Rationale Paper Introduction My name is Jake Smeraglio, I am 28 years old, and am currently teaching in Las Vegas, Nevada

at Bishop Gorman High School. As a Spanish teacher, this Masters degree has allowed me to plug in to

how students of the future will be learning. I have integrated projects from my ED Tech courses into my

instruction and classroom. The tools and lessons learned through this degree have allowed me to see how

education is changing to keep up with the demands of our ever evolving 21st century. I enrolled in this

course because admittedly I am not the most technologically savvy person. Throughout my personal

education in middle school, high school, and college, I would find ways to just get by with education.

Growing up technology was not a big focus in my family, so I used traditional ways to get by. A

presentation would be completed on a poster board instead of a PowerPoint. Video editing to create a

movie project would be shot in one continuous scene. Without the financial ability to incorporate

technology into my education and life, I found ways to get by.

As I entered the workforce as a middle school teacher, I soon realized how important technology

would be for my professional development, as well as empowering my students for the future. For them

to be successful and feel comfortable with the technology, I would first need to understand how to use

and incorporate it into my teaching and daily life. Each course challenged me in a new way, forcing

growth and the pursuit of lifelong learning. There is still much for me to learn in the world of educational

technology, however I have come leaps and bounds from where I was before starting this MET Program.

The following paper will illustrate projects I have completed during my time in the ED Tech program at

Boise State University, and specifically how they relate to the Association for Educational

Communications and Technology (AECT) Standards. There are four standards that I will outline and later

show pieces of my work that demonstrate my understanding and mastery of the standard.

Standard 1 – Design This standard focuses on integrating instructional system and message design, as well as focusing

on instructional strategies and learner characteristics. When I was selecting my artifacts that meet the

different sub-standards of the design umbrella, I though carefully about showing off how to best use the

projects completed in the ED Tech program. The following projects and lessons will showcase my ability

to create instructional materials for different learning environments with varied systems used to produce

them. Furthermore my ability to manage student learning spaces as well as learning processes will be on

display, while also showing my understanding of different pedagogies that show different levels of

student learning and understanding.

1.1 Instructional Systems Design

Chosen Artifacts -

• 503 - Instructional Design Project • 512 - Online Course Design

My first project was completed in my ED Tech 503 course. This Instructional Design assignment

looks at a project I used to teach a family vocabulary lesson with my middle school students. Learners

created a song using GarageBand about their family in Spanish. The goal was to incorporate family

vocabulary with simple grammar structures to illustrate student learning in a project based atmosphere. I

had taught this unit and project a year before creating this Instructional Design Project in the 503 course

at Boise State and found many holes and gaps that needed to be attended to. In completing the reverse

planning and looking systematically at the project as a whole allowed me to best meet the needs of the

students and maximize the time students had to use technology to show their understanding of the project.

This artifact meets the AECT standard nicely as it takes a very systematic look at organizing the

project as an evaluating tool. It forced me to analyze the steps and rationale in why students did what they

did to show their learning. For example, looking at the needs assessment data I could see where students

had strengths in technology and where they needed more support. In the objectives matrix table I can

visually see where each learning objective lends itself to a different level of Bloom’s Taxonomy to see an

even distribution of activities for students to demonstrate higher level thinking and production. I

particularly enjoyed creating the ARCS (Attention, Relevance, Confidence, and Satisfaction) table to

connect the project to the classroom environment. Visually breaking down how to make an atmosphere

where all students can learn and be successful.

The second artifact I used to show my understanding of this standard is from my ED Tech 512

course that focused on creating a unit of instruction via creating an online course. This class forced me to

take a look at teaching a unit using online methods only. I chose to teach a unit from my current high

school curriculum that had students focus on Sports vocabulary paired with grammar structures

culminating in a written sports review for a local school paper. It was very interesting to have the tables

turned from the student who was filling out the online discussion boards and completing different tasks to

creating those activities for learning. It was also interesting to see the difference from creating these

activities in a public website (I utilized a Google site) versus a Moodle site. The organization behind these

sites forced me to think of selecting tools for students to show their learning in creative and efficient

ways.

