What Leads to Learning

Mariel Zamora
2nd Grade Teacher, SST Coordinator, and Technology Team Member
July 5, 2015

Introduction
My name is Mariel Zamora, and I am from Atwater, California. I currently teach second grade for a
small rural school district in Cressey, California. We serve about 325 students and are a K-8 district.
We are beginning our 3rd year of using a digital program with our students, all of whom are on
devices for the entire curriculum. Our 4-8th grade students use Samsung Chromebooks, and our K-3
students use Chromebooks and Samsung Tablets. I am excited as I complete the EdTech master's
program this summer semester, and I am also looking forward to all the new instructional tools and
strategies I have gained throughout the program that I intend to use in my classroom. As of now, I
am part of the technology and leadership team for my site, which includes conducting trainings for
teachers using Google Drive as well as troubleshooting technical problems with student and staff
devices.
The purpose of this paper is to provide evidence of mastery of each standard through the
completion of the artifacts listed and described. Each artifact will show my development of
knowledge, theory, practice, and achievements gained throughout each course. Through this paper I
will also show how my understanding about the importance of integrating technology in education
has transformed my teaching and outlook on creating a student-centered learning environment that
incorporates all of the vital 21st Century Skills. In order to show mastery of each AECT standard,
each standard will be listed with indicators that describe the selected artifact.
Standard 1: Content Knowledge

Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.
Indicator: Creating
Candidates demonstrate the ability to create instructional materials and learning environments
using a variety of systems approaches.
Edtech 503: Instructional Design Project (Learner Analysis)
The Instructional Design project that I created was based on the webtool Bio Cube and
demonstrates my ability to complete the instructional systems design process. I was able to design
instructional materials that are more efficient and effective for students to acquire the skill of
creating a historical timeline. Additionally, I used the five phases of the ADDIE model that include
Analysis, Design, Development, Implementation, and Evaluation to help design effective training of
the web tool Bio Cube (Davis, 2013). Within the Analysis phase of the ADDIE model, I was able to
complete a needs assessment. This determined what previous knowledge, skills, and
accommodations were needed. The completion of the analysis helped me to develop learning
objectives and implement instructional strategies for students success. Following completion of the
project, I evaluated the results with my administration in order to support the use of Bio Cube as an
effective timeline tool within my second grade classroom.
Edtech 502: Virtual Field Trip
The Virtual Field Trip was created using Adobe Dreamweaver. It uses multimedia resources and
gives users an opportunity to experience an educational tour guided through the Internet. The
Virtual Field Trip was designed using HTML and CSS. It also required me to design several
webpages that are linked together using a navigation menu in order to specify how students will
learn the content. Students are guided to Plymouth, Massachusetts, Plimoth Plantation, The

Mayflower, The Wampanoag Home Site, and Pilgrim Hall Museum. Students worked in
collaborative groups on the virtual field trip in my primary classroom during a unit on Americas
early settlers. This artifact demonstrates my ability to use a variety of systems so students can have
the ability to find and evaluate information effectively. I was also able to select a variety of
instructional strategies including videos, maps, photos, slideshows, and virtual tours that are
appropriate for the different learning characteristics of my students.

Indicator: Using
Candidates demonstrate the ability to select and use technological resources and processes to
support student learning and to enhance their pedagogy.
Edtech 521: Polygon Online lesson
This artifact on Polygons was created to be an asynchronous lesson for a blended-classroom
learning environment. The technological resources within the asynchronous lesson help students
learn about polygon attributes through different forms of communication. Students can explore
polygons through videos, song, online demonstrations, online tutorials, and an online art tool to
create polygons. I provided this lesson to my students on our classroom website. Fortunately,
students were highly engaged and excited to finish this lesson. Furthermore, they were collaborating
and engaging in communication with their peers online using chat tools, and their performance
assessment scores were all 80% and above-an improvement from the traditional curriculum
assessment. This artifact demonstrates my ability to select and use integrated technologies to deliver
content using various forms of media. These integrated technologies allowed me to integrate
interactivity through audio, video, and the Internet activities.

