RATIONALE PAPER 1 Ashley Hungerford Technology Coordinator, Stevens Cooperative School 617/2014 Introduction This is my tenth year in education; looking back to the beginning I often reflect on how I came to be on my current path. I graduated with an undergraduate degree in Film and Television with a minor in Religion. Growing up with a family of educators, teaching had never entered my mind as a possible career option, in spite of everyone telling me I was meant to be a teacher. Eventually, the calling was stronger than my resistance to it, and I entered into an alternative certification program. Having never received proper teacher training, I always had the desire to go back to school, but I knew that I didn’t want my master’s degree to be strictly in education; so for years I let it rest. I was always a technology enthusiast probably because my dad was a computer analyst back when computers were the size of rooms. I remember the Apple 1 my dad had, and almost each upgrade thereafter; so when I got into my first classroom, technology was
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(CMI), telecommunications, electronic communications, and global resource/reference access.
EdTech 502- Virtual Fieldtrip Activity
In EdTech 502 I created a virtual fieldtrip, where students had the opportunity to “visit”
the scenes of natural disasters. () One of the benefits of technology is that is opens up the door
for students to experience things that would normally be impossible or at the very least
improbable for most students to experience. Natural disasters are dangerous and seeing them in
person would put students in jeopardy, not to mention the cost of getting the students to the
scene, and the time required to get them there. While it is important to realize that this
technology opens doors and should be used to inform, it is also important to remember that it can
be fun and engaging. The Virtual Field Trip I completed in EdTech 502 Internet for Educators
allows students to see, hear, and “feel” the power of natural disasters. The use of visual imagery,
videos, texts, and outside links brings students into the event. Prior to this course my website
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design skills were limited to graphic interface “drag and drop” websites, but this website is of my
own design; and that is a very big accomplishment for me.
2.4 Integrated Technologies
Integrated technologies are typically hypermedia environments which allow for: (a) various
levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio,
video, and graphic environments. Examples include hypermedia authoring and
telecommunications tools such as electronic mail and the World Wide Web.
EdTech 505- Evaluation Model Glogster
In EdTech 505 we given the option to present our weekly assignments using any medium
we saw fit. ( EdTech 505- Evaluation Model Glogster) Most weeks I chose to use some
form of a Web 2.0 technology. I wanted to practice taking an assignment and turning it into
something more interactive and creative and this assignment was one such example. In this
project my goal was to explain the evaluation model I was using for my final evaluation paper. I
chose to use Glogster as the medium with which I would break down the goal-based model I was
using for my evaluation. Glogster allows the creator to add hypermedia links, video, sound,
graphics, images, and text. My Glog not only provided the information required, but it allowed
me to express that information in a way that was both engaging and informative. I was forced to
consider how to organize my information on the page, what graphics, text, and video would best
inform the viewer and where I would place those items. Glogster is an interactive media that is
saved on the web; its very nature encourages the use of integrated technologies.
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Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources
for learning by applying principles and theories of media utilization, diffusion, implementation,
and policy-making.
3.1 Media Utilization
Utilization is the decision-making process of implementation based on instructional design
specifications.
EdTech 505- Learning Statistics Glogster
“Media utilization is the systematic use of resources for learning” (AECT, 2000). In the
EdTech 505 Statistics project I once again decided to use a Glog. (EdTech 505- Learning
Statistics Glogster) I found from previous experience that Glogster allowed me to use a
variety of media (links, text, images, and video) on one poster page. The fact that Glogster makes
media utilization easier by providing simple links and embedding capabilities makes it the
perfect resource for teachers that want their students to utilize resources in meaningful ways. In
my Glog I used a variety of resources to help explain a complicated concept. I found myself
struggling to understand all of the aspects of statistics we were being taught in EdTech 505, but
finding resources for this Glog helped me to better understand the concept myself, and as a
result, I utilized the resources that I found most helpful to help others better understand the
concept as well. My mom, who was a teacher, always said the best way to learn something is to
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teach it to others. Glogster provides a medium for students to be creative, engaged, and to utilize
media in a way that will teach both themselves and others.
3.2 Diffusion of Innovations
With an ultimate goal of bringing about change, the process includes stages such as awareness,
interest, trial, and adoption.
