Karrie Cox February 2014 EDTECH 592 Masters of Educational Technology, Boise State University E-Portfolio Rationale Paper

INTRODUCTION I started my voyage for a Masters of Educational Technology degree in the fall of 2011. I had completed my degree in Library Information Science in the spring of 2011 and it was during this time that I realized it would be beneficial to my career to include a degree in instructional technology. Upon graduation I did not find a Librarian job, so I remained the library media center specialist at the county office of education, and decided to continue my education while I was still in the learning routine. Everyone I spoke with said to research a masters degree in Library Science as that is what was needed at the county office of education thats where the job was going to be. I had always had a passion for technology and worked with all types from hardware and software to open-source and educational apps. I was already helping with the instructional technology department and giving classes on what was needed as far as technology and programs during the school year, so I decided to continue my educational career and obtain a degree in educational technology. A quick search led me to Boise State. They had everything I was looking for; online, interactive, internationally recognized staff, accredited, and a nationally recognizable name. During the first year of classes at Boise State University I was able to incorporate what I have learned onto the county office website for all educators access. This proposal provides the opportunity to reflect back to what I have learned in this program in such a short time. This paper showcases the artifacts that I have completed during my coursework and how they connect to the AECT (Association for Educational Communications and Technology) standards. STANDARD 1: DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. 1.1 Instructional Systems Design Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

Instructional Systems Design is the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, information resources, and evaluation (Smith * Ragan, 2005, p.4). EDTECH 503: Instructional Design Project In EDTECH 503 I created an Instructional Design Project that meets the 1.1 Instructional Systems Design requirements. The purpose of the final ID project shows what I have learned about implementing design and the knowledge and skills attained throughout the course. It is a blend of some planning documentation, content creation documentation, the creation of actual instructional materials and instructor guide, a formative evaluation plan, and a formative evaluation report. The process followed included management for planning and content creation which demonstrates organized procedures using the ADDIE Model (analyzing, designing, developing, implementing, and evaluating). This included identifying instructional goals, writing performance objectives, an assessment strategy, and a delivery system. This course has made me appreciate the effort in instructional design and developing procedures. My project demonstrate the knowledge and skills attained in instructional design. The instructional project topic is about the scientific method designed as a lesson plan for sixth and seventh graders. EDTECH 503: Instructional Design Project #2 My ID project #2 was to create several postcard demonstrating the knowledge I had gained about the principles of instructional design. It was completed using Google Apps Presentation tool, which provides a way to create a slide presentation. There are visual metaphor(s) and the next slide provides a brief explanation for using the picture. This provided a foundation for understanding principles of what instructional design materials should contain and provides steps that can be applied to many contexts. 1.2 Message Design Message design involves planning for the manipulation of the physical form of the message. EDTECH 502: WebQuest EDTECH 502: The Internet for Educators showed me how to apply appropriate instructional strategies and models to the design of digital curriculum. The objectives are to design and produce instructional Web pages using a combination of software and HTML/XHTML/CSS code. My final project for EDTECH 502: Internet for Educators was to create a WebQuest. WebQuests are a type of inquiry-based learning that use resources found on the web and provide you with tasks that encourage higher-order thinking skills as described by Blooms Taxonomy. The nature of WebQuests' are to guide student learning through technology and the Web. The elements provide inquiry oriented activities to support learners' thinking at the levels analyzing, synthesizing and evaluation in order to obtain a conclusion. A WebQuest, as defined by Dodge (2005),

