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A Rationale for Meeting AECT Standards in the Boise State M.E.T.

Program Robin Nappi Family & Consumer Science Teacher, Bonny Eagle High School, Standish, Maine 2/8/13

INTRODUCTION I initially entered the M.E.T. program at Boise State University in the Fall semester of 2009, and have taken one course at a time for the past ten semesters to get to this Portfolio program in the Spring of 2013. I chose this program in Educational Technology as a result of a curiosity about technology and a desire to improve my teaching by learning how to better integrate technology into my classroom. The curiosity has been met with more learning than I ever imagined, and the desire to integrate technology in my classroom has been augmented with a desire to help other teachers integrate technology into theirs! This program has expanded my knowledge and has exceeded my expectations in a myriad of ways. I have used virtually all of my projects in the classroom, and have shared many with colleagues.

This paper describes how the projects and papers linked in the Artifacts table relate to the Association of Educational Communication and Technology (AECT) standards required for this Master of Educational Technology degree from Boise State University. The five main standards are each divided into sub-standards. Each standard and substandard are featured as section headings and sub-headings for this Rationale paper.

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. The first artifact chosen to demonstrate design standard 1.1 Instructional Systems Design is ID Project 1, from EdTech 503. Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating (ADDIE) instruction (Ragan & Smith, 2005). The ADDIE model was introduced to me in 503, and ID Project 1 follows this model to introduce teachers to Google apps in a workshop setting for professional development. The ADDIE model was also used to create the Final ID Project. Learner needs were assessed using a survey. Ten students (out of sixty enrolled in the course) were provided a link through their school gmail accounts. The results of the survey (included in the report), indicated a clear need for the instruction for determining healthy foods needed for pregnancy. Since a comparison of good nutrition necessary for a woman who is not pregnant to one who is, the general healthy nutrition information contained in the unit should be pertinent to all learners. A secondary objective requires learners to produce an imovie promoting healthy nutrition choices learned. Both a technology expert and content area expert reviewed the instruction before finalizing the unit. A field trial was also held in another class. An insight that I developed from taking this course was that I had at times been guilty of designing assessments for students in my classes that may have reflected what I thought students should know, instead of reflecting exactly what had been taught in my classroom. I learned that both formative and summative assessments should be designed at the same time as objectives and lessons are planned. Another insight gained is that many times teachers are most guilty

of assuming learners are like the designers (Ragan & Smith, 2005.p. 58). I have tried to avoid this tendency since taking EdTech 503. 1.2 Message Design: Message design involves planning for the manipulation of the physical form of the message. Two projects completed in EdTech 506 Instructional Message Design were chosen as artifacts to demonstrate competency in this area. The first is a design project (Color, Depth Graphic) completed to showcase my understanding of use of color, depth, space and selection. The elements of figure and ground are used in the graphic to focus the learners attention to the areas intended, (Lohr, 2008). The dark gray outlines separate the figures from the ground, helping learners with the cognitive task of selection, as mentioned by Lohr (p. 102). The use of a pale background color also helps the learner better process this information, with a simple, clean overall design. This graphic has been used in my Foods For Wellness classes to help students understand the U.S. Department of Agricultures change from My Pyramid to My Plate. I have students analyze the two symbols in class and use the graphic to lead off a discussion of the changes that accompany the program. The second artifact from EdTech 506, my Unit of Instruction was developed using all eight graphics projects designed throughout this course. A webpage was developed using Adobe Dreamweaver and Fireworks and uploaded to the Boise State EdTech server. This unit, titled You are what you eat is a complete unit consisting of a homepage containing links to lesson plans and teacher instructions, four lesson pages focusing on food borne illness, food safety, wellness, and healthy eating habits. A justification paper describes use of images and the design process used to develop all graphics used. I am including the description of one of them, Food Danger Zone to illustrate just one way in which the unit meets the Message Design standard 1.2. This graphic was created for inclusion in a worksheet for assessing student understanding

of the principles of food safety. The thermometer should help students connect prior knowledge (the thermometer) to new learning (danger zone). Integrating new knowledge with existing conceptions is assumed to result in more meaningful learning (Mayer, 1984). The red color of the thermometer and the words danger zone should help convey to learners the associated mood (Lohr, 2008, p. 270).

