop and design instruction, and evaluate its impact
on learners. For this indicator I selected EdTech 504 Peer Review
by Kim Hefty and EdTech 504 Peer Review by Angie Kruzich .These
assignments are linked and clearly demonstrate the professional
collaboration standard. Palloff and Pratt (2007) state, An
important element that should be built into an online course is the
expectation that students will provide constructive and thoughtful
feedback to each other (p.176). The process of peer review was the
most collaborative of all the projects and lesson that I have
completed. Angie Kruzich and I were given several weeks and
detailed standards by which to assess each other. We not only
edited each others work but were able to meet both synchronously
and asynchronously to give each other detailed feedback. The
detailed and constructive feedback that I was given allowed me to
present what I believe to be my best written work.
LeadershipCandidates lead their peers in designing and implementing
technology-supported learning. For this indicator I selected EdTech
543: Social Network Mini Curricula Unit. This project was developed
collaboratively with my PLN (personal learning network). This was
an elaborate project that involved using multiple collaboration
tools and social network tools. The site and concept were initially
created by me using Google sites. Through multiple synchronous and
asynchronous meetings the lesson was fully developed to explore the
cost of a college education. Numerous evaluations were developed
with detailed rubrics. The details are built based on a
constructivist approach. Pallof and Pratt (2005) state,
...collaboration can be seen as the cornerstone of the educational
experience (p. xi). By examining Connectivism and the role it could
play in a mathematics classroom, my entire teaching philosophy
shifted as a result of this course and project. Technology is
affecting how our students learn, which means we need to change how
we teach. A networked student needs a networked teacher. Social
media cannot be ignored. Reflection on PracticeCandidates 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.For this indicator I selected EdTech541: Final
Reflection and EdTech 592 e-Portfolio. For the final reflection for
EdTech 541 I analyzed and interpreted all of the artifacts and
projects that I had developed throughout the course. I reflected on
the effectiveness of my design, development and implementation of
technology-supported instruction and learning. My professional
growth was dramatically affected. My overall goal was to take a
constructivist approach to most projects for this course, intending
that these projects were student-centered. Technological tools
helped me to supplement content, engage learners, enhance delivery
and assess student learning. By integrating technology, I was able
to enhance the topic of Algebra 1. Through this course I have
realized there are many ways I can implement a variety of
technological skills to better communicate with my students and
their parents. Jonassen (2012) stresses the importance of the
opportunity for reflection, ... in a practice field, opportunity
for reflection must be central it provides the opportunity to think
about why we are doing what we are doing (pp. 36 - 37). The
cumulative project EdTech 592 e-Portfolio epitomizes
self-reflection and analysis of all of the artifacts and projects
that I had developed throughout the MET program. In order to select
which artifacts met which standards, I had to review every item I
created and reflect on the effectiveness of my design, development
and implementation of technology-supported instruction and
learning. I could not just simply choose items as indicators; I
needed to purposefully select each one. Professionally, this has
helped me find the work I am most proud of and reflect on my
tremendous personal and professional
growth.Assessing/EvaluatingCandidates design and implement
assessment and evaluation plans that align with learning goals and
instructional activities. For this indicator I selected EdTech505:
Final Paper. The overall goal of EdTech 505 was to learn important
concepts and practices in the field of evaluation including:
management, models, data sources, analysis, and reporting results.
According to Boulmetis & Dutwin, (2011), in their chapter Why
Evaluate, summarize that throughout the request for proposal
evaluation management techniques are illustrated through assigned
roles and responsibilities, meetings with key stakeholders, and
developing a budget that is clearly defined. (pp. 29 - 41). As an
educator I learned the importance of prioritizing and establishing
schedules with deadlines to reinforce how important these factors
are to being able to make informed decision on how to make
instructional materials more efficient. EthicsCandidates
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.For this indicator I chose EdTech501:
Digital Equality vs Digital Divide. Closing the digital divide is
critical for society as a whole. Digital inequality influences
social inequality. Washington is an information enigma. Some of the
nations leading digital-technology companies are headquartered in
and around Seattle, yet vast areas of the state are starved of
local news. In short, Washington is a digital state with a rural
information ghetto. (Washington State, Seattle Times) We need to
encourage those digitally unequal to improve their skills with
technology and increase their knowledge of all things digital. As
our society becomes more dependent on technology those without the
skills to access data or utilize data will have to be assisted.