Edtech 521: Netiquette Scavenger Hunt

The Netiquette Scavenger Hunt was created using Google Forms so that students could learn about
online safety and citizenship. This demonstrates my ability to apply appropriate online media tools
in order to enhance students knowledge on Netiquette. Students used online web tools, videos and a
Google Form to build upon their knowledge of netiquette. The inclusion of a Google Form allowed
me to gather real time data on students understanding of the concept within a virtual spreadsheet. In
my second grade class, it helped set a tone for student behavior within an online learning
environment as well as guide students in their continued development of an online community in
the classroom (Rice, 2012).

Indicator: Assessing and Evaluating

Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate
technologies and instructional materials.
Edtech 503: Instructional Design Project
This project is based on Bio Cube and demonstrates my ability to select appropriate evaluation
methods in order to determine if a web tool is effective in meeting instructional needs. The needs
assessment helped within the design phase of the ADDIE model in order to select the appropriate
instructional strategies that best met the identified characteristics of learners and the learning
context (Davis, 2013). Within this phase, learning objectives and the task analysis were designed.
The assessment data was also shared with my administration after completing the project in order to
discuss integrating Bio Cube as a web tool for creating historical timelines within second grade.
Students also participated in the task analysis flow charts in order to determine their effectiveness
and efficiency. My district decided that this web tool will be used in second and third grade. This
data was shared with the second and third grade teachers as an effective strategy in order to use Bio
Cube to create historical timelines, and all teachers at those grade levels have since integrated it into

their classroom instruction.

Edtech 541: Instructional Software

This language arts Instructional Software Presentation created in Edtech 541 exemplifies my ability
to select a variety of media software to assess how effective these tools are in supporting learning
and instruction. The presentation was designed to provide students with the opportunity to use web
tools and technology devices in order to attain the skills of spelling, vocabulary, and
comprehension. It highlights five categories of instructional software: Drill and practice, tutorial,
simulation, instructional games, and problem solving (Roblyer & Doering, 2013) along with the
relative advantage for each. Students use many of the instructional software tools that the
presentation provided as extra practice and support, both at school and at home. The instructional
software tools that were not helpful for my students were replaced with other instructional software
tools to better meet the needs of the individual learner.

Indicator: Managing
Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals.
Edtech 521: Interview tool: Students All About Me
This survey was created as an interview tool for my second graders. Students completed questions
about what motivates them, and I used that feedback to guide decision-making in choosing the best
instructional tools for individual students. It also allows for open communication with students in
order to develop relationships and build a genuine classroom community (Rice, 2012). Using this
tool has helped shape my blended classroom environment and set up successful relationships with
my students. It has helped create an environment in which students assist in shaping what kind of

learning environment they would be most successful in and one in which I could facilitate their
success. Through this process, I have proven that I can utilize technology to manage both students
and infrastructure in my classroom.

Edtech 521: Interview tool: Parent Survey

This survey provided me with information about students from their parents perspective, which
opened lines of communication with parents and illustrated that they also play a valuable role within
the learning process. The information helped identify what parents felt about the blended learning
environment and what they believed their students needed in order to be successful. It also helped
manage parents involvement within the classroom. I used this survey to gather parents opinions
about their childs strengths, social and health needs, and parental goals for student learning. This
yet again illustrates how I have mastered the use of technology to manage people as well as
processes in my everyday work flow.

Indicator: Ethics
Candidates demonstrate the contemporary professional ethics of the field as defined and
developed by the Association for Educational Communications and Technology.

Edtech 502: Copyright Scavenger Hunt

This activity supports students in understanding the importance of copyright, fair use, and
plagiarism. Students worked collaboratively and answered questions as they completed the
scavenger hunt in order to check for understanding. This scavenger hunt enabled my students to
follow a code of conduct as they continued to use the internet for research and information
throughout the course of the school year. As an educator who is constantly using the web for

information and images, it is important I demonstrate appropriate copyright and fair use to be a
good example for my students and colleagues. This demonstrated my ability to appropriately select
instructional media to inform students about the rules of copyright law, fair use, and plagiarism in
order to encourage compliance (Association for Educational Communications and Technology
[AECT], 2007).
Edtech 505: Final Evaluation Report.
The Code of Professional Ethics has principles designed to help individuals maintain professional
standards of conduct at a high level. The final evaluation project evaluated the effectiveness and
efficiency of Pearson's Online Digital Path program. The completion of the evaluation project aided
me in selecting materials used within my school district and in determining their effectiveness in the
blended learning environment that my students encounter on a daily basis. The final evaluation
report also helped ensure that I am maintaining professional practices when using technology.
Lastly, this project provided me with the opportunity to demonstrate that I can conduct research
using acceptable guidelines for citing sources where ideas and works were used in the completion of
my paper.

