My adventure in educational technology began back my elementary school started using

computers to assist with projects. I can still remember the set of four computers in every
classroom and the lab in the Media Center where we would use early forms of Microsoft
products to create papers and other projects. It wasnt until I was invited to the Ameritech Super
School that I saw the future classrooms and was more interested in what technology could be in a
classroom.
After working with my school districts technology department through summer
employment and having a very tech savvy Media Specialist for a mother, I was hooked at
integrating technology into my social studies lessons that was appropriate. When the opportunity
came for me to get my Master Degree in Educational Technology, I had to seize this opportunity.
I wanted to see what else I could do to better myself as an educator and technology integrator.
I have chosen 22 projects from my two years in the program to highlight what I have
created and how it fits within my growth through the program.
STANDARD 1 DESIGN
Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning
by applying principles of instructional systems design, message design, instructional strategies,
and learner characteristics.
1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of
analyzing, designing, developing, implementing, and evaluating instruction.
For this standard I choose to showcase my Instructional Design Project from my EdTech 503
course. For my project, I wanted to design a teacher lead PD session about imploring more
inquiry into their lessons. I have been doing a lot research before I even began the the M.E.T.,
because of a MIT study that detailed a student's brain activity over a seven day period
(Swenson, N.C., and R.W. Picard, with Ming-Zher Poh, 2010). What they found was that when
the student was in class, his brain activity was as active as when watching TV, which meant
there was little to no activity. However, the researchers found out that when the student was
engaged in his homework or studying, the brain was extremely more active.
In this ISD project, I was looking to create an experience for teachers to demonstrate just how
important it is for teachers to implement more Inquiry-Based Learning into their teaching to get
their student brains more engaged in the lessons as was described by MIT study. By using the
ARCS Model to demonstrate how using the Explore-Flip-Apply methodology would create a
systematic process of motivation (Keller, J. M., 1987).

1.2 Message Design

Message design involves planning for the manipulation of the physical form of the message.
For this standard I chose to showcase my Concept Map from my EdTech 502 course. Here, I
created a concept map explaining how Google and its various programs are extremely useful to
teachers. Within this map are links to learning about Google Apps for Education, How to use
YouTube and Google Hangouts in your classroom, how to search Google more effectively, and
other resources Google has to offer. I chose to focus on these four areas due to the fact that all
these programs help to teach 21st Century skills to our students. For example: You can use
Google Docs to create a collaborative notes page as a group of students are working to create a
presentation on Martin Luther King. Since Google Apps for Education lives in the Cloud, it is
accessible from any device that can connect to the internet. While working on these notes,
students could then create a presentation on Google Slides, import a YouTube video of his
famous speech, search the internet using one of Googles modifiers like site:edu to find only
resources from universities, and maybe attend a Google Hangout from a museum explaining his
impact on our history. If one does not know about these, then this project might be harder, but if
one uses Google to its full power, then this project can go much deeper than just a textbook and
some library resources.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities
within a lesson.
To help divide up a professional development activity I want to host this school year, I created a
Jigsaw Activity in my EdTech 502 course. This PD course would divide each division into three
mixed groups to learn about the Explore-Flip-Apply method. By breaking up the three phases
into three expert groups, those groups could focus on one specific area. I wanted to use a jigsaw
to teach this due to the fact that a jigsaw is a remarkably efficient way to learn the material and
encourages listening, engagement, and empathy by giving each member of the group an essential
part to play in the academic activity (Aronson, 2014). By conducting a workshop in this style, I
anticipate getting more faculty participation than just simply lecturing about the topic.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner's experiential background that impact the
effectiveness of a learning process.
As a social studies teacher, there are many ideas about how to teach the subject. Most of those
are to simply lecture and drive home names and dates, and students will have a mastery of
history. I strongly disagree with this style of teaching. In my blog post Breaking Down the
Stereotype for EdTech 501, in here I addressed why this type of teacher-centered pedagogy is
what most social studies/history teachers used because as we are evaluated in a system of