Society will need to create a system to provide assistance and to
effectively deal with inequalities of digital learning and
education. Those without the ability to utilize technology will
suffer compared to those with these privileges. The longer society
waits to address this issue, the harder it will be to close the
gap, as Cooper (2004) stated, digital technologies change society
very quickly. The ability to participate and prosper in the new
economy will be severely restricted if a household is cut off from
technology for more than a decade (p. 13). This directly applied to
ethics. Equal access is the cornerstone of any ethical
conversation.STANDARD 5 - RESEARCHCandidates explore, evaluate,
synthesize, and apply methods of inquiry to enhance learning and
improve performance. Indicators:Theoretical FoundationsCandidates
demonstrate foundational knowledge of the contribution of research
to the past and current theory of educational communications and
technology.For this indicator I selected EdTech 504: Annotated
Bibliography assignment. This is a perfect example a critical step
in the research process: to study past and present educational
theories and technologies. Through this assignment I was able to
find, read, summarize, and cite such resources from peer-reviewed
sources in detail. The annotated bibliography helped me better
articulate the objectivism and constructivism learning theories,
which were the primary focus of my final paper. I focused
constructivism as a paradigm for learning and teaching. Roblyer
& Doering (2013) state that Constructivists believe that,
...learning occurs when one constructs both mechanisms for learning
and ones own unique version of the knowledge, colored by
background, experiences, and aptitudes (p. 37). Constructivism also
asserts that students construct knowledge individually through
interactions with the learning environment they inhabit as well as
their interactions with other learners.MethodCandidates apply
research methodologies to solve problems and enhance practice. For
this indicator I selected EdTech 501: School Evaluation Summary. In
the school evaluation summary, I have created an overview of the
technology at my local high school. Since I am not currently
employed by a school I interviewed a local teacher and one
technology specialist from the district and a district
representative. My evaluation considered aspects of technology that
are used in both the high school and district setting. Throughout
this assignment I developed my project management and collaboration
skills, information-gathering and decision-making strategies, and
formative evaluation technique. Boulmetis & Dutwin (2011)
state, Most evaluations will call for a report that summarizes the
history of the program as well as the goals, the methodology of the
evaluation, findings, interpretations, conclusions, and
recommendations (p. 188). This assignment is a perfect fit for this
standard because it applies research methodologies to solve
problems and enhance practice. The five organizational filters are:
administrative, curricular, support, connectivity and innovation. I
shared this report to the districts online learning coordinator.
Assessing/EvaluatingCandidates apply formal inquiry strategies in
assessing and evaluating processes and resources for learning and
performance. For this indicator I selected EdTech 521: Synchronous
Lesson and EdTech 505: Why Evaluate? In EdTech 521 for the
synchronous lesson I applied both formal and informal inquiry
strategies to assess and evaluate a student in real time using
multiple and varied processes and resources . For this synchronous
lesson I used Google Hangouts, Google docs, PowerPoint
presentation, and Edmodo Quizzes. I was thrilled that the Edmodo
quiz was able to be viewed and that the hangout and docs worked
well. Multiple learning styles were supported by including visual
and audio components. I did this lesson with an actual student and
you can see he definitely had not done this lesson before. I feel
like my lesson was definitely appropriate for a real time lesson
with a student. I still need to work on my technical skills such as
transitioning from one screen to another. I think with more
practice this lesson would go smoother. Yet my video definitely
demonstrates the issues that can come up working with a real
student. My student had some technical difficulties and some
problems with the math. These things can and do happen in real life
situations. For EdTech 505 we explored the benefits and limitations
of evaluation. Evaluation does not guarantee change or improvement.
This assignment challenged me to research the inherent limitations
of the evaluation of my program and how I could use the results to
benefit the organization, community, schools, and me. Evaluation
provided me the opportunity to prove what I am doing works to my
students, my parents, the district and myself.EthicsCandidates
conduct research and practice using accepted professional and
institutional guidelines and procedures.For this indicator I
selected EdTech501: Horizon Report Tech Trends. This was an early
assignment in my first course EdTech501 and it was designed to show
me how to critically examine and research the current and emerging
technology trends which would affect the way I teach and learn.
This assignment required me to become familiar with the Horizon
Report. The report highlights and predicts education trends and
their estimated timeframe for implementation. I chose to create a
lesson plan based on mobile phone and tablet applications as stated
in the 2012 Horizon Report (Time-to-Adoption Horizon: One Year or
Less). The NMC Horizon Report > 2012 K-12 Edition identifies
mobile devices & apps and tablet computing as technologies
expected to enter mainstream use in the first horizon of one year
or less. The research and analysis contained in the report was
designed to inform K-12 educators' technology strategies over the
next five years. This is so interesting to look back at, three
years later. At the time I started this program, in 2012, not all
students own tablets but most students had smart phones. The number
of students having both has grown dramatically. I designed this
project based on my own close proximity to Canada (a foreign
country). This lesson was, and still is, extremely relevant for
students to understand how to easily convert US dollars to
Canadian. Student interest was heightened since the students could
utilize their smartphones or tablets for this lesson. This lesson
epitomizes conducting and applying research of Educational
Technology using accepted and projected guidelines.ConclusionThe
artifacts that I have assembled demonstrate my mastery and depth of
understanding for the AECT standards for the Masters in Educational
Technology (MET). Each course I completed in this program has had a
significant impact for me both personally and professionally. It
has helped me analyze and apply theory and put it into practice.
Through the reflective nature of writing the rationale paper I have
been able to see the extent of my growth with both technology and
educational theory. Conrad and Donaldson (2011) state, Reflection
and self-assessment are important components for empowerment in any
learner-focused environment (p. 34). I have to agree that I feel
more empowered and capable now, then when I began this program
nearly three years ago. I believe that I will be able to share the
knowledge and expertise that I have gained with my students, my
parents, and my colleagues.References:Abbitt, J. & Ophus, J.
(2008). What we know about the Impacts of WebQuests: A review of
research. AACE Journal, 16(4), 441-456. Chesapeake, VA: AACE.
Retrieved February 9, 2015 from
http://www.editlib.org.libproxy.boisestate.edu/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=26092Bernard,
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