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Rationale for Correlation of Artifacts in EDTECH Portfolio

Alyson Nelson

Boise State University

June 2012 – December 2013

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Introduction

When I first began the Masters of Educational Technology program at Boise State

University in the summer of 2012, I was a high school science teacher in a traditional public

school in Greenville, South Carolina. In the last year and a half, I made a major life change and

moved across the country to Seattle, Washington with my husband and Golden retriever puppy.

Now, I am a teacher at a new STEM high school where students are one-to-one with laptops,

many of the students have parents that work for Microsoft and have unlimited technology

resources at home, and the students and teachers are anxious to be innovative in teaching and

learning. My current position is the Advanced Placement Biology teacher, but I am beginning to

design and develop a STEM lab concentration in Biomedical Engineering that will be

implemented next year. This lab will be a combination of technology-focused learning, inquiry-

based science, and partnerships with the local community to provide an advanced program for

students at STEM.

I credit the EDTECH program at Boise State University with providing me with the

ability to move into this new teaching position. The knowledge and experience I have gained

through the MET program has not only increased my use of technology with my students, but

given me more confidence in my ability to be innovative in the classroom, to develop myself

professionally, to design and develop curriculum, and to provide training and support for other

teachers. In this program I have gained new knowledge about topics such as network

administration and grant writing, and have enhanced my knowledge on topics such as

instructional design and web design. I have learned about educational theory, best practices, and

philosophies. This paper will describe some of my most valued artifacts from my time as an

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MET student. Each artifact is aligned to the Association for Educational Communications and

Technology standard I feel best represents my knowledge and expertise.

Standard 1: Design

1.1 Instructional Systems Design

EDTECH 503 – Instructional Design Project

For Standard 1.1, I chose the Instructional Design Project from the course Instructional

Design. The EDTECH 503 course extensively covered instructional design models. The

ADDIE model was the primary method used in the course and was the method I used in

developing this Instructional Design Project. The ADDIE model is defined as a systematic

instructional design process consisting of five phases: analysis, design, development,

implementation, and evaluation. The ADDIE model is cyclical and allows revision and

correction at any step in the process. This model is one used in many different formats by

planning teams, and is already used by many teachers in planning effective lessons. According

to Morrison et al. (2011), knowing basic principles of instructional design can ensure instruction

is effective in meeting its purpose and meets the needs of students. These basic principles can

also ensure the instruction is well-organized and continually evaluated.

The model can be incorporated into the daily instruction of a teacher on a smaller scale

or it can be used to develop a major unit of study or instruction. In my Instructional Design

project, I chose to create a professional development training course for teachers on the Moodle

course management system. Throughout the development of this training course, I performed a

learner analysis of the teachers in my school, I designed the course, I developed instructional

materials to supplement the course instruction, I implemented the course in an after school

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professional development setting, and I evaluated the design through communication with the

course participants and the Instructional Coach at my school.

I chose to develop this course for my Instructional Design project for two reasons. First,

I had begun to incorporate Moodle into my daily instruction with my students and I knew other

teachers in my school desired to have a system that they could use to collaborate with their

students electronically. Second, I had never taught a professional development course and one of

my goals in this program was to gain experience in training teachers. Through learning about the

teachers at my school and their needs and experiences with technology, I was able to design the

instruction as a basic training course for setting up a Moodle account, designing the course site,

and creating assignments and discussion boards. In implementing the training, teachers

successfully set up Moodle accounts and joined my class, where I had them participate in a

discussion board and an online quiz. The training course was successful and many teachers who

participated in the course began using Moodle with their classes.

1.2 Message Design

EDTECH 502 – Accessibility Hotlinks

Standard 1.2 focuses on the manipulation of a message. For this standard, I chose a

website I created in EDTECH 502 called Accessibility Hotlinks. Accessibility of web resources

is important, especially in the setting of education. In every school, there are students with

handicaps and other issues that require special assistance when using the Internet and computer-

based resources. For example, a student who is colorblind may have a hard time reading a

website that uses certain background and text colors. Through the Accessibility Hotlinks site, I

organized resources for teachers and other instructional staff to use in planning instruction.