EdTech 501- Technology Use Planning Project
In EdTech 501, I created the technology use plan, in which we were asked to create a
strategic technology use plan for our school. () The technology use plan allowed for open
communication with school stakeholders about the school’s technology goals and strategies for
attaining them. The plan was written with the intent of adoption by school officials. The rationale
of the plan was to create an on-going plan of action that work in phases to help the school meet
their goals and expectations. The EdTech 501 technology use plan project exemplifies the
diffusion of innovations. Through this project we opened the doors of communication, sharing in
our awareness of our deficiencies, we came to together to build on our common interest to
improve our technology situation, we created surveys and truly examined all aspects of the
current technology use with the hopes of creating a plan that would eventually be adopted by
school officials. I am very proud of the plan I created for my school, and my school has adopted
the plan and we have just completed the first phase of the plan, which was to build an
infrastructure that can support current technologies, and hopefully, future technologies that the
school possesses and/or will possess.
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3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in real (not simulated) settings.
Institutionalization is the continuing, routine use of the instructional innovation in the structure
and culture of an organization.
EdTech 541- Integrated Technology Lesson Plans (Science, Language, and the Arts)
In 541, Integrating Technology, the technology integration lesson plans we created for
various subject areas are a great example of how these EdTech projects can be used in our daily
lives immediately. (EdTech 541- Integrated Technology Lesson Plans) When I created
the lesson plans for integrating science and technology with Language Arts, P.E., and Math my
goal was to create a resource for my colleagues. When I began the process I reached out to my
colleagues to ask them to sit down with me and tell me about what they do in the classroom,
EdTech once again opened the door to communication. This project was the stepping stone for a
serious of joint projects that I completed with my colleagues this year to help integrate multiple
subjects through the use of technology. Each lesson plan that I created included media
utilization, computer-based technologies, integrated technologies, learner theories, and
instructional strategies. This project meets the standard of implementation and
institutionalization perfectly because I used it in my real-life classroom situation and it has
changed the way that my colleagues and I work together, our school culture is now one of
cooperation and integration.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates) that affect the
diffusion and use of Instructional Technology.
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EdTech 502- Netiquette Webpage
In EdTech 502, I made one of my first attempts at web page design, with a project on
Netiquette. (EdTech 502- Netiquette Webpage) While I was already familiar with the topic
from previous EdTech courses I found the creation of a Netiquette webpage both challenging and
useful. I was teaching in a new school at the time that I was creating this project and the school
had never even heard the term Netiquette, much less created any policy around the concept of
Netiquette. I know from experience that it is important for schools to have technology use
policies in place and clearly defined for students and faculty. Using proper Netiquette is
essential for online communication, whether it is students, parents, teachers, or administrators
communicating to any of the above. Once I showed my administration the webpage I created in
EdTech 502 they understood the importance for a Netiquette policy and asked me to share my
webpage with each of the grade level classes. Since introducing this policy to the school we have
all noticed a big difference in the online communications on campus. It was not a quick or easy
process, everyone needed reminders to continue following the policies but it has proven well
worth it in the end.
EdTech 502- Scavenger Hunt Activity
After the introduction of Netiquette I approached my administration with my next
EdTech 502 project, Copyright & Plagiarism, which is an Internet scavenger hunt that provides
students with a variety of online resources and videos to learn more about copyright and
plagiarism. ( This webpage challenges students to investigate the provided links and answer
questions to determine understanding. My administration had policies in place for Copyright and
Plagiarism, but agreed that students should be required to complete the scavenger hunt and pass
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in order to utilize the school’s technology. These two projects are perfect examples of policy and
regulation implementation in real-life situations.
STANDARD 4 MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and
supervise instructional technology by applying principles of project, resource, delivery system,
and information management.
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and
development projects.
