Greg Larsen

3/27/18
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.

In EDTECH 502, I had my first exposure to Dreamweaver. In this class I created the
EDTECH 502 web page. The artifact and class focused on the use of code to create a
webpage. Learning html code and CSS is a skill that will become very useful in my
class. The ability to design and create websites can help me create products for my
classroom. I could create an online home page, class, or assignment for my students to
view. This knowledge also gives me a new content area that I could teach to students. I
currently teach physical education, but this may open up new electives that may be
taught at my school. Classes that focus on using dreamweaver and learning html could
be something that I could explore. I could also use this if I ever wanted to become a
technology coach in the district.

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 502 Jigsaw activity focused on learning the main exercises in my fitness
class. The class is divided into four groups. Each group is assigned to one of the four
main exercises. The activity gives students online resources to learn more about the
exercises. This activity meets the standard by supplying resources for students to learn
more about the content.

The EDTECH 502 Webquest activity uses online resources to tackle a topic that needs
to be addressed in class. The exercise starts with students researching about the topic
and then using the information learned to create a project. The topic that I chose was an
aspect of flag football. The students were asked to research about the offensive side of
flag football. Each student becomes an offensive coordinator. The resources that are
provided help the students to enhance their knowledge of offense in flag football. Many
students do not understand all of the intricacies of flag football. The webquest can help
students understand these rules before they actually play the game during class.

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

the effective integration of appropriate technologies and instructional materials.
There are many different tools that can be used in the classroom. It is important to
assess these tools and check that they are effective. Being a physical education
teacher, some tools may not have the same effectiveness in a gymnasium as they would
in a classroom. EDTECH 504 gave the opportunity to research the use of multimedia in
physical education. The final synthesis paper that was created in EDTECH 504 allowed
me to evaluate if the use of multimedia in physical education class is an effective
strategy to learning the content. The research of articles showed me different ways that
multimedia can be integrated into a physical education lesson. The articles provided
data to determine whether the use of multimedia had an effect on the learners. I was
able to assess these articles and evaluate whether the use of multimedia is appropriate
for physical education. After assessing this data, I was able to determine that the use of
multimedia was just as effective as a traditional classroom setting.

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

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

Creating an evaluation plan is a complex task. The Response to RFP (Request for
Proposal) was the task of creating an evaluation plan. Although this was a hypothetical
situation, it was still an important lesson in the ability to manage. This artifact falls under
this category because it required me to create a faux company to manage an evaluation.
There are many different things to consider when creating a plan for an evaluation. The
designer must consider who the personnel will be for the plan and what their
responsibilities are. Then the schedule can be made to show when each event will
occur during the plan. The designer must also create a budget. The cost of the
evaluation could depend on how much each person will work, travel expenses, supplies
needed, and any other things needed for the evaluation.

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

In EDTECH 502, I had the opportunity to create a Netiquette page for students using the
internet. Students using social media or texting friends can use communication that may
not be appropriate in a professional environment. This assignment was created for
students in a high school classroom. The netiquette page provides students with
guidelines for students to follow when they are communicating in an online environment.
Some of the key rules to follow from the page are being respectful and polite to others
while sending emails or messages. If you would not say it to their face, you should not
say it in an email. Using these rules can create strong communication skills. These
guidelines will help students abide by the code of ethics in the professional community.
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.

There are many different strategies that can be used to incorporate online learning into a
classroom. In EDTECH 512, I created 5 modules for my physical education class. Each
module states the expected outcomes of the unit. Many of the online lessons that are
included in the modules have short assignments attached. These short assignments
give the teacher the chance to check for understanding of the material. It gives the
teacher the chance to reinforce material if they do not understand it. Getting homework
in physical education is a new occurrence. The assignments have to be short and quick.
The modules are also equipped with an online discussion that students are required to
participate in. This gives students the opportunity to improve learning by discussing the
material in a forum with their peers.

2.2 Using: Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.

I created a Digital Learning Experience (DLE) in EDTECH 521. The assignment

allowed me to create a lesson using technologies that were appropriate for my
classroom. The students were asked to research the five fitness components. The
website has pages devoted to each of these components. The pages have videos and
links that provide content for the students. The students were then asked to create an
overall health plan. The creation of the health plan required students to use
technologies that were appropriate to the content. A presentation needed to be created
for the health plan. The presentation had to be created using Prezi, Voicethread, or
Adobe Spark. A diet plan needed to be constructed using Myfitnesspal. This application
allows users to create an eating plan to follow and see the nutritional value that the user
consumes. Students were also asked to create a training plan in google docs.

