My Journey in Mastering Educational Technology: Rationale Paper for EdTech 592Kimberly Hefty, Spring 2015Director/Owner Sammamish MathematicsI have been a mathematics instructor for 23 years. I have taught public middle school, high school, and college level mathematics. Thirteen years ago I started a private online tutoring business. I exclusively support and tutor local students who are taking DLD, Digital Learning, online mathematics. Working with students taking courses exclusively online made me realize the deficits in my personal and professional technology skills. Three years ago I enrolled in the M.E.T. program at Boise State University to help me better serve my students.The Masters of Educational Technology (M.E.T.) program requires an ePortfolio which presents the collection of artifacts that I have collected and aligned to the new AECT for the past three years. As part of this program I am also completing an Online Teaching Certificate for teachers of K-12 students. My paper is organized by the Association of Educational Communications and Technology (AECT) standards. I will explain why I selected each artifact, what I learned from the creation of it, how it reflects mastery of the various AECT indicators of each standard, how it connects to various learning theories and best practices in education, and how I have or will use it in my professional line of work.STANDARD 1 - CONTENT KNOWLEDGECandidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.Indicators:CreatingCandidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.For this indicator I selected EdTech 502: WebQuest. This project was coded by hand, not a template. I clearly demonstrated the ability to not only develop content but the ability to create the learning environment. This shows how my HTML/CSS web-design skills improved since my early pages it also demonstrates how I was able to use those skills to create a multi-layered learning activity. WebQuest are an inquiry-based learning style that can foster collaboration, boost technology skills, and integrate technology into learning (Abbitt & Ophus, 2008). According to Abbitt & Ophus (2008), ...factors those often precede or promote learning, such as increased motivation and the integration of technology into teaching and learning, can be positively influenced by using WebQuests (p.454). The site is visible and viable on any device. The purpose of this WebQuest was to create a deeper understanding of statistics. The intention of the project was for the students to analyze and interpret qualifying statistical data. I was able to use this project with my sons advanced math class. UsingCandidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.For this indicator I selected EdTech 521: Scavenger Hunt. This scavenger hunt was designed for high school students taking an online course through the ISD. It was designed to help them learn more about communicating in cyberspace. Internet scavenger hunts use the Internet to find answers to questions. This Internet scavenger hunt is a fun way to learn about the expectations for a course. My target audience for this assignment was students. I met this standard by selecting and using multiple technological resources and processes to support student learning and to enhance their pedagogy. This activity was used by my students to determine their readiness for online learning. I have shared this with the local district and they have created a modified version for all students.Assessing/EvaluatingCandidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials For this indicator I selected EdTech541: Relative Advantage of Technology in the Content Area (Mathematics). This assignment was to show how technology can be effectively integrated in the mathematics classroom. Pogrow (2004) describes how integrating technology into grades 4-9 mathematics classes can create a new, more powerful, and dramatic way to present mathematical concepts in ways that allow students to construct an intuitive sense of how to apply them (p.7). He asserts that technology can be used to present a variety of fantasy settings in which dilemmas arise and the curriculum and teacher bring in the math concepts to resolve the dilemma. In addition, technology can be used to present mental models which will allow students to learn how to solve almost any story problem. Through this assignment I demonstrated how research can foster deeper understanding of the benefits and advantages of incorporating technology in content areas. I was able to gain a deeper understanding of how my lesson plans can be adapted, using technology, to fit all of my students learning needs. This allows for Cognitivism instructional design theory that analyzes what particular tasks will be successful in understanding information ManagingCandidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. For this indicator I selected two artifacts: EdTech505: Final Project & EdTech 505: Far West Lab Proposal. Both of these projects demonstrate all of the elements of managing. Throughout the projects, evaluation management techniques were illustrated through assigned roles and responsibilities, meetings with key stakeholders, and a budget that was clearly defined. Project management involves planning, monitoring, and controlling instructional design and development projects. Through the process and activity of planning, organizing, motivating, and controlling resources, procedures and protocols I was able to improve my tutoring business. Utilizing effective management techniques, such as planning and monitoring of my employees I was able to grow and improve my company. Through the management of my evaluation process ability to create and maintain a budget