Megan Turner

July 23, 2017

EdTech 592
Artifact Rationale Statements

STANDARD 1 - CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.

1.1 Creating: Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches.

Throughout my classes in this program, I have created lessons and material that
utilize a variety of technologies. Each technology has been specifically chosen to
enhance the learning for the students and maintain a more efficient learner-centered
approach. For EdTech 502, I was tasked with creating several instructional webpages.
One of the projects was the creation of a WebQuest and another was of a Virtual Field
Trip. I used several website creation tools such as Dreamweaver, and I learned how to
code with HTML and CSS. Learning how to use these has allowed me to create
websites that fit the needs of my students.
The WebQuest allows small groups to work together at their own pace. This
approach gives them freedom to move throughout the website to access all necessary
materials at any time. The project guides students in constructing their own ideas about
the topic through a combination of individual and collaborative tasks. The educational
environment also allows for students to work within the context of the real world, making
the project a more significant learning experience. As for the virtual field trip, it was
founded on the ideas behind experiential learning, providing students with experiences
in a more real-world context. Watching videos, listening to songs and seeing
photographs of the places the students are exploring helps them better understand the
people and places being studied.

1.2 Using: Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.

The EdTech 541 Instructional Software Integration Lesson uses a variety of

technological resources to support student learning. The lesson is founded on the flipped
classroom approach in which students watch and partake in a TedEd video/lesson,
which will give them the foundational knowledge for the next class lesson. The
remainder of the lesson uses a video, Google docs and presentations, the National
Geographic website, and Quizlet. All of these resources work together to provide a
varied and interactive learning environment. After researching the motivational, visual,
and intermediary benefits of comics supported curriculum in EdTech 535, I created a
comic strip that gives a quick overview of the roles of government. Using this tool
provides students with a resource that is supported by the dual coding theory; this theory
promotes that visual and storytelling techniques strongly support cognitive operations.

1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate

the effective integration of appropriate technologies and instructional materials.

It is important to evaluate the extent to which a certain technology can improve

current teaching practices, and one way this can be accomplished is through the use of
a Relative Advantage chart. For EdTech 541, I created a Relative Advantage chart for
8th grade Social Studies. With this chart, I first determined problem areas within the
curriculum. Next, I found possible technologies to meet the needs of each area, the
relative advantage of each technology, and the expected learning outcomes. Overall, the
advantage of using appropriate technology in social studies is that it not only helps keep
students attention, but it also provides learning opportunities that were non-existent
before the technology boom. There are data tools that are no longer just static, black
and white charts, graphs, and photographs; these are now manipulative, moving
statistics. Understanding how to determine the relative advantage of technologies has
better equipped me with the ability to find the best tools to integrate into the curriculum;
this way, I can be sure these tools will help students learn the material in ways that meet
their individual learning needs.

1.4 Managing: Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve predetermined
goals.

In EdTech 505 I was asked to complete an evaluation proposal titled: Response

to FWL Request for Proposal. Evaluating a program and in turn providing clients with a
report to help them with decisions about buying and using the tools was a new realm for
me. I have only looked at educational programs through the eyes of a teacher, but this
project asked much more of me. By evaluating the efficiency and effectiveness of the
Determining Instructional Purposes program, albeit fictional, I was able to build an
understanding of how to look at school programs from beyond a teachers point of view.
This activity allowed me to effectively study the educational potentials of the training
package as well as consider the financial implications of the program. I was also put into
a management position, in charge of a small team, consisting of myself as the evaluation
specialist, a subject matter expert, and a financial analyst. This activity helped equip me
to later complete an evaluation of the media literacy program at my school.

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

For EdTech 501 I completed a Code of Professional Ethics in EdTech, and in

EdTech 502 I created a Netiquette guidelines page. After reading through the Code of
 Professional Ethics the AECT has created for the field of educational technology as well
as Educational technology: A definition with commentary (Januszewski & Molenda,
2008), I am now able to pinpoint where there is an area that may be breaking into the
realm of being unethical. I have given a formal description of the code of professional
ethics, along with a possible problem in my school and a feasible solution in my essay
titled: Professional Ethics in Educational Technology: Helping New Students Acclimate.
Abiding by rules of Internet etiquette is an important skill for anyone who uses the
Internet as a form of communication. These rules help users understand the importance
of remaining respectful during online communication. The Netiquette page I made was
created for students at The International School of Kuala Lumpur, and it is meant to be
used as a guideline to help students maintain the core values of the school: honesty,
kindness, respect, and responsibility. In being an international school, it is especially
important for the students and faculty to be aware of the cultural norms of who they
interact with so that we can maintain a considerate and ethical educational environment.