cannot teach anything in particular nor do anything more than provide experience in using the Web to find information. The challenge is to help students reach a higher level of thinking. They are required to think, ask and answer questions, and complete specific tasks. I chose to create an activity for 4th Grade Social Studies designed as a learning activity or two that utilizes Internet resources such as Web 2.0 tools, virtual field trips, problem-based learning, web-based lessons, WebQuest. EDTECH 541 Interactive Power Point Presentation EDTECH 541: Theoretical Foundations of Educational Technology, I had the opportunity to demonstrate this standard through the creation of my thematic unit on the gold rush, an interactive Power Point presentation. The message design is demonstrated through my use of design elements, principles, and guidelines. Its a presentation that includes interactive elements such as a quiz, video clips, sound and hyperlinks that provide navigation to the appropriate slide. By using relevant visuals, supporting text and accompanying video in an interactive slide show, this method can be used to support the learning process of learning facts on the topic and decrease cognitive load. I personally think PowerPoint presentations are characteristically a good thing when designed correctly and not over used in a classroom. PowerPoints have multiple advantages as a teaching tool in the classroom since there are many ways to design PowerPoint for classroom use. 1.3 Instructional Strategies Instructional Strategies are specifications for selecting and sequencing events and activities within a lesson. EDTECH 502: The Internet for Educators class provided the opportunity to design and produce instructional web pages using a combination of software and HTML/XHTML/CSS code. The foundation of course is to apply appropriate instructional strategies and models to the design of digital curriculum. There are two projects that meet the Instructional Strategies standard requirements. Both activities required the art of instructional design using their own type of sequencing and selection activities and incorporated technology in a new way for student involvement and research. EDTECH 502: Jigsaw activity Jigsaw Internet search activity: Cooperative learning activity to teach Internet search skills. The jigsaw technique was developed by Elliot Anderson in the 70s. It breaks down a task into simple parts, requiring teammates to become an expert with their part and to share their knowledge with the rest of the team. This activity requires students to take on individual roles but also to work collaboratively through a sequence of activities. Using the Jigsaw model provided students the opportunity to use web-based technology tools combined with multiple learning strategies. My Jigsaw project is created for students in the 4th and 5th grades studying the age of exploration, Vikings. Within the jigsaw assignment we learned to build and format XHTML tables, including accessibility features such as proper headers and structure.

EDTECH 502: Virtual Tour Learning in Virtual Spaces focuses on activities that use technology tools such as the Internet, e-mail, and video conferencing to deliver "virtual" learning opportunities. In this practice, technology serves as a "delivery vehicle" for instructional activities for students who are separated by geography or other barriers and unable meet face-to-face with peers, experts, or other audiences. In EDTECH 502: Internet for Educators I had the opportunity to create an interactive virtual tour, a virtual field trip that provides an indirect experience through the support of multimedia and text resources on the Web. The virtual field trip that I designed is for students to learn about the county in which they live. The virtual tour ventures through four towns in Modoc County. Each page had an activity sheet, graphics, and an embedded video, all which integrated multimedia and Internet resources. It is suitable for elementary students who are studying Communities or older students and adults who are interested in learning about Modoc County or the virtual field trip teaching methodology. They offer a student-centered approach to instruction and diversify the teaching methods of content area instruction. The project required creating a set of Web pages that are linked together with a navigation menu. An external style sheet will be used to style the entire set of pages, which illustrates the power of CSS to quickly update a group of Web pages across a site. This project incorporated CSS, XHTML, templates, and numerous page creations to construct a site for a virtual tour of a place without having to actually go to the site. On a side note, I have received many notes from site visitors who really enjoyed the opportunity to use my virtual tour site. 1.4 Learner Characteristics Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process. EDTECH 503: Learner & Center Analysis Ragan and Smith discussed factors that people who develop instruction should consider as part of their "front end" analysis. This is the important time to "become clever investigators" (2005, p.42). The two major components addressed in analysis of learning context: 1. Determine instructional need; and 2. describe the learning environment. In EDTECH 503: Instructional Design my final project includes a section of learner characteristics. Through this class I have a deeper understanding that the learner characteristics of students vary. Visual learner characteristics learn best visually. They are good at spatial relations and use images or colors to remember information. Some technology ideas that would work would be to present information in graphs, pictures, animations, video clips and other type of visuals. Auditory learners learn best through what they hear, have strong language skills and talk things out as a way of understanding. Auditory learners would do well with lectures and listening to things such as an audio clip, and through listening to others. By providing, a variety of materials in different formats will help reach all types of learners. Other influences of learners include, values, beliefs, motivations and interests (Smith and Ragan, 2005,