I was able to grow my company from a sole proprietorship to an LLC to an S-Corp over the past three years. Evaluation is the systematic process of collecting data to identify the strengths and weaknesses of a particular program (Boulmetis & Dutwin, 2011, p. 58). As a business owner I need to prove my ability to successfully manage a company and students to my parents, district partners and accountant. The management, planning and oversight of my Ed Tech 505 Far West Lab Report and final project allowed me the opportunity to evaluate the effectiveness of my management skills to supporting students in the DLD classes.EthicsCandidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.For this indicator I chose EdTech537: Full Disclosure Statement. Honesty and disclosure is a cornerstone of ethics, especially in education. Steele (1975) states We are rewarded and punished for what we disclose, not for the absolute realities of what we are and do (p. 5). Many people advocate openness and free discussion, but disclosure goes farther than this. For educators it is important to let parents and administrators know if they have other interests which could impact their students. I have found it to be very important to let my students and parents know when I have a vested interest, personally or financially, when directing them to any site or referring them to another tutor or agency. I have also incorporated the full disclosure policy in my introduction letter to parents, notifying them that I do not work for, nor am I affiliated in any way with the local school district or the DLD providers that I recommend.STANDARD 2 - CONTENT PEDAGOGYCandidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.Indicators:CreatingCandidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.For this indicator I selected EdTech541: Content Area Learning Activity Mobile Learning. This lesson fully demonstrates my ability to use multiple technology platforms (cell phones and iPads and multiple apps) into a cohesive lesson. Students used a variety of models (e.g., written statement, algebraic formula, table of input-output values, graph) to represent the two cell phone plans they chose to evaluate. Students completed an initial worksheet with partners and then evaluated two additional plans by themselves for assessment. Teachers must be careful when implementing technology in mathematics instruction and be aware of the numerous pitfalls, such as accountability and the ongoing math wars debate. However, the benefits of including technology greatly outweigh the costs and, as Robyler and Doering (2013) state, technology can serve as a catalyst to move teachers toward an instructional style that is more student centered (p. 310). Since I do not control any aspect of my current students curriculum I am not able to fully incorporate this into my teaching; however, I am able to extrapolate the concept to creating optional reviews for my students.UsingCandidates implement appropriate educational technologies and processes based on appropriate content pedagogy.For this artifact I selected EdTech541: Internet Enriched Lesson Algebra 2. This lesson is specifically designed based on best practices, especially collaborative learning. Palloff & Pratt (2007) state, from the earliest explorations in online educational theory and practice, collaborative learning has been the most powerful principle of online course design and delivery (p. 165). The Internet Enriched Activity allowed me to create a lesson that includes a multiple technological resources for an Algebra 2 course. Students explored the concepts of slope and intercept. In this lesson students learned to: Construct tables, graphs, and equations to express linear relationships. Students translated information about linear relations given in a table, a graph, or an equation to one of the other forms. It also integrates multiple technologies and is adaptable for anyone with a learning or physical disability. Assessing/EvaluatingCandidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practiceFor this artifact I selected EdTech504: Final Reflection. In order to properly assess learning and instructional strategies it is important to reflect. This project involved reflecting over every assignment from the entire semester. Through my reflection and research in EdTech 504 I realized I am truly a social constructivist. The application of social constructivism resonated with me both personally, as a mom, and professionally. The social constructivist approach to education accommodates both the necessity of social interaction in learning and individualist nature of modern learning. Jonassen & Land (2012) state, Social constructivist theory builds on the foundations of constructivism, extending into how interaction with others impacts and influences the learning process (p. 272). In response to the recent shift in technology and educational pedagogical trends, I believe that educators should use social constructivism as a guide to expanding student-learning possibilities while also encouraging the use of online learning communities to foster collaboration in order to meet the modern students full spectrum of needs. ManagingCandidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.For this artifact I selected EdTech543: Communities of Practice, Connectivism, Personal Learning Networks. The cornerstone of creating flexible and diverse learning environments understands the theoretical pedagogy. This assignment demonstrates the significant research that I did on this topic and my ability to manage the various processes and resources. The concept by Lave and Wenger (1998) is that communities of practice are everywhere and that we are generally