EdTech ePortfolio Rationale Paper

EdTech ePortfolio Rationale Paper Rocky Mountain Front 2012 by Jonathan E. FosterShannon D. FosterK-12 Spanish InstructorStanford, MontanaMaster of Educational Technology Boise State UniversityNovember 6, 2014

This paper is part of the culminating portfolio for the EdTech 592 Portfolio course in the Master of Educational Technology (M.E.T.) program at Boise State University. It exhibits a variety of artifacts created in the M.E.T. program and represents the extensive growth and development of the M.E.T. candidate in the field of educational technology.

Table of ContentsIntroduction4AECT Standards5Standard 1: Design51.1 Instructional Systems Design (ISD)51.2 Message Design61.3 Instructional Strategies71.4 Learner Characteristics8Standard 2: Development102.1 Print Technologies102.2 Audiovisual Technologies102.3 Computer-Based Technologies112.4 Integrated Technologies11Standard 3: Utilization133.1 Media Utilization133.2 Diffusion of Innovations133.3 Implementation and Institutionalization143.4 Policies and Regulations14Standard 4: Management164.1 Project Management164.2 Resource Management164.3 Delivery System Management174.4 Information Management18Standard 5: Evaluation205.1 Problem Analysis205.2 Criterion-Referenced Measurement205.3 Formative and Summative Evaluation215.4 Long-Range Planning21Conclusion24Photo credit25References25