EdTech 503- Instructional Design Final Project; IB Exam Webquest Lesson
In EdTech 503 Instructional Design, I created an IB exam webquest project that meets
the requirements for this standard. (EdTech 503- Instructional Design Final Project; IB
Exam Webquest Lesson) Prior to creating the lesson, I first had to take into consideration the
learner characteristics, the contextual analysis, strategies to improve student buy-in, learning
theories and strategies, objectives for learning, and of course formative and summative
evaluation, which are key in IB instruction. Part of completing the lesson involved creating the
instructional materials that would accompany the lesson. This project took on one more
dimension as we were required to create an instructors guide as well, it was to be based on
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Keller’s (1987) ARCS model (Attention, Relevance, Confidence and Satisfaction). In order to
determine if the project was in fact effective I had to have another person implement the
instructional design, part of that process required me to have an expert review the lesson, to have
one-on-one and small group evaluation of the instructional design unit and a field trial of the
lesson. In the monitoring process I received feedback from my subject matter expert which
helped me to make necessary adjustments to the lesson. Prior to creating this project I did not
have a thorough understanding of all of the elements that go into instructional design. This
project is a perfect example of project management. I was required to plan, develop, implement,
monitor, and control the various aspects of the instructional piece.
EdTech 505- Final Evaluation Project (Teacher Technology Training)
Another example of project management is the final evaluation project in EdTech 505,
Evaluation for Educational Technologists. () This evaluation project proved to be quite
challenging. I found myself struggling with my role in the evaluation because I was the creator
of the program being evaluated as well as the evaluator. The dual role made objectivity all the
more important. The project began with planning, choosing an evaluation model, researching the
programs objectives, the school’s goals, and understanding the background leading to this
programs implementation. Planning then led to monitoring and observing the program in action.
Monitoring included surveys, observation checklists, and recording raw data. From there the
program was formatively evaluated and changes were made to see if the changes implemented
would improve the program in areas of concern. From there more information and monitoring
and then summative evaluation took place. In the end being both the creator of the program
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(which allowed me to utilize my knowledge from EdTech 503) and being the evaluator (which
allowed me to find objectivity as a project manager and evaluator).
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems
and services.
EdTech 505- RFP Evaluation Proposal
The EdTech 505 Evaluation Project exemplifies standard 4.2. We were tasked with
developing an evaluation proposal for the Far West Laboratories, a fictional company.
( EdTech 505- RFP Evaluation Proposal) The Far West Laboratory needed to evaluate a
training program for current and future administrators to learn to plan effective school programs.
Throughout the development process I had to take into consideration the resources that the
company had available and the goals and outcomes that were to be met by the program. I had to
create a plan for how to properly evaluate the program’s effectiveness, how my evaluation
company would go about monitoring the progress of the program, and I had to provide
reasonable but accurate billing for the services provided. This evaluation proposal required me to
think about how all aspects of the evaluation process would work prior to actually seeing the
program in action, and I had to consider how my company’s would provide the Far West
Laboratory with the best evaluation for their situation.
4.3 Delivery System Management
Delivery system management involves planning, monitoring and controlling ‘the method by
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which distribution of instructional materials is organized’ . . . [It is] a combination of medium
and method of usage that is employed to present instructional information to a learner.
EdTech 502 M-Learning Activity
In EdTech 502 I created a project called M-Learning, which was a mobile learning
webpage that was designed to be completed by students while on a field trip to the Florida
Botanical gardens. (EdTech 502 M-Learning Activity) The reason I choose to classify this as
in the delivery system management standard is because the this mobile webpage was the medium
by which students were presented an assignment to complete in an interactive method in order to
learn more about plant science. The webpage included links to more information on plant
science, it included instructions for the project, images, and even a link to an application that
students needed to download to complete the activity. The webpage was completed on a fluid
layout so that it could be viewed on computers, tablets, or cell phones. The website was
organized in such a way that the instructional materials could be viewed in the correct sequence
to complete the assignment.
4.4 Information Management
Information management involves planning, monitoring, and controlling the storage, transfer, or
processing of information in order to provide resources for learning.
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EdTech 501- RSS for Educators
When I think about information management I think about EdTech 501 and the RSS for
educators’ project. ( EdTech 501- RSS for Educators) Going in to this assignment I was a bit
apprehensive, because while I know what an RSS feed is, I don't use them. I am not a big blog
follower, but as I began to think about how I could use this technology in my classroom I
realized that kids would prefer to read short articles from the internet far more than reading from
a textbook. By teaching students how to initially seek out information, and then save time by
having that site update you with new information, we teach them to become active learners.
Having so much information available from so many different sources, opens up the possibilities
for learning. RSS feeds not only provide up-to-date information but they provide a means by
which to share and organize that information.