standardized tests, Heafner found (2004), that teachers sacrifice student interest for content
coverage (49). As mentioned in the MIT study we know that the more active students are in
their learning the more engaged they will be in their own learning. Instead, we need to have
students explore and inquire about content using Web 2.0 tools and questions that foster more
motivation in class. With these tools, Hammond and Manfra (2009) found that rapidly
expanding the pedagogical possibilities by [using] slideware, online libraries of user-generated
video, [along with] many other technologies will help to increase our students motivation and
engagement in the content area of social studies.
STANDARD 2 DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials
and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies
Print technologies are ways to produce or deliver materials, such as books and static visual
materials, primarily through mechanical or photographic printing processes.
In a paper titled, The Modern Student Paper I spoke to changes we are seeing in how students
are learning today. Besides fromt the aforementioned MIT study, in 2013 a study out of Stanford
also found some interesting data to support new teaching pedagogies. In a new push to use
videos to teach content, researches in the Neuroscience department at Stanford created a hands
on experience to teach a concept. There were two groups one which experienced the content
through the table and another that read or watched a video first. They were then tested and found
that the group that experienced the content first tested 30% higher than those that read or
watched a video. The researchers then flipped the two groups and retested them. The group that
experienced the table first, then was taught through readings and videos, still tested 25% higher
than the other group (Schneider, Wallace, & Blikstein 2013). This study falls in with idea of
Constructivism in the classroom. According to Rice and Talyor in 1999, the authors use the
learning theory of Constructivism to say that students in hands-on activities, small group
activities, projects, performance-based assessments, self-reliance, and self-directed inquiry
(p.28) will have more authentic learning experiences. We know as educators that simply
studying for a test does not cut it, and modern students are looking for more authentic learning
experiences.
2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using mechanical devices
or electronic machines to present auditory and visual messages.
A great new technology from Google are Google Forms. Forms can be set up like surveys and
collect data in a spreadsheet for the owner to analyze. When my students watch videos, I want
them to answer questions, because by not interacting with a video, students will not remember as

much of the information as they should. Now in Google Forms you can embed a YouTube Video
into a Google Form. By combining these two technologies, I can see what students get the
correct answers or what students are struggling with concepts in the videos. If students have
questions, they can ask them in the forms and we can start class with those the next time we
meet. This is especially great for those students who are more introverted and might not ask
questions in class otherwise. By using YouTube videos in Google Forms, I am able to better
track my students learning and adjust my lessons accordingly to their input.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources.
In EdTech 502, we used the technologies of Adobe Dreamweaver and Adobe Fireworks to create
websites. I chose two of these websites to demonstrate my mastery of this standard. The first is
my Web Pages for Mobile Devices which utilized mobile technologies for students who are
taking a tour of the Oriental Museum in Chicago, IL. This project utilizes not only computer
programs, but also mobile technologies. My second website is my Virtual Field Trip to Africa. I
teach about the physical geography of Africa and created an interactive webpage that would
show them many different physical features, ask questions, and take students to different
websites to learn more about those areas.
2.4 Integrated Technologies
Integrated technologies are ways to produce and deliver materials which encompass several
forms of media under the control of a computer.
In EdTech 541, we designed learning experiences that used multiple technologies to help deliver
learning objectives under the control of a computer. The first is a geography and history lesson to
be used with either iPads in a 1:1 environment or a BYOT (Bring Your Own Technology)
environment. By going this route, many teachers need to integrate mobile apps into their
classroom instruction. My project called Mobile Learning Lesson - Social Studies is an example
of how to integrate history and geography apps into a lesson on Latin America. Within the
lesson, students are working through the inquiry process to answer the central question of How
has history impacted Latin America? By integrating these technologies, my students can
research, plan, and create their answers to this question on one device and not to worry about
losing notes.
In my second activity, Content Learning Activity - Social Studies, students use a webpage as a
landing page that contains links to resources for students to explore about the Arab Spring of
2011. After they do some guided research, students use 6 Cs of Primary Sources to gage the
relevance and authenticity of these sources. By looking at current events, students will then turn
their focus onto ancient Latin American revolutions. By using information in todays news,