p.66) and those evolve and change by unique experience. I feel that the learner analysis section presented meets this standard. EDTECH 501: Digital Divide Cooper stated, digital technologies chance 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 .: (Cooper, 2004, pg 13.). EDTECH 501: Introduction to Educational Technology provided the opportunity to research digital divide. With a group of fellow classmates I became part of a Digital Inequality Task Force hired by your State (Idaho). This target are the learners characteristics subdomain of those who have technology and those who dont and how to bring about change. Digital inequality is a major issue in education today. Not all students have access, income, or ability to use technology that we have available. There are many teachers who are not able to integrate technology due to a large percentage of their students (and families) not having access. There are definitely issues with targeting the more remote areas of the state, and the end users ability to access at varied levels of performance. STANDARD 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies. 2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. There are three artifacts that I chose to fulfill the print technologies standard 2.1. Guides come in all forms and can be printed if need be and are used for all types of things. One guide is for a WebQuest, another is a bibliographic guide about a topic, and the last guide was created for an interactive course. EDTECH 503: Teacher Guide A teachers guide is a document that has been created for use with an instructional unit. The purpose is for any instructor to be able to use the learning unit on their own; a selfcontained lesson. The teachers guide created for my EDTECH 503 final pro ject consists of instructions for teacher preparation that guide the instructor through the phases of the instructional unit. The teachers guide contains detailed content, activities, references and notes for the trainer. This artifact was created with Microsoft Word and then saved as a PDF, and a Google Doc. EDTECH 504: Annotated Bibliography Research on WebQuests: Learning theories and instructional models WebQuests can include congruency with a range of learning theories and pedagogical approaches. This bibliography contains articles that reflect constructivism as a focal point, noting that

there are many strategies. Problem Based Learning (PBL) would have a group of students work together to solve problems, or a Quest; reflecting more of an open-end search rather that anchored in instruction. Scaffolding is represented by the series of tasks that require different levels of thinking building the skill set and confidence. This bibliography can easily be shared with others by a hyperlink or sending as an email attachment. EDTECH 511: User Guide For EDTECH 511 I created an interactive courseware and a user manual for my final project. The user manual can be printed out for others that may want to use my final project, it is print based, and the tutorial itself is an audiovisual means of delivering instruction. In the manual, I created information about technical requirements, learners, defined objectives, and provided support for end users. This user guide was designed for use with the Animal Classification Webquest. Animal Classification Webquest is an adventure themed classification WebQuest in which learners are able to explore animal classes. The learner can choose what order they want to investigate the animal classes. When they have viewed all the information available there is an interactive quiz to assess their knowledge. There is a combination of drag and drop animals to their class, filling in the blank, hot link multiple choice, and true or false questions. 2.2 Audiovisual Technologies Audiovisual technologies are to produce or deliver materials by using mechanical devices or electronic machines to present auditory or virtual messages. EDTECH 541: Interactive Power Point Presentation According to Schnepf, Lee, Du, Lai, & Kang, The fusion of audio, video, text, images and animation into multimedia presentations provides an opportunity to create more and efficient communications of ideas (p. 2). As teachers, efficient ways to communicate ideas is not only a necessary part of our jobs as professionals but a highly effective skill for students to grasp as well. One assignment that I created in EDTECH 541 was interactive PowerPoint presentation. My project topic was the California Gold Rush and is found on the EDTECH 541 website I had created. I have always thought PowerPoint to be a wonderful tool for learning in both a student and teacher-directed situations. It can add a new dimension to learning allowing teachers to explain abstract concepts, while accommodating all learning styles. This assignment brought the wow factor back and beyond the old bullet points. EDTECH 541: Using the Internet for Instruction For this assignment, I chose to make a WebQuest with Weebly. The WebQuest websites contains all of this data and resources. All types of learners will benefit by the assortment of images, text, video clips and other website design techniques used. Students will learn to evaluate resource material such as documents, artifacts, maps, artworks, and literature and to make judgments about the perspectives of the authors

and their credibility when interpreting current historical events. This assignment is consistent with the California State Standards by the fact that students "will use the chronology of history and major eras to demonstrate the relationships of events and people". Students will be able to: "After reading or hearing a folk tale, biography, or historical narrative, retell or dramatize the story with the events in the correct sequence". The Journal in this assignment over the Viking Era will account for this standard. 2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. EDTECH: 502 m-Learning With technology reaching to a variety of devices it makes sense to migrate learning into a variety of formats. The m-Learning assignment required creating a Web page with three different CSS files: one for viewing in standard browsers, one for viewing on mobile/personal devices, and one for printing. I created a web page designed for learners to learn more about the California's Lava Bed's National Monument; its history, geologic attraction, flora fauna and geography. This activity can be used for activities while visiting the monument and surrounding area while observing. With this assignment instructional strategies and visual design must be considered in the overall page creation. EDTECH 511: Final Project The culminating project for EDTECH 511: Interactive Courseware Development was to create a website using flash. The web site is an interactive courseware project that incorporates animation, requires interaction and uses multimedia elements. My site is an Animal Classification Webquest is an adventure themed classification WebQuest in which learners are able to explore animal classes. The learner can choose what order they want to investigate the animal classes. When they have viewed all the information available there is an interactive quiz to assess their knowledge. There is a combination of drag and drop animals to their class, filling in the blank, hot link multiple choice, and true or false questions. 2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. EDTECH 502: m-Learning Activity For EDTECH 502 we created a mobile learning activity designed for use with mobile phones or other hand-held devices. For this assignment we were required to create a web page with three different CSS files for viewing the page in different formats. One CSS file for viewing the web page in a standard browser(s), one for viewing on mobile devices, and one for printing. This mobile learning activity required a webpage