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.

In EDTECH 503, I created an instructional design project. This project included a Needs
Assessment of the content that was covered for the project. The project focused on the
game of pickleball. I created a survey to test the students’ knowledge of the game of
pickleball. The questions focused on the skills, rules, and scoring. The survey also had
questions on how many years of experience the student has with pickleball. After
collecting this data I was able to develop a unit of instruction that meet the needs of the
 students. This inquiry process provided valuable information to implement a plan for the
project.

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.

The Digital Teaching Tools Lesson that I produced in EDTECH 521 showed the ability to
use appropriate technological resources. This lesson focuses on the weight training
class. The objective of the lesson is to learn the proper steps to execute the squat. The
students were given a presentation, video, and internet resources to research the squat.
The variability of resources provides flexible and diverse learning for the students. By
the end of the lesson, students will create an infographic that explains the main points of
the squat. The students will upload these infographics to Padlet for other students to
view. The other students will have the ability to comment on the different graphics to
help provide feedback. Placing all of the graphics in one place to view and comment
provides a supportive learning community.

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

Many schools in the country are starting to become 1:1. This means each student in the
school has an electronic device that can be used for school activities. The Digital Divide
artifact explores the inequality of technology in Idaho. Digital divide is the inequality of
access or use of technologies in a geographical region. Many times this is determined
by socioeconomic status. I worked with four other students to work on this project. We
used the presentation software, Prezi, to create this project. We researched how many
students in Idaho had the capabilities of using an electronic device and wifi. After
collecting the data, we proposed ideas to shrink the digital divide in Idaho. This artifact
showed different ways that everyone in our society could use a device or the internet.

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.

The use of infographic can be a useful way to incorporate images with text. In EDTECH
506, I created a graphic highlighting the use of Shape in the design. The scoring in the
game of badminton can be confusing. I developed this graphic to highlight the main
points that students should know about the score in badminton. The design of the
infographic was made using rectangles. "Squares and rectangles can contain
information, facilitate comparisons, focus attention, and show hierarchy." (Lohr, 2008, p.
250) The rectangles helped organize information and focus attention in certain areas.
This graphic could also be used during class to be used as a reference for scoring. This
could be considered "Just in time: information that is made available at the time of need
rather than in a formal training session" (Lohr, 2008, p.248). This artifact meets the
standard by containing research-based practices to deliver information.

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.

The Moodle Online Lesson that I designed in EDTECH 522 uses effective practices to
teach the squat technique. I have used moodle on the student side during my time in
the MET program. This artifact gave me the chance to use the teacher side of moodle.
This lesson utilizes different resources for the students to use. The students can find the
best way for them to learn the information using the links provided. There is an article to
read and two videos to watch that give the content needed to complete the assignments.
Students create a rubric for correct squat form and then should record themselves
performing the squat. The video is posted to the discussion forum and students give
feedback to their peers using their rubric.

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.

Teachers need to verify that the content that they are teaching is being learned. In
EDTECH 521, I developed Digital Assessments for my DLE. While creating this artifact, I
learned that there are different levels of assessments. The first assessment was an exit
slip. I created this assessment in google forms. This is an informal assessment that
gives me a check for understanding of the information. Google forms has templates
available for exit slips. The second assessment was a formative assessment that I
made with Kahoot. This software formulates questions and creates a game for the
students to test their knowledge of the content. I also made a summative assessment
using Proprofs. This artifact meets the standard by creating 3 different assessment
strategies to improve learner outcomes.

3.4 Managing: Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

The EDTECH 512 Online Course is a 5 module physical education course. This course
maintains a technology infrastructure by featuring many online tools and resources to
use. Students can access the syllabus on the home page. The schoolwide gradebook
has been linked to the online course and can also be accessed through the home page.
The lessons contain videos that can be watched through YouTube. The assignments
 are completed through google forms. These online tools create mechanisms that helps
meet the standard.

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.