Standard 2: Content Pedagogy

Candidates develop as reflective practitioners able to demonstrate effective implementation of
educational technologies and processes based on contemporary content and pedagogy.

Indicator: Creating
Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes.
Edtech 503: Instructional Design Project (Instructor Guide)

The Instructional Design project I produced is based on the web tool Bio Cube. Creating the
Instructors Guide demonstrated my ability to design appropriate print technology materials to
deliver the content and instruction effectively. The Instructors Guide allowed me to gain learners
attention and establish learning goals. Specifically, the body of the guide helped me recall students
previous knowledge, integrate appropriate learning strategies, and guide students through
independent practice. The final part of the Instructors Guide demonstrated my ability to apply the
evaluation phase of the ADDIE model and engage in a reflective practice of the learning that
occurred (Davis, 2013).

Edtech 504: Constructivism within Instructional Design

The following paper is a final synthesis on learning theories and their connection to technology. My
paper focused on the learning theory of Constructivism and its influence on instructional designers
and not the design process itself (Smith & Ragan, 2005). Through my research I concluded, as
stated by Trudy Christensen, that the instructional design process is not a one-size-fits-all formula
(Christensen, 2008). The paper illustrated my ability to apply the Constructivism theory when
selecting the appropriate technology tools for my students. The paper also demonstrates my ability
to take information from the needs assessment and combine it with my prior knowledge of different
learning theories to create a successful learning environment.

Indicator Using:
Candidates implement appropriate educational technologies and processes based on appropriate
content pedagogy.
Edtech 513: Digital Storytelling

The following digital story is based upon a personal experience of becoming a Godmother. I wrote
this digital story for the purpose of sharing how these events took place and changed my life. In
order to create this digital story, I used Camtasia. Creating this digital story allowed me to
demonstrate and teach my students about the Personalization Principle because the narration style is
conversational and invites the listener into a more human-to-human experience (Clark & Mayer,
2011). In order to apply this Personalization Principle within my classroom, I would have students
create digital stories within the content area of social studies. Students would create digital stories
on historical figures in the first person point of view. This would further their understanding of the
Personalization Principle by having them include conversational narration. Additionally, the
narration includes words such as I to engage the listener. I was also able to demonstrate the use of
audiovisual technologies so that I could make a recording that highlights a real life experience. The
digital storytelling displays my ability to create a script, engage in video editing, and apply the
Personalization Principle.
Edtech 521: Polygon Online lesson
The following lesson on Polygons was created to be an asynchronous lesson for a blended
classroom learning environment. My 2nd grade students were required to navigate to the classroom
website and complete the different technology based activities in order to meet the objective of
identifying polygons and their attributes. The creation of this online asynchronous lesson enabled
me to facilitate learning within my second grade classroom environment, and it demonstrated my
ability to develop instructional materials for distance learning. I was also able to integrate
telecommunication tools within the lesson in order to create an effective web page for instructional
use by including appropriate links to content on polygon, audio, and video instructional materials.
By completing the lesson my students were able to take on an active role and responsibility in their

learning. All in all, each activity in the lesson empowered my students to engage in the 21st Century
skills of collaboration, communication, creating, and critical thinking.
Indicator: Assessing and Evaluating
Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates
the instruction and implementation of educational technologies and processes grounded in
reflective practice
Edtech 502: Lifecycles WebQuest
The WebQuest was designed to teach students about life cycles. Upon completion of the WebQuest,
students acquired knowledge of how living things grow and change, and they learned about the
different life cycles of various species. Throughout the activities students were engaged in higher
level thinking activities of analysis, synthesis, and evaluation. So that students could be involved in
an inquiry process, I required that they conduct research on search life cycle and complete a life
cycle guidebook within collaborative groups. Moreover, students made a Pixton comic strip
focusing on two life cycles, and they formulated collaborative Google Presentations that analyzed
and evaluated the similarities between two life cycles. Through these activities, I evaluated
instruction effectively by using rubrics. Each group was able to present their Google Presentation
and save their Pixton Comic strips, which they could add to their digital portfolios as an assessment
artifact. This WebQuest demonstrated my ability to effectively use integrated technologies in order
to deliver content through several different types of media within one webpage. Equally important,
it shows my competency for creating an activity in which students have control over their ability to
navigate the Internet for the purpose of engaging in an inquiry process on life cycles. In order to
reflect on the effectiveness of the WebQuest, I went through it with my Instructional Coach and
engaged in discussions on what worked, what I could do differently next time, and if any of the

