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6/27/2017
EDTECH 592
Artifact Rationale Statements
1.1 Creating: Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches.
In the social networking mini unit students need to choose a current global problem and
research how it impacts people on at least three different continents. These are each
learning activities that I have created with corresponding instructional materials. This
instructional unit uses Google Sites as a way to house the necessary information
students will access, showing another way that I am able to create instructional
materials. This unit has a lot of built in processes to ensure the classroom learning
environment is collaborative as well. Technology integration is present throughout the
lesson, especially the use of different social networks. Using these as a way to
communicate with others and to reflect on learning makes the Social Networking
Mini-Unit a good indicator of creating learning environments with a variety of different
systems.
1.2 Using: Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.
Artifact: Evaluation of Civil Rights Issues - RSS Feeds Lesson - EDTECH 501
In EDTECH 501 I had an assignment where the use of RSS feeds had to be integrated
into an instructional lesson. Being a social studies teacher I chose to make mine civics
related and centered around the idea of civil rights. The Evaluation of Civil Rights Issues -
RSS Feeds Lesson has students choose a specific civil rights policy issue and find
reliable web based resources about it. This lesson is rich in integrated technologies
including RSS, Google Docs, Feedly, Screencast O'Matic, Google+, and Lucidchart.
These different technologies are utilized as students show proficiency in standards about
media literacy and demonstrate skills that enable people to monitor and influence state,
local and national affairs.
Like many social studies topics, this lesson also includes a component to it that is a very
important life skill in our increasingly digital world. Students in the lesson are asked to
evaluate the sources that they find on their civil rights topic. This is then teaching them to
seek out reliable sources and be critical consumers of digital media. This aspect of the
lesson is a best practice in social studies teaching and integrates well with many English
Language Arts standards in the common core for high school students.
The other artifact used to demonstrate proficiency is from EDTECH 505. The Evaluation
Proposal was an assignment where we were asked to create a proposal for a hypothetical
training curriculum provider. This curriculum provider had a training program that needed to
be evaluated for effectiveness and economic viability. The assignment involved developing a
budget (had to be under $50,000), creating a formal schedule for tasks to be complete, and
assigning duties to the staff conducting the evaluation. This artifact aligns well with the
management of people, financial resources, and processes which are a part of standard 1.4.
1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology.
My other artifact is from EDTECH 501: Ethics and Equitable Access to Productivity
Software - The Need for Google Drive? This paper explores some ethical dilemmas
specifically with sections 1.3 and 1.7 of AECTs code. Section 1.3 of the code of ethics
states that students should all have access to educational technologies needed for
success in their learning. Several issues relating to access to productivity software were
identified in the article. Section 1.7, which relates to the proper use and choices of
technology is also addressed within the artifact as well. The analysis of a specific
program and identification of specific ways that adherence to ethics could be improved
makes this artifact a good fit for standard 1.5.
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.
The Video Enhanced Lesson Plan utilizes the YouTube channel ACDCLeaderships
videos on supply and demand. This artifact matches well with the assessment and
reflective aspects of standard 2.3. This lesson plan shows how I can find and evaluate a
specific educational technology resource as well as use it in my own teaching within my
subject area, social studies. In the beginning of the lesson plan I also justify the use of
these videos for the instruction.
2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
The relative advantage chart from EDTECH 541 also demonstrates resources that
reflect multiple cultures. In the artifact, the following educational resources are good
examples of multicultural awareness for students:
Gapminder
Social Explorer
Google Public Data
Planet Money T-Shirt
World Population History
Planet Money Podcast
Pew Research Center
Artifact: Life Under Oppression, Growing Up Under The Wall - EDTECH 542
The artifact: Life Under Oppression, Growing Up Under The Wall was a project I completed
in collaboration with Lindsay Hoyt, another Boise State EDTECH student in EDTECH
542. Through the project, we developed a project based learning unit centered around
the Cold War Era of the United States. This artifact involved selecting processes and
resources that make it a good fit for standard 3.2. First to discuss are the processes. It is
a project based learning unit. These types of units allow for students to explore their own
interests and this self interest drives further inquiry and deeper learning. The hook for the
learning activity involves reading a picture book - it is one that is designed for older
readers though - called The Wall: Growing Up Behind the Iron Curtain. Students then
write a letter to congress, complete a primary source analysis, and develop their own
infographic showing a comparison between the United States and the Soviet Union. The
learning philosophy of this unit is closely tied to constructivism, as many of the activities
involve the students engaging in their own inquiry and the learning is based on their
experiences as they complete the lesson. The resources of the lesson are also good
indicators of competency with the standard. Students use primary sources which are a
best practice for social studies education. Technology is also integrated into the lesson
itself as students use the program Piktochart for their final learning activity and keep a
digital learning log throughout the lessons duration.