I was able to learn more about Fair Use and copyright during my time in this program. In
EDTECH 502, I created a Copyright Scavenger Hunt. This artifact was made for high
school students to understand Fair Use, copyright, and public domain. I created a web
page that consisted of an activity that has questions for students to answer. The web
page has links to resources that have information about copyright. The students can
use these links to find the answers on the for the scavenger hunt. This is important
information for students to understand about ethics. Students also need to learn that
they are breaking the law by using someone else’s work without their permission. After
students complete this activity they will have a better understanding of what is ethical
and legal to use.

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

learners with diverse backgrounds, characteristics, and abilities.

Teachers need to make sure that they provide the resources for all of their students to
be successful. In EDTECH 502, I developed a Web Accessibility page. Some students
may have disabilities that may hinder their learning, but the use of a tool could help. The
artifact has links to the definition of web accessibility and gives guidelines for designer to
follow when creating a web site. The web accessibility page gives links to different tools
for students with disabilities. It also has links that can check a web page to see if it
passes accessibility guidelines. These tools can help with auditory, visual, and cognitive
disabilities. Awareness of the guidelines of web accessibility can help me design web
pages that are universal for all learners’ abilities.

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.

In EDTECH 503, I developed an Instructional Design Project with a subject matter

expert. The instructional project that I chose was a pickleball unit. Pickleball is a game
that resembles tennis and uses paddles and plastic balls with holes in them, called
pickleballs. The project involved the collaboration with a subject matter expert (SME).
The SME for my project is the head of the physical education department at my school.
The physical education department at our school has been teaching pickleball for many
years. I created a project that took a different approach to teaching the content. The
plan used a flipped classroom approach. The students watched short videos on the
skills of pickleball on their own time. The students then discussed the videos in class
and practiced the skills. The SME was asked to complete a survey on the unit and
provide feedback. He was able to give quality feedback on the unit and offered some
ideas to improve the unit. The collaboration with my peer helped me see some flaws in
the unit and how I could make it better.

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

In EDTECH 503, I collaborated with two other students to lead a discussion. The
discussion started with the Leading Group Voicethread Presentation. My partners and I
had to create a presentation that covered a case study on an instructional design
problem. Each group member played the part of a stakeholder in the case study. Then
the group came up with solutions to the problem. At the end of the presentation, we
asked questions for our peers to answer in a group forum. As one of the group leaders,
our job is to give feedback on the answers from our peers. We also had to give our
opinions and help our peers dig deeper into the case study. This was a good exercise
for me because it was something that I was not familiar with. I have never been on the
leadership side of the discussion forum. This is good practice to learn how to lead a
discussion if I ever wanted to become an online teacher.

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 EDTECH 522 class dealt with adult online learning. During this class I was asked to
reflect on what I have learned in a Reflective Blog. These posts focused on new
technology tools and learning principles that I used for the assignments. The blog gave
me a chance to reflect on using tools like moodle, google classroom, and Youtube. I
also blogged about learning principles like andragogy and blended learning. These
posts can be helpful to go back and read in the future when I may want to use a
technology tool for a new assignment. Reflecting on the artifacts that I created gave me
an opportunity to ponder how I might use this in my own teaching in the future.

4.4 Assessing/Evaluating: Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.

The EDTECH 503 instructional design project included an Evaluation Plan. This plan
used the Kirkpatrick’s four-level evaluation model. The four levels include learner
 reaction, learning, behavior, and results. These four levels helped me create a
comprehensive evaluation plan that will help me make adjustments in the future. The
project focused on a pickleball unit for 9th and 10th grade students. One of the tools I
used to check for knowledge of the pickleball skills was google forms that asked
questions about each skill. Another assessment was a quiz at the end of the unit that
focused on skills and rules of pickleball. The assessments align to the learning goals
and activities that were included in the unit.

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.

The EDTECH 502 Netiquette page was developed to help convey ethical behavior while
using the internet. This page gives students guidelines to follow when communicating on
the internet. It is important for people to be reminded that when they are communicating
in an online forum that there are humans on the other end. The netiquette page reminds
students that you should communicate online as if you were communicating in person.

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.