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In EDTECH 502, I learned to use resources from the World Wide Web Consortium to

ensure my sites were accessible. The World Wide Web Consortium is a leader in accessibility

through their program Web Accessibility Initiative (W3C, 2012). By using the resources

available through their site, web designers can ensure they are meeting the needs of all users.

1.3 Instructional Strategies

EDTECH 502 – Webquest

The first artifact I chose for Standard 1.3 Instructional Strategies is the Webquest activity.

This standard focuses on selecting appropriate strategies to improve instruction and sequencing

them in a way that ensures student success. The Webquest site is a good example of sequencing

because it allows students to walk step-by-step through a topic, completing various activities to

help them gain knowledge about the topic. According to McKenzie (1999), sequencing can be

effective in keeping students on task and reducing wasted time. With students having a set focus

and appropriate resources available to them, student learning is focused and more successful. In

the Webquest I created for my Anatomy and Physiology students on the nervous system,

students read introductory information about the nervous system then extended their learning by

researching various medical disorders that affect the nervous system. I provided a number of

resources that would benefit them in their research. They compiled their research into an

electronic brochure describing the disorder they chose.

EDTECH 502 – Jigsaw Activity

The second artifact I chose for Standard 1.3 Instructional Strategies is the Jigsaw activity.

This was my first time using the Jigsaw method of instruction, but I found it very effective in

teaching lessons that included multiple steps or processes. The Jigsaw activity I created was on

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the digestive system. Students were divided into groups of six and assigned one major function

of the digestive system. Each student within the group was assigned a question to research with

electronic resources I provided. Once students successfully researched their question, they

shared their information with their group and their other classmates.

Since creating this site, I have been involved in several training opportunities where a

Jigsaw type activity was used. This activity was effective in keeping trainees on task, allowing

them to have responsibility for their own learning, and learn the information deeply as they

presented it to other members of the training course. All students can gain a large amount of

knowledge in an interesting and effective way through the Jigsaw activity.

1.4 Learner Characteristics

EDTECH 503 – Types of Learning Reflection

Standard 1.4 Learner Characteristics addresses a challenge all teachers face every day.

Each student that enters a classroom is different, with different learning styles, experiences,

background, and knowledge. According to Thompson (1996), there are many different learning

styles and as just as many ways to reach students with these various learning styles. A teacher’s

role is to maximize student learning by addressing as many of these learner characteristics as

possible daily. The first artifact I chose to support the standard of Learner Characteristics is the

Types of Learning Reflection paper. In this reflection, I summarized eight types of learning:

declarative knowledge, concept learning, procedural learning, principle learning, problem-

solving instruction, cognitive strategy instruction, attitude learning, and psychomotor learning.

Understanding these types of learning can provide strategies for teachers who are attempting to

address different learning styles within their classroom. By providing examples from my

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personal classroom experiences with each of these types of learning, I connected how students

with certain characteristics benefit from a variety of instructional strategies.

EDTECH 504 – Social Networking in Education Research Paper

When choosing a topic for research in EDTECH 504, I was interested in how social

networking is incorporated into education and today’s classroom. As a high school teacher, I see

every day how connected my students are to their social networking sites (Facebook, Twitter,

etc.). I wanted to understand the theory behind social networking and how its use affects student

behavior, social skills, and learning. I chose this artifact for the Learner Characteristics standard

because I think students use social networking as one of their primary sources of learning now.

According to Baird and Fisher (2006), many of today’s students have an “always on” learning

style. They read news feeds, collaborate with other students on discussion boards and blogs, and

practice for tests and quizzes using online competition tools. Social networking is now an

important facet of learning to consider about a student’s background knowledge and experiences.