students will decipher why revolutions took place in Latin America by examining sources embed
in a Google Map. After doing research on a Latin American revolution, students will blog about
their findings and comment on blogs that have the same revolution to share ideas.
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
Media utilization is the systematic use of resources for learning.
The creation of YouTube Playlists are an excellent way to utilize media resources for learning.
For my play list, I have complied videos that teach students how a Google search works. As my
students spend a great deal of researching for many different projects, it's important that my
students have a grasp on how to manipulate Google to find more relevant information. By having
these videos in one playlist, students dont have to search for this information, instead it is in one
central location. If a teacher flips their classroom and teaches through video lecture, they can
create a YouTube Playlist for each unit of study or if you are interested in learning a new topic,
you can create a Playlist to have all these videos in one area.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the
purpose of gaining adoption.
My work in EdTech 501 demonstrates how to diffuse innovations in the process of
communicating through planned strategies. This is show in two of my projects: Technology Use
Planning Overview and my Acceptable Use Policy. Both of these blogs discuss how in terms of
technology, it is important to plan more for the short term than the long term. Since technology
changes so quickly, if you plan for the long run, you are actually hurting yourself more in terms
of technology adoption. As John See states, Newer, more powerful, low cost technology may be
available to replace what you have specified in your plan (See). So by having a long range plan
for technology adoption, you can actually hurt yourself in terms of technological advancement.
The Acceptable Use Policy I created, discussed how having purpose for your rules makes it more
agreeable than one that has many rules about what you can or cannot do. Instead of bogging
students down in what they cant do on the schools computers or network, why not create a
policy that describes what they can do.
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.
In the second semester at my school, my students participate in the NAIS Challenge 20/20
Program. This project is based off the book High Noon: 20 Global Problems, 20 Years to Solve
Them by Jean Francois Rischard. Every year we focus on a Project-Based Learning Unit on
Global Warming Project. This project reflects the learning standard because this website I
created for our project has everything the students will need. From the overview, to assessments,
to resources, to a project timeline, this website incorporates the instructional structure and culture
of organization as well as an innovate approach to a PBL unit.
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.
Many schools have gone to a 1:1 environment through either providing a device or allowing
students to bring in their own. Students are expecting that technology is integrated into the
classroom because for many of them, they use everyday outside of school. However, you still
have older faculty that dont want to change their teaching pedagogies and implement more
technology into their classrooms, creating a Digital Divide between teachers. By mentoring and
sending faculty to professional development, they will hopefully see how technology can take
what they once did even further.
Standard 4
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.
The largest task in any project is managing the time needed to implement and execute such a
project. In my blog reflection entry for EdTech 542, my post titled, Challenges of
Interdisciplinary Projects in PBL I discuss how daunting this task can be. Finding the time to
work colleagues is the hardest part of a multi-disciplinary project. However, a benefit to such
projects are that you have a fresh set of eyes on your content and goals for the year. Since you
are talking with other teachers about the year, you can bounce ideas off each other and work the