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.

2.1 Creating: Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes.

In EdTech 541, I created a Social Networking and Community Building Lesson.

Through this course, it came to my attention that there are still many educational
institutions that create a walled garden Internet experience in which teachers and
students have limited access to many social media websites. These regulations hinder
students from growing as technologically savvy, collaborative individuals. With this in
mind, I have made a lesson that asks students to use some social networking tools that
should be available to educators with restricted Internet permissions. The tasks in this
lesson help students develop their collaborative skills, building their peer learning
community. The main tools used in this lesson include: Padlet, VoiceThread, Google
Slides, Noodletools, and Diigo. These tools allow students to share their own ideas
online, which is often a more comfortable space for introverted students. Once all have
shared their piece, then they have a platform in which they are learning from one
another. All of the technology has been carefully chosen to enrich the learning
environment for the students, providing them with an opportunity to learn how to use
different resources, build their collaboration skills, and ultimately improve the
performance outcomes of the project.

2.2 Using: Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.

For EdTech 541, I created an Internet-Enriched Lesson Plan that specifically

utilizes tools available on the Internet to enhance student learning. After following a BBC
Bitesize lesson, students use Noodletools as well as Gapminder.org. All of these internet
tools are fabulous resources; Gapminder itself offers so many learning opportunities as it
is an educational technology that allows for constructivist, hands-on learning through an
incredible interactive graph as well as videos, articles, and online quizzes.
For EdTech 533 I created a vlog discussing how teachers can use vlogging in the
classroom. I researched the benefits of vlogging in the classroom, so that I could provide
other teachers with ideas that can be immediately implemented to enhance student
learning. When the focus of a project should rely solely on content, rather than other
skills that may limit ones ability to convey their knowledge, vlogging is one example of
how learning can be differentiated to allow students to display their understanding in a
non-traditional format. The creative freedom under the umbrella term of vlogging
provides opportunities for students to choose between many delivery methods, which
embraces the differentiation approach to learning.

2.3 Assessing/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.

Reflection on the adequacy of unit material, tools, activities, and lessons is an

essential part of teaching. In EdTech 542, this was done through my Reflection on
Assessments, which includes a link to the project-based learning assessments page.
Before, during, and after the creation of the assessments associated with the unit, I was
careful to evaluate how these assessments meet key requirements to be effective. I
made sure to include clear performance targets, links to all assessments for student
access, and exemplars of each expectation. I also evaluated the authenticity of the
projects expectations as well as teaching strategies that would be used throughout.
For EdTech 535 I created a gamification project that was inspired by gamification
strategies used by experts in the field. This is discussed in my reflection: Linking case
studies to my gamification project. Using the ideas behind the gamification case studies
not only gave me inspiration, but it also allowed me to evaluate the implementation of
the technology tools I wanted to bring into the project. These studies acted as my own
personal mentors, aiding me in designing a lesson grounded in sound pedagogical
methods.

2.4 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.

During the creation of the project-based unit I made during EdTech 542, I
developed a Visual Project Organizer. Since this webpage is meant to be used by both
teachers and students, it is important that the entire learning community can see the big-
picture for the entire unit. I collaborate with my 8th grade humanities teammates quite
closely. So, when we are developing lessons, it is important that we all clearly
understand our expectations for the students. This organizer is one management tool
 that keeps us all on the same page, and it allows for flexibility during the process, so
individual teachers can see what areas they may want to tweak to meet the needs of
their own students whilst moving all students to the same, or similar final product.
As in most schools, I have students with some needs that go beyond the majority
population. I have students who speak English as a second, third, and even fourth
language as well as students with special learning needs. For EdTech 541 I found ways
to meet some of these needs by researching and developing an Adaptive/Assistive
Technology page. The technologies on this page are management tools to be used by
students with cognitive, physical, and sensory difficulties as well as populations that are
labeled at risk, or gifted and talented. Since I work at a 1:1 laptop school, it makes it
somewhat easier to manage the types of applications available for the students, but the
greatest application of these tools is the flexibility to have different students use different
tools to suit their needs.