The implications of this in the classroom include finding ways to interest students in daily

learning by incorporating ways for them to collaborate as they would on a social network site, to

communicate with them via a social network site, or provide opportunities for them to research

topics and collaborate with experts from certain fields.

Standard 2: Development

2.1 Print Technologies

EDTECH 503 – Instructional Design Training Handout

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Although electronic resources are becoming more prevalent in the classroom, print

resources are still integral in the learning process. Producing a well-designed print resource is an

important part of an instructor’s job. Students learn more effectively when material is well-

organized and presented in a logical way. The first artifact I chose to represent Print

Technologies is a handout I created for my Instructional Design project. As mentioned earlier, I

designed a Moodle management training course for teachers at my school. As part of this

training, I created a document that led participants of the course step-by-step through setting up

an account, creating a site, and adding resources to their site. I used screenshots and highlighted

specific areas to note. Teachers found this resource helpful as they were able to take it with them

at the end of the training to refer back to as they were setting up their own Moodle sites to use

with their students.

EDU 592 – Gifted and Talented Staff Development Publication

Coming into the EDTECH program, I had the opportunity to transfer two graduate

courses from a gifted and talented education endorsement program I participated in a few years

ago. As part of one of these courses, Nature and Needs of a Gifted Student, I created a document

for staff development on characteristics of gifted and talented students along with a colleague of

mine. This document addresses the different categories of gifted student populations and their

learner characteristics, cautions for teachers who have these students in their classroom, and

accommodations that can help these students succeed. Also, as part of this document, we

addressed the district resources available for gifted students. This document could be used as an

informational piece for parents, teachers, or the community. We were able to share this

document with our school staff to provide them with information about how to accommodate

certain groups of gifted students in their classrooms.

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2.2 Audiovisual Technologies

EDTECH 501 – Introduction Video

Multisensory learning has proven to be effective among all student populations, but

especially among young children who are developing their senses (Davies, 2011). Audiovisual

technologies can provide multisensory experiences for students by allowing them to learn both

visually and aurally: through animations, audio storytelling, and interactive images. Providing

these multisensory resources will not only be effective in the development of young students, it

will draw the attention and interest of older students. For standard 2.2 Audiovisual

Technologies, I chose my very first assignment as an EDTECH student. As an introduction to

EDTECH 501, I created a YouTube video introducing myself and describing why I chose the

EDTECH program for my degree. To make this video, I used a HUE HD webcam. The HUE

webcam is a great resource for the classroom and has been very useful to me in instructing my

students. I have used it as a document camera, in filming course reviews, and to film my class as

they are presenting material or completing activities. In using this webcam, I have been able to

provide other means of audiovisual resources for my students.

2.3 Computer-Based Technologies

EDTECH 502 – Scavenger Hunt

In their book e-Learning and the Science of Instruction, Clark and Mayer (2000) describe

computers as one of the most flexible media options, allowing for instruction in a variety of

methods. In the Scavenger Hunt assignment, I used computer-based technologies to provide an

overview of peer-to-peer file sharing copyright rules. In this assignment, I linked a worksheet

using a word-processing program and also various websites to provide answers for the questions

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asked. This site could be used in a course to teach high school or college students about

appropriate Internet use.

2.4 Integrated Technologies

EDTECH 502 – Virtual Field Trip

Integrating multiple forms of resources in the classroom can provide differentiation for a

variety of learning styles in the classroom. In their book, The Differentiated School, Tomlinson

et al. (2008) discuss why it is necessary for teachers to understand and recognize the individual

learning styles in their classroom. They describe differentiation as the core of effective planning,

not an extra for teachers to add to their already busy schedules. Teachers who understand the

practice of differentiation and can effectively integrate multiple resources can reach a larger

percentage of their students. Using technology can provide numerous opportunities for

integrating a variety of resources, by providing auditory, visual, and other forms of instruction.