I feel that these sites link to the AECT Standard of Instructional Systems Design as I created a

website for learning and implemented it for real time use. The design of the sites had to be functional and

visually appealing for all users to be successful. It also had to be functional as an evaluation tool for

students to demonstrate their learning and understanding, in this instance, of sports vocabulary, verb

structures, verbs that have similar meanings in English but differ in Spanish. In reviewing the Problem

Analysis of the unit of instruction it answered questions as to why the unit is important for language

acquisition, why is an online delivery of the information relevant, as well as a learner analysis to

determine what students need to be successful in this unit. Along with the Evaluation Planning and other

planning for the unit of instruction, there was a solid foundation on which to build to meet the needs of

the course design and needs of the learners. Looking at the systematic design of an online course from so

many vantage points forced me to really think about all the factors that go into creating and teaching from

an online course.

1.2 Message Design

Chosen Artifacts -

• 506 - Unit of Instruction

In ED Tech 506 we focused on how to manipulate the message we sent to students using text,

color, shapes, and many other creative visual designs. This Unit of Instruction website focuses on the

concepts of organizing a unit with visual images and tools to help learners retain information. The idea

was to find a new way to teach adjectives to second language learners. Focusing on ideas such as contrast,

color use, size, shape, and other delivery tactics (Lohr, 2008), I was forced to really think about using

each image in a way that conveyed more than a simple word. For example when creating the grammar

lesson, I used different colors to represent masculine and feminine adjectives. In the vocabulary activities

I utilized different fonts and types to illustrate differences in vocabulary terms. To this day when I am

teaching a lesson, I think about the size of a font and what it says to my students, or how can a simple

color change help link one idea to another.

This website connects perfectly to the AECT Standard of Message Design. By changing the

physical shapes of letters and space, the message sent to learners was changed to be used in the most

effective ways. Even taking a simple rectangle shape, students could see how changing the size and

organization of multiple rectangles in a confined space could convey different vocabulary concepts in the

second language. These and other examples are on display in this unit of instruction that was fun to create

and implement into my teaching, especially with Spanish 1 learners. It is fun to see students’ creative use

of shape and size to show their understanding of a simple adjective in Spanish.

1.3 Instructional Strategies

Chosen Artifacts -

• 502 – Virtual Field Trip • 502 – WebQuest

The first artifact I chose to illustrate this standard was designed in my ED Tech 502 course of The

Internet for Educators where we had to create websites from scratch using code. My learning curve for

this course was steep, but the hard work paid off to see how websites are crafted. This virtual field trip

takes learners through the capital of Spain, Madrid. When creating this website, I wanted students to feel

like they were on a walking tour of this famous European city. Using this mobile website compatible on

cell phones and other mobile devices, students would visit museums and see world famous art, or learn

more about the Madrid’s famous soccer team, Real Madrid. Incorporating images, videos, and Google

Earth applications, learners could get a sense of what it is like to walk the streets of Madrid

Linking this website to the Instruction Strategies AECT Standard, I really had to think about how

I wanted the site to flow. The outline provides structure of where the learners would start their field trip.

Students start in a metro station then have freedom to move around the city on their own. A worksheet

helps keep their wandering to a focus, making sure they are exposed to all of the amazing places around

this city. The start page offers a basic overview of the city, and each page visited thereafter focuses on a

specific aspect that makes Madrid such an interesting city. This tool was so interesting to me, because it

would allow students to take their learning far beyond the walls of a classroom to physically walk the

streets of Madrid with a tool, their cell phone, in their hand. This was one of the first times I saw how this

degree would really come in handy in the future of education.

The second resource I chose to model this standard is from the same ED Tech 502 course. This

webquest activity takes learners through the history and different perspectives of the Spanish Civil War.

Utilizing different links and videos online, students can understand the historical influences leading up to

this conflict, as well as see the effects it had on Europe following the war and today. The activity also

forced students to write a review of the conflict from different perspectives. Some had to review the

conflict from the point of view of a Republican living in the time, while others took the role of

Nationalists.

Connecting this lesson to the AECT Standard of Instructional strategies I thought carefully about

the sequence of order that students worked through the site. Beginning with an overview of their task to

be completed, then researching and organizing their thoughts to form their own perspective on the

conflict. Students started with big picture ideas over viewing the conflict then were broken down into

smaller groups to look at more specific elements of the civil war. Creating the Evaluation and Teacher

Pages helped bring the concept together for me in the design and structure of the site and lesson.

Although the site itself is simple in the design and layout of the webpage, it allows the students to

complete a complex task that the online tools provide them. The layout also was direct and simple in the

outline. One of the focuses of the course was not to overwhelm a visitor to the webpage with too much

information, or group images or text boxes together (Williams, Tollett, 2006). These ideas help kept me

organized and focused on creating a fluid website for students to follow and explore.