2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.

Providing all users with tools that allow them to use computer programs and the
Internet is becoming less challenging with assistive technology. For EdTech 502, I
created a Web Accessibility Tools page meant to provide readers with background
information on what web accessibility entails as well as a list of browser and computer
features available for people with disabilities. These technologies have been created to
allow all users to interact with all computer resources and websites. While researching
assistive technologies, I used the Web Accessibility Initiative Guidelines (WCAG)
created by the World Wide Web Consortium. These guidelines helped me make sure I
was finding tools to meet the needs of a diverse community of users, including those
with visual, auditory, physical, speech, cognitive, and neurological disabilities. To
maintain an inclusive learning environment, it is important to know how to meet the
needs of all students.

STANDARD 3 - LEARNING ENVIRONMENTS

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

3.1 Creating: Candidates create instructional design products based on learning

principles and research-based best practices.

Throughout the creation of the Julius Caesar mini-documentary for EdTech 533, I
was pushed to use best practices to manage many different online tools to find public
domain images, clips, and audio for the video. It was a challenge to find resources that I
was legally and ethically able to use in my own video. This process helped me evaluate
the material to create an effective learning environment for the students who will be
watching the film. I learned many new skills for producing and narrating educational
videos and will be able to implement these skills when facilitating students who are
making their own videos. Although there are mini-documentaries available online,
creating my own allowed me the freedom to include only the information needed for the
purpose of my lesson.
For this same class, I also created The Outsiders YouTube Playlist Lesson. This
lesson was designed to align with the cognitive learning domain as it focuses on facts,
concepts, and analysis. As a part of this lesson, students are being asked to use higher
order thinking skills, as they are analyzing and synthesizing the material from the novel
and the videos presented in the playlist.

3.2 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.

For EdTech 505, I completed an Evaluation Design Matrix that maps out how to
plan and organize the evaluation of tools used in an 8th grade Media Literacy class. This
table includes evaluation questions, activities to observe, the data sources, population
sample, and data collection methods, as well as who is responsible for collecting and
analyzing the data for a specific audience. This practice of evaluation design helps
determine the effectiveness of class tools and activities.
During EdTech 533, I was introduced to the effectiveness of using videos as
teaching tools. According to the Cognitive Load Theory, our working memory has two
channels: visual/pictorial and auditory/verbal. Educational videos that focus on specific
content (so cognitive load is not maxed out) enable the integration of new information
into pre-existing knowledge. This is what led me to create an Allusions PowToon video.
The concept of allusions is one that is repeatedly addressed in language arts, so it is
important for students to understand what they are. Providing a video that students can
return to gives them easy access to review the information. The video is meant to attract
and hold the attention of the learners as the video provides vividly colored animations
along with audio and textual information.

3.3 Assessing/Evaluating: Candidates use multiple assessment strategies to collect

data for informing decisions to improve instructional practice, learner outcomes, and the
learning environment.

For EdTech 505 I created Hitting the Mark with Data Analysis. This presentation
communicates the research behind data analysis methods presented in The ABCs of
Evaluation (Boulmetis & Dutwin, 2011). It was this information that assisted me in
completing an Evaluation Report of a Media Literacy class. Based on Boulmetis and
Dutwins information about data analysis, I concluded it was pertinent to conduct the
evaluation using qualitative data (2011). For my purposes, it was best to determine the
median of multiple choice test scores and scaled questions as well as analyze
responses to open-ended questions to help determine whether or not students were
meeting the objectives of the class. Focus questions that drove the evaluation were
based on whether they learned the material and if there had been a change in their
understanding. The findings from the evaluation, as well as teacher and student
feedback, were used to determine how to improve instructional practices to enhance the
learning environment and help learners meet the learning goals of the class.