IntroductionMy name is Shannon Foster and I live in Central Montana. After teaching Spanish to middle through high school students for over eighteen and a half years in small Christian K12 schools, I resigned a full-time teaching position to follow my husband to Central Montana. The population in this area of Montana is very sparse and few full-time Spanish teaching positions exist. This change in life allowed me the opportunity to earn a masters degree that I only ever dreamed about pursuing. With an additional degree, my teaching marketability increases and I am able to continue influencing another generation of lifelong learners. While I was teaching, I saw a decline in electives taught by on campus teachers to high school students in smaller school districts and Christian schools in Montana as finances floundered. The increase in online schooling options, although limited in Montana, revealed to me the unending possibilities of online education if only qualified instructors were available. I chose the Master of Educational Technology degree from Boise State University knowing well that technology is the way of future education. After completing this masters, I fully agree with what a former colleague of mine once said, Either get with the [technology] program in education or get out of teaching. Its going to happen whether we like it or not, so we might as well join the process and have a say in how it develops, (J. Selles, personal communication, December 2010). The Master of Educational Technology degree from Boise State University gives me the tools and experience needed to develop online courses for these smaller schools, thus giving students the opportunity to learn and explore a variety of electives in an online course.This rationale paper intends to connect my learning and experiences as outlined by the Association for Educational Communications and Technology (AECT) Standards (AECT - Association for Educational Communications and Technology, 2012). My rationale paper also connects my understanding of theory and practice of technology in education, as well as presenting my thoughts and insights into how technology can influence my current and future teaching practices. For the majority of my M.E.T., I did not teach but rather I had access to a local school to practice activities that needed school support.This paper addresses the five primary standards of the AECT (2012) and their four sub-standards: Standard 1: Design, Standard 2: Development, Standard 3: Utilization, Standard 4: Management, and Standard 5: Evaluation. The overall definition of each standard appears in italics directly following its number and primary purpose. Each substandard is italicized prior to the rationale given for each of my included artifacts. Although many of the artifacts represented in this paper address a variety of AECT standards, I chose specific artifacts to showcase specific standards.AECT StandardsAECT Standards are standards for instructional designers, educators, and other professionals involved with the study, planning, application, and production of communications media for instruction (2012). Begun in 1923 as the National Education Associations Department of Visual Instruction, its successors experienced many changes throughout history as new technology and educational methods and theories developed. Today it is the Association for Educational Communications and Technology (AECT).Standard 1: DesignCandidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.1.1 Instructional Systems Design (ISD)Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.According to Ragan and Smith (Smith & Ragan, 2005) instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation. In projects completed in EdTech 505 and 512, three stood out to me as good examples of my learning and growth, 505 Evaluation Report, 512 Standards and Problem Analysis, and 512 Concurrent Design: Putting Design Plans into Development Action.I selected the505 Evaluation Report as an example of how a project, even without specific goals and objectives established by the programs administration, still follows an instructional systems design. In the text The ABCs of Evaluation (Boulmetis & Dutwin, 2011) the authors describe the Program Planning Cycle. This planning cycle helps as an instructional designer logically develops a program by considering the organizations philosophies and goals, performing a needs analysis, planning the program, implementing the program and conducting a formative evaluation of the program, and ultimately giving a summative evaluation of the program (p. 77). Although this sounds linear, the Program Planning Cycle moves back and forth between each area as needed to develop a program to its highest potential, often cycling back around as new insights are revealed, until the program reaches its intended goals and objectives or until these goals and objectives are obsolete or the program is terminated. I completed my 505 Evaluation Report using this process and found that even though there were no specific goals and objectives, the implicit goals and objectives could be extrapolated thus leading to a viable evaluation that the organization can use to improve and develop a more comprehensive 1:1 iPad program. This project highlights my mastery of the AECT Standard 1.1. Upon completion of the evaluation report, the school can use this report to improve the 1:1 iPad initiative and help local students become more productive when using the iPad technology available to them.In two of my papers,512 Standards and Problem Analysis and 512 Concurrent Design: Putting Design Plans into Development Action, I addressed the many procedural steps for instructional design as set forth in the AECT Standard 1.1. Beginning with the 512 Standards and Problem Analysis, I tailored the paper to explain why the creation of Web Based Instruction (WBI) (Davidson-Shivers & Rasmussen, 2006) benefits students in small and or rural schools in Central Montana. I identified the instructional goal and the leaning outcomes. I identified the organization, its infrastructure, the availability of its resources, and support. I gave learner characteristics and identified the standards that this WBI meets. I then used the information gleaned from the 512 Standards and Problem Analysis to begin the process of designing, developing, implementing, and evaluating the materials for my Spanish 1a Web Based Instruction (WBI) as found in the 512 Concurrent Design: Putting Design Plans into Development Action. Working with the WBI model, I developed part of a hybrid introductory course for students learning Spanish. As I worked on the WBI course, I learned that when creating courses for students, a thorough understanding of where an instructor intends to go begins at the end, in the evaluation of the course. While creating courses, an instructional designer goes through the cycle of analyze, design, develop, implement, and evaluate, revising any materials at any point in the process, to ensure a course is relevant to its intended learners. Most models follow a similar pattern to the ADDIE model (Molenda, 2003). I have not had the opportunity to implement this specific hybrid course, as I would like, however, I have used some of the materials to teach Spanish to junior and senior high students at the local