struggles you may have insuring you are getting through your goals. Thus, the group can help in
the planning, monitoring, and controlling of the project.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems
and services.
A challenge to all schools today is technology. Ten to fifteen years ago, many schools could get
away with little to no technology because the many of the technologies that we have today, have
only come about in the last five years. I can still remember my first mobile phone, which was a
bag phone that had to be connected to the cable in my car and had no presets or internet surfing.
That is why many schools need to conduct a School Technology Evaluation as I did in EdTech
501. In this report, I examined what our school currently has in terms of infrastructure,
hardware, and software. As we explore going to a 1:1 environment, an evaluation was need to
see what else needs to be planned, how we control the devices, and what types of support
systems and services we need in place to make sure all students and faculty can utilize these
technologies.
4.3 Delivery System Management
Delivery system management involves planning, monitoring and controlling 'the method by
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.
As more and more schools are going to wireless devices, many schools need a reliable WiFi
network. I examined my schools Wifi Network for what we have and what we will need. As my
school considers going 1:1, we are searching of ways to pay these devices. As cost is one of the
greatest obstacles, I wrote a Grant Proposal specifically geared to my school community.
Currently our Wifi system was updated to address some of the needs from my examination of
our current network. We however, have a long way to go. We still have dead spots and as with
any school, still dont have as a reliable network as we should. So this can create learning barrier
in instruction. Many times, I have to go with plan b when it comes to incorporating technology
into my lessons when using iPads or our laptop cart. While the WiFi network is being updated to
better accommodate our use, my school is looking into going 1:1. Because we are an
Independent Co-Ed PK-8 grade school, we are completely self-funded with no aid from the state
or national government. So we have to either have our students purchase the devices themselves,
we pay for them and they lease them from us, or find a grant. Since most of the grants I found
did not serve Independent Schools and the ones I did find were only interested large
organizations or high schools, I researched into Apples leasing policy and found that through
this program we might be able to to purchase devices that will help our faculty distribute
instructional materials in a more organized way.

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.
As one of the keys in todays educational landscape is research online, it is important for
students to identify where they gather information from. For every major and little project I have
my students do, I have them make a bibliography so I know where they got their information
from. Since most people just think that anything on the internet is free to use, it is an important
skill my students will leave me with. A better way to provide resources for learning is an
Annotated Bibliography, such as the one I made for EdTech 504. What makes an annotated
bibliography better than a regular bibliography is by examining the synapses that is required in
an annotated bibliography, the teacher can see if the student is transferring and processing
information better.
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.
In my Evaluation Project for the Far West Laboratory, they were looking for candidates to
evaluate a training package designed to train administrators or graduate students in educational
administration in skills related to planning of effective school programs. By using the evaluation
set up by the Far West Laboratory, a group of Five faculty members were chosen so that in the
case of a tie, a majority could be reached. At the beginning of each unit, the teachers will take a
survey to gage their prior knowledge of the topic. That data will be compared to end survey to
see if they were able to accomplish the goals as stated by FWL. During each unit, the teachers
will be interviewed by the administrator to gage their understanding of the material to see where
any changes need to be made.
By all of us experiencing the nature of this training material, we were able to use informationgathering and use good decision-making strategies to inform the Far West Laboratories of
whether or not their product met their needs.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content.

Mastery of a standard or concept is always what teachers are aiming for in their students. We
also know that sometimes our students need multiple attempts at mastering content. On my
assessment page of my Project-Based Learning Project, I have outlined the stated objectives and
standards that this project addresses. Also, I have created a Google Form quiz that can be
attempted multiple times so that students can show me how their thinking has changed over the
course of this project. There are also rubrics for their learning logs and the projects rubrics. By
giving the students the rubric upfront, they can see what they will be graded on and adjust their
projects accordingly.
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.
Every year since I have been teaching, we run an end of year project called the Wax Museum. In
it, students take on the persona of an influential person in time and research, write, and portray
that person. Since this is a very labor intensive project (runs for five weeks) and the students are
the ones who are doing all this work, I also have them evaluate the Wax Museum Project. I want
gather information from them about the topics covered, the length, the materials we provide
them, the timeline, and the final product. Since they have so much to do, I want to make sure it is
manageable for them, thus I collect their data and make changes for the following years students.

5.4 Long-Range Planning

Long-range planning that focuses on the organization as a whole is strategic planning. Longrange 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.
As I sit on the Technology Department Team at my school, we have been having long range
planning discussions since I can remember. As being part of an Independent School, a major
difference is that every seven years we go through a re-accreditation process where we have to
examine what we are doing at our school. Part of this was creating a Technology Use Planning
Overview for the visiting team. My Technology Director and I sat down and examined what we
needed next year, two years, and further down the road. However, since both of us are heavily
involved in technology, we understand that planning too far out in advance may be harmful as
technology is quickly changing.

APA References
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