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.
EDTECH 502 Virtual field trip site I created a virtual field trip that takes students to the Smithsonian National Zoological Park. Students travel through the different exhibits available in the zoo. Side trips are also available for students to view web pages that provide information, photos, and videos of the actual animal habitats, such as the African Savannah. I used the virtual field trip format to allow students to design their own learning by choosing the exhibits and external pages they wanted most to see. This interactive capability provides an engaging environment that will help students learn from a zoo and actual habitats that they may not otherwise be able to visit. My students have thoroughly enjoyed taking this virtual trip. They tell me that their favorite page is the Panda Cam. Students have asked for more virtual field trips, so it is easy for me to see how this will impact my students.
EDTECH 506 Final Project: Web Site EDTECH 506 was all about creating graphics that help learners grasp concepts and discern meaning and content. Toward that end I designed and drew graphics to support a unit on the techniques involved in using Adobe Fireworks CS6. For the final project, I created a Fireworks CS6 tutorial website that contains most of the images throughout the course. Also, instead of using a template for the web site, I created it from scratch. The site works together with the incorporated graphics to lead learners through Fireworks CS6 step by step. Creating a site from scratch, particularly a site that employs CSS, would not have been possible without the skills I have learned in the M.E.T. program. I have used these web development skills directly in my current position. Learning to program in HTML, CSS, and App Inventor also helped to develop the way I approach other problem-solving. Being able to create this site from scratch was actually a culmination of several classes I have taken. I have also been able to utilize the programming and troubleshooting skills in my current job as we are increasing the campus wireless network and adding GAFE over this summer.
1.2 Using: Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
EDTECH 503 Final Project: Communicating Effectively Using Google Slides During EDTECH 503 I created a professional development unit to introduce teachers to Google Apps in general and Google Slides in particular. Before I began writing the unit, I created a survey in Google Forms to determine which skills the target audience needed to review or develop. Survey results indicated that a majority of teachers had only minimal exposure to Google Apps for Education (GAFE), so I used Google Slides as the introductory app. I created one slide show to introduce the materials and another slide show to use as an evaluation tool. This approach provided participating teachers with several examples of how to use Google Slides in the classroom. The unit also required teachers to collaborate on the final slide show, further adding to their skillset to help support their use of Google Slides in the classroom. I chose Google Apps for Education because of its popularity in schools around the world. Target audience members had only been exposed to GAFE in a haphazard fashion, which meant that they did not have the pedagogical tools to meet their students’ needs with regards to this popular Web 2.0 tool.
EDTECH 554 Communication EDTECH 554 provided me the opportunity to use several tools I had not previously used. Podcasting was one of the tools that I have dabbled in, but not used for education. For this project I created a series of four podcasts that I designed to help teachers make the transition to the twenty-first century classroom model. For each podcast, I selected several Web 2.0 tools to showcase, including many that were new to the target audience. To make the podcasts easier to listen to, I added music and special effects. To make the recordings, I used SuperSonic voice recorder and the free audio recording tool, Audacity. I embedded the audio tracks on the Communication web page of my eDossier, which I created for EDTECH 554. Creating a simple podcast is easy and free or inexpensive. I will be playing these podcasts for our teachers in a series of professional development sessions that will introduce them to podcasting and to all the tools I mentioned in the podcasts themselves. One way teachers can use podcasts of classes is to record the classes themselves, then podcast them to homebound students. That way the student who is unable to come to the classroom can still be a part of it. Podcasting is an excellent tool to enhance the education that our students receive.
1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
EDTECH 501 Evaluation Summary In this introduction to educational technology and to the M.E.T. program, I was tasked with evaluating the current state of technology at my school. I evaluated all aspects of the school technology program, from support and planning through policy-making and implementation. To perform an effective evaluation, I researched our school demographics as compared to the demographics of our geographic community. This was important because we are a private school and our student body comes from within and outside of our geographic community. I also evaluated the policies that we have in place and their level of implementation. I felt it was important to note the differences between written expectations and actual practice to better understand student progress in educational technology. The same holds true for the level of technology integration happening in our school.