school. As I continue to develop my online teaching skills and pursue opportunities for instructional design, I plan to complete the course and use it in the way I intended when I began to create it.1.2 Message DesignMessage design involves planning for the manipulation of the physical form of the message.So often in traditional education, the only type of message seen is one that is primarily text. When creating my 503 Concept Map Activity, the visuals: color, boxes, and connecting arrows, all form a more appealing form for the message design. In my 503 Concept Map Activity, the use of specific shapes and colors to represent each of the Instructional Design models gave visual context to where the models overlapped and where they diverged. I chose this artifact due to its visual display. Even though there are several models intertwined, each model stands out because of its own color and shape. Although each model is distinctly different, anyone looking at the concept map sees how each model compares to the others. By comparing the four different Instructional Design models, I realized how even though there are several different models, successful models are very similar. All of the models, each one unique, follow the ADDIE model with slight variations. Each one has an analyses stage, a design stage, a development stage, an implementation stage, and an evaluation stage. This artifact displays my ability to manipulate a message in a medium other than text and still make it comprehensible. This message form takes on a three dimensional aspect. A person can follow only one model to see its stages, he or she can compare models, or choose which components they want to use from the different models that best represent their desired instructional design. This form of message display is not one I use. Although the concept map was interesting to develop and I see its value, I struggle with how to incorporate one into what I teach. I have used web type visual organizers before, but on a limited basis. To incorporate such a device, I need to include an activity into my teaching style intentionally and get beyond a primarily text form of messaging.1.3 Instructional StrategiesInstructional strategies are specifications for selecting and sequencing events and activities within a lesson.As with any lesson an instructor prepares, sequencing the steps from the beginning to end of a lesson is key to its success. If an instructor creates a sequence of steps, but if that sequence is confusing and unorganized, students struggle and the activity frustrates them. In order to design a lesson that flows smoothly from beginning to end, an instructor follows instructional strategies that prove successful. Three of my projects stand out as examples of proven instructional strategies. I chose two from my EdTech 502 course: 502 Virtual Tour Bailamos! and 502 Mobile Learning Quest On the Trail with Lewis and Clark. The third project I chose is my 506 ACE it with PAT.The two projects from EdTech 502 lead students through a systematic process as they navigate online activities. The 502 Virtual Tour, Bailamos!, takes students on a tour of dances that are commonly found in Spanish speaking countries. This activity is a redesign of a project I completed a few years back when teaching Spanish levels three and four in a previous teaching assignment. The activity leads learners through specific screens on their tour and they must answer questions on a Google Form related to each dance they encounter. The502 Mobile Learning Quest also gives systematic directions as they experience the history of Lewis and Clark in Montana. Created to be learning friendly on all types of personal devices, On the Trail with Lewis and Clark provides leading questions for pre-trip, during-trip, and post-trip documentation. Reflection and comment components brings learners full circle in their knowledge seeking as they consider what they learned and move toward higher-order thinking skills. According to Blooms Taxonomy (Critical and Creative Thinking Blooms Taxonomy, n.d.), students who evaluate what they learn by comparing and explaining, engage in these higher-order thinking skills, thus increasing their critical thinking and problem solving abilities.I believe that the AECT Standard 1.3 of selecting and sequencing events and activities (2012) is intended for more than just the steps a student follows when accomplishing an assignment, it also is helpful for instructors designing instruction and the visual aids for that instruction. In EdTech 506, we studied the ACE (analyze, create, and evaluate) design model (Lohr, 2008). My506 ACE it with PAT project used this design model to help me design visual aids for lessons based on the PAT (principles, action, and tools) concept for a first grade Spanish unit on numbers. By following this model, I created visual aids that were attractive and interesting to first grade students. I analyzed my audience, their task, and the overall instructional objectives for the visual (p. 75). I created the visual components of my lessons using PAT concepts (pp. 76-86), and finally I evaluated my visual creation based on its effectiveness, efficiency, and appeal (p. 87), and feedback from the intended audience, first graders. After completing the project, I used the lesson plans and visuals with my sons first grade class. The children enjoyed the lessons and the visual aids used in the unit.The 502 Virtual Tour, the 502 Mobile Learning Quest, and the506 ACE it with PAT projects demonstrate my understanding and mastery of the AECT Standard 1.3. The instructional strategies I used not only specify the sequence for students to follow in an online activity, but they also apply to the procedures I used, based on the ACE model and PAT concepts, when designing visual resources for unit lessons.1.4 Learner Characteristics Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process.From Behaviorism, Cognitivism, and Constructivism (Ertmer & Newby, 1993) to Connectivism (Siemens, 2004), learning theories describe how information is absorbed, processed, and retained during learning (Learning theory (education), 2013). When an instructional designer begins to create new curriculum or programs, consideration must be given to who the learner is, what they have done, and what kind of hands on learning (Clark, Threeton, & Ewing, 2010) they will experience. I chose my 504 Final Synthesis Paper, as an illustration of my mastery of understanding of the AECT Standard 1.4. In this paper, I discuss the Experiential Learning Theory as written by David A. Kolb (1984). Based on Deweys three stages in theory of experience, Kolb and Fry (as cited in A. Y. Kolb & Kolb, 2005) expanded these three stages into four stages. As I researched Kolbs Experiential Learning Theory, I learned that a learner sees their present learning activities through former experiences. Within Experiential Learning, the more authentic the experience a learner has and does, the more they retain of their learning experiences. The use of this artifact proper was for my learning purposes. However, as I create lessons for learners, keeping the elements of the Experiential Learning Theory in mind, I can create activities with an emphasis on hand-on learning. It is more enjoyable for both the learner and the instructor.