The Virtual Field Trip assignment from EDTECH 502 represents standard 2.4 because it

incorporates a variety of computer-based technologies to deliver instructional material. On my

Virtual Field Trip site, Anatomy and Physiology students learn about the skeletal system through

diagrams, videos, and online tutorials. Students are able to extend their knowledge by clicking

links to read more information about the topics discussed. They can receive immediate feedback

on what they have learned through the online tutorial and the available answer key. This allows

students to be responsible for their own learning and to go back and review the material if they

feel they have not mastered it. By providing students with a variety of materials through this

site, students are more likely to be engaged in the learning process. I was able to use this site

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with my Anatomy and Physiology students last year. They provided good feedback for the site

and said it was helpful in helping them learn about the skeletal system.

Standard 3: Utilization

3.1 Media Utilization

EDTECH 501 – Tech Trends Lesson Plan

According to Mateer (2012), the use of media in the classroom engages students and

motivates their interest in the content. In EDTECH 501, I used media resources to create the

Tech Trends Lesson Plan, in which I incorporated media and computer-based instruction to

enhance a lesson that I had previously taught with my Anatomy and Physiology classes. I

transformed a typical lesson on the muscular system into a virtual, three-dimensional activity

using the iPad. Student groups used a virtual frog dissection app to dissect a frog. They also

used a three-dimensional muscle and bone app of the human body to learn about the

corresponding muscles in the human body. Using media in this lesson enhanced the learning

process by providing connections for students between the frog (which they would normally

dissect by hand) and the human body (which they would only see in textbook diagrams).

3.2 Diffusion of Innovations

EDTECH 504 – Social Networking in Education Research Paper

I chose my research paper Social Networking in Education for standard 3.2 because in it I

discuss a topic that has received a lot of attention in the classroom recently. I discuss the

implications of social networking in the classroom. Taking innovative technologies and

integrating them into the classroom environment often requires taking a risk. Teachers who are

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successful in integrating technology are willing to take this risk, try new ideas, and accept and

learn from failure. Personally, I have attempted to use social networking in my classroom

through online discussion boards and chat rooms and most recently through Twitter. Students

followed my Twitter account where I posted reminders about assignments, quizzes, and tests.

Students would use this account to ask questions about upcoming assessments. Many teachers

are afraid of the responsibility of using these resources, but they can have a positive impact on

the classroom. Social networking can be used to enhance instruction and provide opportunities

for students to collaborate with one another. In my research paper, I provide multiple lines of

research that discuss how one can implement social networking and the effects it has on a

student’s development and learning.

3.3 Implementation and Institutionalization

EDTECH 501 – School Evaluation Summary

The School Evaluation Summary provides a good example of Implementation and

Institutionalization by evaluating the use of a school’s technology resources in the areas of

administration, curriculum, support, connectivity, and innovation. By evaluating my own

school’s performance, I found areas of strength in their incorporation of technology-based

instructional materials in classroom settings and the use of technology for administrative tasks. I

also learned a lot about the culture of my administrative and support staff and their ideas about

technology use in the classroom and in the school. I was able to identify areas of weakness as

well, and provided recommendations and solutions for how the school could improve the use of

technology throughout all areas of the school.

3.4 Policies and Regulations

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EDTECH 502 – Netiquette

The Netiquette assignment is an example of standard 3.4 Policies and Regulations. This

assignment brought my attention to the “rules” of technology use and how students should

understand their role in using technology resources appropriately. Netiquette is defined as a set

of “rules about the proper and polite way to communicate with other people when you are using

the Internet” (Merriam-Webster, n.d.). These rules are important for students to understand as

they begin to use social networking sites, email, and other Internet resources. On this site, I

geared the information towards high school students and attempted to address areas where they

may not recognize the implications of how they communicate online. I offered students four

quick rules to remember while they are using web resources: think before you write, beware of

your text and language, be mindful of the human on the other end, and do not assume anything. I

believe if students can get a grasp on these simple communication rules, they can use technology

appropriately and effectively in their relationships, both professional and personal.