1.4 Learner Characteristics

Chosen Artifacts -

• 504 - Research Paper

In the Theoretical Foundation of Educational Technology course, we looked at the evolution of

technology in education from the introduction of chalk boards, pens, and paper, to modern computers and

tablets. Researching for this paper allowed me to look at second language acquisition throughout history,

including natural language development and the focus from Florence Myles looked at second language

learning in a classroom setting of today (2010). In dissecting how people learn a language, it was very

interesting to see how the classroom of second language learning has evolved over time with the advances

technology has allowed teachers to utilize.

In connecting this idea to the AECT Standard of Learner Characteristics, it starts at the root of

how we all learn a language, then looks at different tactics used throughout history to teach and better

understand how people learn language skills. From behaviorism to immersion settings, a students’

learning process can be shaped in many different ways based on teacher preference. These instructions

strategies and practices have a large effect on the learning process and have different effectiveness. With

languages it was interesting to see how over time the thought behind how language is learned has changed

and morphed. From an infant learning their first language, to looking at students learning their second

language, the science of language acquisition can help parents and teachers meet the needs of their

children and students. To this day in my class I think about this research and how I need to simulate the

immersion setting to best help my students learn. When they are surrounded by the language and are

forced to complete tasks in the target language is where valuable language learning takes place. Although

an authentic immersion study is ideal, teachers can do their best to simulate a setting where the target

second language is emphasized.

Standard 2 – Development This standard focuses on incorporating print, audiovisual, computer-based, and integrated

technologies into instruction. The projects and lessons listed below illustrate my ability to incorporate and

develop different technologies based on my experiences in the MET program at Boise State University.

2.1 Print Technologies

Chosen Artifacts -

• 502 - Mobile Learning Activity

This artifact from my ED Tech 502 course was designed to allow learning to happen inside and

outside of the classroom on a mobile devise. We created a website then made it mobile ready so it could

be accessed from a cell phone anywhere in the world. Any time I can trick my students to learn when

using a different device it seems to increase student interest and allows them to retain the information as it

is new and engaging. This activity allows students to learn about Madrid on the move. Cell service

permitting, if students were traveling or learning in the city of Madrid, they could use this website to

guide their learning on the streets.

This lesson links very well to the AECT Standard of Print Technologies as students can see this

site on a computer or mobile device. In creating the activity and site, I had to think about getting the

lesson across in the limited size and capabilities that a mobile device offers. I had to simplify the outline

of the page, use a straightforward page structure, and clearly identify links to allow users to simply use

the site. This activity integrates technology into learning on the go, and was one of the first times I

realized how this program will help bring education into our modern world with tools, a cellphone,

students use every day outside of the classroom.

2.2 Audiovisual Technologies

Chosen Artifacts -

• 501 – Digital Inequality Presentation • 541 – Resources

This group project from ED Tech 501 analyzed the digital divide between those that have, and

those that do not have access to technology. These tools are imperative for students moving forward into

the next generation of learning and working in our modern world. We looked at local and global

disparities and analyzed possible solutions that could narrow the digital gap. As a group we analyzed

typical problems we found from different readings and research in the class, then came up with some

plans to help those in need of technology assistance. Some solutions involved more state funding,

expanded staffing, and individualized computers for need based scenarios.

Our presentation was done in a collaborative audiovisual presentation demonstrating the AECT

Standard of Audiovisual Technologies. We were able to import our own slides of images, as well as link

text and voice recording to create one unified presentation. The project provided my first opportunity to

work with others from around the states to collaborate on one product. We set up online meetings and

shared documents to get our job done. Sharing videos, voice, and other documents, we all created one

unified project.

In ED Tech 541, Integrating Technology into the Classroom, we compiled as many resources as

we could that pertain to our specific contents, as well as others around our schools. This website

illustrates many lessons and ideas for integrating audiovisual technology into the classroom using online

resources. I focused on tools to enhance language learning and cultural study. This activity forced me to

think outside of the world language content, and think about how to help other teachers with different

disciplines to integrate technology into their classroom.

Linking this cite of activities to the AECT Standard of integrating Audiovisual Technologies, it

includes many tools that present information and lessons with videos and images. The Hypermedia page

includes a video library including resources I have used in my classroom, such as the culture videos and

student projects demonstrating learning. The Art, Music, and PE Instruction page uses the idea of visual

images and song in creative ways that lend themselves to language learning outside the box.