constructed for students to access as a mobile learning integrating technologies for student control, interactivity, and integrating audio, visual, and graphic environments. I chose a tour of California's Lava Bed's National Monument. It is designed to help you instantly access information for Tulelake. While on your class fieldtrip to Tulelake, California, you will learn more about the lava beds: how to navigate a cave, its architecture and tourist attractions. As an added bonus, make sure to record your journey using your mobile device and your voice to explain the details of the trip. Integrating technologies gives students an interactive experience including the access to online maps to determine routes to their numerous destinations and using their mobile device as a portable camera to create a visual journal of their trip. EdTech 502: 502 Home Page EDTECH 502: The Internet for Educators provided the opportunity to design and produce my own web site through the aid of software and HTML/XHTML/CSS code. HTML is a computer scripting language for building webpages and is the backbone of any website. Cascading Style Sheets (CSS) language used for describing the look and formatting of a document written for use with HTML webpage. For this class we used Adobes Dream Weaver program to help build pages. For this assignment, we had to choose a CSS template, then customize it to our needs. My 502 Home Page was born in the beginning of the semester and grew rapidly until it culminated into this final product. The purpose of the 502 home page is meant to provide access to all other coursework completed during the semester. STANDARD 3: UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making. 3.1 Media Utilization Media utilization is the systematic use of resources for learning. EDTECH 501: Tech Trends For EDTECH 501 we had the chance to learn about the Horizon Report which is a resource for learning about new technologies. For the Tech Trends assignment we had the opportunity to create a lesson plan for a website with educational benefits for students. By integrating technology into the classroom as a tool has been beneficial for our student who have been born digital and tend to buy into the activity. The use of technology in the classroom encourages students to complete assignments and gives each student some control and ownership of their learning. Educators are better able to prepare students for their future if they are teaching students about the innovations of technology and using it in the classroom and this is important for helping to bridge the digital divide for students who would not otherwise have access.

EDTECH 541: Computer Networking For this assignment I was able to learn about our county school departments network. I was looking forward to this especially since this department is actually ground zero for the main node for all the schools in the county network; they are the network provider. I feel that this project meets this standard through the examination of a computer network then producing a resource for learning about that network. I met with the Director of Technology and he showed me the server room and the IT departments task force area pointing out and explaining the hubs, nodes, and cabling. There is a flow chart of how everything is connected, the schematics (blue print) of the design and set-up. There were various components that have been added and the infrastructure changes rapidly as the network grows. EDTECH 501: Zotero Bibliography When searching the internet to locate information for research to use we need to document the source and remember to have pen and paper handy to do so. As part of media utilization, providing reference information that is accurate and prompt is a part of resources for learning. In EDTECH 501, I was introduced to Zotero, a tool that uses group networking and allows the user to collect, organize, share, export, and store online resources. This tool is invaluable for creating bibliographic references and one I feel is important to showcase as many of my resources and references reflect my Zotero library. 3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption EDTECH 501: Digital Inequality In this assignment I had the opportunity to work with a group in tackling the issue of digital inequalities. For this project scenario we worked as a team of educational technologists to delve into this topic of digital inequality and try to find a solution to our current problem. This final presentation identifies and addresses the state of Idahos issue. For this assignment we created a Voice Thread, an online slide sharing program that provides a way for a group of people to work on one project. With this project I learned about the complex issue of digital inequalities, utilized a new program to integrate technology, and strengthened my team building skills. EDTECH 501: Technology Use Planning The Technology Use Plan overview examines technology use planning where I had the opportunity to evaluate our own schools technology environment, and then I provided an evaluation. I created in EDTECH 501 demonstrates the process of communicating through strategies, development, needs, evaluation, and implementation. What I found out is that the tech use plan had actually been written for a period of four years with a