activities needed to be removed or completely revised. I also engaged in reflective conversations

with students through each stage of the WebQuest so I could get their opinions about how the
WebQuest was progressing, where they were successful, and what struggles they may have had.
Following the completion of the WebQuest and seeing what needed to be changed, I decided to do
further research on ways that I could have second graders be successful in this type of activity. As a
result, I discovered that students are successful working in collaborative groups and they are more
successful when given time to reflect immediately after each activity so that adjustments can be
made before progressing.

Indicator: Managing
Candidates manage appropriate technological processes and resources to provide supportive
learning communities, create flexible and diverse learning environments, and develop and
demonstrate appropriate content pedagogy.
Edtech 502: m-learning activity
The mobile learning activity focused on The Monterey Bay Aquarium. Students completed it on the
device of their choosing. This activity demonstrated my ability to create a supportive and flexible
learning community. By creating this mobile activity, I was able to demonstrate Responsive Web
Design and how this can help make mobile content easy to read and navigate on a device of any size
(Responsive Web Design, 2013).
Edtech 513: Podcast SST process
The podcast was designed to inform parents, teachers, and students about the Student Study Team
(SST) process within my school district. I am the current SST coordinator for my school district,
and as part of the technology team for my district, I am responsible for transitioning many of our
resources and services to an online format. In the podcast I discussed how parents and teachers who

have concerns about a students academic or behavioral progress can begin the process of the SST.
The creation of a podcast demonstrated my ability to create a flexible learning environment for
parents and communities to understand the SST process within our school district. Offering a
podcast of the service and posting it to our district website answers many questions from parents
and teachers. I also demonstrated a supportive learning environment because teachers and parents
can access this podcast at any time they need the information.
Indicator: Ethics
Candidates design and select media, technology, and processes that emphasize the diversity of
our society as a multicultural community.
Edtech 541: Art, Music, Physical Education Content Area
This activity was developed to focus on teaching sequencing to second graders. However, in order
to bring attention to diversity, the content areas of art, music, and physical education were also
incorporated. Students participated in several activities across these different content areas so they
could understand how sequencing helps put events, ideas, and objects in order. This demonstrated
my ability to emphasize diversity by including a varied selection of videos, art and physical
activities that were based upon the needs of my students prior knowledge, cultural attributes, and
learning accommodations. I had the opportunity to use this with students when reinforcing the skill
of sequencing. It also demonstrated my ability to select appropriate media for cross curricular
activities in order to provide extra support and reinforcement on the concept of sequencing.

Standard 3: Learning Environments

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.

Indicator: Creating
Candidates create instructional design products based on learning principles and research-based
best practices.
Edtech 513: Worked Screencast Proper Nouns
In the following I created an activity called worked screencast on proper nouns for my second grade
classroom where they received step-by-step instruction on proper nouns and then applied this
instruction through independent lessons on my classroom website. This worked screencasts
demonstrated my ability to help reduce excessive cognitive load according to Swellers description
of the Borrowing and Reorganizing Principle. To follow the Borrowing and Reorganizing Principle,
I designed the worked screencast so that students could borrow knowledge on proper nouns and
then transfer it to their long term memories (Sweller, 2004). For this reason I designed the worked
screencast so that students could borrow knowledge on proper nouns and then transfer it in their
long term memory (Clark & Mayer, 2011). It also made the content available to them at any time so
that they could revisit the information as many times as necessary. This also demonstrated my
ability to create a worked screencast that modeled the thinking process of how to identify proper
nouns.
Edtech 501: RSS in Education
The completion of this assignment provided me with a deeper understanding of what RSS
technology is and how it can build upon students collaborative practices with myself and their
peers. The following screencast highlights several ideas of how I am using RSS in my classroom.
For example, I implemented RSS in my second grade classroom last school year by having students
subscribe to each others weblog. This demonstrated my ability to manage my students weblogs
and engage in collaborative communication with students. This displayed my ability to implement a

syndication services as a collaborative tool that develops the relationships between my students and
myself. We engaged in activities of describing, explaining, understanding, and reflecting that
developed teacher and student relationships (Lee, Miller, & Newnham, 2008). The screencast
demonstrates my ability to design a tutorial for using RSS within the classroom as a collaborative
tool. Additionally, It builds upon the theory of Constructivism in the sense that learners actively
create knowledge by participating in collaborative learning environments (Lee, Miller, &
Newnham, 2008).