I asked my administrator to complete a checklist on the Maturity Model Benchmarks so we could compare our perspectives. We met to discuss the benchmarks and the results of my evaluation. I recommended that we review the current policies and make minor adjustments. I also recommended that we seek ways to encourage further development of technology integration. Finally, I recommended that we work to improve the campus infrastructure to allow for more robust technology integration while we help teachers grow in their understanding of when, how, and why to integrate technology. This last factor was an important part of the recommendation. Teachers need training to understand that integrating technology involves using technology that is invisible, rather than technology being the focus of the lesson.
EDTECH 505 Final Evaluation Report My focus in preparing this report was to evaluate the effectiveness of the Google Apps for Education training that I delivered to my fellow teachers. We implemented the training that I designed in EDTECH 503. For delivering the training I used Google Slides, Google Forms, and Google Docs. I chose these apps for two reasons. First, the training served as an example to help teachers visualize ways GAFE can be used in their classrooms. Second, it required that teachers have their hands on the apps during the training. This level of integration was particularly important in assessing the progress teachers made in the training session. Since I was delivering the presentation, I designed a formative evaluation survey for my administrator to complete during the training. I asked her to inform me while the workshop was in progress if she could see that a certain topic was not understood. She also completed a paper survey and provided me with the results and her explanation at the end, adding to the summative evaluation. I designed a collaborative Google Slides presentation for all teachers to contribute to at the end of the training. The final piece of the summative evaluation, I requested that teachers invite the administrator to visit their classes when they presented to their students the Google Slides presentation they had developed during training.
1.4 Managing: Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
EDTECH 552 Networking Infrastructure During EDTECH 552 I spent a good deal of time learning how to manage and manipulate a campus network. We run a Windows Active Directory Domain on campus that supports PCs, MacBooks, iPads, and Android tablets, so this class was immediately helpful in my current position. One of the techniques I learned in EDTECH 552 dealt with increasing the number of IP addresses that are available on a network. The timing was perfect because our campus network was running low on IP addresses. When I applied what I learned in EDTECH 552, the administration was able to improve and expand the campus network infrastructure, which provided more flexibility for teachers when using mobile devices. This improvement and expansion was free because it only required technical knowledge that I gained from taking EDTECH 554. Again this summer I was able to use my knowledge of subnets to further improve and expand the campus wireless network. To make this happen we needed to purchase more wireless access points, which were available at a reduced rate through online retailers.
EDTECH 554 Technology Rollout For one of my EDTECH 554 projects I designed a plan to deploy Google Apps for Education campus-wide. To include all stakeholders, I added a curriculum development section to the plan. Without curriculum in place, teachers will begin the program at a disadvantage. I also included the need for administrative policies and procedures to be put in place before the technology is purchased, which brings the administration into a sense of ownership for the plan and provides direction for the purchasing. I provided for hiring a GAFE administrator to keep the program on schedule and to provide support for all staff. I included the need to set up a GAFE peer-leadership team for the rollout. Student safety is paramount, so I addressed that in the plan. I added several other areas to ensure a successful deployment of GAFE. These include plans for professional development, community and board support, improved campus infrastructure, and a program budget. All of these factors indicate that I have been prepared to plan to meet the needs of personnel, infrastructure, finances, and policies and procedures. We are in the early stages of rolling out GAFE this summer, so the plan will be implemented on campus over the next few months.
1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.
EDTECH 501 Digital Divide and Inequality This project represents contemporary ethics in that it provides support for the need for teachers to adapt and adopt according to the divergent needs of today’s learners. The AECT code of professional ethics addresses the need for teachers to be committed to individual students, bearing in mind their rights to access materials of differing views and “guarantee individuals the right to participate in any appropriate program. (AECT, 2007)”. I prepared a slideshow to present to teachers during a professional development session. After completing the session, teachers will understand the term digital divide, particularly as it compares with the term digital inequality. The show addresses the rights of access to materials by students and for educational purposes in general. I offer support from a variety of sources and several different schools of thought. Also, many of the factors that cause the digital divide and digital inequality include cultural and socioeconomic characteristics of learners.
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.