involved in a number of them whether that is at work, school, home, or in our civic and leisure interests. Connectivism, according to Downes (2013) states is that, Learning is the creation and removal of connections between the entities, or the adjustment of the strengths of those connections (p.145). Through my research I was able to strongly identify with the concept of Personal Learning Networks (PLN) and use this supportive learning community to help me manage my course work and develop content. In my current class, EdTech 523, the first thing I did was post in the student lounge and reach out to my fellow mathematics teachers and create an informal PLN to help me throughout the semester.EthicsCandidates design and select media, technology and processes that emphasize the diversity of our society as a multicultural community.For this artifact I selected EdTech 521: Final Netiquette Rules. Since our society is so diverse, it is critical that we establish appropriate protocols for our interactions with each other using technology. Creating an established set of rules will help everyone interact with each other appropriately and safely. This assignment was developed collaboratively with my PLN and introduces the definition and expectations of online etiquette. We need to educate our students on how to work in a safe online environment so these rules includes a critical cyber bullying component. Dr. Rice (2012) states, Developing a set of netiquette rules and making them available to students will provide guidelines for expected behavior in your classroom and help set the tone for interaction (p.95). I used these guidelines to help me create guidelines for my own students. STANDARD 3 - LEARNING ENVIRONMENTSCandidates facilitate learning by creating, using, evaluating, and managing effective learning environments. Indicators:CreatingCandidates create instructional design products based on learning principles and research-based best practices.For this indicator I selected EdTech541: Interactive Presentation. Interactive presentations can be a powerful audiovisual learning tool for students. While students generally respond more positively to presentation-enhanced instruction, the impact largely depends on how teachers use such tools (Roblyer & Doering, 2013). For this project I pushed myself to develop a truly interactive presentation on the order of operations, often referred to as PEMDAS (parenthesis, exponent, multiply, divide, add, subtract). I used originally created PowerPoint slides and developed animations which would allow for pausing and revealing the solutions. I also linked supportive material. Presentations can help students be active not passive learners, develop research skills, encourage cooperative learning and problem solving, and engage in more meaningful learning (Siegle & Foster, 2000, p.199). I have added this presentation as a tutorial on my business site and have received a lot of positive feedback.UsingCandidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.For this indicator I selected EdTech503: Final Instructional Design Project. My project was designed to teach 7th grade math students how to develop and interpret statistical data using Excel spreadsheets and collaboration tools for student group presentations on the Seattle Mariners over two given seasons. This project meets all facets of Blooms Taxonomy. Bloom's Taxonomy is a hierarchy of skills that reflects growing complexity and ability to use higher-order thinking skills. The six levels of bloom's taxonomy, in order (lowest to highest), are knowledge, comprehension, application, analysis, synthesis and evaluation. All of these stages slot into the cognitive domain, which relates to how the brain processes information and thoughts. Dr. Rice (2012) states that, Blooms taxonomy has historically been used as a framework for classifying question types in instructional settings allowing learners to demonstrate their learning and knowledge (pp. 144 - 147). At the end of instruction, students will know how to do something they didnt know before. I designed this for my sons 7th grade math class; the teacher did not have time to implement it but plans to do so in the future. I did a small sampling of my son and his friends to complete this. The students thought this was a fun and interesting lesson.Assessing/EvaluatingCandidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.For this indicator I selected EdTech523: Project [in progress]. In module 4 we developed a research based evaluation plan. I incorporated two different types of evaluation. According to Boulmetis & Dutwin (2011) formative evaluation focuses on examining and changing processes as they are happening while summative evaluations focuses on reporting what occurred at the end of a program cycle (p. 16). Formative evaluation should take place during a project in order to determine if changes should be made in order to meet the stated outcomes more efficiently and effectively. Summative evaluation takes place at the end of a project or activity to measure the attainment of goals or outcomes. I used EdPuzzle, to imbed a formative evaluation within an interactive tutorial. For the summative evaluation component I had the students complete a collaborative PowerPoint project and evaluate themselves, each other, and the project itself upon completion.ManagingCandidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.For this indicator I selected EdTech504: Final Synthesis Paper. All of the cumulative work in EdTech 504 meets this standard through the continuous focus on learning theories. Smith and Ragan (2005) state in instructional design, the goals are efficiency and effectiveness, doing the best job with the least requirements, or (in management terms) optimizing return on investment (p. 315). This research paper was an ideal way to present instructional mechanisms for maintaining the technology infrastructure to improve learning and performance in a meaningful way. Proper management of practice requires a solid foundation in theory. Throughout my research for this cumulative paper, I focused on both past and emerging learning theories and their role in progressive approaches to mathematics instruction. I realized that I needed to change the way I managed the technology in my business to better serve my students. The paper also examined the various roles of learning theories such as constructivism, objectivism, and Connectivism and the impact they have on instructional methods. This paper helped me realize that the roles of both the modern teacher and of the modern student are changing. Teachers need to manage and construct environments that provoke and challenge students. I immediately began challenging my students to do more than use technology to study but helped show them how they could use technology to manage their entire learning environments. Students must actively seek out interactions and reinforcement. In order to accommodate the modern student and utilize new technologies, educators must utilize social constructivist theory of learning to promote the success of the individual through the utilization of online learning communities. Educators must constantly be exploring emerging theories, such as Transactional Distance Theory, to challenge both themselves and their students. Gokool-Ramdoo (2008) stated Education is everybodys business the individual, the organization, and the nation state (p.13).EthicsCandidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.For this indicator I selected EdTech502: Plagiarism Scavenger Hunt. Plagiarism is a critical concept when working with any type of technology. Dr. Rice (2012) states, the emergence of digital content has resulted in heightened interest in laws about copyright and fair use, as well as increased confusion about the rights and responsibilities of users of digital content (p. 246). This activity promotes respect for copyrights while still allowing for open use. This scavenger hunt was created using Dreamweaver CS 5.5 and a CSS menu; it is a learning activity with questions and linked resources to teach fundamental issues of copyright and fair use. Although I have not personally used this with students, it could easily be adapted to use with students of almost every age.Diversity of LearnersCandidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.For this indicator I selected EdTech502: Web Accessibility. Web accessibility are the tools and technologies that allow everyone, regardless of any disability, to access information on the Web. Accessibility tools allow people with a wide variety of abilities to utilize the Internet. This page discusses how to use web accessibility tools in the classroom. It was created for other teachers to learn about why web accessibility is necessary and experiment with some tools that are available to provide all students with the opportunity to succeed using technology. Roblyer & Doering (2013) state, [that] regardless of the specific application of technology, the general goal is always the same; to harness the potential of technology in ways that offer an individual with a disability increased opportunities for learning, productivity, and independence (p. 400). We, as educators, have an ethical obligation to instruct all students, regardless of any disability.STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLSCandidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. Indicators:Collaborative PracticeCandidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners. For this indicator I selected EdTech 504 Peer Review by Kim Hefty and EdTech 504 Peer Review by Angie Kruzich .These assignments are linked and clearly demonstrate the professional collaboration standard. Palloff and Pratt (2007) state, An important element that should be built into an online course is the expectation that students will provide constructive and thoughtful feedback to each other (p.176). The process of peer review was the most collaborative of all the projects and lesson that I have completed. Angie Kruzich and I were given several weeks and detailed standards by which to assess each other. We not only edited each others work but were able to meet both synchronously and asynchronously to give each other detailed feedback. The detailed and constructive feedback that I was given allowed me to present what I believe to be my best written work. LeadershipCandidates lead their peers in designing and implementing technology-supported learning. For this indicator I selected EdTech 543: Social Network Mini Curricula Unit. This project was developed collaboratively with my PLN (personal learning network). This was an elaborate project that involved using multiple collaboration tools and social network tools. The site and concept were initially created by me using Google sites. Through multiple synchronous and asynchronous meetings the lesson was fully developed to explore the cost of a college education. Numerous evaluations were developed with detailed rubrics. The details are built based on a constructivist approach. Pallof and Pratt (2005) state, ...collaboration can be seen as the cornerstone of the educational experience (p. xi). By examining Connectivism and the role it could play in a mathematics classroom, my entire teaching philosophy shifted as a result of this course and project. Technology is affecting how our students learn, which means we need to change how we teach. A networked student needs a networked teacher. Social media cannot be ignored. Reflection on PracticeCandidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.For this indicator I selected EdTech541: Final Reflection and EdTech 592 e-Portfolio. For the final reflection for EdTech 541 I analyzed and interpreted all of the artifacts and projects that I had developed throughout the course. I reflected on the effectiveness of my design, development and implementation of technology-supported instruction and learning. My professional growth was dramatically affected. My overall goal was to take a constructivist approach to most projects for this course, intending that these projects were student-centered. Technological tools helped me to supplement content, engage learners, enhance delivery and assess student learning. By integrating technology, I was able to enhance the topic of Algebra 1. Through this course I have realized there are many ways I can implement a variety of technological skills to better communicate with my students and their parents. Jonassen (2012) stresses the importance of the opportunity for reflection, ... in a practice field, opportunity for reflection must be central it provides the opportunity to think about why we are doing what we are doing (pp. 36 - 37). The cumulative project EdTech 592 e-Portfolio epitomizes self-reflection and analysis of all of the artifacts and projects that I had developed throughout the MET program. In order to select which artifacts met which standards, I had to review every item I created and reflect on the effectiveness of my design, development and implementation of technology-supported instruction and learning. I could not just simply choose items as indicators; I needed to purposefully select each one. Professionally, this has helped me find the work I am most proud of and reflect on my tremendous personal and professional growth.Assessing/EvaluatingCandidates design and implement assessment and evaluation plans that align with learning goals and instructional activities. For this indicator I selected EdTech505: Final Paper. The overall goal of EdTech 505 was to learn important concepts and practices in the field of evaluation including: management, models, data sources, analysis, and reporting results. According to Boulmetis & Dutwin, (2011), in their chapter Why Evaluate, summarize that throughout the request for proposal evaluation management techniques are illustrated through assigned roles and responsibilities, meetings with key stakeholders, and developing a budget that is clearly defined. (pp. 29 - 41). As an educator I learned the importance of prioritizing and establishing schedules with deadlines to reinforce how important these factors are to being able to make informed decision on how to make instructional materials more efficient. EthicsCandidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.For this indicator I chose EdTech501: Digital Equality vs Digital Divide. Closing the digital divide is critical for society as a whole. Digital inequality influences social inequality. Washington is an information enigma. Some of the nations leading digital-technology companies are headquartered in and around Seattle, yet vast areas of the state are starved of local news. In short, Washington is a digital state with a rural information ghetto. (Washington State, Seattle Times) We need to encourage those digitally unequal to improve their skills with technology and increase their knowledge of all things digital. As our society becomes more dependent on technology those without the skills to access data or utilize data will have to be assisted. Society will need to create a system to provide assistance and to effectively deal with inequalities of digital learning and education. Those without the ability to utilize technology will suffer compared to those with these privileges. The longer society waits to address this issue, the harder it will be to close the gap, as Cooper (2004) stated, digital technologies change society very quickly. The ability to participate and prosper in the new economy will be severely restricted if a household is cut off from technology for more than a decade (p. 13). This directly applied to ethics. Equal access is the cornerstone of any ethical conversation.STANDARD 5 - RESEARCHCandidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance. Indicators:Theoretical FoundationsCandidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.For this indicator I selected EdTech 504: Annotated Bibliography assignment. This is a perfect example a critical step in the research process: to study past and present educational theories and technologies. Through this assignment I was able to find, read, summarize, and cite such resources from peer-reviewed sources in detail. The annotated bibliography helped me better articulate the objectivism and constructivism learning theories, which were the primary focus of my final paper. I focused constructivism as a paradigm for learning and teaching. Roblyer & Doering (2013) state that Constructivists believe that, ...learning occurs when one constructs both mechanisms for learning and ones own unique version of the knowledge, colored by background, experiences, and aptitudes (p. 37). Constructivism also asserts that students construct knowledge individually through interactions with the learning environment they inhabit as well as their interactions with other learners.MethodCandidates apply research methodologies to solve problems and enhance practice. For this indicator I selected EdTech 501: School Evaluation Summary. In the school evaluation summary, I have created an overview of the technology at my local high school. Since I am not currently employed by a school I interviewed a local teacher and one technology specialist from the district and a district representative. My evaluation considered aspects of technology that are used in both the high school and district setting. Throughout this assignment I developed my project management and collaboration skills, information-gathering and decision-making strategies, and formative evaluation technique. Boulmetis & Dutwin (2011) state, Most evaluations will call for a report that summarizes the history of the program as well as the goals, the methodology of the evaluation, findings, interpretations, conclusions, and recommendations (p. 188). This assignment is a perfect fit for this standard because it applies research methodologies to solve problems and enhance practice. The five organizational filters are: administrative, curricular, support, connectivity and innovation. I shared this report to the districts online learning coordinator. Assessing/EvaluatingCandidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. For this indicator I selected EdTech 521: Synchronous Lesson and EdTech 505: Why Evaluate? In EdTech 521 for the synchronous lesson I applied both formal and informal inquiry strategies to assess and evaluate a student in real time using multiple and varied processes and resources . For this synchronous lesson I used Google Hangouts, Google docs, PowerPoint presentation, and Edmodo Quizzes. I was thrilled that the Edmodo quiz was able to be viewed and that the hangout and docs worked well. Multiple learning styles were supported by including visual and audio components. I did this lesson with an actual student and you can see he definitely had not done this lesson before. I feel like my lesson was definitely appropriate for a real time lesson with a student. I still need to work on my technical skills such as transitioning from one screen to another. I think with more practice this lesson would go smoother. Yet my video definitely demonstrates the issues that can come up working with a real student. My student had some technical difficulties and some problems with the math. These things can and do happen in real life situations. For EdTech 505 we explored the benefits and limitations of evaluation. Evaluation does not guarantee change or improvement. This assignment challenged me to research the inherent limitations of the evaluation of my program and how I could use the results to benefit the organization, community, schools, and me. Evaluation provided me the opportunity to prove what I am doing works to my students, my parents, the district and myself.EthicsCandidates conduct research and practice using accepted professional and institutional guidelines and procedures.For this indicator I selected EdTech501: Horizon Report Tech Trends. This was an early assignment in my first course EdTech501 and it was designed to show me how to critically examine and research the current and emerging technology trends which would affect the way I teach and learn. This assignment required me to become familiar with the Horizon Report. The report highlights and predicts education trends and their estimated timeframe for implementation. I chose to create a lesson plan based on mobile phone and tablet applications as stated in the 2012 Horizon Report (Time-to-Adoption Horizon: One Year or Less). The NMC Horizon Report > 2012 K-12 Edition identifies mobile devices & apps and tablet computing as technologies expected to enter mainstream use in the first horizon of one year or less. The research and analysis contained in the report was designed to inform K-12 educators' technology strategies over the next five years. This is so interesting to look back at, three years later. At the time I started this program, in 2012, not all students own tablets but most students had smart phones. The number of students having both has grown dramatically. I designed this project based on my own close proximity to Canada (a foreign country). This lesson was, and still is, extremely relevant for students to understand how to easily convert US dollars to Canadian. Student interest was heightened since the students could utilize their smartphones or tablets for this lesson. This lesson epitomizes conducting and applying research of Educational Technology using accepted and projected guidelines.ConclusionThe artifacts that I have assembled demonstrate my mastery and depth of understanding for the AECT standards for the Masters in Educational Technology (MET). Each course I completed in this program has had a significant impact for me both personally and professionally. It has helped me analyze and apply theory and put it into practice. Through the reflective nature of writing the rationale paper I have been able to see the extent of my growth with both technology and educational theory. Conrad and Donaldson (2011) state, Reflection and self-assessment are important components for empowerment in any learner-focused environment (p. 34). I have to agree that I feel more empowered and capable now, then when I began this program nearly three years ago. I believe that I will be able to share the knowledge and expertise that I have gained with my students, my parents, and my colleagues.References:Abbitt, J. & Ophus, J. (2008). What we know about the Impacts of WebQuests: A review of research. AACE Journal, 16(4), 441-456. Chesapeake, VA: AACE. Retrieved February 9, 2015 from http://www.editlib.org.libproxy.boisestate.edu/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=26092Bernard, S. (n.d.). Crossing the Digital Divide: Bridges and Barriers to Digital Inclusion. Edutopia. 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