Standard 2: DevelopmentCandidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.2.1 Print TechnologiesPrint technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.In my 506 Final Project Spanish for Children, I created several pieces of print materials for teachers and parents to use with their children to help them learn Spanish, specifically the numbers 0-20. I chose this artifact as a demonstration of my ability to produce static materials for use in teaching. Teachers/parents can copy the materials to give to their students/children as they teach numbers 0-20. My learning curve during this project was steep in two main areas. First, I created all the images using Adobe CS6 Photo Shop. The variety of assignments moved from basic to simple to more complex. After finishing EdTech 506, 511, and 512, I know I can now recreate the whole project to be more interactive using Flash CS6. The other area with a steep learning curve was the area of message design and development. Based on the text Creating Graphics for Learning and Performance (Lohr, 2008), I considered and then implemented the twelve different components of visual literacy (p. 5): type, shape, depth, scape, color, contrast, proximity, repetition, alignment, organization, selection, and integration. Although I have not implemented the whole program with a full class of students, I taught a similar lesson to my sons first grade class in the winter of 2014. I would like to recreate this lesson and several others so there is an interactive element for students who want to learn Spanish in a more interactive or online approach.2.2 Audiovisual TechnologiesAudiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.Audiovisual technologies are vital when creating materials for online learners. In my 523 Final Project: Introduction to Online Learning, I incorporated several of these audiovisual technologies. As I created this course, I used Voki avatars, Audacity recordings, YouTube videos, WordPress blogs, and Google applications, among others. These audiovisual applications make my523 Final Project: Introduction to Online Learning an excellent example of audiovisual technologies. The learning curve for using these applications was quite easy for me as I incorporated them into my project. By applying the instructional design methods from previous courses at Boise State and new strategies from our texts Learning in Real Time (Finkelstein, 2006) and Building Online Learning Communities (Palloff & Pratt, 2007), I built in both asynchronous and synchronous activities for online learners. Using my text books from EdTech 512, Web-Based Learning: Design, Implementation, and Evaluation (Davidson-Shivers & Rasmussen, 2006), I incorporated diverse methods in order to address the diverse needs and learning styles found in online learners. By incorporating the various programs and applications into my 523 Final Project: Introduction to Online Learning, I demonstrated my mastery of audiovisual technologies for producing and delivering course materials to learners. As of yet, I have not implemented my course. However, upon completion of my M.E.T., one of the local schools is interested in implementing my course, with a few tweaks to make it applicable to their student population. While designing and developing my 523 Final Project: Introduction to Online Learning, I realized there is a great deal of work involved in creating Web-Based Instruction. 2.3 Computer-Based TechnologiesComputer-based technologies are ways to produce or deliver materials using microprocessor-based resources.I chose the 521 Synchronous Meeting lesson to demonstrate the use of a personal computer for production of a lesson in conjunction with the Internet and online capabilities for delivery of produced materials. I created a presentation to deliver a kindergarten Spanish lesson involving the use of computer-based technologies. During the preparation of the lesson, I refined my skills using PowerPoint and began to develop skills using Adobe Presenter. I developed lesson slides for use in a synchronous lesson, I transformed a childrens book I wrote in 2012 into a digital storybook and I linked it to my lesson slides, and I then closed the lesson with a point and click quiz. After preparing the lesson and linked materials, I uploaded the presentation to Adobe Connect to use as a synchronous lesson. The use of a variety of multimedia materials, such as video recording, PowerPoint slides, Adobe Presenter, and Adobe Connect, makes an authentic experience for learners in online courses. I exhibit my mastery of AECT Standard 2.3 by using the computer, the Internet, and online programs and applications to produce and deliver materials to online learners in my 521 Synchronous Meeting lesson. Although I still feel like a novice in using Adobe Connect, I have used other online applications for teaching in my classroom this year in both synchronous and asynchronous situations, specifically with Google applications.Besides my 521 Synchronous Meeting, any of my other projects throughout my tenure in the M.E.T program at Boise State are examples of mastery of this AECT Standard.2.4 Integrated TechnologiesIntegrated technologies are ways to produce and deliver materials, which encompass several forms of media under the control of a computer.There is a variety of ways to deliver materials to students via computer and the internet. Audio, video, written, and interactive activities are just a few. When I began the M.E.T. program at Boise State, I thought I knew a great deal regarding the delivery of materials for students via the computer, but as I progressed through my program, I began to see a lack of skills in myself. One project that stands out to me as a representation of my growth during the M.E.T. program is my opening project, the 501 Introduction Video.My501 Introduction Video is the very first project I created in the fall of 2014. Before this, I had never recorded anything to upload to the Internet. I used and viewed YouTube videos in my classes as I taught students, but I did not understand the effects the use of multimedia could have on learning. This video was a first for me in many technology skills: it was the first video I created, it was the first time I uploaded music, it was the first time I used Window Movie Maker to create a multimedia presentation, and it was the first time I delivered a project via YouTube. My501 Introduction Video was my initial introduction into the world of online learning. By using a variety of media to create a final project, I demonstrated how the utilization of multimedia creates dynamic presentations that capture an audiences attention.