Standard 4: Management

4.1 Project Management

EDTECH 501 – Digital Inequality Project

Many courses in this program gave me the opportunity to collaborate with group

members from all over the world. Working in groups is an important aspect of project

management. For standard 4.1 Project Management, I chose the Digital Inequality group project.

This group assignment allowed us to discuss the implications of digital inequality and to

determine, out of seven available options, which were most useful in providing opportunity for

those who lack digital resources. Our group decided that providing free extended computer use

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in public libraries and expanding public school resources for after school hours were the most

effective options in addressing digital inequality. By providing these free options, the public will

have greater access to computers, web resources, and printers at convenient times for them.

Working together to discuss other options, we decided that providing public school students

loaner computers is also a good option. We also discussed the importance of educating the

general public about appropriate use of computers in an effort to maintain these free resources.

This assignment brought my attention to the digital inequality issue that is facing our

education system. Technology use is effective in enhancing the learning experience, but not all

schools or students have access to the same resources. This issue with access becomes a limiting

factor in how teachers can incorporate technology into their instruction. These issues need to be

addressed by having funds available for schools with the desire to be innovative in their

technology use.

EDTECH 505 – Evaluation Proposal

I also chose the Evaluation Proposal assignment as an example of Project Management.

In this assignment, I was given the task of developing an evaluation for Far West Laboratory’s

training program Determining Instructional Purposes. This proposal consisted of a description

of the program, the proposed method of evaluation, required personnel needed to complete the

evaluation, a task schedule of when the evaluation would take place, and a budget. Developing

this proposal helped me consider the steps necessary for completing a full evaluation of a

program, which I did later in EDTECH 505.

4.2 Resource Management

EDTECH 501 – Digital Inequality Presentation

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Digital inequality is described as the differences in formal access to the internet and its

resources (Hargittai 2003). When managing resources for a school or classroom, digital

inequality issues must be addressed. The Digital Inequality Presentation offers a good example

of Resource Management by discussing strategies to lower the effect digital inequality has on

students. By providing free Internet sources at public libraries or public schools, students can

access the same resources as their peers. This presentation focused primarily on the planning

aspect of addressing the digital inequality problem. Monitoring and controlling the

implementation and use of these free Internet resources would be the next step to addressing

digital inequality and managing these resources. By speaking with local politicians and school

leaders, funds could be raised to provide opportunities for equal access to web resources.

EDTECH 552 – Assignment 7

I chose Assignment 7 from Introduction to Network Administration as an example of

Resource Management. The final weekly assignment from EDTECH 552 incorporated concepts

about setting up and managing networks through security and password protection,

troubleshooting, and router management. Introduction to Network Administration was the most

challenging course I took in this program, but as I completed this final assignment, I realized

how much I had learned and what I could take with me as a School Technology Coordinator.

The information learned in this course has already been useful to me in troubleshooting problems

with my school network and in dealing with issues on my home network. These systems and

their importance are often overlooked when discussing educational technology, but without

proper maintenance and personnel overlooking their use, technology would not be available for

use. These support services are integral to the effective use of technology for communication

and implementation in the classroom.

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4.3 Delivery System Management

EDTECH 552 – Server Project

For standard 4.3, I chose the Server Project from Introduction to Network

Administration. Without effective servers, instructional materials cannot be distributed

electronically. With servers, instructional materials can be delivered in a variety of ways. Using

these technologies, one can set up a course management system, a forum for student

communication, a shopping cart for students to practice marketing skills, or manage their own

class website. In my server project, I created a site instructing students how to set up their own

server. This site could be useful in instructing students in a computer course how to design and

open their own site.

4.4 Information Management

EDTECH 504 – Annotated Bibliography

The Annotated Bibliography assignment is a great example of Information Management.

An annotated bibliography provides background information needed to begin research on a topic,

but can also help other researchers by providing information about a specific topic (Purdue

OWL, n.d.). By completing an annotated bibliography in preparation of writing my research

paper in Theoretical Foundations of Learning Environments, I was able to gain information

about my topic, Social Networking in Education, and gather good resources to help me in the

writing process. By using this strategy with my own students, I could help them gain valuable

insight about how to complete proper research.