1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. Two projects developed in EdTech 502 help demonstrate standard 1.3, Instructional Strategies. The Webquest follows the model developed by Bernie Dodge and Tom March. It contains the following sections for learners:

Introduction: This section provides an overview to help learners to become familiar with the topic. Task: The task to be completed is described in this section. Learners will develop a portfolio containing completed worksheets and a persuasive essay. This document will be prepared in a world processor. The final version should be high quality and suitable for informational use in a school. Process: The list of steps to follow are provided. Learners will synthesize information found in a series of articles and videos to make a wise car buying decision. Costs for insurance, maintenance, and bank loans are included as part of the decision making process. Evaluation: A rubric is provided to allow learners to self-score their projects. This same rubric will be used by the instructor to assign a grade for work completed in this WebQuest. Conclusion: This section is used to prompt the learner to think about what they have learned during this WebQuest. What are the implications for the future? The webquest is a unit of instruction that utilizes Internet information for learners to follow an inquiry-based model while exploring resources. Higher order thinking skills are encouraged when following this format. The focus of learners is not on the technology used, but on the process of solving a problem (purchasing a car) that is meaningful to them. This was a challenging, yet rewarding assignment that I used with my high school students in a course called On Your Own. My students felt a sense of empowerment after finishing the steps in the webquest, and felt they were better

prepared to make a car purchase as informed consumers. The Virtual field trip designed in EdTech 502 was the most challenging assignment to complete in that course. My Culinary Arts students have used a Virtual Culinary Tour of Northern New England, the virtual field trip I designed, as an enrichment activity for extra credit points. It consists of a home page, pages for four states, and a quiz over the information learned on the tour. This virtual tour of New England culinary sites uses a variety of instructional strategies to teach learners about the foods that are native to their home state area. Within this field trip, learners discover the history of the foods and their origins by reading maps and material linked to New England sites where food is processed or grown. They are exposed to audio recordings of the sounds typically heard at the ocean and to spring bird songs. Additional links encourage exploration and provide access to areas where economically challenged students in my classrooms would not have the opportunity to travel and experience directly on their own. For me, it was a true test of learning HTML and Cascading Style Sheets (CSS). When I discovered that The Internet for Educators was about writing code, my first reaction was that I would be learning something that I would have very little use for after the course was over. This single thought was my most erroneous during the whole EdTech experience! I came to realize that the HTML and CSS learned in that course provides a very solid background in understanding web page design. Instructional strategies were also demonstrated in a Special effects video tutorial created in EdTech 533, YouTube for Educators. The tutorial demonstrates to viewers how to apply greenscreen special effects to a video while using Adobe Premiere Elements 10. I found that sequencing is especially important in video production. Step by step directions are an integral part of this project. 1.4 Learner Characteristics Learner characteristics are those facets of the learner's experiential background that impact the

effectiveness of a learning process. As explained by Roblyer and Doering (2010), the process of mainstreaming learners with special needs into general education classrooms has resulted in the need for teachers to become more aware of methods to modify lessons to meet all learners needs. One of the ways that technology can enhance learning is to provide strategies for inclusion in the form of adaptive or assistive technologies to help learners with handicaps or learning disabilities succeed in the regular classroom. To help other teachers better evaluate whether websites are accessible to all learners, the Web Accessibility hot links page was created in EdTech 502. This topic was expanded in Edtech 541, with strategies to help address students with needs in five specific areas addressed in the Adaptive/Assistive technologies page created for Integrating Technology Into the Classroom Curriculum. The tools mentioned here for learners with special needs also addresses the needs of learners in general. Many learners have a preference toward or find learning easier through visual, auditory, or kinesthetic methods. This page includes specific strategies that incorporate all three of these areas. For example, Quizlet has a feature that allows all students to listen to the words and definitions ( for benefit of auditory learners), rather than reading them (visual learners). The games included on the page would be of benefit to kinesthetic learners.