3.4 Managing: Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

For EdTech 501, I conducted a technological maturity evaluation and

summarized my findings in this School Evaluation Summary. This evaluation determined
which phase the selected school is in, in terms of its technological maturity. In order to
conduct the study, I looked at the following: administrative filter, curricular filter, support
filter, connectivity filter, and innovation filter. The findings are meant to help determine
areas for improvement in learning and performance aspects of the technological
structure and available tools of the school. It was interesting to analyze the behind-the-
scenes systems the school has to support and continue to develop their integration of
technology. I found it important information that I feel would be useful for all teachers to
understand so that they can see the bigger picture of how the institution is working at
maintaining an intelligent technology program. Although we have an entire technology
department for my school, it would be beneficial to get more teacher feedback about the
program to help administrators make informed choices about the technology we will be
using with students.

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.

Plagiarism is an issue that many students today do not instantly understand to be

a question of ethics. All of my students have grown up with an Internet in which copy and
paste is a part of their everyday social media use. This is why it was important to create
a Plagiarism Scavenger Hunt for EdTech 502. This digital scavenger hunt focuses on
teaching students general information about plagiarism as well as providing guidelines
for avoiding plagiarism. Students are often asked to use quotations, pictures or video,
and researched information in school, so it is incredibly important for them to know how
to properly cite their sources and give credit to the original creators. The scavenger hunt
puts the learning into their own hands so that they hunt for the answers and provide
examples. The hands-on experience is meant to mimic their every-day Internet use,
therefore making it more engaging for the students.

3.6 Diversity of Learners: Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.

The Adaptive/Assistive Technology page created for EdTech 541 is meant as a

guideline to help others understand the importance of offering assistive technologies to
meet the needs of a diverse population. All learners must feel they are provided with
 every opportunity to meet educational standards. This is why this page is a good
example of how educators can use technology to maintain an accessible learning
environment that empowers learners. This page includes technologies for learners with
cognitive, physical, and sensory difficulties as well as the at-risk and gifted and talented
population. These tools are not only beneficial for students with special needs, but many
of them are also helpful for the general student population. There are many times when
technology adapts to a wide variety of needs, so all learners can be working with the
same device or resource, yet it is a differentiated experience for each student.

STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS

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

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.

For EdTech 503, I developed an instructional design project focused on a

program with the goal: after eighty minutes of instruction and practice, learners will be
able to import YouTube video clips into iMovie and create a rolling script title page using
MLA citations for each source. I collaborated with a subject matter expert, or SME,
during the evaluation process. This is discussed in part IV of the report. The SME gave
me invaluable feedback about the design of the lesson. His suggestions helped me bring
clarity to any sections that could be misinterpreted, he found areas where the
information could be front-loaded to cut-down on empty time, and he helped me
reconfigure the objective of the lesson so that there would be a greater impact on the
learners. His expert analysis filled in any gaps my initial design contained. I also used
the mentor text: Streamlined ID: A Practical Guide to Instructional Design (Larson &
Lockee, 2014), to help me understand how to successfully create an effective
instructional design project. I am a strong believer in the power of collaboration, so this
process of working with peers and experts was important in my growth as an effective
educator and instructional designer.

4.2 Leadership: Candidates lead their peers in designing and implementing technology-
supported learning.

Each year, the New Media Consortium presents a report analyzing emerging
technologies in education. For EdTech 501, I was asked to read through the NMC
Horizon Report 2014 K-12 Edition. I found many exciting technologies, and amongst
them I found myself drawn to the Open Educational Resources section. It was in this
section that I found a website with resources that align with my current curriculum;
therefore, I contacted my curriculum leaders about the prospects of the website and
offered to do further research into the possibilities of its use. After working with the tool
and developing ways it could be used by mainstream classroom teachers, learning
resource teachers, and English as a second language teachers, I gave a presentation,
ThinkCERCA.com: Review of Resource, to the curriculum team. While explaining the
possibilities of this tool, several teachers were interested in learning more about the
resource, which led us to work collaboratively in creating lessons. Another leadership
artifact is from EdTech 537 in which I maintained an EdTech & 8th Grade Humanities
Blog. The purpose of this blog is to provide a range of different resources within the
realm of using engaging activities and technology with middle school students. The blog
also includes commentary on emerging technologies in the field of education.

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.