Standard 5: Evaluation

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5.1 Problem Analysis

EDTECH 503 – Learner Analysis

I chose to represent Problem Analysis with the Learner Analysis portion of the

Instructional Design project from EDTECH 503. In creating a Moodle training course for my

instructional design project, I completed a Learner Analysis by surveying teachers in my school.

A survey given before the training determined teachers’ comfort levels in using technology and

integrating it into their classrooms. I also gauged their interest in setting up a Moodle account by

asking questions regarding discussion boards, online calendars, electronic assignment

submissions, and other aspects of the Moodle course management system. By analyzing the

data, I found that many of the teachers in my school used technology with their students, but

most did not have a specific method they preferred. I also found that most of the teachers were

classified as “technology proficient” through our state, but that did not mean they were aware of

the most effective ways to incorporate technology in their classroom. I was able to use this

information to tailor the Moodle training course to cover topics the teachers were interested in,

such as discussion boards and assignment posting and ensure teachers knew how to incorporate

these strategies in their classrooms effectively.

EDTECH 551 – Needs Assessment

In developing a grant submission for EDTECH 551, I began to research a problem that is

prevalent throughout education. I noticed within my school that many female students were

academically strong students and showed a strong interest in science courses. I also knew that

the number of females in STEM (science, technology, engineering, and mathematics) careers

was drastically lower than the number of males. I assessed the need for females in STEM

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careers and used this information to produce a grant that would allow me to encourage interest in

science-related fields, specifically medicine. In my Anatomy and Physiology course, I had

primarily female students. The grant I developed outlined a program that would enhance the

instructional process in Anatomy and Physiology to encourage these female students to enter into

science-related degree programs after leaving high school. To do this, I gathered information on

the success of students in high school science courses and their choices for degree programs

upon graduating. I also looked at students in their first semesters at college to determine how

their success in high school science courses affected their success in college-level science

courses. I chose to focus my grant on encouraging students to pursue science-related fields by

increasing their interest in those fields by enhancing the curriculum of science courses they were

taking in high school. The grant would allow me to purchase a class set of iPads, along with

apps and other technology resources, to enhance student learning.

5.2 Criterion-Referenced Measurement

EDTECH 554 – Enhanced Lesson Plan

In the Enhanced Lesson Plan assignment, I chose a previously taught lesson and revised

it to include technology resources. Part of the enhancement included a student research portion,

where students chose a disorder that affects respiration and created an informational newsletter

or brochure. Students also completed a formal lab report for the hands-on lab activity and

submitted it electronically through Moodle. I created a rubric for the newsletter assignment for

evaluation of this lesson. A rubric is a good example of standard 5.2 Criterion-Referenced

Measurement. Since students are given the rubric before completing the assignment, they are

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clear about the purpose of the assignment and the content they should master. Teachers can then

use the rubric at the end of the assignment to evaluate a student’s mastery over the content.

EDTECH 502 – Rubric for Webquest

Also for Criterion-Referenced Measurement, I included a rubric from the Webquest

assignment. This assignment is similar in that students were developing a fact sheet on a

disorder affecting the nervous system. Researching disorders is a major part of the Anatomy and

Physiology course and previously these types of assignments were done through research in the

library with print resources and completed on paper. By transitioning these activities into

technology-based assignments, students were able to gain more knowledge by having access to

more available resources. They also were able to be more creative in their assignment by using a

variety of programs. The rubric allowed students to understand what they should be learning

through the assignment and work towards those goals without limiting their creativity.

Rubrics are great examples of criterion-referenced measurement. By providing students

with a rubric upfront, they understand the purpose of their learning. The content is specified

before the students begin, and summative evaluation can efficiently determine mastery. Rubrics

also allow students to see specific feedback on their assignments, allowing them to improve in

certain areas on the next assignment. This feedback enhances learning by ensuring students

understand their mistakes and what the expectations are within a course (Stevens & Levi, 2013).