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.

The text used for EdTech 503 was Instructional Design by Smith and Ragan. An assignment was a Reading Quiz, where we summarized the text by choosing an image as a metaphor for the content we were summarizing. The assignment format was the production of a PowerPoint Slide presentation, where we displayed an image on one slide, and a summary for the justification of that image on the next. I chose this as a print technology, since each slide is comprised of either a static graphic or words. Also, by requiring this format, we were forced to limit our explanations to fit on a slide: this resulted in clear and concise writing, as emphasized in EdTech 501! Another artifact which I chose to demonstrate mastery of this standard, is Food Frequency Questionnaire, developed in EdTech 506. This is an adaptation from a worksheet that was not laid out with optimal learning performance. The original version was on one page, and was formatted as a table with gridlines between questions. The questions were in random order. To improve learner understanding, I first re-ordered the questions, placing them in groups according to the USDA food groups. I separated these groups to utilize chunking, or grouping units of information (Lohr, 2008, p. 120). I then placed a graphic representation of the food groups after each chunk of questions to further separate and define these groups. The questions regarding fats and empty calories are also followed by a graphic representation that is aligned with the USDA definitions of them. The last example is the Final Synthesis Paper written for EdTech 504. This follows the correct format for a research synthesis paper, with an abstract at the beginning, and a properly formatted list of resources to conclude the paper. 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. The Modality Principle of multimedia learning tells us that, "People learn more deeply

from pictures and spoken words than from pictures and printed words" (Mayer, 2009, p. 200). The Modality Principle can be met through a video that contains a highly visual presentation with spoken narration. The use of audio-visual technologies is evidenced by my work in EdTech 533 YouTube for Educators. The Leavening agents lesson was produced using a Flip video camera to record the audio and video, and Adobe Premiere Elements 10 to edit and upload the finished product to my YouTube channel. The video demonstrates competency in utilizing green screen and picture-in-picture special effects. It shows learners (through the video demonstration as well as the audio narration) that various leavening agents react differently to acids and bases. The Interactive Video Quiz was also produced for the same course. This video was planned using the storyboard format, which details every aspect of video production. PowerPoint slides were used as the background images for the individual slides for this project, Screencast-o-matic, an open-source online screencasting tool was used to record the audio portion to accompany the video clips, which were then uploaded to the video production/editing software to insert PIP images. YouTubes annotation tool was used to add the links to answers, and also to go on to the next question. A diagram depicts the interactive branching quiz workflow. A Video Blog: Multimedia in the Classroom produced for EdTech 541 was my first attempt at producing a video and posting it to a YouTube channel of my own.

2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources. To demonstrate this standard, I chose the Knife Skills Lesson that I developed in EdTech 521 to show mastery, since this lesson provides immediate feedback and uses

both formative and summative assessments. This lesson was developed to be delivered as an asynchronous online lesson. However, I use it in my current Foods for Wellness classroom to introduce the subject. Students watch the videos on my lesson page before practicing skills in the foods labs. They use the flashcards I developed and posted at Quizlet as an online tool to master the vocabulary in the lesson, and also use the visual organizer on this lesson page to further reinforce learning. They then further demonstrate mastery of knife skills by preparing salsa in the foods labs. They use the rubric developed in this lesson to rate their salsa and knife skills. Also used in teaching this course is the Spreadsheet/Database Lesson developed in EdTech 541. The unit developed for EdTech 542, Project Based Learning also demonstrates how instructional materials can be delivered using a computer. 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. To best demonstrate mastery of this standard, two lessons from EDTECH 533, the Measuring Playlist Lesson and the Educational Remix have been chosen. The first of these uses an area of YouTube where lesson plans may be posted, a place with which I had not been familiar before taking the course. I wrote and posted the lesson plans after finding resources at YouTube for students to view. Students view the videos in this playlist, answer the questions included with each video, and then must demonstrate accurate measuring techniques in the foods lab. The Educational Remix on the topic of genetically modified organisms in foods was produced using a variety of media found available online utilizing a variety of sources legal to re-use under common commons license. These were re-mixed after they were ordered in a logical sequence, uploaded into Adobe Premiere elements 10, then uploaded to my YouTube channel.