STANDARD 5 EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of
instruction and learning by applying principles of problem analysis, criterion-referenced
measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using
information-gathering and decision-making strategies.
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EdTech 505- Final Evaluation Project (Teacher Technology Training)
In EdTech 505, the evaluation of my school’s technology training program served not
only as a great way to learn to manage a program, but also as an opportunity to learn to analyze a
problem by gathering data and making decisions based on that data. () As a part of the evaluation
process I had to gather background information on the school and its needs, and sit down with
administrators and other stakeholders to determine the objectives of the program they wanted to
evaluate. These individual aspects are all a part of a greater picture of problem-solving. The
evaluator must consider the goals of the organization and determine if the program they are
evaluating will help the company meet those goals. In order to make this determination
information must be gathered, then processed and decisions must be made that help stakeholders
determine if the program could potentially solve their problem and meet their needs.
EdTech 501- Technology Use Planning Project
In EdTech 501, the technology use project allowed me to create a method by which I
could gather data on my school’s technology maturity. () I surveyed school stakeholders,
observed the technology usage, researched the policies and procedures in place, and then
processed the data I collected to determine the school’s technology strengths and weaknesses.
The gathering and processing of this data helped open the conversation for school administrators
to determine how to strengthen the areas of deficiency.
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5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-
specified content.
EdTech 503- Instructional Design Final Project; IB Exam Webquest Lesson
The EdTech 503 final instructional design project was built to be a complete lesson for
instruction. (EdTech 503- Instructional Design Final Project; IB Exam Webquest
Lesson) I set objectives for learning, provided material for instruction, and included a criterion
based rubric for evaluation. Rubrics are an effective way to meet the 5.2 standard, because they
are criterion-referenced measurement devices utilized for determining learner mastery of content.
EdTech 541- Integrated Technology Lesson Plans : The Arts
In EdTech 541, I created biology theme units that were integrated with technology and
another subject. () In the integration project with Biology and the Arts and I created a Glogster
project that included a rubric for criterion based evaluation of student understanding. By creating
a rubric for the project the students know how they are to be graded and the Glogster itself shows
understanding of the concepts being taught.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information as a
basis for further development. Summative evaluation involves gathering information on
adequacy and using this information to make decisions about utilization.
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EdTech 501- Technology Use Planning Project
In EdTech 501, the technology use program used formative assessment in the form of the
checklist that was used to determine what level of technological maturity the school has achieved
in the various areas. ()
EdTech 505- Final Evaluation Project (Teacher Technology Training)
In EdTech 505, the final evaluation project on my school’s teacher technology training
program is the perfect example of both formative and summative evaluation. ( Throughout the
program, the evaluator observes, surveys, and gathers data to assess the program formatively. At
the middle point of the program trial period, the information gathered throughout the formative
evaluation is shared with program creators and stakeholders so that recommendations can be
made for change. The second half of the trial period is used to evaluate the program now that
changes have been made. Upon the completion of the program the evaluator gathers more data,
and processes all program data in order to evaluate the program as a whole, or summatively.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning....Long-
range is usually defined as a future period of about three to five years or longer. During strategic
planning, managers are trying to decide in the present what must be done to ensure
organizational success in the future.
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EdTech 505- Final Evaluation Project (Teacher Technology Training)
The evaluation report that was written for the teacher technology training program in
EdTech 505 exemplifies the standard 5.4 long-range planning. ) The purpose of the teacher
technology training program is to create a program that will keep teachers up-to-date on new
technologies, to train new teachers, and to improve technology use school wide for years to
come. The evaluation was created to determine if this training program is sustainable for the
school, and if the program would be the most efficient and effective plan to meet the needs of the
school.
EdTech 503- Instructional Design Final Project; IB Exam Webquest Lesson
The EdTech 503 final instructional design project is also an example of long-range
planning. (EdTech 503- Instructional Design Final Project; IB Exam Webquest
Lesson) The project is intended to be the culminating activity after a two year program. The IB
examination is something that teachers prepare students for each year, and there is no real study
guide for the exam. This project allows students to create their own study guide and share it with
classmates to split the load of information. Upon completion of this project I began using it with
my classes, and I shared the idea with other teachers. The project has grown, and each teacher
does it in their own way with their own adjustments, but it has become a school wide adoption
by Diploma Program teachers.
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