5.3 Formative and Summative Evaluation

EDTECH 503 – Evaluation portion of Instructional Design project

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Both formative and summative evaluations have shown benefit in the assessment of

learning. Formative evaluation is on-going and often informal, providing information to improve

practices or make changes to teaching. Summative evaluation is usually a formal evaluation

given at the end of a program or unit to determine mastery of content. According to Morrison

(2011), the focus of formative evaluation is process, while the focus of summative evaluation is

outcome. For standard 5.3, Formative and Summative Evaluation, I chose the evaluation portion

of my Instructional Design project. I used two different methods of evaluation in developing the

Moodle training course. As a formative assessment, I communicated with the Instructional

Coach at my school throughout the design of the training. She served as my Expert Reviewer,

reviewing all course materials before it was taught as a training course and offering me feedback

on ways to improve the design of the course materials or suggestions on how to effectively teach

the training course. Her feedback allowed me to edit the course before the training. I also

surveyed course participants to serve as summative assessment. After the training, I gathered

this information to make changes to the design of the training for future use.

EDTECH 554 – Data Analysis Plan

The second artifact I chose for Formative and Summative Evaluation was the Data

Analysis Plan. In this assignment, I worked with a partner to evaluate data received from a

school district in regards to their technology use. By analyzing and drawing conclusions from

this data, we were able to provide information regarding the school district’s rating in the Tiers

of Technology Integration scale. The data was used to provide suggestions for professional

development courses that would benefit the teachers in the district. We developed a Phase 1

training schedule where teachers received specific technology training once a month. This Data

Analysis Plan serves as a formative evaluation of the current technology use. After providing

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our suggestions, the district now has the ability to reevaluate their progress at the end of the

school year for a summative assessment of their growth.

5.4 Long Range Planning

EDTECH 505 – Evaluation Project

I chose the Evaluation Project for Long Range Planning. For the Evaluation Project, I

focused on a program offered in my school district called the ALIVE training course. This

course provides technology training for teachers needing to reach technology proficiency

requirements. I chose this project for Long Range Planning because the program has been in

place over three years, but has had problems with staying up-to-date with current technologies.

Through my evaluation, I found that many teachers enjoy the course, but do not necessarily

incorporate things learned into their classrooms. After speaking with a course instructor and

surveying course participants, I offered suggestions for how the course could be improved as it

continues to offer training to teachers. One suggestion I made was to increase the collaboration

among teachers across grade levels and subject areas. Both the course instructor and the

participants agreed that this would enhance their learning experience. Other suggestions

included updating the course information regularly to ensure current technology was being

taught and incorporating information about special populations and how to reach them through

the use of technology. This course is currently being taught and will continue to be offered to

teachers in my district. By using the results of the evaluation, the school district can now use the

suggestions offered and develop a long range plan for the improvement of the program.

Conclusion

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The artifacts above represent my experiences as a Master’s of Educational Technology

student. All of the courses I took as an EDTECH student focused on the AECT standards of

Design, Development, Utilization, Management, and Evaluation. Understanding how each of the

assignments I completed in this program aligns to these standards is important in determining

how I will use my experiences as a classroom teacher and a technology leader in education.

Each of these standards relates to the integration of technology into teaching and learning and

understanding how I can incorporate them into my own classroom is useful to my development

as a teacher. My goal is to continue my professional growth by sharing these ideas with my

fellow teachers and continuing to learn new ways to incorporate technology into education.

References

Baird, D. E. & Fisher, M. (2006). Neomillennial user experience design strategies: Utilizing

social networking media to support “always on” learning styles. Journal of Educational

Technology Systems, 34(1), 5-32.

Clark, R. C. & Mayer, R. E. (2008). E-Learning and the science of instruction (3rd ed.).

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Davies, C. (2011). Creating multisensory environments: Practical ideas for teaching and

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