plan laid in place, then reevaluated at the end of four years to start the process all over again. I found that though this is beneficial for forecasting technology changes so rapidly, that whatever was a plan of action four years ago may not be prevalent in the near future. 3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. EDTECH 502: Web Accessibility In EDTECH 502 we learned that when we design Web pages or other digital learning materials we should be prepared to make them accessible for people who have disabilities. Web accessibility is something that I never really thought of since it was something that I never had a problem with. What I learned is how to design accessibility features to be enable in webpage design. In addition, I have learned it is not always possible to make all things accessible to all people at all times, as noted in the class. We can learn to include web page design with accessibility issue access in mind for as many page visitors as possible. In K-12 education, students with disabilities need access to the same information and learning opportunities as their classmates on the web. My web accessibility page was created for middle and high school students to learn about assistive technology for web accessibility and how it is possible with the use of accessibility tools available in web browsers and through the use of screen readers. This assignment helped me to realize the importance of developing accessible web compliant websites for a variety of accessibility issues. EDTECH 502: Mobile Learning Activity The purpose of this assignment was to create a learning activity that can be used on any smartphone or personal device. This type of educational approach takes advantage of the fact that mobile access to information is available. It requires thinking about the specific instructional attributes of the mobile Web. I have included it for this standard since the activity has been designed for use in a real life activity. This assignment required to create a single web page with three different CSS files. One CSS file for viewing the web page in a standard browser(s), one for viewing on mobile devices, and one for printing. This mobile learning activity required a webpage constructed for students to access as a mobile learning integrating technologies for student control, interactivity, and integrating audio, visual, and graphic environments. I chose a tour of California's Lava Bed's National Monument. It is designed to help you instantly access information for Tulelake. While on your class fieldtrip to Tulelake, California, you will learn more about the lava beds: how to navigate a cave, its architecture and tourist attractions. As an added bonus, make sure to record your journey using your mobile device and your voice to explain the details of the trip. Integrating technologies gives students an interactive experience including the access to online maps to determine

routes to their numerous destinations and using their mobile device as a portable camera to create a visual journal of their trip. 3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. EDTECH 502: Netiquette Page EDTECH 502 provided the opportunity to take up the issue of policies and regulation for society. The Netiquette Page, or net etiquette, assignment was designed to provide a learners with information and tips for polite communication on the Internet. I choose us an elementary school netiquette page that gives some direction as to what one should and should not do that pertains to using the Internet and how you respond / act while using it. This week also covered ways to add span using a class tag assigned to it. We also learned how to add an indent and create a callout (box) that used a float tag. I also learned new CSS code for floating elements to position them on a Web page. First we researched and studied examples of netiquette guidelines, then we designed our own netiquette page. EDTECH 502: Copyright Scavenger Hunt The Copyright Scavenger Hunt page is another artifact that meets the issue of policies and regulations standard. This learning activity with questions and linked resources to teach fundamental issues of copyright and fair use. This assignment extended what we learned about HTML and CSS by creating multiple pages with links, both internal and external. This activity required two web pages to be created using what we had learned. The main page has numbered lists, bullets, anchors and subtitle. There is a link to print a worksheet to fill out answers on, and a link to the second page, with the answers. STANDARD 4: MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management. 4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects. EDTECH 505: Program Evaluation Through the Evaluation for Educational Technologists course, EDTECH 505, wit h Dr. Thompson, I had the opportunity to not just practice project management, but to actually become a part of a team where we evaluated a training program and actually perform an evaluation. The final assignment was an evaluation project and the preparing the final report. This evaluation analyzed a school districts training program and