2.3 Computer-Based Technologies

Chosen Artifacts -

• 502 – Jigsaw Internet Activity

This activity from ED Tech 502 focused on designing web pages that linked together in a jigsaw

activity. The site utilizes a computer and internet allowing students to research a specific grammar

concept with a group within a class. The idea is for different groups to find information about three

specific grammar concepts and report their findings to the class. This jigsaw activity allows students to

have a sense of responsibility within the classroom so they do not let others down.

Relating to the AECT Standard of Computer-Based Technologies, students must utilize word

processors, internet searches, and downloadable materials to complete their individual tasks and report

out to their peers. Each link provides a different task for students to complete. Some links take the

learners to a grammar lessons with videos, others are taken to worksheets with practice problems to show

understanding of their focused lesson.

2.4 Integrated Technologies

Chosen Artifacts -

• 531 - Virtual World Lesson

The ED Tech 531 course, Technology and Learning in the Virtual World, our class was taught

using avatars and online meat-ups. In this lesson, students had to navigate through a virtual airport using

correct grammar structures and follow vocabulary signs. With the aid of Second Life, students within our

class created avatars to maneuver around an airport created in a common meeting space online. With

students sitting behind their computers, but connected to our virtual space, they were able to check into

their flight, pass through security, and finally board their flight while speaking Spanish in the shared

virtual world.

This lesson could not have been made possible without the virtual meeting space and capabilities

it allowed. It illustrates the AECT Standard of Integrated Technologies perfectly. The only other way to

complete this task would have been to create the atmosphere in a classroom or meet up in an airport.

Conversely this virtual world set the stage for the lesson. From the shared screen, audio, internet and

avatars used, this lesson required multiple integrated technologies to be successful. It was so fun creating

this lesson then watch it take place with learners from different states and hearing classmates move

through the airport in live time.

Standard 3 – Utilization The standard of utilization focuses on applying the key theories of using media and implementing

them into curriculum and school wide policies. The artifacts I chose to illustrate utilization in action show

these points and more. Some activities were implemented into my classroom while others were created

with the intent of a school wide focus. Working through this standard forced me to think of using

technology beyond my content and I thought more about how it could be used with other faculty

members.

3.1 Media Utilization

Chosen Artifacts -

• 541 – Hypermedia Integration Lesson

In our ED Tech 541 course we focused on gathering materials that integrate technology into the

classroom. This lesson specifically incorporated media into different lessons. I gathered videos related to

grammar lessons, vocabulary themes, and culture study. These videos have been used in my class to

introduce ideas to students, re-teach some grammar concepts, or spark ideas for projects. The lesson in

from these resources has students from a beginning Spanish course use simple phrases to introduce them

to a new person.

The link to the standard comes when students need to watch the video to see an example of the

project, and then make it their own. Through Xtranormal website students create their own video using

the taught vocabulary and grammar structures and share out with the class. As this is a beginning Spanish

course, the site takes students’ scripts and turns them into audio dialogue along with the visual element of

the video. Students are not forced to speak the language this early in their study, but are forced to use

technology to communicate their main ideas. This was a fun lesson to use for my class, and also for other

contents to utilize the media for other lessons such as modernizing Shakespeare and explaining math

concepts.

3.2 Diffusion of Innovations

Chosen Artifacts -

• 501 - Technology Use Plan • 541 - Networking Activity

From my ED Tech 501 course we were assigned to look at the process behind crafting a

Technology Use Plan. A taskforce of teachers, administration, and media specialists would be selected to

analyze the current state of technology use at their school, create, and implement a plan for improved

technology use. As a young teacher I simply accepted the amount of technology in my school as the way

things were. It had not crossed my mind to think to find ways to improve the technology situation or even

craft a proposal for more funding or resources.

Linking this Technology Use Plan activity to this AECT Standard looks at how to spread

technology across a school or district. The backward planning forces a school or district to get input from

many different stakeholders and see where technology is needed and how it can be improved. The goal is

for the plan to be embraced by the school, district, and community to allow students to use more

technology in their learning. This lesson opened my eyes to what can be done about technology in the

schools I teach at, and how it can be improved.