Indicator: Using
Candidates make professionally sound decisions in selecting appropriate processes and resources
to provide optimal conditions for learning based on principles, theories, and effective practices.
Edtech 541: Internet for Instruction
This project I created was for second grade Language Arts. Specifically, students created a
biography within a collaborative group and participated in a shared research project on Helen
Keller. Specifically, students used different interactive web tools to create an online timeline,
engage in a virtual tour, and learn about the alphabet through sign language. This activity shows my
ability to select appropriate resources for students to work collaboratively and build upon their
communication skills as they navigate and complete the assignment. Likewise, it also demonstrates
my ability to select appropriate web tools for student use by following the principles of Social
Activism learning theory. I illustrated this theory by having students engage in activities that were
hands-on, experience based, and collaborative (Roblyer & Doering, 2013).
Edtech 541: Community Building
The lesson of community building and social networking tools was designed to connect and have
students network to a learning environment outside of the four classroom walls. Students worked in

collaborative groups to understand the elements of a fairy tale, and they shared their findings with
the entire class on a Padlet. Additionally, they worked together to create a narrative of their own
fairytale that was posted to the class Edmodo page. This collaboration between students
demonstrated my ability to design and select appropriate resources for students to build upon their
knowledge based upon The Social Activism Theory. For instance, this was shown by including
activities that were hands-on, experience based, and required students to work together (Roblyer &
Doering, 2013). The web tools that students used required them to collaborate and build a
community within their classroom. One such activity occurred when I had students participate in
Skype where they collaborated and worked with other classrooms.

Indicator: Assessing/ Evaluating

Candidates use multiple assessment strategies to collect data for informing decisions to improve
instructional practice, learner outcomes, and the learning environment.
Edtech 505: Request for Proposal
The request for proposal was an activity to provide the primary stakeholders of Far West Laboratory
information and recommendations on the marketing and sales of the DIP training program. The
completion of this evaluation proposal illustrated my ability to collect data in order to determine if
the training program would be efficient for the instruction of the intended participants. I was also
able to demonstrate the use of several different types of assessments in order to collect data from
intended participants. This was shown by requiring me to plan out how to collect data from
surveys, interviews, and focus groups. The evaluation proposal, moreover, gave me experience in
creating an outline of evaluation methods, a task schedule, a proposed budget, pre assessments, and
post assessments that determine the effectiveness and efficiency of the proposed training program. I

was able to take the skills acquired from completing this activity and apply them to the evaluation
that I conducted on the online digital program for my school district, demonstrating my ability to
collect data and analyze the data in order to aid in the decision making of improving instructional
practices for the proposed training program.
Edtech 554: Strategic Change Leadership
This assignment focused on how change is impacting me as an educator and the educational
environment I work in. I completed this evaluation of myself using the Concerns-Based Adoption
Model (CBAM). Through the assessment I was able to collect data on how to effectively implement
changes that are happening with the integration of technology in my school district, how to be an
educational leader who is willing to support and value change, and how to be the kind of leader
willing to take risks and persevere through all challenges. The analysis of this assessment data
showed my ability to make decisions that would improve my instructional practice using technology
and my classroom learning environment. This was evident through the technology based
educational goal I developed for my classroom. For example, I included this personal evaluation
within my final conference with my administration and was able to decide the technology and
educational goals that I plan to incorporate in my classroom next school year.