Standard 3: UtilizationCandidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.3.1 Media UtilizationMedia utilization is the systematic use of resources for learning.I chose my 512 Final Project Moodle Course for the AECT Standard 3.1 because it utilized a variety of media and resources. The systematic use of audiovisual, print materials, discussion forums, online resources, and other types of resources throughout the course keeps the learner engaged and moving forward throughout the course. Because it is systematic, once the learner understands how to navigate and use the different features of the learning management system, they are free to work on the required course content. Creating this first course in Moodle Sandbox was difficult. Not only was I learning to develop an online course, I was also learning how to use and navigate Moodle Sandbox as the application with which to distribute the course and its materials. My512 Final Project Moodle Course meets the AECT Standard 3.1 of Media Utilization due to the systematic use of Moodle to distribute an online course with all the components necessary to facilitate learners in the course. This project is a good start to how I plan to develop courses for rural or small Christian schools. Knowing how to utilize a variety of multimedia resources to enhance learning and understanding in students, and creating a course in a learning management system such as Moodle will help me as I continue to develop courses for different learner populations.

3.2 Diffusion of InnovationsDiffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.The ability to create lesson plans that use new technology can be a daunting task, especially if the administration of an institution does not allow the use of these innovations. I chose to use my 501 Tech Trends Assignment as an example of how restricted technology can enhance learning when intentionally included in a lesson plan. With an example available for the administration to see innovative technology as a valid option for education and learning, this project demonstrated the effectiveness a students personal device, in this case a cell phone, can have on creating knowledge. While creating the lesson plan, I adapted my traditional approach to teaching vocabulary of using flashcards by incorporating the use of a cell phone for students to create their own flashcards. Thinking outside the box when developing a lesson plan to be used in an online capacity took some getting used to. By creating activities of active learning, which Jonathan Finkelstein defines in his book Learning in Real Time (2006) as, learner-centered approaches in which students are actively engaged in the process of constructing their own knowledge (p. 21), students engage in constructing their own knowledge. By including the use of a cell phone, Google applications, and a video conferencing tool for the lesson, students use a diverse group of technology innovations to interact with new course materials and with peers. As of yet, I have not had the opportunity to implement this type of lesson with all of its components. When I began teaching again this year, I chose to use Google applications as the method by which students submit work. I find, students like using Google Drive with all of its applications to complete and submit their work. As the year progresses, I know we will find ample activities to use diverse technology, thus helping students construct their own knowledge.

3.3 Implementation and InstitutionalizationImplementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.After creating my 521 Asynchronous Lesson Keyboard Transformation, I implemented it in a different course and assigned students to use the asynchronous lesson to transform their English keyboard into a Spanish keyboard so they can use the additional punctuation and letters that are required for spelling in the Spanish language. As I continue to develop and teach my Spanish language classes, each group of students needs to know how to convert a keyboard or use ALT + commands to type and spell in Spanish. As students become more familiar with the Spanish keyboard configuration, as they move forward in their language development, and as they use a computer to write more, their use of a Spanish keyboard is imperative. By creating an asynchronous lesson accessible at any time, the institutionalization of such a lesson becomes a fundamental tool for students learning to speak, write, and read in Spanish. By implementing and institutionalizing my 521 Asynchronous Lesson Keyboard Transformation lesson, with my students, either in the traditional classroom or in an online environment, I demonstrate my understanding and mastery of the AECT Standard 3.1. While creating the asynchronous lesson, I continued to develop my skills using Adobe Presenter in conjunction with a Microsoft PowerPoint. I also learned how to upload the presentation into Adobe Connect and make the lesson accessible to anyone who has the lesson URL.

3.4 Policies and RegulationsPolicies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.In my 523 Week 7 discussion facilitator activity, I had the opportunity to work with a course mate to lead a discussion with a topic of Time Management and Organization. We divided the class into two sections. One section focused on high school and the other group focused on elementary /middle school and adult learners. I lead the discussion and document with the two high school groups. There are several documents related to the high school discussion: the initial direction for the whole class, the individual group documents for high school group 1, high school group 2, the high school group discussion, and the final high school document. Although these discussions are not policies and regulations per say according to AECT Standard 3.4, the goal was to create guidelines instructors could use with different learning groups. The foundation of this exercise was to collaborate with peers to develop a take away document that would be beneficial to each group member. We divided the class into smaller groups based on Palloff and Pratts (Palloff & Pratt, 2007) recommendation that smaller groups are necessary if papers are to be written collaboratively or if online presentations are to be prepared (p. 82). When preparing for the discussion and guidelines writing, I learned that participating members could misunderstand even the best directions. A thorough description is vital to the success of an online activity. This exercise helped me understand firsthand the importance of guiding a discussion, asking pertinent questions to keep the discussion going, and communicating individually with participants to ensure all are participating and to help those who may be struggling with the topic or the technology. At a previous teaching assignment, I used a similar activity with a group of middle school students in a Study Skills course. We began the semester discussing time management, organization, and participation, and then created a document all the students could use to manage their school and homework load and other extra-curricular activities better. I enjoyed leading the group and the end product pleased me greatly.