The Wellness unit developed for EdTech 542, Project Based Learning demonstrates mastery of this standard as well, with multiple worksheets, projects, and assessments included in this online unit, posted at a Google site. Learners research long-term effects of food related illness and disease to create Public Service Announcements as the culminating project for this PBL. 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 principles and theories described above are depicted in the research synthesis paper created for EdTech 501, and attempts to answer the question, How can computer games be effectively used to engage students and promote learning? This was my first experience writing a graduate level paper, and my first attempt at research synthesis. This paper gave me insight into educational gaming. Also depicting mastery of this standard is the Screencast Tutorial created in EdTech 533. This tutorial guides students through the process of making a pair of flannel pants, teaching how to follow a pattern guidesheet. To produce this tutorial, a PowerPoint slideshow was first created, and then narration was added while recording in iMovie. A screencasting program, Screencast-o-matic was used to upload the finished product to my YouTube channel. The final artifact chosen to show mastery of this sub-standard is the Relative Advantages Chart developed in EdTech 541. This chart identifies the best resources for learning. It identifies ten potential problems and designates which technologies can be used for the given problem, the relative advantage of using the specified technology and the expected outcome. It reinforces a major concept learned in this course, that technology should not be used in a classroom for technologys sake. Technology must

be integrated into curriculum to enhance teaching and learning. This project demonstrates true integration, since the goals of the course are reflected in these ten projects. In my Foods for Wellness course, students learn basic cooking skills in the foods lab. Each lab has been designed to reinforce the concepts learned in the wellness unit and reflect knowledge gained through technology-rich lessons. They begin the course learning about food related illness and food safety. They then put their learning into practice in the foods labs, using cooking terms, measuring skills, and recycling practices all presented through various presentations outlined in the relative advantage chart. In her article concerning technology integration, Jolene Dockstader (1999) expressed, True integration comes when students learn through computers, not about them. There is no value of learning word processing unless it is used to further content comprehension. (Dockstader, J. 1999). I feel that technology integration has come a long way since this article was written in 1999. However, the basic point that technology tools must enhance curriculum is still the major goal of technology integration today. As stated another way by Roblyer and Doering (2010, p. 179), TPACK is teacher knowledge that is the result of the synergy among three knowledge domains (technology, pedagogy, and content).

3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. The jigsaw has become an instructional method used in classrooms to encourage learners to collaborate, one of the 21st Century skills that we as teachers are encourage to promote. In the Meats Jigsaw developed in EdTech 502, students in foods classes work together to research pertinent information on the subject and share it with their

home groups and then teach the other groups what they have found. This forces students to become peer teachers, and the classroom teacher becomes the coach, helping students analyze and synthesize information they have discovered. The Instructional Software page created in EdTech 541 presents a variety of ways to utilize instructional software in the classroom. The categories listed are: drill-and-practice, tutorial, simulations, instructional games, and problem solving. The final artifact demonstrating mastery of this sub-standard is Community Building Strategies. This artifact demonstrates a variety of strategies an online teacher could employ to build a sense of community in an online course for K-12 education. The rational column describes how these strategies accomplish the stated purpose.

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.

Three artifacts from EdTech 541combine to demonstrate successful mastery of this sub-standard. The first, Nutrition Jigsaw is another Jigsaw activity as described above in substandard 3.2, but with a focus on the topic of Nutrients. The other two artifacts chosen, Technology Integration- Math, and Technology Integration- Art, were chosen because they represent my ability to create innovative instructional materials and strategies in a content area that is not in my major area of teaching. For each of these content areas, the pages created suggest how teachers can use the Internet for instruction, use tool software, instructional software, and productivity software. Each of these four categories contain a problem statement, a discussion of the relative advantage of that strategy, the expected outcome of that strategy, and suggests resources and links for further information. The use of these instructional strategies in a

real classroom covers implementation, while continuing routine use of tool software, instructional software, and productivity software in classrooms reflects institutionalization.

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.

Two web pages designed in EdTech 502 concern behavioral rules for Internet use. The first is Copyright & Fair Use. This lesson page was created for high school students in my classes at BEHS to help understand copyright and plagiarism issues. It includes strategies for students to use in avoiding plagiarism, a scavenger hunt to better understand citations, and a video clarifying fair use. A Netiquette page helps clarify guidelines for acceptable online communication, with a box containing the release students sign in order to use school-provided laptops in the classroom. Netiquette is also covered in a Netiquette Scavenger Hunt created in EdTech 521.

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. The final project for EdTech 503, Instructional Design Project is set up by its course requirements to be an example of project management. A needs assessment survey, with results mapped on data charts, learning and transfer context descriptions, and a

description of the learners was all part of the analysis report phase of this project. The planning phase consists of a list of instructional objectives, an objectives matrix table with objectives aligned to Blooms taxonomy, and an ARCS table showing how learners needs of Attention, Relevance, Confidence and Satisfaction are met in this project. Instructor guides with detailed lesson plans and learning materials, as well as formative and summative assessment complete this lesson. My ability to monitor and control the

development of this project is demonstrated in my production of learner materials and through the formative evaluation plan included as par of the unit. This formative evaluation plan includes a content area expert review, a one-to-one review, a small group evaluation, and a field trial plan. As part of the lesson, students produce an iMovie depicting Healthy nutritional choices for pregnant women. The classification of healthy vs. non-healthy examples and the ability of the learners to discriminate between the two are the main objective of the unit. The technology utilized in producing the iMovie is a secondary goal to the primary learning goal focusing on making healthy nutrition choices. The second artifact demonstrating mastery of project management is the Evaluation Project , an Evaluation of Determining Instructional Purposes (DIP) completed as project one for EdTech 505. This project demonstrates project management in that it is an evaluation proposal to provide information and recommendations for use in making decisions regarding dissemination of the DIP training program units. An evaluation of whether or not the DIP training program is a package that is worth marketing is a secondary purpose of this proposal. The evaluation method, task schedule, project personnel, budget, and task schedule are all components planned for this project. This was designed as a cooperative project, and my partner for it was Jistine Oates. At the conclusion of the project, we both agreed that it had been a satisfying collaboration, with a better resulting project than either of us would have done separately.

4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. In EdTech 501, a Technology Proposal was presented as an assignment to have EdTech students analyze technology needs for their classrooms, find a source which would meet those needs, and to write a proposal asking for their school to provide it in the budget. My proposal was for the school technology department to approve the purchase of a Student Response Network software site license for our school. Included in the proposal are sections describing Goals and Technology Vision, an analysis of Current Technology and Resources and Technology Needs for this Proposal with a timeline and budget to implement the solution. In my proposal, I researched an alternative for classroom response systems (clickers), which would utilize the laptops our school had already invested in. I came up with a software proposal that was quite inexpensive, and one that my school district adopted after presented with my proposal! Another artifact reflecting mastery of this sub-standard is the Annotated Bibliography completed in EdTech 504. This document focuses on available resources that can be used to support a research synthesis paper on constructivist theory. This bibliography provided an analysis of the quality of the resources reviewed, and its purpose was to gain an insight into using a constructivist approach to using technology in the classroom. The use of annotated bibliographies serves as a technique to critically review resources for learning and as a support system for writing a final paper on the subject.

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.

The Food borne Illness Presentation designed in EdTech 541 was created as a way to deliver this information to my Foods for Wellness students. I have long been aware of the Death by PowerPoint syndrome (Garber, 2001) many teachers have employed in their classrooms, and strived to make this presentation a visual accompaniment to the lecture notes presented in class. I have attended workshops where the keynote speaker did this very thing, and it did not take long for me to realize that I could read faster than the speaker could talk. I therefore tuned out the person at the front of the room. I dont want to do this to my students! In this presentation, very few words are presented on the slides. This forces learners to listen to the key information presented in my talk, rather than to busily copy the information on the screen. I feel this is a good example of managing the delivery of medium and message. Another example is the Screencast developed in EdTech 533. I had taken photos of each step of the pattern guidesheet directions and of the corresponding example after it had been performed as I was completing a project that students are expected to do in my Fashion, Fabrics, and Techniques class. The photos were arranged in a PowerPoint slide presentation then converted to a screencast. I will be using this tutorial in class for the first time this quarter, and am hoping that my students find it a good introduction to the project, as well as a resource to consult as they complete their own projects. The last artifact that fits this sub-standard is the Playlist Lesson- Reduce, Reuse, Recycle. The playlist feature of YouTube is a great way to organize resources for delivery of a visual lesson and its objectives and accompanying materials for student viewing. The playlists for EdTech 533 are further organized by learning domains.

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.

To support this substandard, I chose the EdTech 505 Reflective Blog, which was the first experience I had in this program with the requirement to write and post a reflection of my learning in a place other than the discussion post of the course moodle site. I appreciate the fact that it is accessible to me for this portfolio, although I am disappointed that Wordpress has now chosen to allow advertising on everyones blog site unless Wordpress is paid an annual fee to remove the ads. The use of a public forum for reflection makes comments easily available to all class members, as well as to the professor. I also appreciate the fact that it is easy to now link to it for viewing while I assemble this portfolio, and while the portfolio is being viewed. A blog site allows a person to organize their thoughts and perspective of coursework for easy retrieval for later use. This wordpress blog was added to in 541, a widget is utilized to call up posts from either course. The expansion of this blog also demonstrates information processing. In EdTech 521, a different format was required for a Reflective Blog. This requirement included a two-column layout where quotes from readings, class tasks, and activities could be reflected on in one column, and in the second column our thoughts, learning, and questions were to be discussed. Another required component was an area to post the online lessons developed for the course. To most easily meet these requirements in one place, I chose to create a Weebly website. I had been exposed to Weeblys free websites while taking EdTech 541. I have also used Weebly to create a website for the classes I currently teach. The web pages created for EdTech 521

exemplify information management, since its creation involved planning, monitoring, and controlling the storage, transfer, and processing of information in order to provide resources for learning!

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. Two assignments completed in EDTECH501 combine as evidence to demonstrate competence in this substandard: School Evaluation: Technology Maturity Model Summary and my EDTECH 501: Technology Proposal. In the first, the technology use of my school was analyzed to see where it fell in the maturity model outline provided. This activity required the gathering of information, and then to decide where the school and district falls along the maturity model by comparing the technology use to thirtyeight subsections of ten different filters. These filters include administration, curriculum, connectivity, and integration. In this paper written in 2009, a problem was described under the administrative filter which recognized that the email server that was used widely throughout the school for daily contact with staff members was not compatible with student accounts. This has since been replaced by gmail, currently with student accounts assigned to all through out technology department. Use of technology in individual classes varies greatly from room to room in the building, depending on the teacher's comfort level and willingness to integrate technology into their curriculum, a problem that continues to this day. Eighteen laptop carts in use throughout the building as well as two computer labs for general classroom use have been increased in number to thirty, and twenty computers are still available for students in the school library. It has been interesting to look back at this evaluation and to see how our school has progressed in the four years since it has been written. As a side note, our school will further progress along the maturity model as a one-to-one laptop initiative will be implemented during the upcoming school year. The technology proposal I created in EdTech 501 was actually adopted by our technology department shortly after it was

presented to them. The Student Response Network license was purchased and used for one year, providing the access to clicker technology at a very low cost to teachers and students. Unfortunately, it has now been discontinued since the software required the use of Microsoft-based computers for teachers, and all staff members have been provided MacBooks in the interim.

5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content. During EDTECH 503, I created a unit of instruction for a child development class that I teach, which required my students to create an iMovie. The rubric: Summative Assessment Rubric- (page 36 of ID Project #1) assesses learner mastery of this project, and clearly defines the criteria for students to meet in order to obtain the points to meet expectations for the project. Students may also see what is required for exemplary projects, receiving maximum points. In EDTECH 521, the creation of a rubric for

online learners to follow in creating a cooking project at home was a challenge (Salsa Scoring Rubric). The necessary steps had been demonstrated through the use of videos embedded in a web page. To demonstrate that learners had mastered the needed knife skills that were the focus of this lesson, students make salsa and then photograph the results. They then are to follow the rubric and attach their photo of the salsa to the class forum. The challenge as an online teacher was to come up with a format that could be followed by remote learners and assessed by the teacher remotely as well. In EDTECH 542: Project Based Learning, a reflection was used to determine individual learning in a group project. Three groups of questions were developed to determine learner mastery of the project where groups created public service announcements to teach others about food borne illness and food related diseases. In the project, learners chose topics and technology tools to create presentations. In the

reflection, student choice is also a component, since students choose between two groups of questions to reflect learning.

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.

A formative evaluation plan was a required component of the EDTECH 503: Instructional Design Project (part 6- formative evaluation). In this plan, a subject matter expert, who reviewed all learning material for accuracy, completed an expert review. A technology expert, who completed a survey as to clarity of instruction, completeness of the teacher guide, and application of learner materials, completed a one-to-one review. A small group evaluation by a sample group and a field trial are also included for determining adequacy of instructional material and were used as a basis for further development of this unit. In The ABCs of Evaluation, Boulmetis & Dutwin state that summative evaluation is often used and referred to as final evaluation, conducted at the end of an evaluation cycle. Its purpose is to aid in making decisions about whether to use the program again as is, or to make improvements before beginning another cycle (Boulmetis, J., & Dutwin, P. 2005).

I have chosen the summative evaluation project completed is EdTech 505 as evidence of mastery of this substandard: EDTECH 505: Summative Evaluation Project. In this collaborative project, my partner and I analyzed educational websites that comprised an

instructional portal. Quantitative and qualitative data in the areas of usability, content, educational value and vividness were included, and a report to stakeholders of these results is included in the report.

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 an artifact demonstrating mastery of this substandard, I have chosen the Letter to Ms. Schultz, a letter to my school principal describing the Digital Divide. The Digital Divide is a phenomenon that I first discovered while taking EdTech 501. This letter analyzes the problem of those students who do not have technology available at home due to lack of computers or a lack of adequate Internet connectivity. It further states that a disconnect exists between those students who have teachers who embrace and integrate technology in their classes at our school, and those students who do not have teachers who do this. The last problem discussed in my letter (that of access), has actually been addressed at our school since I wrote this letter, with the lifting of the school-wide block for YouTube access. The last artifact chosen, is the final Evaluation Project required for EdTech 505 which contains a section on long-range planning.

CONCLUSION The artifacts previously described and referenced here demonstrate the variety and depth of my learning while completing coursework for this M.E.T. degree in the Boise State EdTech program. I have come to appreciate the value of reflective practice and have enjoyed reviewing the artifacts described here for this paper. I have utilized

virtually all of the projects created in the M.E.T. program in my classroom to promote and enrich learner understanding of concepts and skills. I hope one day to become a technology integrator for a local school district. I do enjoy my teaching role in the classroom, but would like to eventually use my M.E.T. degree to its fullest by helping other teachers who currently do not have the skills I have acquired while completing this program. I am confident that I will continue to explore this changing world of educational technology as a life long learner myself, and will be prepared to face new technology challenges as they present themselves.

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Garber, A. (April1, 2001). Death By PowerPoint. The online tech resource for small business owners and managers - Small Business Computing. Retrieved February 10, 2013, from http://www.smallbusinesscomputing.com/biztools/article.php/684871/DeathBy-Powerpoint.htm

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.). Upper Saddle River, NJ: Pearson Education Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge: Cambridge University Press. Mayer, R.E. (1984). Aids to text comprehension. Educational Psychologist, 19, 30-42. Ragan, T. J., & Smith, P. L. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons.

Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th ed.). Boston: Allyn and Bacon.

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