In EDTECH 504, I was able to research many different theories related to learning.
Teachers need to know that there are different ways to learn material. Some teachers
may get “stuck in their ways” when teaching content over a period of time. Researching
current theory in educational learning may bring more growth to students. I researched
the multimedia principle in physical education. I then produced the Final Synthesis
Paper on my findings. This artifact meets the standard by researching the use of
multimedia in the area of physical education. This artifact contained sources from peer
reviewed articles. Multimedia involves using images with text. This paper helped me
dive further into theories of learning that interested me. The use of multimedia in my
content area is something that worked cohesively together. Using the cognitive theory of
multimedia will help bring instructional aids to my students. I plan on using Piktochart
and Photoshop to create quality multimedia artifacts. The artifacts can feature important
content on skills, rules, and boundary lines.

5.2 Method: Candidates apply research methodologies to solve problems and enhance
practice.
In EDTECH 501 I created an Annotated Bibliography. This artifact focused on the use of
the flipped classroom approach in the classroom. I researched peer reviewed articles
that detailed the use of the flipped classroom approach. This approach uses a strategy
of giving the content to students before class. This strategy commonly uses short videos
as a way to deliver the information. Class time is then converted into a time to discuss
the content or becomes time for activities that include the topic. Homework can be done
in class and the teacher becomes a facilitator of discussion and can help with problems
during activities. This type of strategy is one that can enhance my physical education
classes. Giving the information before class, gives students more time to practice the
skills and rules of the game during class. The annotated bibliography gives me
informative research on this strategy.

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

evaluating processes and resources for learning and performance.

In EDTECH 505 I created the Evaluation Plan. I evaluated a fundraiser that the football
team uses to earn money for the program. The plan consisted of formal inquiries to
evaluate the fundraiser. All stakeholders were taken into consideration when creating
this plan. Procedures that were used to create the plan were surveys given to coaches,
parents, and players involved in the fundraiser. An interview was given to the head
coach and leader of the fundraiser. These inquiries gave vital information to the leader
of the fundraiser. This information showed if this fundraiser was worth the effort to
continue in the future. It also gave insight into changes that could be made to improve
the process of the fundraiser.

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

In EDTECH 504 I created an Annotated Bibliography. This artifact includes information

on the use of multimedia in physical education. The research process for this document
involved finding peer reviewed articles that include the topic. Filtering the search in
through the Boise State Library made it simple to find resources to fit my needs. I used
APA standards while developing the bibliography. This artifact gave me knowledge of
how to research information that is reliable and is backed by the professional
community. I can use these guidelines in my future teaching to explain what are
acceptable resources and also explain how to cite using APA formatting.
LIST OF ARTIFACTS

EDTECH 501 - Introduction to Educational Technology: Schroeder, Summer 2016

1. Digital Divide (2.5)
2. Annotated Bibliography (Standard 5.2)

EDTECH 502 - Internet for Educators: Scoresby, Summer 2016

3. EDTECH 502 Web Page (1.1)
4. Jigsaw (1.2)
5. Webquest (1.2)
6. Netiquette (1.5, 4.5)
7. Copyright Scavenger Hunt (3.5)
8. Web Accessibility (3.6)

EDTECH 503 - Instructional Design for Educators: Instructor, Fall 2016

9. ID Project: Needs Assessment (2.3)
10. ID Project with SME (4.1)
11. Leading Group Voicethread Presentation (4.2)
12. ID Project: Evaluation Plan (Standard 4.4)
EDTECH 504 - Theoretical Foundations of Educational Technology:Trespalacios, Spring 2017
13. Final Synthesis Paper (1.3,5.1)
14. Annotated Bibliography (Standard 5.4)

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

15. Response to RFP (1.4)
16. Evaluation Plan (Standard 5.3)

EDTECH 506 - Graphic Design for Learning: Parlin, Spring 2017

17. Shape Infographic (3.1)

EDTECH 512 - Online Course Design: McGregor, Fall 2016

18. 5 Modules (2.1)
19. Online Course (Standard 3.2)

EDTECH 521 - Online Teaching in the K12 Environment: McGregor, Summer 2017
20. Digital Learning Experience (2.2)
21. Digital Teaching Tools Lesson (2.4)
22. Digital Assessments (3.3)

EDTECH 522 - Online Teaching for Adult Learners: Ching, Fall 2017
23. Moodle Online Lesson (3.2)
24. Reflective Blog (4.3)

References

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.). Upper Saddle River,
NJ: Pearson Education.