Throughout this EdTech program, I kept a learning log in which I would write
reflections about classes and projects I had completed. These reflections connected
educational theories and materials covered in the class to either AECT standards or a
discussion of how I plan to use the newly learned material with my students and
colleagues. My reflections analyze the effectiveness of lessons, videos, essays, or
games I had created and discuss what I could do to make improvements.
One example of the types of reflections I would write during many of my classes
are those found in this Reflections Folder from EdTech 535. This folder is filled with the
different reflections I wrote after reading articles about gamification theories, watching
videos, or finishing sections of Whittons Digital Games and Learning: Research and
Theory (2014). These materials provided me with significant facts and opinions about
digital games and learning that took much reflection and discussion with classmates for
me to feel confident about implementing effective, research-backed gamification
strategies.

4.4 Assessing/Evaluating: Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.

For EdTech 542, I included an Assessments page on the project-based learning

website that links to all the assessments given during the project. These assessments
provide a range of ways students can show their understanding through both formative
and summative assessments. Each assessment links to standards and benchmarks
each student is expected to meet by the end of the project. These can also be found on
the website, on the Student Learning Guide page.
For EdTech 505, I wrote a Response to FWL Request for Proposal in which I
explained how an evaluation for the companys Determining Instructional Purposes
program would be administered. This evaluation proposal followed the Decision-Making
model to develop a structured analysis of the programs training package and the
financial implications. Each area of focus is broken down in specific questions that will
be addressed in the evaluation as well as an explanation of how the evaluation will be
 conducted. This evaluation will help the company determine whether or not their
instructional activities align with their learning goals.

4.5 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.

For EdTech 501, I created a Digital Divide/Digital Inequality VoiceThread in

which I give background information about the topic as well as areas in which my school
is currently impacted. For each issue that my school has in terms of digital inequality, I
also propose a possible solution to the problem. This presentation gives an overview of
the issues behind the digital divide that our world faces as well as provides a reflection
about how even in a 1:1 laptop school such as mine; there are always areas for
improvement. In order to maintain a technology-rich program, all ethical problems must
be explored and solutions implemented. As an educator, it is my duty to sustain a safe
and productive environment. All students needs must be addressed before learning can
take place, and if we just continue to push technology at students who have not been
taught how to use it properly, then the whole purpose of using technology is lost. All
learners must feel they are on the same playing field, so they are not left behind.

STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning
and improve performance.

5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications
and technology.

Educational theories were discussed throughout each class in this program, and
one example of this is the essay I wrote for EdTech 504: Principles of the Cognitivist
Learning Theory in Education and Technology. I constructed this essay after a multitude
of readings and discussions about learning theory. This artifact shows my understanding
of several learning theories and how they are connected to educational technology, but
the major focus is on the Cognitive Learning Theory. The research I conducted for this
essay helped me even when this piece was finished; I was able to gain in-depth
knowledge of past and current theories as well as assemble a list of useful resources.
For instance, for my own understanding, I went back to one of the resources I used in
this essay: Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from
an Instructional Design Perspective (Ertmer & Newby, 2013) because it provided me
with a great review of these theories as I continued my exploration of emerging
educational technologies.

5.2 Method: Candidates apply research methodologies to solve problems and enhance
practice.
 The first artifact I have for this standard is a presentation I made for EdTech 505
titled The ABCs of Evaluation Synopsis and Opinions. This provides an overview of
major ideas presented in the book The ABCs of Evaluation by Boulmetis and Dutwin
(2011), along with my opinion about the information. This text was one of the major
resources that helped me understand and implement proper research methodologies
when I conducted a program evaluation. Before this class, I had not evaluated a
program before, and it is from this practice that I now have a better understanding of the
importance of measuring the efficiency, effectiveness and impact of a program
(Boulmetis & Dutwin, 2011).
The second artifact is part II of the Instructional Design Project I created for
EdTech 503. This project was executed by following research methodologies to
determine how to design lessons that will meet the needs of the learners. The design
begins with a needs assessment survey to determine what the learners already know
and what they need to know. Based on this data, as well as information about the
school, equipment and facility availability, the teachers characteristics, as well as the
current curriculum, an informed instructional design process is implemented. This
method makes sure that what is being taught is needed, is done so in a manner that will
reach all students, and has a lasting impact on the learners. This process enhances the
practice and provides educators with data to prove that what they are teaching and how
they are teaching it is needed and effective.

5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance.