investigating the effectiveness and impact. This process involved management, models, reviewing data sources, analyzing and reporting results. The study took place over a three month period, from October 17, 2013 through December 5, 2013. Participants in the study were twenty teachers from the middle school. I gathered data using a variety of techniques. I created surveys, gathered training observation notes, and surveyed teachers website progress to collect necessary data. Using the data and information collected as part of this evaluation determined the school district's decision to continue the investment and use of this program. For this assignment, I put together all the information about the project on a website created with Weebly. The experience of creating an evaluation project has made me aware of the many intricacies involved in preparing an evaluation report from start to finish. The project I was involved with was small by comparison to most projects. It was interesting to see how the project evolved and how participants were progressing. I submit this artifact as evidence of meeting this standard. 4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. EDTECH 505: Evaluation Proposal In EDTECH 505: Evaluation for Educational Technologists, the FWL Evaluation Proposal artifact created I feel demonstrates my understanding of the resource management standard. This project the required us to make a project proposal (sample) for Far West Laboratory for Educational Research and Development. The purpose of this project was to evaluate a training unit and determine the instructional purpose (DIP). The process required me to be the project manager, where goals were developed, and provide all the information on project personnel and their credentials along, a task schedule and a budget. Each member of the project team has been assigned specific responsibilities and has had a budgeted amount delegated to their service. EDTECH 551: Grant Proposal EDTECH 551: Technical and Grant Writing provided the opportunity to learn about our technical writing skills with the culminating project of a grant proposal. This grantwriting project is written for a fundable project using technology. This technologyrelated project provides needed data and background information for the project. This work would include identifying appropriate technologies for learning situations, identifying needs, writing goals and objectives for the project, using a planning process to develop and implement the project, preparing and justifying a budget to support the project, and developing formative and summative evaluation strategies. There are five sections covered in this grant: Needs Assessment, Goals and Objectives, Narrative, Budget, and Evaluation. I feel that my grant proposal artifact fulfills the project management standard.

4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling the method by which distribution of instructional materials is organized . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. EDTECH 501: Zotero Library Group For EDTECH 501: Introduction to Educational Technology we once again worked on a Zotero assignment, only this artifact represents the objective of collaborating with other members of a group on a project. The advantage would be a way to share research with one another. After logging into the Zotero website, I added myself to a collective group. From there I created a new folder with my name on it. After syncing my desktop with the website, I went back to the group folder and realized that it might be nice to sort of organize the type of references into their own groups; so I added a few more folders. EDTECH 502: Mobile Learning Activity In EDTECH 502 I learned about delivering an activity for specific systems. The idea was to create three CSS styles for different delivery systems. One CSS file for viewing the web page in a standard browser(s), one for viewing on mobile devices, and one for printing. The purpose of this assignment was to create a learning activity that can be used on any smartphone or personal device. This type of educational approach takes advantage of the fact that mobile access to information is available. It requires thinking about the specific instructional attributes of the mobile Web. I have included it for this standard since the activity has been designed for use in a real life activity and included three different type of CSS files for delivery of information. EDTECH 541: Computer Networking For this assignment I was able to learn about our county school departments network. I was looking forward to this especially since this department is actually ground zero for the main node for all the schools in the county network; they are the network provider. I feel that this project meets this standard through the examination of a computer network delivery system, then producing a resource for learning about that network. I met with the Director of Technology and he showed me the server room and the IT departments task force area pointing out and explaining the hubs, nodes, and cabling. There is a flow chart of how everything is connected, the schematics (blue print) of the design and set-up. There were various components that have been added and the infrastructure changes rapidly as the network grows. 4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

EDTECH 501: Zotero Bibliography When searching the internet to locate information for research to use we need to document the source and remember to have pen and paper handy to do so. As part of media utilization, providing reference information that is accurate and prompt is a part of resources for learning. In EDTECH 501, I was introduced to Zotero, a tool that allows the user to collect, organize, share, export, and store online resources. This tool is invaluable for creating bibliographic references and one I feel is important to showcase as many of my resources and references reflect my Zotero library. I feel that this artifact meets this standard for information management. EDTECH 501: WordPress Learning Log EDTECH 501: Introduction to Educational Technology provided a well round list of assignments that provided depth and breadth of learning about educational technology. The course emphasized current issues, leadership in technology use planning, evaluation and research. One of the assignments was to create a blog to log all about what I have accomplished through this course. I thereby feel that this artifact provides a direct relationship to manage information and meets this standard. EDTECH 541: Computer Networking For this assignment I was able to learn about our county school departments network. I was looking forward to this especially since this department is actually ground zero for the main node for all the schools in the county network; they are the network provider. I feel that this project meets this standard through the examination of a computer network then producing a resource for learning about that network. I met with the Director of Technology and he showed me the server room and the IT departments task force area pointing out and explaining the hubs, nodes, and cabling. There is a flow chart of how everything is connected, the schematics (blue print) of the design and set-up. There were various components that have been added and the infrastructure changes rapidly as the network grows. STANDARD 5: EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning. 5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. EDTECH 501: School Environment Evaluation One of the final assignments for EDTECH 501 was to complete a school environment evaluation using a survey to analyze the schools technology environment. I chose to use this assignment as the artifact for mastery of this standard. I created this evaluation