EDTECH 502 Private Learning Network Throughout EDTECH 502 I noticed that the class was developing a large number of excellent web pages, most of which were created for education. With permission from the instructor and classmates, I decided to create a Personal Learning Network (PLN) that included most of the sites we created. I designed the PLN website so that it would be available to teachers and administrators and I posted it on the EDTECH2 server. I also presented a professional development session to area teachers using the PLN. Session participants were asking for ways to integrate technology into their classrooms. To meet their needs, I assembled this PLN using pedagogical techniques that apply to the wide spectrum of subjects represented by participants. This project demonstrates that I am able to build learning materials that both help individual teachers integrate technology and foster collaboration with peers and subject matter experts. A bonus result of this pedagogical technique is that participants became part of a robust educational network that supports learning across the age levels and course content.
EDTECH 554 Final Project The eDossier Web Site that I built for EDTECH 554 was an exercise in pedagogy and in new technology applications. I created several teaching tools in building the eDossier. The tool that took me the furthest outside of my box was the Today’s Customers project. For that project I used Nawmal, a Web 2.0 tool for creating cartoon videos. One of the major projects housed in my eDossier is the 21st Century Curriculum – Digital Learning Experience (DLE) web site. For this project, I considered the pedagogical techniques required to help students understand weather and climate. Studying weather and climate in isolation is less effective than learning about weather and climate in the context of global weather and climate patterns. To meet this need, I designed a learning experience that has students employ digital and non-digital learning tools, blogging about their learning, and collaborating with students around the world. Students use weather probes, computers and mobile devices, GAFE, and vodcasting to complete the DLE.
2.2 Using: Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
EDTECH 534 Final Project App I created an app called Capital Cities US for my final EDTECH 534 project. I designed the app using App Inventor 2, an easy to use Web 2.0 tool. It is so easy, in fact, that it could be used to teach programming at the middle school level. I chose the Android platform because of its growing popularity among mobile device users. Android apps are fast becoming ubiquitous, accessible to many learners of varied ages. I designed it to help students learn their US states and capital cities. This task requires rote memorization and practice, which is well-suited for a game application. Students who play the app practice their skills with colorful maps that also indicate the location of the capital cities. Students can play with a timer or without, and they are rewarded at the end with patriotic music. This game meets standard 2.2 by providing educational content in a current and relevant technology.
EDTECH 554 Today’s Customers This page incorporates Nawmal, a Web 2.0 tool that allows for production of cartoon videos with custom scripts. I used Nawmal to illustrate the wide variety of tools available to teachers today. In this cartoon, a man who has been teaching for decades is discussing today’s educational technology with his son, who has been teaching for only a few years. I wanted to create this video because I identify more with the father character, and creating a cartoon video was new to me. Since many teachers who will hear this video series in a professional development session will identify more with the son character, I chose to lead by example and use some of the new technologies that are available to us all. The cartoon video itself teaches about several 21st century tools and concepts, including GAFE, Twitter, Yik Yak, Project-Based Learning, and Digital First Language (DFL). The unit leads learners to explore and experiment with the move to the 21st century model of education. This meets standard 2.2 by introducing and demystifying the tools and skills teachers must have to meet the needs of today’s students.
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.
EDTECH 503 Final Project: Evaluation Plan I designed a program of professional development for classroom teachers that focused on Communicating Effectively Using Google Slides. The program is rather extensive, and its success depends on constant and continual evaluation. The evaluation plan that I wrote provides such an evaluation. I addressed all four levels of Kirkpatrick’s Model (Larson & Lockee, 2014, p. 11) in preparing this evaluation plan. All through the design I worked to keep an eye on reaching the end goal while providing learners with a positive experience (Level 1 – Reaction). I aimed to optimize learning (Level 2 – Learning) and change behaviors (Level 3 – Behavior) so that teacher can put their new skills to use in the classroom to help their students (Level 4 – Results). I used three different surveys to gather data for the formative and summative evaluation, effectively meeting the goals of indicator 2.3 and increasing the chance for successful implementation of the program.
EDTECH 551 Final Project Writing an effective grant requires the documentation of the need for the equipment/funding in the grant. I needed to make sure that the documentation is aligned with the learning goals that are intended for the requested equipment/funding. I also devised an inquiry-driven evaluation regarding the effectiveness of the requested equipment by asking other band directors what they would include in a band hall. Once I determined the needs, I wrote the grant in a way that meets the needs and requirements of the donor(s) and is documentable. This grant proposal is for equipment that will provide all students with opportunities they may not otherwise have due to financial restraints. One company has already funded a portion of the grant and I am awaiting a decision from a second company. The students have benefited by having some new instruments to play during the spring concert this year.