For EdTech 504, I created an Annotated Bibliography about Selected Research

on Cognitive Learning Theory and Technology. This bibliography contains a list of
references that serve to analyze the relationship between the Cognitive Learning Theory
and educational technology. I combed through each resource to assess the relevance of
the material and its connection to the learning theory focus. This process served as the
beginning stages of writing a more in-depth essay about this topic. Through my
research, I realized the cognitive learning theory is applied quite often in contemporary
education, which supported my decision to perform further inquiry about this learning
theory. Through this process, I was able to develop foundational knowledge, which
helped me analyze the use of technology in connection with a cognitivist-learning
environment. Creating an annotated bibliography was a great first step for the final
technology and learning theory essay.

5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.

The synthesis paper I composed for EdTech 504 was a culminating essay of the
extensive research I did about the Principles of the Cognitive Learning Theory in
Education and Technology. This essay adheres to the Boise State guidelines of
 academic integrity. All work was completed on time and heeds the Student Code of
Conduct and United States copyright laws. Resources are cited using proper APA
formatting rules such as margin width, font type and size, headers, in-text citations,
reference list and page numbers. Each resource was properly evaluated to determine
the reliability of the author(s), the quality of the material, the accuracy of the statements,
and the relevance of the information presented. During the writing process, this paper
was also reviewed by a peer, then carefully examined and redrafted to be sure it follows
all guidelines. This was the first peer reviewed essay I have written, and the process of
not only reviewing anothers paper but having mine reviewed showed me how critical
this process is in presenting an article that adheres to the ethical responsibility of
researchers. It is important to allow ones work to be examined by peers and then take
their feedback to enhance ones own practice.

LIST OF ARTIFACTS

EDTECH 501 - Introduction to Educational Technology: Parlin, Fall 2014

1. Code of Professional Ethics in Educational Technology (1.5)
2. School Evaluation Summary (3.4)
3. ThinkCERCA.com Review of Resource (4.2)
4. Digital Divide/Digital Inequality VoiceThread (4.5)

EDTECH 502 - Internet for Educators: Lowenthal, Spring 2015

5. WebQuest (1.1)
6. Virtual Field Trip (1.1)
7. Netiquette (1.5)
8. Web Accessibility Tools (2.5)
9. Plagiarism Scavenger Hunt (3.5)

EDTECH 503 - Instructional Design: McGrath, Summer 2015

10. Instructional Design Project - Part IV (4.1)
11. Instructional Design Project - Part II (5.2)

EDTECH 504 - Theoretical Foundations of Educational Technology: Yang, Summer 2016

12. Principles of the Cognitive Learning Theory in Education and Technology (5.1, 5.4)
13. Annotated Bibliography about Selected Research on Cognitive Learning Theory and
Technology (5.3)

EDTECH 505 - Evaluation for Educational Technologists: Thompson, Spring 2016

14. Response to FWL Request for Proposal (1.4, 4.4)
15. Evaluation Design Matrix (3.2)
16. Hitting the Mark with Data Analysis (3.3)
17. Evaluation Report of a Media Literacy Class (3.3)
18. The ABCs of Evaluation Synopsis and Opinions (5.2)
EDTECH 533 - YouTube for Educators: Snelson, Fall 2016
19. Vlogging in the classroom (2.2)
20. Mini-documentary (3.1)
21. The Outsiders YouTube Playlist Lesson (3.1)
22. Allusions Powtoon Video (3.2)

EDTECH 535 - Digital Engagement for Learning: Baek, Spring 2017

23. Comic Strip (1.2)
24. Linking case studies to my gamification project (2.3)
25. Reflections Folder (4.3)

EDTECH 537 - Blogging in the Classroom: Barbour, Summer 2016

26. EdTech & 8th Grade Humanities Blog (4.2)

EDTECH 541 - Integrating Technology into the Classroom Curriculum: Gerstein, Fall 2015
27. Instructional Software Integration Lesson (1.2)
28. Relative Advantage Chart (1.3)
29. Social Networking and Community Building Lesson (2.1)
30. Internet-Enriched Lesson Plan (2.2)
31. Adaptive/Assistive Technology (2.4, 3.6)

EDTECH 542 - Technology Supported Project Based Learning: Rice, Summer 2015
32. Reflection on Assessments (2.3)
33. Visual Project Organizer (2.4)
34. Assessments page (4.4)

EDTECH - All Classes

34. Learning Log: August 2014 - May 2017 (4.3)

References

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