on a school only used a fictitious school named Big Foot County Schools. We used a maturity benchmark evaluation check list as a way to grade the performance for each section of their technology plan. This was only completed after gathering information and use decision making strategies through each step. Once this was completed an analysis report was created for the school. This assignment was rewarding and I can see that using a maturity benchmark check-off sheet is beneficial in helping to determine if problem areas exist or not. EDTECH 505: Evaluation Proposal In EDTECH 505: Evaluation for Educational Technologists, I created an evaluation proposal that shows my mastery of this standard. The project was to evaluate a project and determine the instructional purpose (DIP). This project the required us to make a project proposal (sample) for Far West Laboratory for Educational Research and Development. The process required me to be the project manager, where goals were developed, and provide all the information on project personnel and their credentials along, a task schedule and a budget. Each member of the project team has been assigned specific responsibilities and has had a budgeted amount delegated to their service. What I have learned is that the decision of which model to use for evaluating a project can only be reached after gathering information and following decision-making strategies. I am a firm believer that the level of expertise changes the outcome of an evaluation; it could determine its success or failure. 5.2 Criterion-Referenced Measurement Criterion-measurement involves techniques for determining learner mastery of prespecified content. EDTECH 502: WebQuest Rubric The WebQuest rubric I created in EDTECH 502 demonstrates mastery of this standard. This rubric allows students to self-evaluate their level of mastery performing this WebQuest based to help improve students learning goals. Giving students rubrics in association with assignments gives them clear expectations of project criteria. In creating rubrics in my technology classroom, students are able to visualize, follow, and rise to the level of performance I expect. They are able to use them as checklists, self and peer review evaluations, and feedback tools for their final submission. The rubric for this project provides each required assignment on the left with five columns to the right. Each column provides a message as to what score they will receive by performing that amount of work. I feel that the WebQuest Rubric meets the criterionreferenced measurement standard. EDTECH 503: Instructional Design Project In EDTECH 503 I created an Instructional Design Project that meets the 1.1 Instructional Systems Design requirements. The purpose of the final ID project shows what I have learned about implementing design and the knowledge and skills attained

throughout the course. It is a blend of some planning documentation, content creation documentation, the creation of actual instructional materials and instructor guide, a formative evaluation plan, and a formative evaluation report. The process followed included management for planning and content creation which demonstrates organized procedures using the ADDIE Model (analyzing, designing, developing, implementing, and evaluating). This included identifying instructional goals, writing performance objectives, an assessment strategy, and a delivery system. This course has made me appreciate the effort in instructional design and developing procedures. My project demonstrate the knowledge and skills attained in instructional design. The instructional project topic is about the scientific method designed as a lesson plan for sixth and seventh graders. EDTECH 503: Final Project rubric My final project for EDTECH 503: Instructional Design includes a rubric for meeting the criteria of the technology project. Giving students rubrics in association with assignments gives them clear expectations of project criteria. In creating rubrics in my technology classroom, students are able to visualize, follow, and rise to the level of performance I expect. The rubric for this project provides each required assignment on the left with five columns to the right. Each column provides a message as to what score they will receive by performing that amount of work. I feel that the WebQuest Rubric meets the criterion-referenced measurement standard. 5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. EDTECH 503: Instructional Design Project In EDTECH 503 I created an Instructional Design Project that meets the 1.1 Instructional Systems Design requirements. The purpose of the final ID project shows what I have learned about implementing design and the knowledge and skills attained throughout the course. It is a blend of some planning documentation, content creation documentation, the creation of actual instructional materials and instructor guide, a formative evaluation plan, and a formative evaluation report. The process followed included management for planning and content creation which demonstrates organized procedures using the ADDIE Model (analyzing, designing, developing, implementing, and evaluating). This included identifying instructional goals, writing performance objectives, an assessment strategy, and a delivery system. This course has made me appreciate the effort in instructional design and developing procedures. My project demonstrate the knowledge and skills attained in instructional design. The instructional project topic is about the scientific method designed as a lesson plan for sixth and seventh graders.