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.
EDTECH 554 GAFE Professional Development Plan I wrote a detailed plan for implementing and managing GAFE in a school environment. We are currently implementing this plan at my school. The plan incorporates SMART program goals that are specific, measurable, attainable, relevant, and timely. Being new to GAFE, I conducted an inquiry-based survey to determine the need for GAFE on campus. The research showed that we need to move our students and teachers from a campus-based to a cloud-based environment, and GAFE is widely accepted in elementary education. This move will further prepare our students for their future school and work environments. It will also increase the flexibility for teachers and students, allowing for learning to be accomplished anywhere that one has an Internet connection.
2.5 Ethics: Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
EDTECH 501 RSS in Education RSS allows content to be delivered to the learner rather than requiring students to search for it. This method of delivery will not only speed up the process of locating information, it also helps students with diverse needs and abilities. Classrooms contain students with a wide variety of cultural backgrounds, learning styles and needs. I considered these differences in designing a history unit for fifth grade students. Students collaborate using Feedly and Dippity to create a timeline of historical events. Collaboration helps to ensure that all students have equal access to the content. Students also get the opportunity to listen to and understand their peers’ different viewpoints during this collaborative activity.
EDTECH 502 Accessibility This page recognizes the need to make web content available to learners with disabilities. The necessary adaptations also speak to the needs of the wide diversity of learners that can be found in any classroom around the world. I built the Accessibility page to include tips and references on tools such as screen readers that can help across cultural boundaries. Color selections also play a role in helping people with color-blindness, in particular, but with text recognition in general for all people. Finally, I added resources to check for accessibility guidelines. Web developers can use this site to provide online content that is accessible to all users, even the 20% of Americans who have disabilities.
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.
EDTECH 502 WebQuest An inquiry-based WebQuest “encourages learning at the highest level of achievement, according to Bloom’s Taxonomy (Sanford, Townsend-Rocchiccioli, Trimm & Jacobs, 2010).” For this WebQuest project, I designed a site that leads teachers through research and collaboration towards the end goal of understanding and implementing educational technology integration. To work through the WebQuest, teachers must first define the goal of education, which takes them back to the reason they became teachers to begin with. This exercise creates a sense of belonging and relevance to the teacher faced with incorporating new tools in their classrooms. After performing the research, teachers are asked to work through their answers with colleagues, combining, editing, and adjusting their answers as they see fit. This research, collaboration and guided learning model will help teachers to better understand and retain the information they find during the WebQuest, which increases the likelihood of successful classroom implementation.
EDTECH 506 Final Project I created a lesson and web site to help students learn how to use Adobe Fireworks CS6. Each graphic I designed during the course was put to use in the web site. For the site itself, I designed it from scratch to further illustrate the capabilities of Fireworks CS6. All graphics on the site are intended to assist learners in understanding what might otherwise be difficult steps in Fireworks CS6. In order to prepare a thorough unit, I used the ADDIE model that I learned in EDTECH 503. The analysis, design and evaluate steps played an important role in helping me to see the final product through the eyes of the learner.
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.
EDTECH 501 Ethics Report I chose to research and write about the effects of educational technology integration for the ethics report. Technology integration has existed as a concept for decades, but it is a concept that has many definitions. It is also misunderstood by a large number of education specialists. I believe that the entire realm of educational technology has to be based on professionally sound decisions regarding the selection and use of appropriate technologies. I used Zotero to help organize and document my research. The final report leads readers through the research and conclusions I reached after researching and interpreting the data regarding technology integration. My conclusions were based on the AECT Standards and on my experience in the classroom. My goal was to help teachers to draw their own, educated conclusions, even if they do not have the time to conduct research on their own. With an appropriate body of background knowledge regarding technology integration, teachers will be better equipped to provide the most efficient and effective level of integration.
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.