Standard 4: ManagementCandidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.4.1 Project ManagementProject management involves planning, monitoring, and controlling instructional design and development projects.When managing an instructional design project, the expected sequence for implementation helps to plan, monitor, and control the who, what, where, why, when, etc. issues before the project launches. In my 512 Implementation Plan, I addressed the personnel, the time and budget allocations for the WBI Spanish 1A, the preparation tasks for implementation, the strategies for effective facilitation, and strategies for staff and learners to manage day-to-day activities. Prior planning of all these components helps the instructional designer and associated personnel manage the project better because they know the program expectations before the implementation begins. If the personnel involved in the implementation knows what to expect during implementation, they can monitor how the instructional design is going and control any surprises that might occur as implementation begins. By creating the 512 Implementation Plan for my project before engaging in the development of the course, I was able to envision the details needed to create a successful online course. It laid out the steps to take that cover every aspect of the program. My planning gave me the criteria I needed so that as I monitored the roll out of the program, I knew what to expect at different times and it allowed me to tweak the program if necessary. The implementation plan also gives me, as the instructional designer, the control over the development of the project. This idea of an implementation plan was new to me. I created lessons and projects, but often times they did not turn out as I expected. My only recourse was to tweak the project for the next year and hope that it would turn out better.4.2 Resource ManagementResource management involves planning, monitoring, and controlling resource support systems and services.Organizing information in a cohesive and comprehensible manner is no accident. Organization involves specific planning and a concerted effort to create an organizational structure that any person at any time will understand. Resource management needs to be plain and straightforward. My 502 EdTech home page: default.html and 505 Evaluation Request for Proposal represent two projects that display an understanding of appropriate resource management.In EdTech 502, one of my initial projects was to develop a home page that would organize and display the various courses I would take during my Master of Educational Technology (M.E.T) program. My 502 EdTech home page: default.html is the online portal to all of the courses I completed at Boise State University for the M.E.T and all the course artifacts I created during my program. My mastery of the use of html coding and resource management is apparent as I plan, monitor, and control resource support systems and services (AECT Standard 4.2, 2012). The development of my 502 EdTech home page: default.html and the use of html coding stretched my abilities as I learned how to create html pages that are accurate, logical, and well organized. It gave me the ability to control what I presented and how I presented it, and monitor any feedback I received. Although, I have never used this project for teaching, I intend to use a blog such as WordPress or Blogger for students to develop a learning log or portfolio for their classes.I prepared my 505 Evaluation Request for Proposal project in response to a Request for Proposal (RFP) from Far West Laboratory (FWL) as given to us by our professor, Dr. Thompson. The RFP gave me the opportunity to understand what a person needs to do in order to develop a career as an evaluator. According to Boulmetis and Dutwin (2011),determin[ing] what your time, expertise, and work are worth (pp. 218-219) is probably the most difficult part of being an evaluator. Managing these personal resources is paramount in this profession if one wishes to make a career of evaluating programs and organizations. I chose the 505 Evaluation Request for Proposal as a representation of my work by addressing specific questions and information given in the RFP document. Two of the main sections that I created and organized were the proposed project timeline and the project budget, which not only manage personal resources effectively and efficiently, but also created a transparent relationship between the evaluator and the hiring organization, in this case, FWL. I formatted my response clearly and concisely, and created a well-planned and thoroughly researched option for the RFP. In an authentic situation, both of these areas need sensitive yet experienced management. An adequate timeline and a realistic budget help organizations make informed decisions and feel confident they will receive the services requested at a price with which they are comfortable. This project gave me a better understanding of my personal strengths and weaknesses, and a realistic value and timeline management when offering services for developing a curriculum or coordinating a program.4.3 Delivery System ManagementDelivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.My512 Final Project Moodle Course Beginning Spanish 1a brings together a number of components needed for web-based instruction. I chose this artifact to demonstrate my ability to organize materials in a course for optimal delivery to the learner. It includes a variety of methods and media to deliver materials to learners for learning. Much planning occurred prior to the development of the actual course. Planning included the development of a design document, several types of analyses, concurrent design strategies and activities, implementation strategies, and formative and summative evaluations as described in the text Web-Based Learning (Davidson-Shivers & Rasmussen, 2006). These documents are on my EdTech 512: Online Course Design website. The use of Moodle Sandbox as the learning management system helps me monitor and control the method by which distribution of instructional materials is organized (AECT Standard 4.3, 2012). My 512 Final Project Moodle Course Beginning Spanish 1a combines text-based instruction, audiovisual elements, discussions, directed lessons, and online applications that help learners navigate and participate in the course. I have not used this course in an authentic situation, however, I plan to continue to develop the course and offer it to schools in Central Montana as a creditable course for students who wish to learn Spanish.