The other artifact I chose to show diffusion of innovation was my Networking Activity from ED

Tech 541. In this project I created a series of mini lessons that could be introduced during an in-service

afternoon for faculty and staff to learn more about technology being used at their site. Staff members

could rotate from station to station to hear presentations about the internet and infrastructure, internet

safety at home and at work, and how to use the internet and technology looking forward into the future.

The plan behind planning these lessons is that staff members would adopt safe internet use and

think about ways to integrate websites and other internet resources into their classroom. It is always hard

to force technology use on staff members with varied experience using technology at home and at work.

This lesson would open the eyes to a varied level of users to think about how technology resources can

make their lives and jobs easier, while opening the door for their students to use technology into their

learning.

3.3 Implementation and Institutionalization

Chosen Artifacts -

• 502 – Web Accessibility • 501 – Technology Trends Assignment

The Web Accessibility website created from ED Tech 502 creates a lesson for learners to

experience what it is like to navigate the internet with disabilities. Links from the web page allow users to

see what it is like to be colorblind or suffer other visual impairments. Students would learn more about

their classmates the struggles they face when doing simple internet searches and activities. It force me as

an instructor and web designer, for this course, to think about the design of a page and assure that all

learners could get the information they need if they did suffer from a learning disability. In the long run

they also mirror strong teaching skills that assure all learning types can understand the information they

are reading.

Connecting this activity to the standard of Implementation and Institutionalization, students from

my middle school completed this activity and a review journal activity. They all echoed the idea that it

opened their eyes to some of the struggles their classmates face with an everyday activity like going

online. It changed their perspective on what other students go through and made them more cognizant of

web accessibility issues.

The other activity I connected to this standard was from my ED Tech 501 course that had us

review the Horizon Report and focus on a technology trend that could catch on in the future. I completed

this focus on Augmented Reality (AR) in the fall of 2011. Since then I had the opportunity with my

current employer to see how AR is being used with iPads in classrooms today and in the future. One

function used the iPad as a lens into the world of AR by showing a NASA Mars rover on a student’s desk

with the aid of a Software Developer Kit (SDK). By pointing the iPad at the SDK, a three dimensional

image would appear on the iPad screen. Looking back at this assignment from Fall 2011 to Spring 2014,

it is fascinating to think how fast these trends move from conceptual design to implementation. The

lesson from my page also runs through how AR could be used in other lessons like Spanish culture and

history.

Relating this activity to the standard shows keeping up with technology trends and reports can be

implemented into the classroom within years depending on the accessibility and resources a school has.

Without researching these ideas, institutions can miss out on opportunities to bring these technologies into

their districts and classrooms. Publications such as the Horizon Report offer timelines of what can be

brought into the classroom immediately, in a few years, or further down the road.

3.4 Policies and Regulations

Chosen Artifacts -

• 502 – Online Netiquette • 502 – Copyright Scavenger Hunt

These items were selected to illustrate the policies and regulations of the AECT Standard of

Utilization because they are lessons steeped with informing learners about how to behave responsibly and

professionally online. The netiquette lesson gives an overview of how to interact responsibly with others

online. The activity lays out the basics of how to interact in a chat with others, as well as how to send

messages and edit documents before making them public. The copyright scavenger hunt allows students

to visit different web pages and watch videos to learn the basics of copyright infringement. A follow up

lesson checks students’ understanding of what needs to be cited, and what can be used freely by the

public.

In creating these assignments for my ED Tech 502 course, I had to first research the ideas myself

and check that my sites followed the rules of copyright and netiquette. These are two ideas that all

learners and educators deal with on a regular basis when using technology and online resources. These

rule and regulations protect people’s work and well as individuals that are online. From chat rooms to

message boards, cyber-bullying is a threat to learners of all ages. Following the guidelines from these

websites will make the internet a safer place for everyone.

Standard 4 – Management The standard of management is focuses on how information is organized and delivered to an

audience. The following categories of Project Management, Resource Management, Delivery System

Management, and Information Management look at specific ways that technology can be used to make

planning tasks and delivering the correct information efficient and structured.

4.1 Project Management

Chosen Artifacts -

• 505 - Program Evaluation

The New to Gorman program is a course for new teachers that have been hired at Bishop Gorman

High School. The course is focused on helping teachers adjust to the atmosphere of the private Catholic

school and the nuances the school has that differ from other public schools in the same region. My

evaluation of the New to Gorman course included an overview of the program, an evaluation from

individuals that graduated from the course, and a breakdown of the efficiency of the program. It was an

interesting activity to complete, as I performed the evaluation the summer leading into my hiring at

Bishop Gorman.

Relating it to project management, I planned my evaluation carefully with background research

from interviewing the teachers in charge of the New to Gorman program. My interview tool was simple

for receiving feedback and applied well to report out the positive and negative aspects of the program. My

evaluation ultimately was used to further develop the program into a more refined product that is used

today. The feedback and analysis I compiled shed some light on the budget allotment for the New to

Gorman program, as well as targeted some weaknesses that are now strengthened as a result of the

feedback from the survey. Today the program has grown as we add new teachers with our expanded

campus and student enrollment. It is more streamlined and efficient for all members teaching and taking

the course.

4.2 Resource Management

Chosen Artifacts -

• 501 – School Evaluation

The School Evaluation from my ED Tech 501 course examined the administrative, curricular,

support, connectivity, and innovation of technology in my school district. At the time working at a public

middle school it was interesting to look at the budget and infrastructure of the all the schools in our area

to see how well we were preparing our students for technology use in the future. After researching our

district and interviewing several administrators and staff members I could get a better idea of the pig

picture of how technology was being used in our school and district.

Looking at the district budget and future plans of incorporating technology into the schools in the

district was encouraging. From an education technology position it is easy to ask for more and more funds

for new devices in classrooms and schools, however this district positioned itself well for the needs of its

future students. The infrastructure was prepared for expanded bandwidth and internet security.

Encouraging signs were found from how technology was being integrated into the classroom for teachers

and students, as well as future training opportunities for new technology on the horizon.

4.3 Delivery System Management

Chosen Artifacts -

• 506 - Unit of Instruction • 512 – Online Course

My Unit of Instruction from ED Tech 506 focused on how to best teach adjectives in Spanish to

students. My course focused on augmenting text and the different messages they can convey to students.

Using Adobe Fireworks I created a unit that taught the different grammar concepts behind adjective use in

Spanish. By changing font color, size, type, and other layout options, my unit helped students visually see

how sentence structure, adjective endings, and subject to noun agreement looks in Spanish. I then turned

the tables and had students create signs of different adjectives using some of the styles they saw in the

lesson. For example, students could write the adjective: big (grande), in a huge font size to convey the

idea of something really big.

Connecting this unit to delivery system management, I utilized different presentation tools to

create this lesson for my students. From the Adobe software to website creation, students were presented

the information in a clear and focused lesson. The individual sections of the lesson were planned out with

ideas of how to best use color, shape, repetition, and the space of the page that students would see. These

subtle details created an interactive lesson that breaks down the grammar details of adjectives in Spanish

and the presentation and design of the lesson.

The online course I created in ED Tech 512 lends itself well to this standard. The unit of

instruction was from a Spanish 2 course that focused on sports vocabulary and grade level grammar

structures. The same course is presented in two different deliveries. One was constructed used Google

sites to create the different web pages for the lesson and Web Based Instructional Design (WBID). The

same course was they crafted in a Moodle setting that lent itself well to discussion boards, student

assignment submission, and course layout.

Within the lessons are varied images, videos, and charts that encourage student learning and

varied instructional strategies. The planning behind the unit and lessons is found in the WBID. The idea

of backward planning is in place that starts with where students will end the course, and looks at what

steps they need to complete to get there. The course also includes a syllabus and project plan proposal that

illustrates the organization and structure behind the lessons. The outline of the online course and WBID

plan was designed by Davidson-Shivers and Rasmussen (2006). The plan also included program analysis,

concurrent design, evaluation planning, implementation, and summative evaluation.

4.4 Information Management

Chosen Artifacts -

• 541 – Resources • 541 – Wordpress Blog

The resources compiled and organized from my ED Tech 541 Integrating Technology

into Classroom Curriculum course helped me look at all the different instructional tools that the

internet offered me as a Spanish teacher. It also had me look at technologies that lend themselves

well to other contents. The course had me create lessons for art, math, language arts, and other

disciplines to think outside of my focus. The links on the page show the different tools I

researched and implemented into my courses. The Relative Advantage Chart specifically looks at

different websites that focus on activities my students do that are made easier with internet

resources.

These resources are stored in one focused area that I can access when I create a lesson or

unit. I utilize this site to remind myself of the information and tools the internet provides me and

my students to enhance their learning. From a flashcard generator, or video library of cultural

lessons, these tools find their way into my classroom on a regular basis.

The other information management tool that was used throughout my time at Boise State

University was my wordpress blog. From ED Tech 501 to ED Tech 541, this blog site allowed

me to organize my thoughts and reflections on different assignments. This tool has logged my

thoughts over the past three years and has chronicled my growth from the beginning of this MET

program to now. But it has done more than organize my thoughts, it has also acted as an

organizational tool I can reference to use different online tools and strategies. Included are

images from lessons in Second Life, Voicethreads, Google sites, online resources, references and

more. The AECT Standard of information management is on display in this site so I can recall

tools I have used throughout this MET program in one blog.

Standard 5 – Evaluation

The standard of evaluation focuses on problem analysis, criterion-referenced measurement,

formative and summative evaluation, and long range planning. The following documents I will display

connecting to this standard include units of instruction, program and school evaluations, and other sources

that show the backbone and infrastructure behind lessons and programs that incorporate technology.

5.1 Problem Analysis

Chosen Artifacts -

• 501 - School Evaluation • 505 - Program Evaluation

The School Evaluation from ED Tech 501 looks at how well prepared a school and district are to

incorporate technology into the classrooms of the future. Included in the school review is a survey and

evaluation review of the school district that focuses on how well teachers, students, and administration are

allowed the opportunity to use technology into their specific fields. Limiting factors include budget,

training, and technology of the future present on site. The survey and conversations with stakeholders

shed light on the issue of how technology will best be used moving forward with budget and training

limitations. These discussions and survey results will be included when future decisions are to me made

on incorporating equipment into the district in the future.

The program evaluation from ED Tech 505 focused on the New to Gorman Program at Bishop

Gorman High School. This review of the program included a survey for past participants and interviews

from administration and instructors that run the program. The data that was collected helped

administration review the efficiency of the program in relation to their targeted outcomes of helping new

hires to the school adjust to the special characteristics of a private catholic high school. This information

helped refine the New to Gorman Program to target the needs of the participants within the restrictions of

the allotted budget. The outline of the evaluation was provided by Boulmetis and Dutwin (2011) and was

very thorough. Some of the highlights of their evaluation method included finding the program

components, discussion, project costs, and an evaluation that included the participants, procedures, and

results.

The information gathered for the review of both of these evaluations helped me understand why

certain decisions are made on an administrative and district wide level. As a classroom teacher it is easy

to be narrow minded and have tunnel vision on the issues we see daily, with limited technology or

understanding the purpose of some programs. These reviews opened my eyes to the whole picture of why

certain decisions are made with the thought behind budget, district goals, and student learning.

5.2 Criterion-Referenced Measurement

Chosen Artifacts -

• 503 - Instructional Design Project • 521 – Synchronous Lesson

In ED Tech 503 I created an instruction design project for a unit on family vocabulary.

Students created songs using Garageband to use bring a family tree to life. The instructional

design project involved a lot of backward planning starting with the reason for the project, and

what students had to show their mastery of. At the time, the middle school I was teaching at had

a strong emphasis on using technology through projects. This song project had to fit certain

requirements of the learners and the school’s overall goals.

Relating to the AECT Standard of Criterion-Reference Measurement, this project was

organized to include an analysis report, needs assessment data, a task analysis flow chart, a list of

instructional objectives, and many other elements that shaped the instructional design.

Completing these tasks before teaching the lessons assured that my students would meet the

goals of the project. By organizing and delivering the data from the instruction design project,

students successfully integrated technology into their learning while meeting the mission of the

project.

The synchronous lesson from ED Tech 521 utilized Adobe Connect to teach a lesson on

Spanish grammar and vocabulary online. The grammar concept was how to say, “I like…”

different objects or activities in Spanish. The lesson also used Microsoft PowerPoint and other

online resources to bring this lesson to life. I met up with a coworker online to teach her the

lesson through Adobe Connect, recording the lesson as we went through the different activities.

This technique allows specific and targeted learning to happen online when teachers and

students cannot meet face to face. The lesson required the student to demonstrate understanding

of the grammar concept through reading, listening, writing, and most importantly speaking

activities. Without this online technique, it is very difficult to meet in an online setting and assess

a student’s speaking skills, but this resource allows me to interpret fluency in voice intonation

and applied accent specific to the grammar lesson that was taught. As the student completed the

different activities, it showed their mastery of the lesson through the different types of

communication.

5.3 Formative and Summative Evaluation

Chosen Artifacts -

• 503 - Instructional Design Project • 512 - Online Course Design

The instruction design project from my ED Tech 503 course looked at how students could create

a song using Garageband. The project is broken down and pertaining to this AECT standard includes

many examples for an instructor to check for formative assessments throughout the lessons, and assess the

summative assessment of the final project completion. Some clear connections are included in the flow

charts that show what students need to complete before moving onto the next task. These formative

checks allow each student to work through the activity correctly. Also the objectives matrix table breaks

down each learning objective based on bloom’s taxonomy, the format of assessment, description of the

test form, and sample items. Lastly the instructor’s grading rubric and summative assessment test

demonstrate the grading of the project based activity.

The online course created in ED Tech 512 includes many examples of formative assessment

using online resources. One example utilizes an online resource, quizlet.com, for flashcard creation when

students need help memorizing new vocabulary. Other examples are build into different lessons of the

course that include online grammar practice, online grammar quizzes, and discussion boards that show

student learning and understanding of the course goals. The culminating activity has students put their

vocabulary and grammar ideas together to create a sports review of a team in their school. The grading

rubric for the essay determines to what extent students have mastered the grammar and vocabulary

lessons of the unit.

Both the instructional design project and online course design helped me see what online tools

can be used to assess student learning. These technologies can make the demonstration and feedback of

student learning very efficient. These technology driven projects force students to show their learning of

their content in a new way beyond a textbook or pen and paper test.

5.4 Long-Range Planning

Chosen Artifacts -

• 501 – Tech Trends Assignment • 501 – Technology Use Plan • 505 – Program Evaluation

The technology trends assignment from ED Tech 501 had me look at the horizon report that is

published annually. This report takes a look at what technologies are finding their way into the education

field in the upcoming years. In reviewing these reports, schools and districts can think about how they

will integrate technology into their classrooms in the years to come. When I completed this activity for

my class, I focused on augmented reality. In the fall of 2011 this idea was slated to make an appearance in

education within the next three to five years. This past spring, 2014, our school integrated this technology

into some of our graphic design courses. The planning involved with technology can seem like it is far out

into the future, but it is exciting to see how fast these advances in technology are incorporated into

classrooms today.

Linking the tech trend assignment to the technology use plan can be seen in phase 4 of

formalizing a plan, and phase 5 of continually implementing, evaluating, and revising the plan. As new

technologies are introduced to the educational world, a technology taskforce must meet to research the

ideas and see what a school or district needs to help prepare their students for the future. Having a diverse

team can ensure that all stakeholders are heard from and ideas can be shared across contents.

The program evaluation from ED Tech 505 focused on the New to Gorman Program that assisted

new hires to acclimatize themselves to the culture of the private catholic high school. The evaluation and

data collected helped in the short term to refine the focus of the program. This relates to long term

planning in the idea that a review of the program can be set up in increments of years to assure the

efficiency of the program. It can also make sure that new teachers are up to date on new technologies in

the school. This is an important idea to note, as our school will be moving to a one to one iPad campus in

the fall of 2014.

Conclusion

These are just some of the examples of lessons that I have completed during my time in the MET

program at Boise State University. They demonstrate my understanding and exhibit my ability to create

lessons, activities, reviews, and other materials using technology as the medium. Benefactors of these

documents include my students, coworkers, and me. My confidence in using technology has grown leaps

and bounds since I started this MET program three years ago. I now actively look for new technology

tools to bring into my classroom. I force my students to show me their learning through technology so

they can be prepared for whatever career field they choose to pursue. Lastly these documents have

reminded me to be a lifelong learner, to seek out new technologies that can enhance a lesson, and create

the best learning environment for my students. From design to development, utilization and management,

and lastly evaluation, these documents showcase my journey through the MET at Boise State University.

References

Boulmetis, J., & Dutwin, P. (2011). The ABC's of evaluation: timeless techniques for program and

project managers (3rd ed.). San Francisco: Jossey-Bass.

Lohr, L. L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.).

Upper Saddle River, N.J.: Merrill.

Myles, F. (2010). The development of theories of second language acquisition. Language Teaching,

43(03), 320-332.

Shivers, G. V., & Rasmussen, K. L. (2006). Web-based learning: design, implementation, and evaluation.

Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Williams, R., & Tollett, J. (2006). The non-designer's Web book: an easy guide to creating, designing,

and posting your own Web site (3rd ed.). Berkeley, Calif.: Peachpit Press.