EDTECH 505 Final Evaluation Report For this project I evaluated the professional development session, “Communicating Effectively Using Google Slides”. I created the session in EDTECH 503 and presented it to teachers at my school. Evaluating this program required a combination of two evaluation methods, the goal-based method and the transactional model. I incorporated a participant-evaluator to perform the formative evaluation through observations she made during the presentation and workshop. I also observed participants while they completed the hands-on portion of the training because I wasn’t presenting materials at that time. Participants completed a summative evaluation survey at the end of the training session. I also included a follow-up survey three weeks after the end of the program. After the session ended I met with the administration to discuss the entire program. We met again four weeks later to discuss the results of the follow-up survey and to make plans for any re-teaching that was necessary.
3.4 Managing: Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
EDTECH 552 Final Project This entire class was built on learning to manage the infrastructure of a campus network. Everything we did in the class helped me to understand better the inner workings of an Ethernet network. The lessons also helped me to use tools I had not used before, such as Cisco’s Packet Tracer. Since taking this course I have managed the addition of more devices to the campus network. I have also trained staff in the efficient and effective use of network resources. For the final project, I developed a web site that provides details regarding the steps needed to keep a network running smoothly and efficiently. The site also provides instructions on setting up an Apache Web Server that uses PHP and acts as a web host. I set this server up on a Panasonic ToughBook laptop, which provided a great way to repurpose old equipment.
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.
EDTECH 502 Final Project For the final project I built a site that contains a collection of ten web pages and sites for educational use. Among the sites is one that specifically addresses copyright issues in web design and in education in general. The copyright page provides learners with information to help guide their use of educational materials. That concept is particularly important in this world of ever-increasing connectivity and ubiquitous access to copyrighted materials. I also introduced the learner to the concept of Fair Use. The other pages in the final project site support a learning environment where ethics guide the practices and safety because each component in this project helps to promote the user’s safety and best practices while accessing open content.
EDTECH 554 Privacy, Permissions, and Digital Footprints This artifact includes an acceptable use policy written to keep students and staff safe. I wrote the policy in collaboration with two classmates. With the ever-increasing presence of social media, both in and out of the classroom, a social media policy is even more important in the school environment. This policy addresses the safe and ethical use of digital media by both students and staff members. My administrators are currently looking at the policy for possible inclusion in our campus handbook.
3.6 Diversity of Learners: Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.
EDTECH 554 21st Century Curriculum This Digital Learning Experience provides a detailed plan for collaboration that transcends cultural boundaries. Students in Texas will work with students in Bethlehem to complete the unit on weather and climate. In addition to learning the science and social studies materials, participating students will experience a culture that is potentially vastly different from their own. Bethlehem and Texas students may choose to include students from other locations around the globe to extend this experience. I wrote this unit to incorporate digital tools like Google Apps, blogging, and vodcasting. Such technologies will provide an experience for students that is unlike anything textbooks will have to offer.
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.
EDTECH 534 App Development During EDTECH 534 I created several Android apps using the App Inventor 2 programming tool. Designing a game or app requires collaboration to build a game that is usable, effective and efficient for learners. Each of us who took the class provided input and dialog to the others about parts of our apps that worked and parts that didn’t work. It was easy to see that some features which seemed obvious to me were not at all clear to others who tested my apps. This collaboration proved very helpful in designing and building apps like the Capital Cities-US app I designed that is now on the Google Play store and Amazon Underground. I also developed “Maestro, Please” to reinforce music skills learned at the elementary level. Without the collaboration, the resulting apps would be noticeably less effective, both in educational and entertainment value.
4.2 Leadership: Candidates lead their peers in designing and implementing technology- supported learning.
EDTECH 551 Final Project As the band director and campus technology coordinator, I often look for ways to incorporate technology into the band classroom. My colleagues watch that integration as an example of ways to integrate technology in their own subjects, even if they seem to be distant from the field of educational technology. Music and technology are closely related, though, as many musicians use technology to enhance and improve their accuracy and develop their skills. It is this intertwined relationship that led me to develop a grant request to equip the school band with a band rehearsal hall. Part of the grant includes improving the technology resources available to band students. Band students need to hear recordings of themselves in practice and in performance to develop an efficient musical ear. I wrote the grant to request funding for a dedicated sound system, a digital audio workstation (DAW), a video camera, and a display for viewing and listening to recordings of practices and performances. These resources will provide students with an environment that is common in public schools where funding for such equipment is more readily available. It is unusual in private schools, so writing a grant like this one provides leadership by example. We have already received funding for part of the grant, and are waiting to hear from another potential donor who is considering funding the DAW. Since watching the early success of the band hall grant, fellow teachers have considered writing grants to pursue funding for initiatives in their areas of expertise.
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.
EDTECH 501 Learning Log During EDTECH 501 I created a learning log using WordPress. Each entry in this learning log included reflection on the artifacts and the learning garnered from building those artifacts. I added entries to the learning log in each subsequent class. Writing the blog entries forced me to reflect on the artifacts soon after creating them, which was a good exercise in extending the learning from each artifact. The learning log is no longer available as it was converted to my portfolio site.
EDTECH 592 Portfolio (this site) In preparing my portfolio for EDTECH 592 I have the opportunity to review every artifact I have created over the last two years and reflect on all that I have learned. This is proving to be a very fruitful exercise that supports my learning by way of review. It also provides me with the opportunity to reflect on the earlier classes I took through the eyes of the new knowledge I have learned since taking those first classes. It is easy to see how much I have grown in instructional design, graphic design, and web design. Some of the lessons I have learned that were not as obvious include the intrinsic value of this program. For example, I recently updated the wireless network capabilities on campus using tricks and techniques that I was previously not sure I should even attempt. Also, during this past school year I was able to interact with computer class students in ways that helped them see that I continue to learn new technology skills and knowledge, just as I was encouraging them to be lifelong learners. The M.E.T. program has definitely helped me to grow in knowledge, skills, and in confidence.
4.4 Assessing/Evaluating: Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
EDTECH 551 Website Evaluation I chose four sites to evaluate for this project. I looked for complete and accurate information, consistent updates, ease of use, and reliability. Designing and deploying websites has been a big part of my job for several years. During this exercise and the rest of the M.E.T. program I learned how much it helps to evaluate other sites. Such reviews help change my focus from that of web designer to view sites through the eyes of the web consumer.
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.
EDTECH 554 Leadership For this project I needed to determine which skills I think are necessary for someone to be considered a leader. I researched leadership skills so I could come to a conclusion that fits both the impressions I have from watching leaders and the leadership skills that are universally accepted as important. Then I was to evaluate my own leadership style to determine which of the desired skills I possess. All of the leadership characteristics that I selected address ethical behavior in the cultural context and in all aspects of work. For example, a leader knows that strong communication enhances trust in the working relationship, which strengthens the working environment. Another example characteristic is patience. The ethical leader needs to exhibit genuine patience, whether s/he is leading people, machines, or both. The leadership poster I designed also includes examples of times that I have used the leadership characteristics in my current job. The examples serve to explain how I have grown in my leadership skills because of the M.E.T. program.
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.
EDTECH 504 Final Synthesis Report The purpose of this report was to conduct and synthesize research on learning theories as they apply to educational technology. I used Google Scholar, the Albertson’s Library, and Zotero in researching Constructivism and TPACK. I learned that throughout my classroom experience I have preferred Constructivist methodologies, though I didn’t realize that was the theoretical support for the approach I had learned from watching and taking classes and training from master teachers. I also learned about the TPACK framework, and the idea that teachers need knowledge in all areas: technological, pedagogical, and content. Simply knowing the content will not suffice, just as knowing how to use a computer will not make a teacher who is competent in teaching with computers. I learned that I was missing a crucial facet in my previously designed professional development sessions because I had not conducted proper research that included peer-reviewed journals and other scholarly research and writing. I now perform the research before designing training because the research makes such a big difference in the quality of education available when it is done appropriately. In fact, the impact on our teachers is visible in that teachers have retained and used their new skills more readily than they have in past training sessions.
5.2 Method: Candidates apply research methodologies to solve problems and enhance practice.
EDTECH 504 Annotated Bibliography I developed this annotated bibliography with regards to Constructivism and TPACK because of the impact these two theories have had on my instructional design practices. Other teachers with whom I have shared the research have agreed that the two theories, while not new, still have a huge potential impact on moving classrooms into the 21st century model. However, most teachers do not have time to perform extensive research on any topic. Many feel that they do not have time to worry about educational theories. While it is true that day-to-day routines take up much of a teacher’s busy schedule, becoming familiar with Constructivism and TPACK could enhance the education students receive, and possibly even reduce the amount of time spent outside of the classroom grading papers. This annotated bibliography has value in that it will provide a glimpse of educational theories, and it provides links to further information for anyone who wants to take the time to delve deeper into the theories.
5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
EDTECH 503 Final Project: Evaluation Plan This professional development for classroom teachers focused on Communicating Effectively Using Google Slides. The evaluation plan included four different inquiry-based surveys. The first was a needs analysis survey conducted before the training began. I used the results of the survey to determine which apps and skills were needed by teachers. The administrator completed the formative survey while I presented the materials. Participating teachers provided the summative evaluation of the training session. The fourth survey was a follow-up evaluation that participating teachers completed three weeks after the training session. The follow-up survey was used to evaluate how much of the training session was being implemented in teachers’ classrooms. Together these surveys have improved the long-reaching effects of the initial training session.
5.4 Ethics: Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.
EDTECH 504 Final Synthesis Report I used Google Scholar, the Albertson’s Library, and Zotero to conduct research on Cognitivism, Behaviorism, Constructivism, Connectivism, Problem-Based Learning, and TPACK. Google Scholar helped me to locate reputable resources quickly, particularly those that were listed as available through Albertson’s Library. Zotero provides a good start to citing sources, though they don’t completely match the sixth edition of the APA in formatting. I used the sixth edition of the APA Style Manual and the Purdue OWL web site to locate the proper format for each citation. This was a very good exercise in researching educational theories that are commonly used and accepted as standards. The research I conducted has already helped me in designing professional development sessions that can have a more lasting impact on participating teachers.
LIST OF ARTIFACTS
EDTECH 501 – Introduction to Educational Technology: Saba, Spring 2015
- Evaluation summary (1.3)
- Digital Divide and Inequality (1.5)
- RSS in Education (2.5)
- Ethics report (3.2)
- Learning Log (4.3)
EDTECH 502 – The Internet for Educators: Evanouski, Summer 2014
- Virtual field trip (1.1)
- Personal Learning Network (2.1)
- Accessibility (2.5)
- WebQuest (3.1)
- Final project (3.5)
EDTECH 503 – Instructional Design: Black, Spring 2015
- Final project: Communicating Effectively Using Google Slides (1.2)
- Final project: Evaluation Plan (2.3, 5.3)
EDTECH 504 – Theoretical Foundations of Educational Technology: Yang, Summer 2015
- Final synthesis report (5.1, 5.4)
- Annotated bibliography (5.2)
EDTECH 505 – Evaluation for Educational Technologists: Thompson, Fall 2015
- Final evaluation report (1.3, 3.3)
EDTECH 506 – Graphic Design for Learning: Parlin, Spring 2016
- Final project: web site (1.1, 3.1)
EDTECH 534 – Mobile App Design for Teaching and Learning: Hsu, Summer 2015
- Final Project App (2.2)
- App Development (4.1)
EDTECH 551 – Technical and Grant Writing: Morton, Fall 2015
- Final project (2.3, 4.2)
- Website evaluation (4.4)
EDTECH 552 – Introduction to Network Administration: Shelton, Fall 2014
- Networking Infrastructure (1.4)
- Final Project (3.4)
EDTECH 554 – Managing Technology Integration: McGregor, Spring 2016
- Communication (1.2)
- Technology Rollout (1.4)
- Final Project (2.1)
- Today’s Customers (2.2)
- GAFE Professional Development Plan (2.4)
- Privacy, Permissions, and Digital Footprints (3.5)
- 21st Century Curriculum (3.6)
- Leadership (4.5)
EDTECH 592 – Portfolio: Rice, Summer 2016
- Final Portfolio (4.3)
Code of professional ethics: Association for educational communication & technology. (n.d.). Retrieved July 12, 2016, from http://aect.site-ym.com/members/group_content_view.asp?group=91131&id=309963.
Larson, M., & Lockee, B. B. (2013). Streamlined ID: A practical guide to instructional design. New York: Routledge.
Sanford, J., Townsend-Rocchiccioli, J., Trimm, D, & Jacobs, M. (2010). The webquest: Constructing creative learning. Journal of Continuing Education in Nursing, 41(10), 473–479. doi.org/10.3928/00220124-20100503-04.