4.4 Information ManagementInformation management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.Managing information is important in any work or school environment. With continuous advances in technology and the Internet, managing vast amount of information is critical for students. As students collect resources for learning, their ability to retrieve that information becomes paramount to their success. Organizational methods that are logical to students must be accessible and reasonable. The 501 Zotero Library Assignment and the 511 Project Design Proposal are two such information management tools that come to mind.From the very beginning of my course work in the M.E.T. program, storing, organizing, and retrieving materials found on the Internet or assigned by professors was crucial for successful assignments. I found the501 Zotero Library Assignment to be the most helpful for storing, organizing, and retrieving articles, as well as creating accurate citations and bibliographies throughout my course work. The Zotero add-in to my MS Word program made, and continues to make, writing and citing sources easy and accurate.Not only have I used Zotero extensively in my M.E.T. course work, I introduced several other colleagues to the application this year. Although the M.E.T. program requires the use of APA style writing, the school where I teach uses MLA. The ability to change writing styles from APA to MLA is a bonus and is useful for all writing regardless of discipline. This feature exposes students to different writing styles where they can compare one with the other. The use of Zotero allows me and my students to manage the information stored in the application and provides resources for learning (AECT Association for Educational Communications and Technology, 2012) in a format that is logical and efficient.My511 Project Design Proposal demonstrates my ability to plan, monitor, and control the storage and transfer of information to learners and provide age appropriate resources for learning, as determined by the AECT Standard 4.4. This project brought together several steps in the planning stage of an interactive online lesson that I previously used in EdTech 512, but did not quite understand their importance. When I created the flowchart, I understood what the shapes and symbols stood for concerning the start and end of a lesson (circles), the descriptions of activities (rectangles), the directional flow of the lesson (arrows), and the decision points (diamonds) (Alessi, 2001). The template I followed for the storyboards gave me specific instructions as to what I needed to include in the storyboard in order for it to be useable as an actual project. It also gave me insights into what information other instructors might need in order to make it successful for learners who use the interactive lesson. At the time of this writing, I have not actually created the interactive lesson, but I look forward to its creation. After its creation, I hope to use it in my current teaching assignment for Grade 2 Spanish. If successful, I plan to use it as a template for other topics in my elementary program.

Standard 5: EvaluationCandidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.5.1 Problem AnalysisProblem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.In my 503 ID Case Analysis, I performed a case study based on a reading by Suzanne Garner, Allocating Resources to Meet Multiple Needs (Ertmer, 2007). After reading the case study, I gave information based on the given scenario at Spring Wells High School. I described the range of critical needs facing Spring Wells High School at this time. I identified the available resources and existing constraints that apply to this case. I described a plan for meeting the needs at Spring Wells High School. I specified the steps required for implementing my plan and I discussed the ethical issues related to the use of funding. This exercise gave me an authentic experience as I analyzed the schools situation. As I analyzed the information in the scenario, I had to keep in mind all of the parts and pieces of the puzzle in this school. This assignment helped me understand that even though there may be different instructional design practices, each case is unique and consideration must be given to the characteristics defined by the problem analysis.

5.2 Criterion-Referenced MeasurementCriterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.The choice to demonstrate my mastery of Criterion-Referenced Measurement, as defined in AECT Standard 5.2, is through the use of my 501 School Evaluation Summary. This artifact is based on the Technology Use Plan Primer by Peter H.R. Sibley and Chip Kimball (Sibley & Kimball, 1998). I evaluated a school in Central Montana to determine its technology maturity. This artifact evaluated five specific maturity model benchmarks: administrative, curricular, support, connectivity, and innovations. Each benchmark had various categories that identified the maturity of each primary benchmark. These categories used specific criteria to determine if the school was emergent, island, integrated, or intelligent in their use of technology. As defined by The Glossary of Education Reform (2014) Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards. Although this report did not measure student performance, it intended to measure the schools performance against a fixed set of predetermined criteria By creating a survey for school staff to respond to and then interviewing three staff members from different areas of the school, the501 School Evaluation Summary helped to determine the technology maturity of the school. After the staff completed the survey and interviews, I generated a report, which I gave to the school, so they could use the information gleaned to direct their school toward improved technology maturity. 5.3 Formative and Summative EvaluationFormative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.In preparing my 512 Formative and Summative Project for my final project, I gathered preliminary information before creating the formative and summative evaluations. This information came from questions that addressed the effectiveness, appeal, and efficiency of the course by setting goals, and considering the content, technology, and message design of the course. I developed the questions based on the intended audience. I identified the stakeholders and determined the evaluation criteria, again addressing the effectiveness, appeal, and efficiency of the course. I set a schedule for formative evaluations and determined who would receive invitations regarding feedback of the course. This constituted the formative evaluation and helped decide if further development was feasible. In the summative evaluation, I again developed questions regarding effectiveness, appeal, and efficiency of the course, as well as developing the instruments needed to gather the information and identifying those who would participate in the summative evaluation. The summative evaluation intends to determine if the course met all of the goals and objectives and if it should continue. During the development of the formative and summative evaluation questions, I learned that repetition is the key to developing an effective, appealing, and efficient online course. When using the Backward Design model (Davidson-Shivers & Rasmussen, 2006), starting at the end allows the instructional designer feedback on the course development by means of formative evaluation along the way. These formative evaluations direct the steps of the instructional designer as he or she continues developing the course. By creating and successfully receiving feedback from stakeholders, the formative and summative evaluations meet the criteria of the AECT Standard 5.3. I have not used this artifact in an authentic situation other than receiving feedback from my professor and peers in EdTech 512. I did show it to the counselor at the local school to solicit feedback from her and received positive remarks regarding the intent of the course and its design.