Indicator: Managing
Candidates establish mechanisms for maintaining the technology infrastructure to improve
learning and performance.
Edtech 501: Tech Trends Assignment
The purpose of this assignment was to research and learn about different tech trends and relate them
to my experience as an educator. The research allowed me to demonstrate how to maintain the
learning analytic program that is part of my current curriculum. I was also able to get a better

understanding of students learning habits and make instructional decisions to support their success
(Becker, 2013). Therefore, I was able to develop new ideas on how to better use this technology in
my classroom and support my students academically. One way that I have been using the learning
analytics for my students is through the instant feedback they receive after an assessment. This
feedback improved my students attitudes towards the intervention assignments they received
following the reports generated from the learning analytics. By implementing this tech trend, I
demonstrated my ability to identify at-risk students and assisted with setting individualized learning
paths.

Indicator: Ethics
Candidates foster a learning environment in which ethics guide practice that promotes health,
safety, best practice, and respect for copyright, Fair Use, and appropriate open access to
resources.
Edtech 502: Copyright Scavenger Hunt
In order to guide ethics, best practice, and Fair Use, I created a copyright scavenger hunt that my
students completed in collaborative groups. Not only did this assist my students in setting a
foundation for developing guidelines within the classroom, but it was beneficial to me as well.
When developing this scavenger hunt, I was able to illustrate my ability to create goals for myself,
to be an example for my students, and to engage in best practices and ethics. I did this by creating
multimedia units for them by incorporating technology based lessons that discussed best practices
and Fair Use. I also modeled for students the process of using resources for educational purposes
and giving credit to the appropriate person In order to evaluate students, I had them engage in a
whole group discussion, reflecting upon what they had learned and what steps they could take to
ensure that best practices are being enforced.

Indicator: Diversity of Learners:

Candidates foster a learning community that empowers learners with diverse backgrounds,
characteristics, and abilities.
Edtech 513: Worked Screencast Proper Nouns
The worked screencast was created for my second grade classroom in order to provide step-by-step
instruction on proper nouns. This worked screencast empowered students because they had to
independently complete the lesson from the screencast and had to demonstrate their abilities to
navigate to my website to complete the independent activity. Whats more, I showed that I could
foster a learning community that would empower students with all of their different learning
characteristics and skills to be successful by incorporating the Multimedia and Contiguity Principles
(Clark & Mayer, 2011). First, when I was creating the presentation, I planned the content and
images that would be used at the same time and how they need to work together. I also represented
the Multimedia and Contiguity Principles by selecting images that have meaning connected to the
content being taught (Clark & Mayer, 2011). Therefore, all 20 students were able to successfully
complete the worked screencast and the independent activities they submitted to me once they were
finished. After evaluating their submissions, all students finished the activity with an average score
of 85% or higher compared to prior proper noun worksheets where only about half of my students
were scoring 85% or higher.

Standard 4: Professional Knowledge and Skills

Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.

Indicator: Collaborative Practice

Candidates collaborate with their peers and subject matter experts to analyze learners, develop
and design instruction, and evaluate its impact on learners.
Edtech 521: Netiquette Guidelines Emerald Group
This assignment demonstrated my ability to collaborate with some of my classmates for the purpose
of developing an outline of netiquette guidelines. Within the guidelines we defined the term
netiquette and the rules for online behavior, emails, chatting and texting, discussion boards, online
work, collaboration, and disciplinary procedures. In order to create this collaborative document, we
shared a Google Doc. Once we shared some rough draft ideas, my classmates and I held several
google Hangout meetings so that we could develop the final content on Netiquette rules for
students. Throughout our online discussions, I was able to demonstrate my ability to evaluate what
points would have a positive impact on primary learners by creating activities my students
completed in order to learn about Netiquette.

Edtech 521: Netiquette Presentation Emerald Group

Following our outline of netiquette guidelines, we collaborated on taking our outline and turning
into a Google Presentation. The result from our collaboration was a Google Presentation that
covered a wide range of grade levels and contained a list of mandatory guidelines. By creating a
Google Presentation, I demonstrated my ability to collaborate with my peers and design instruction.
This part of the collaboration with my peers allowed for me to demonstrate my ability to analyze the
learners and their needs. I was able to demonstrate that I could engage in a collaborative working
relationship with my peers that resulted in a Netiquette presentation for primary and secondary
students. Equally importantly, through this analysis I was able to help design a presentation that
would teach my second graders about Netiquette using interactive videos and voice instructions.

Indicator: Leadership
Candidates lead their peers in designing and implementing technology-supported learning.
Edtech 521: Polygon Online lesson
This asynchronous online lesson was created for students to learn about polygons and to identify
their attributes. This lesson demonstrated that I could create a technology-supported learning
activity because it requires students to use the online resources so they could gain a deeper
understanding of polygons. The polygon online lesson demonstrated that I was a leader because I
was able to present it within my school district as an example to my colleagues of how to design
and implement a technology supported lesson on our classroom websites. For the aforementioned
reason this activity was part of my professional development with my administration. I was able to
show evidence of what my students had completed and to provide examples of their performance
assessments from the online lesson as evidence of meeting the California Standards for the Teaching
Profession.

Indicator: Reflection on Practice

Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design,
development and implementation of technology-supported instruction and learning to enhance
their professional growth.
Edtech 542: PBL Unit: Were Nuts about Bees
Through the creation of the Project Based Learning unit, I was able to construct a project for my
students that was student-centered, meaningful, had a real world connection, integrated technology,
and addressed California Common Core Standards. Furthermore, the PBL unit demonstrated my
ability to reflect on the effectiveness of the unit through conversations with colleagues as well as
with my administration about my PBL experience. I assigned my students a final reflection in which

they considered what worked, what didn't work, and if there was anything that made them
uncomfortable. The data collected from their reflection provided me with cross-examination of the
project and helped me to analyze each aspect regarding what I felt worked, what didnt work, and
what learning was achieved by students. The reflection and examination of the PBL experience
provided the most meaningful data about the effectiveness of the unit and what changes I could
make in order to enhance student learning next year.

Indicator: Assessing/Evaluating
Candidates design and implement assessment and evaluation plans that align with learning goals
and instructional activities.
Edtech 505: Final Evaluation Report
By completing the final evaluation report, I demonstrated my ability to assess data that I later used
to establish learning goals for my school districts online curriculum. The completion of the final
evaluation report demonstrated my ability to design and implement evaluation plans. Additionally, I
was able to determine that the Pearson Interactive Digital Curriculum was effective and efficient in
meeting the California Common Core State Standards because of students assessment scores of
80% and above. In order to gather data, I spoke with teachers from each grade level and went
through the survey with them. Following these interviews, I illustrated my ability to analyze the
data to form conclusions on the efficiency and effectiveness of using online curriculum within the
classroom. There was also beginning-of-the-year and end-of-the-year assessment data that aided in
the analysis process. Once all the data was evaluated, I worked with administration, the curriculum
specialist, and teachers to set learning goals for each grade level in order to determine the most
effective and efficient use of the program. This showed my ability to create instructional goals for
using the online program. The instructional goals that I set helped teachers to efficiently use the

online curriculum within the classroom. I was also able to demonstrate my ability to implement
assessment plans and goals with my colleagues so that we could continue to monitor the
effectiveness of the program and students success.
Indicator: Ethics
Candidates demonstrate ethical behavior within the applicable cultural context during all aspects
of their work and with respect for the diversity of learners in each setting.
Edtech 502 Netiquette:
Using HTML and CSS, I created this webpage of rules in order to guide elementary students
through digital safety and courtesy while online. Furthermore, Netiquette page also provides 5
reminders for students about appropriate conduct to have while online not only for their safety but
for the safety of their peers. Developing the netiquette page, I demonstrated my ability to apply
guidelines for appropriate ethical behavior when my classroom is online. As my students work in a
daily online blended learning environment, it is important for them to have guidelines during their
online interactions that will provide them with safety, responsibility, respect towards others, and
courtesy. Through developing these Netiquette guidelines, I also showed my ability to create
appropriate guidelines based upon the diversity of my students and their needs.

Standard 5- Research
This standard will demonstrate my ability to explore, evaluate, synthesize, and apply methods
of inquiry to enhance learning and improve performance.

Indicator: Theoretical Foundations

These activities will demonstrate that I have foundational knowledge of the contribution of
research to the past and current theory of educational communications and technology.

Edtech 504: Learning Theories: Social Activism

I wrote this paper to provide an overview of the major principles, to identify the contributors, and to
provide an appropriate application model for the learning theory of Social Activism. The Social
Activism Theory is defined as an individual process developed through social experiences and
hands-on activities that are based upon real life issues and problems (Roblyer & Doering, 2013).
This paper illustrated my ability to conduct research and relate it to current educational technology.
I was also able to demonstrate my ability to research the history of Social Activism and what major
theorists, such as Lev Vygotsky, Jean Piaget, and John Dewey contributed to the theory. In the paper
I showed my ability to relate this theory to educational communications and technology by
incorporating Project Based Learning projects in my classroom that prompted learners to construct
solutions based upon the driving question within a project.

Indicator: Method
This will demonstrate my ability to apply research methodologies to solve problems and enhance
practice.
Edtech 554: Privacy, Permission, Digital Footprints
Working in a collaborative group with my classmates, I researched several different resources on
creating an acceptable Social Media Policy. By developing a Social Media Policy, I illustrated my
ability to create appropriate guidelines for educators and staff within my school district. For
instance, the policy I created for my school district covered social media tools such as Facebook,

Twitter, and Instagram. Additionally, I showed my ability to research methodologies used to gather
information on ensuring that staff members protect students according to CIPA laws. I also used
the Creative Commons website, Fair Use Guidelines provided through Stanford University
Libraries, and FERPA in order to gather enough information to create my school districts policy.
Following the research, I demonstrated my ability to collaborate with peers for the purpose of
designing and creating our own Social Media Policy for the course. In discussions with my
administration, I presented the policy for use within my school district as an update to the previous
Social Media Policy.
Indicator: Assessing/Evaluating
This will demonstrate my ability to apply formal inquiry strategies in assessing and evaluating
processes and resources for learning and performance.
Edtech 501 School Evaluation Survey & Edtech 501 School Evaluation Summary
I completed the following school evaluation survey and summary for my district. The survey
demonstrated my ability to synthesize my school districts technology environment by using the
Technology Mature Benchmarks. Completing the summary was informative because I saw how my
district matched up to the descriptions of different rankings within a filter. By completing the survey
and the summary, I was able to demonstrate my ability to evaluate my district's performance in
areas where they were successful and those that needed improvement. Through completing the
summary I illustrated my ability to design trainings, which has been an issue that my district has
been working on. As part of the technology committee within my district, training is an area that we
discuss regularly and try to improve with all staff. The results of this survey were shared with my
administration and allowed me to engage in discussions regarding the need for modifications as
technology continues to develop.

Indicator: Ethics
This will demonstrate my ability to conduct research and practice using accepted professional
and institutional guidelines and procedures.
Edtech 505: Final Evaluation Report
The completion of the final evaluation report for my school district on the Pearson Interactive
Digital Curriculum was very informative. I was able to demonstrate my ability to conduct research
by gathering data on students benchmark and baseline assessments within each grade level. I was
also able to demonstrate using appropriate professional guidelines by setting goals that were
determined and agreed upon by all major stakeholders. It was beneficial to go to my administration
and engage in discussions about the evaluation throughout the entire process. Also, by having
regular meetings with administration and my curriculum specialist, I was able to gain access to my
school district's data in order to get a more valid set of conclusions about the program. From this
process I learned that it is highly important to have various data sources so that a more accurate
representation of the programs effectiveness can be evaluated. Finally, completing the evaluation
project, I demonstrated the ability to conduct research so that I could complete another evaluation
for my school district in the future.

Conclusion
I have sincerely enjoyed my experience in the Boise State Masters in Educational
Technology Program. One important lesson that I learned from the program was that technology
should not just be used for the the sake of technology; rather, technology in the classroom is a tool
that can enhance students communication, collaboration, problem solving, critical thinking,
research, and the overall effectiveness of classroom instruction. Through the use of technology,
students can take an active role and responsibility in their learning. Furthermore, technology

empowers students to become 21st Century learners who will be prepared to be productive in the
future global economy.
I am convinced that the completion of this program has made me a better teacher because it
has provided me with the opportunity to become a 21st Century leader who facilitates change in
order to help students be successful. It has also provided me with a vision that I work towards on a
daily basis within my classroom and for my students. For example, I have shown this in the past
two years by integrating technology into my classroom in order to create a student-centred
environment as well as a paper lite environment. Moreover, the program has facilitated in
developing my communication skills with students, parents, administration, and community
members, which has further elevated my confidence for using technology within the classroom. I
have had several opportunities to present at numerous educational technology conferences
throughout California and most recently in Idaho. Overall, the Masters in Educational Technology
program has helped me to become an authentic teacher and 21st Century leader who is held
accountable for my choices and actions within the classroom.

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