The other artifact I am utilizing for this standard is the Program Components section of
the Typing Club Evaluation from EDTECH 505. In this project there were a variety of
assessments set up by my lesson design that included typing pretests, regular check-ins
on typing speed, and analyzation of the TypingClub program data to help me guide 7th
and 8th grade students on improving their typing skill. While the cognitive complexity of
this type of assessment is much different than the first artifact, it does show that I can
gather information using technology tools and use it in a way to inform both current and
future decisions. In the final sections of the evaluation there is also commentary on the
next steps that need to be done when using the TypingClub program as a result of the
assessment and evaluation results.
A secondary artifact, the School Evaluation from the same course provides further
commentary on each of the areas. In addition to identifying the reasoning behind the
different rankings, this artifact explains ways that the school could become more
intelligent in its technology use. Specific recommendations in the evaluation about
student and stakeholder use of the schools technology resources are given to better
student outcomes and stakeholder involvement.
3.5 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.
The other artifact for this standard that shows competency is Assistive and Adaptive
Technologies from EDTECH 541. This assignment gives resources for teachers to use to
help students with different learning disabilities. When students get the resources they
need in order to learn they can feel welcome in a classroom and excel. The list of
resources in the artifact covers a broad range of different disabilities and learning traits.
When employed in the classroom this can help to foster an environment where students
feel the learning is being provided to them at their level and with the tools they need to
be successful whether it is tools that allow students with a physical impairment to
communicate, or for a student with dyslexia to have equitable access to information.
4.1 Collaborative Practice: Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.
4.2 Leadership: Candidates lead their peers in designing and implementing technology-
supported learning.
A second artifact that I have to share on this topic is a survey that I created as part of an
interdistrict collaboration committee. This committee, which is called the Northeast Area
Service Collaborative, consists of teachers from school districts in Carlton County, MN.
The goals of the committee are to collaborate in how we use our resources and meet the
needs of students and teachers. This survey was a result of collaborating with other area
teachers from other school districts. The ISTE standards and their implementation in the
classroom are the primary components of the survey. A secondary component of the
survey identifies how well teachers are able to use the different hardware and software
at the schools. Our goal was to learn about the technology proficiency of teachers at the
different schools who were part of this committee. Through this survey we are able to
identify areas of need for future technology training and target staff development where it
is most needed. This survey information will be used in the fall as the committee I am a
part of plans professional development days.
4.3 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.
The other artifact I have as an indicator for this standard is the Web Accessibility Hot
Links from EDTECH 502. This assignment was about how web pages and web tools can be
set up to help people with varying disabilities. Many people have visual impairments that
limit their ability to use online resources. This artifact can demonstrate not just my realization
of this, but my ability to create websites using HTML and CSS that are accessible to many
different users. Finally, this website, in addition to being accessible, lists a variety of different
accessibility tools. By using these learners with a variety of impairments can have greater
access to learning material.
STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning
and improve performance.
5.2 Method: Candidates apply research methodologies to solve problems and enhance
practice.
My Synthesis Paper is a formal research paper done on the topic of Game Based Learn
and Gamification. The paper itself makes correlations between this topic and
constructivist learning. Through my research in this topic I was able to identify several
ways that my courses can utilize more game based strategies. Some of them include
finding a gamified typing instruction program, identifying a game to use in a human
geography course that highlights the conflict between Israel and Palestine, and lastly,
finding another mission based game to teacher personal finance. I have not yet used the
personal finance game, but the others were a success in my teaching last year and will
continue to be used going forward.
5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.
LIST OF ARTIFACTS
EDTECH 541 - Integrating Technology into the Classroom Curriculum: Gerstein, Spring 2017
19. Integrating Language Arts to the Economics Classroom (2.2)
20. Video Enhanced Lesson Plan (2.2)
21. Relative Advantage Chart (2.2, 2.5)
22. Assistive and Adaptive Technologies (2.5, 3.6)
EDTECH 542 - Technology Supported Project Based Learning: Rice, Summer 2016
23. Life Under Oppression, Growing Up Under The Wall (3.2)
Other Resource:
26. NASC Committee Survey March-May 2017 (4.2)