5.4 Long-Range PlanningLong-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.As technology use continues to grow in the K12 environment, educational institutions want to find the technology that will meet the needs of their institutions today and be available and useful into the future. With the availability of a vast number of individual devices, software, and cloud based options, many K12 institutions have adopted individual devices such as iPads, tablets, and laptops, and invested a great deal of time and finances into storage and retrieval programs. Both my 504 Final Synthesis Paper and 505 Evaluation Report projects showcase the importance of long-range planning and how decisions made today will affect their technological needs and usage in the future.I chose my 504 Final Synthesis Paper as a representation of how near-term and mid-term emerging technologies (NMC Publications | The New Media Consortium, 2013) will affect education in the future. This paper explored D.A. Kolbs Experiential Learning Theory (Kolb, 1984). Although Kolb developed his experiential learning theory in the early 1980s, it has existed since before the time of Aristotle. It is a forward-looking theory that new- and mid-term emerging technologies enhance. The idea of hands-on learning fits well with these emerging technologies. As new technology emerges, organizations adopt it and their stakeholders benefit from it. By keeping abreast of these emerging technologies, organizations can plan better for their futures. By adopting technology as it becomes available, an organization will ensure their current and future success. While researching Kolbs Experiential Learning Theory, I began to realize that this theory reflects how children learn naturally. How, when the technology is available to students, they become fully involved in experiential learning. By understanding new- and mid-term emerging technologies, and how it will bolster student engagement and learning, as it becomes available, I can enter into an organizations discussions as they strategically plan for the future regarding emerging technology. I recently discussed the need for newer and more effective technology tools and training for teachers at our local school; this discussion lead to a realization that teachers need dependable equipment, access to, and training with the same technology that students use in order to succeed in teaching their classes. Currently, as students continue to engage in learning with the technology provided by the school, teachers fall further behind their students due to outdated equipment or limited resources. The future success of the schools educational status and its students depends on the adoption of these new- and mid-term emerging technologies and the teaching staffs ability to incorporate them in classroom activities and learning experiences.In 2013, the local school implemented a 1:1 iPad initiative in their middle school and has plans to expand a 1:1 device program down into the elementary and up into the high school over the next few years. This process began over six years ago, but with the implementation of Common Core Standards and the SBAC testing (Smarter Balanced Assessment Consortium, 2012), the school moved ahead with a 1:1 iPad initiative without a thorough understanding of the implications of such a program and how it should be developed. After completing my 505 Evaluation Report, the results helped identify the needs of the students and teaching staff and gave the school administration a better understanding of which direction they should go for future implementation of 1:1 devices. As Boulmeis and Dutwin ascribe to in their book The ABCs of Evaluation (2011), I used a variety of sources to glean the information for my report: surveys, interviews, and personal conversations. Due to the small number of overall stakeholders (less than 100) sampling was not a reasonable option (p.175). I wrote and conducted two surveys, a staff survey and a student survey. I then compiled and evaluated the information received from the surveys and wrote a report outlining the combined findings. This process helped me experience firsthand how the use of multimedia can dramatically improve the evaluation process and validate its credibility (p. 64). My 505 Evaluation Report answered questions not established by their original goals and objectives regarding the directions the school should take as it moves forward into the future with 1:1 devices. It also gives the administration of the local school a better understanding of what they need to consider and pursue as they continue to implement a 1:1 device program throughout their K12 institution.

ConclusionTechnology has always been a part of life. It is just that in recent years, technology has grown exponentially and I found that I struggled to keep up with it. As an educator, I saw the introduction of new technology and the corporate world embracing it, but the reluctance of the current educational system to change from the old ways of education to the new ways of educating, thus leaving students unprepared for their futures. When I chose to begin the M.E.T. program at Boise State University, I had no idea what I was getting into. However, throughout the last two and a half years, the experiences I had have given me the confidence I need to use technology with students in ways that do prepare them for their futures. As much as I thought I knew about the use of technology in education, I find woefully lacking in comparison to what I have learned. I also know there is so much more that I can learn and will learn as I continue to develop as an educational technologist. One of my primary goals for being part of the M.E.T. program was to learn how to develop online courses to use in the K-12 environment. After completing my program, I am even more convinced that for dwindling rural schools with limited funding and for Christian schools with limited resources, making available online courses for their K-12 students will grant them the same opportunities as larger K-12 schools or districts. These students can be, and will be, prepared for their futures.

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