EDTECH 505 Final Project Formative Evaluation As evidence for this standard, I present my EdTech 505 Final Project. This evaluation report illustrates the formative and summative evaluation requirements. The evaluation methods page, Appendix F, provides what data source is used. The purpose of this evaluation was to assess whether the districts objectives for Edmodo were being met, and address non-user resistance to adopting Edmodo, with concerns about continuous usage of training impact. Questions were divided into different categories to assess participants attitudes toward online collaborative activity, actual implementation of activities, course design and efficiency. Participants were also given the opportunity to provide written feedback noting their perceived advantages / disadvantages of the program. The report provided the school district results and they were anxious to make necessary changes and improve upon the performance of their training program. 5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. EDTECH 501: School Environment Evaluation One of the final assignments for EDTECH 501 was to complete a school environment evaluation using a survey to analyze the schools technology environment. I chose to use this assignment as the artifact for mastery of this standard. I created this evaluation on a school only used a fictitious school named Big Foot County Schools. We used a maturity benchmark evaluation check list as a way to grade the performance for each section of their technology plan. This was only completed after gathering information and use decision making strategies through each step. Once this was completed an analysis report was created for the school. This assignment was rewarding and I can see that using a maturity benchmark check-off sheet is beneficial in helping to determine if problem areas exist or not. In summary, the evaluation report provides information and suggestions for long-term planning. EDTECH 551: Grant Proposal EDTECH 551: Technical and Grant Writing provided the opportunity to learn about our technical writing skills with the culminating project of a grant proposal. This grantwriting project is written for a fundable project using technology. This technologyrelated project provides needed data and background information for the project. This work would include identifying appropriate technologies for learning situations, identifying needs, writing goals and objectives for the project, using a planning process to develop and implement the project, preparing and justifying a budget to support the project, and developing formative and summative evaluation strategies. There are five sections covered in this grant: Needs Assessment, Goals and Objectives, Narrative,

Budget, and Evaluation. I feel that my grant proposal artifact fulfills the project management standard. EDTECH 505 Final Project As evidence for this standard, I present my EdTech 505 Final Project. Through the Evaluation for Educational Technologists course, EDTECH 505, with Dr. Thompson, I had the opportunity to not just practice evaluation, but to actually perform an evaluation. The final assignment was an evaluation project and the final report. This evaluation analyzed a school districts training program and investigating the effectiveness and impact. This process involved management, models, reviewing data sources, analyzing and reporting results. Using the data and information collected as part of this evaluation determined the school district's decision to continue the investment and use of this program. CONCLUSION The paper was organized in AECT standards chronological order with each standard being mapped to artifacts that I have completed during my coursework at Boise State University. Each artifact provides rationalization to justify how each item meets the standard under which they reside. In addition, this paper is to justify my mastery of the educational technology program that I have completed at Boise State University. Over the last two years, Ive have kept abreast about innovative technologies and have learned how to design instruction with e-learning. My journey has taken me through and learning about issues that surround online teaching, school technology, and technology integration. I have developed a new set of educational technology skills that I can carry with me into my future endeavors in instructional design and educational technology. I have grown professionally by being able to apply what I have learned into real world applications. I was allowed to interact with technology and apply it to realistic situations. Finally, I look forward to applying my new technology skills in ways that can help other teachers or trainers as well as build an effective technology program.

I, Karrie Cox, affirm that all introductory, reflective, and evidentiary work submitted in this e-Portfolio are mine alone (except where indicated as a group or team project), and has been prepared solely by myself.

References Aronson, E. (2000). The Jigsaw Classroom: A Cooperative Learning Technique. The Jigsaw Classroom: A Cooperative Learning Technique. Retrieved February 7, 2014, from http://www.jigsaw.org/ Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation: timeless techniques for program and project managers (3rd ed.). San Francisco: Jossey-Bass. Cooper, M. (2004) Expanding the digital divide and falling behind in broadband. Consumer Federation of America and Consumers Union, October. Retrieved from http://www.consumerfed.org/pdfs/digitaldivide.pdf. Schnept, L. (n.d.). Building a frame work for flexible interactive presentations. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.55.2274&rep=rep1&type=pdf Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc.