KarenCameron

HighSchoolMathematics
CanyonSpringsHighSchool,Caldwell,Idaho
Spring2015
Introduction
TheBoiseStateUniversityEducationalTechnology(EDTECH)programisthe
culminationofapplyinginstructionaldesignandlearningtheoriesusinganonline
platform.Inaddition,Ilearnedtheimportanceofsolidevaluationandproject
managementpractices.Iusetheseprinciplesandstandardsdailyinmyhighschool
mathematicsclassroom.Asmyknowledgeofeducationaltechnologygrew,sodidmy
responsibilitieswithinmybuilding;Iamcurrentlythedigitalleadscoordinatorformy
highschool.
Myportfoliowebsite,rationalepaperandreflectionvideodiscusstheconnectionbetween
mycourseworkandthestandardsestablishedbytheAssociationofEducational
CommunicationsandTechnology(AECT).Thesestandardsareseparatedinto5areasof
interest:contentknowledge,contentpedagogy,learningenvironments,professional
knowledgeandskills,andresearch.Thisrationalepaperincludesdiscussionofeach
standardwithinthemultipleareasisdiscussedwithanartifactshowcasingmy
understanding.ThroughoutmyEDTECHjourney,Icreatedartifactscompatibletomy
professionalandpersonallife,usingthisfocusallowedmetocreaterelevantand
meaningfulprojects.
CREATING
Thefollowingartifactsdemonstratethecandidatesabilityto:A)useavarietyofsystems
approachestocreateinstructionalcontent(S1.ContentKnowledge),B)applycontent
pedagogytocreateappropriateapplicationsofprocessesandtechnologiestoimprove
learningandperformanceoutcomes(S2.ContentPedagogy),andC)createinstructional
designproductsbasedonlearningprinciplesandresearchbasedbestpractices(S3.
LearningEnvironments).
Edtech501:TechTrendsLesson
The Tech Trends lesson asks students to create a story about functions found in Algebra I,
mathematics. Students will provide two examples of a relation one, which is a function,
and one, which is not. The focus use of technology was with an iPad app called
Storyrobe, which gives students the opportunity to record a short, digital movie.
Edtech501:DigitalGap
TheDigitalGapAssignmentshowcasestheconcernofdigitalinequalityamongthe
masses.Thisprojectwasacollaborativeendeavorbetweenmyselfandthreeother
students.Wewerepresentedwiththetaskofimplementingsevenoptionstodecreasethe

digitaldivideinruralWyomingwitha$50millionbudget.Eachoptionisdiscussed
withintheVoicethreadpresentation,alongwithhowandwhyitwillorwillnotworkto
meettheneedsoftheresidentsofWyoming.
Edtech502:BaseballThroughMathematicsVirtualTour
The artifact shows students how mathematics plays a role in baseball. Through videos
and lessons, students will learn about earned run average, win-loss percentage and even
how to strategize a successful batting order. In addition to the assignments associated
with each tab, extra credit questions are asked to help keep the student motivated.
Edtech502:MathematicianWebquest
IcreatedthisWebquesttoshowstudentsthevastnumberofimportantmathematicians
throughouthistory.Throughinquiry,studentswillresearchamathematicianoftheir
choosingandwritearesponsetoajobapplication.
Edtech502:InteractiveConceptMap
ThisartifactisawebpageIcreatedwhichincludesinteractivegraphicsshowinghowto
graphdifferenttypesoffunctions.Eachfunctionisdescribedonthewebsiteandthe
graphicslinktodifferentvideosshowingstudentshowtographthefunctions.
Edtech504:SynthesisPaper
In504,Iwasaskedtoresearchalearningtheoryandapplyittomyclassroom.Afterthe
draftwascompleted,Iexchangedthepaperforpeerreviewandwasgiventhe
opportunitytomakechanges.
Edtech502:mLearningActivity
Thismobilelearningactivitywasdesignedtoworkonanyplatform,albeitacomputer,
iPad/tabletorsmartphone.
Edtech535:ComicStrip
Theassignmentshowstheeffectivenessofusingacomicstriptorelayimportantcontent
usinganontraditionalmethod.Thisinstructionalmethodusesastorywithafunny
anecdotetoteachamathconcept.

Standard1ContentKnowledge:Candidatesdemonstratetheabilitytocreate
instructionalmaterialsandlearningenvironmentsusingavarietyofsystemsapproaches.

InEDTECH502IlearnedtowriteinHTMLcodeandcreateinterestingandengaging
websites.Asidefrommyloveofmathematics,Ialsolovebaseball.Iconnectedthese
twointerestswithmyBaseballthroughMathematicsVirtualTour.Thistourtakes
learnerstoengagingvideosaboutthedifferentaspectsofbaseballbattingaverage,

earnedrunaverage,winlosspercentage,winexpectancyandbattingorder,andthen
teachesthealgorithmsusedtodetermineandevaluateeachaspect.Havingstudentsbe
inchargeoftheirlearningwhileusingonlineplatformsisanimportantskilltoteach.
Themostdangerousexperimentwecanconductwithourchildrenistokeepschooling
thesameatatimewheneveryotheraspectofoursocietyisdramaticallychanging,
(Dede,1998,p.116).Educationneedstomorphawayfromteacherleddiscussionsand
lecturesoccurringattheboard,weneedtoutilizetechnologytoourbenefit.
MySynthesisPaperfromEdtech504demonstratesmyunderstandingofthe
constructivisttheory.This research paper connects the importance of
constructivism, educational technology and the mathematics
classroom. Studies show that students are able to understand abstract
ideas if there is opportunity to grapple with their strategies (DarlingHammond & Austin, 2014). Using the idea of building blocks,
constructivism encourages students to build on prior knowledge. The
NCTM encourages the use of technology in the classroom as well as
discussion about how students formed their opinions and solutions.
InEdtech535,Icreatedacomicstrip.Thecomicstripincludesadialoguebetweenthe
teacherandstudent.Usingalternateplatformstorelateinformationcanbehelpfulto
studentsbecausetheycanrememberitindifferentwaysinsteadoftraditionalnotesand
practice.Ihavefoundthatthroughmnemonics,studentscanrememberformulasquickly
andeasily.Attachingthemnemonictoapicturecreatesanothersynapsisinthebrainfor
studentstodrawtheirmemoryfrom.

Standard2ContentPedagogy:Candidatesapplycontentpedagogytocreate
appropriateapplicationsofprocessesandtechnologiestoimprovelearningand
performanceoutcomes.

Again,EDTECH502allowedmetoexplorethecreationofawebquest.Awebquest
consistsofdifferentelements,whichthelearnermustfollowinordertocompleteit.The
aspectsofawebquestare:introduction,task,process,evaluationandconclusion.The
MathematiciansWebquestsendslearnersonajourneytodiscovertheimportant
contributionsmadebyamathematicianoftheirchoice.Inclassactivities,likea
webquest,allowforauthenticlearningandengagement,Internetsavvystudentsare
comingtoschoolwithdifferentexpectations,differentskills,andaccesstodifferent
resources(Arafeh,Levin,Raine&Lenhart,2002,p.2).

TheInteractiveConceptMapIcreatedallowsformoreofaflippedclassroom
environmentforstudents.Theconceptmapincludesadescriptionofthreetypesof
functionsfoundintheAlgebraclassroomlinear,exponentialandquadratic.Each
functionhasagraphicalrepresentationandbyclickingonthegraph,studentsaretakento
avideofromKhanAcademyteachingthemhowtographthegivenfunction.Allofthese
interactionsallowthestudenttobecomeanactivelearnerandkeepstechnologywithin
thelesson.

Standard3LearningEnvironments:Candidatescreateinstructionaldesign
productsbasedonlearningprinciplesandresearchbasedbestpractices.

TheTechTrendsassignmentusesaniPadappcalledStoryRobe.StoryRobeallows
studentstocreate,narrateandsendthevideotoYouTube.StoryRobeallowsusersto
inserttheirownpictures,sidenotemakesurethephotoispositionedhorizontally.This
projecthasstudentsdescribetwosetsofrelations,onewhichisafunctionandwhichis
not.Studentswillcreatepicturesanddialoguetoincludeintheirvideo.Havingstudents
discusswhattheyvelearnedandexplainittoothershelpscreatelongtermmemory.

TheDigitalGapassignmentfromEdtech501wasacollaborativeproject.Wewere
giventhetasktoreducethedigitaldivideamongthemasses.WechoseruralWyoming
andfocusedonfiveaspectsaffectingdigitalinequality:how,whenandwhypeople
aspecttheInternet,skillsandsocialsupport.Usingacooperativelearningmodel,we
createdavoicethreadpresentation.Therearefiveaspectstoacooperativelearning
model:positiveinterdependence,individualaccountability,facetofacepromotive
interaction,appropriate use of social, interpersonal, collaborative and small-group skills
and group processing. Systematically structuring those basic principles into group
learning situations helps ensure cooperative efforts and enables the disciplined
implementation of cooperative learning for long-term success, (Li & Lam, 2013, p. 4).
ThemLearningActivityisdesignedtoworkonanytechnologicalplatform,whetheritis
ahomecomputer,tabletorsmartphone.Thisactivityiscreatedforchildrentokeepthem
occupiedonaroadtriptoDisneyland.Theyaregiventopicstoresearchandaprojectto
createoncetheyarriveattheirdestination.JohnKellerdescribesfourpiecesinhis
motivationmodel,andoneofthemisrelevance.Byshowinglearnerstherelevanceof
whattheyaredoing,likepreparingforatriptothehappiestplaceonearth,youcan
motivatethemtocompletethetask.

USING
Thefollowingartifactsdemonstratethecandidatesabilityto:A)selectanduse
technologicalresourcesandprocessestosupportstudentlearningandtoenhancetheir
pedagogy(S1.ContentKnowledge),B)implementappropriateeducationaltechnologies
andprocessesbasedonappropriatecontentpedagogy(S2.ContentPedagogy),andC)
makeprofessionallysounddecisionsinselectingappropriateprocessesandresourcesto
provideoptimalconditionsforlearningbasedonprinciples,theories,andeffective
practices(S3.LearningEnvironments).
Edtech501:TechTrendsLesson
The Tech Trends lesson asks students to create a story about functions found in Algebra I,
mathematics. Students will provide two examples of a relation, one which is a function
and one which is not. The focus use of technology was with an iPad app called Storyrobe
which gives students the opportunity to record a short, digital movie.
Edtech502:JigsawActivity
This Jigsaw activity puts students in groups. The website was designed
to give students the opportunity to become experts over a topic and
then teach the class what they have learned.
Edtech503:LearnerAnalysis
Thisartifactshowsanalyzestheenvironmentofascenario.Usingproveninstructional
designstrategies,Iansweredquestionsandprovidedasolutiontotheproblem.
Edtech506:UniversalDesign
Thisartifactshowshowtocommunicatedesiredoutcomesthroughpicturesinsteadof
words.Studentsaregivenapictureshowingthemwhichsuppliestogatherfortheday.
Edtech502:mLearningActivity
Thismobilelearningactivitywasdesignedtoworkonanyplatform,albeitacomputer,
iPad/tabletorsmartphone.
Edtech543:SocialNetworkPLN
Thisunitwascreatedasacollaborativeproject.Wechosetoteachcentraltendencies
throughsocialmedia.Multipleplatformswereusedtoaccomplishthisunit.

Standard1ContentKnowledge:Candidatesdemonstratetheabilitytoselectand
usetechnologicalresourcesandprocessestosupportstudentlearningandtoenhance
theirpedagogy.

DuringEDTECH506,Icreatedapictureshowcasingtheitemslearnersneededfora
daysactivities.MyUniversalDesignpictureallowsstudents,atanylevel,toknow
exactlywhichsuppliestogatherbeforeclassstarts.Thisreducesdistractionandtimelost
duetostudentsnotrememberingthelistprovidedtothem.Somehumansarevisual,and
apicturecancommunicatelargeideaswithoutexpressingthemusingverballanguage,
eventually,studentswillrelylessandlessonstudyingthevisual,andwillimmediately
begingatheringwhattheyneedwhentheimageisdisplayed,(Dearborn,Smith,&
Lambert,2011,p.26).
TheTechTrendsassignmentusesaniPadappcalledStoryRobe.StoryRobeallows
studentstocreate,narrateandsendthevideotoYouTube.StoryRobeallowsusersto
inserttheirownpictures,sidenotemakesurethephotoispositionedhorizontally.This
projecthasstudentsdescribetwosetsofrelations,onewhichisafunctionandwhichis
not.Studentswillcreatepicturesanddialoguetoincludeintheirvideo.Havingstudents
discusswhattheyvelearnedandexplainittoothershelpscreatelongtermmemory.

EDTECH502hadmecreateajigsawactivity.Ajigsawactivityallowslearnerstowork
ingroupstobecomeexpertsoveraparticularaspectofthelessonandthenteachothers
whattheylearned.In,GraphingALineJigsawActivity,learnersresearchoneofthree
waystographaline.EachJigsawgrouphasmultipleopportunitiesforlearning,andby
teachingothersandlearningfromtheirpeers,theclassroomtransformsintoa
collaborativeenvironment.Peerteachingissuccessfulbecause,Asthelearnerengages
withmoreknowledgeableindividuals,thelearnerisabletobegintheprocessofco
constructionofknowledge,(Velez,Cano,Whittington,&Wolf,2011,p.41).

Standard2ContentPedagogy:Candidatesimplementappropriateeducational
technologiesandprocessesbasedonappropriatecontentpedagogy.
EDTECH502hadmecreateajigsawactivity.Ajigsawactivityallowslearnerstowork
ingroupstobecomeexpertsoveraparticularaspectofthelessonandthenteachothers
whattheylearned.In,GraphingALineJigsawActivity,learnersresearchoneofthree
waystographaline.EachJigsawgrouphasmultipleopportunitiesforlearning,andby

teachingothersandlearningfromtheirpeers,theclassroomtransformsintoa
collaborativeenvironment.Peerteachingissuccessfulbecause,Asthelearnerengages
withmoreknowledgeableindividuals,thelearnerisabletobegintheprocessofco
constructionofknowledge,(Velez,etal.,2011,p.41).

TheLearnerAnalysisportionofmyInstructionalDesignProjectshowsthemindsetof
studentsinmyclassroom.Havingadetailedanalysisofwhattheythinktheyknowand
donotknowbeforebeginningaprojectallowsme,theinstructor,tomaketheproper
adjustmentstothelessoninordertomeettheirneeds.Thisprojectrequirestheuseof
iPadstocompletethetask,abriefsurveygivenatmyschoolatthebeginningoftheyear,
indicatesthatsomestudentsareunfamiliarwithusingatabletlikedeviceforlearning.It
alsoshowsthatstudentsinlowsocioeconomicstatusaremorelikelytohavelimiteduse
oftechnologyandtheInternet.

Standard3LearningEnvironments:Candidatesmakeprofessionallysound
decisionsinselectingappropriateprocessesandresourcestoprovideoptimalconditions
forlearningbasedonprinciples,theories,andeffectivepractices.
EDTECH506tookmethroughtheprocessofdesigningpagesandtasksthatwereeasyto
followandunderstand.InmySocialNetworkingProject,Iprovidedexamplesof
differentsocialnetworkingplatformsandideasforusingthemintheclassroom.
Utilizingtoolsthatlearnersarealreadyfamiliarwith,andthatareavailableonline
providesthelearnerwithmeaningfulactivityandconfidencebecausetheyare
comfortablewiththeplatformrequiredforuse.

ThemLearningActivityisdesignedtoworkonanytechnologicalplatform,whetheritis
ahomecomputer,tabletorsmartphone.Thisactivityiscreatedforchildrentokeepthem
occupiedonaroadtriptoDisneyland.Theyaregiventopicstoresearchandaprojectto
createoncetheyarriveattheirdestination.JohnKellerdescribesfourpiecesinhis
motivationmodel,andoneofthemisrelevance.Byshowinglearnerstherelevanceof
whattheyaredoing,likepreparingforatriptothehappiestplaceonearth,youcan
motivatethemtocompletethetask.

ASSESSING/EVALUATING
Thefollowingartifactsdemonstratethecandidatesabilityto:A)assessandevaluatethe
effectiveintegrationofappropriatetechnologiesandinstructionalmaterials(S1.Content
Knowledge),B)assessestheadequacyoflearningandevaluatestheinstructionand
implementationofeducationaltechnologiesandprocessesgroundedinreflective
practice.(S2.ContentPedagogy),C)usemultipleassessmentstrategiestocollectdata
forinformingdecisionstoimproveinstructionalpractice,learneroutcomes,andthe
learningenvironment.(S3.LearningEnvironments),D)designandimplement
assessmentandevaluationplansthatalignwithlearninggoalsandinstructional
activities(S4.ProfessionalKnowledgeandSkills),andE)applyformalinquirystrategies
inassessingandevaluatingprocessesandresourcesforlearningandperformance(S5.
Research).
Edtech501:TechTrendsLesson
The Tech Trends lesson asks students to create a story about functions found in Algebra I,
mathematics. Students will provide two examples of a relation, one which is a function
and one which is not. The focus use of technology was with an iPad app called Storyrobe
which gives students the opportunity to record a short, digital movie.
Edtech503:InstructionalDesignProject
Thisprojecttookasemestertocomplete.ThisinstructionaldesignprojectusesiPadsin
theMathematicsclassroomandhasstudentslearningasubjectandahowtouseanew
app,whichintheend,willshowcasewhattheyhavelearned.
Edtech503:TechnologyEvaluationSummary
Forthisartifact,Ievaluatedmyschoolandratedwhereourtechnologymaturitywas.
Thereportincludessynopsesoftechnologyuseinmultipleareas,suchasassessment,
curricular,administrativeandtypesofnetworking,aswellasmanyothers.
Edtech505:EvaluationProject
Thisprojectisacollectionofpiecescreatedthroughoutthesemester.Theformative
evaluationofOperationSanta:Idahoincludestherequiredelementsofanevaluation
suchasplanning,performing,reportingthefindingsandmakingsuggestionsfor
improvement.
Edtech505:FarWestEvaluation
Thisartifactshowshowtoproceedwhenpresentedwitharequestforproposalto
evaluateprograms.Thisproposalincludesevaluationmethods,theschedule,personnel
includedontheprojectandadetailedbudget.
Edtech541:RelativeAdvantageChart
Thisartifactlistssomecommonmathematicalmisunderstandings.Eachunderstanding
hasatechnologytooltohelpthemandliststheadvantagesandtheexpectedoutcomes.

Standard1ContentKnowledge:Candidatesdemonstratetheabilitytoassessand
evaluatetheeffectiveintegrationofappropriatetechnologiesandinstructionalmaterials.

Arelativeadvantagechartshowcasesareaswherelearnersstruggleandsolutionstohelp
them.TheRelativeAdvantageChartIcreatedlistscommonproblemsstudentsfacein
secondarymathematics.Eachproblemhasappropriateinterventionstrategiesusing
onlineplatformsandexpectedoutcomesforeachone.Whenusedappropriately,online
interventioncangreatlyreducestudentmisunderstanding.Anappropriatetoolforonline
intervention,wouldbeonewheretheprogrammerallowsthestudenttomoveontothe
nexttaskbasedontheircompletionandunderstandingoftheprevioustask(Shanahan,
2005).Providingthestudentwithimmediatefeedbackreducestheriskoflearned
misunderstandingmeaningthestudentpracticestheincorrectmethodoverandover,
therebylearningaprocessincorrectly.

Standard2ContentPedagogy:Candidatesdemonstrateaninquiryprocessthat
assessestheadequacyoflearningandevaluatestheinstructionandimplementationof
educationaltechnologiesandprocessesgroundedinreflectivepractice.
MyEdtech503InstructionalDesignprojectassessestheadequacyoflearningby
providingthelearners/studentswithaneedsassessment.Theneedsassessmentincludes
questionsregardingmathematicalconcepts,iPadknowledgeandspecificappknowledge.
Thishelpedtailortheinstructionforthelearner.Therewasalsoopportunityforthird
partyevaluatorstocommentonthestrengthandsuccessoftheproject.Thisallowedfor
me,theoriginaldesigner,tomakeadjustmentstoincreasethesuccessoftheproject.
Finally,thereisanexpertreview,whichprovidedevenmorefeedbackonthesuccessof
theproject.Thisdetailedandconstantevaluationofprocessescontinuestobepartofmy
dailypractices.Iusesimilarmethodstoassessthesuccessofmylessonplansand
learningobjectives.
InEdtech505,Ievaluatedaprojectveryneartomyheart,OperationSanta:Idaho.I
receivedspecialpermissionfromDr.Thompsonbecausemychoicewasunconventional
andnontechnologybased.ItalsoisaprojectIamthefounderof,sothismadeafewof
theelementsalittlemorechallenging.Withinthereport,Iaskeddifferentgroupsof
individualstoreflectontheirexperiencewithOperationSanta.Threegroupswere
surveyedandevaluated:committeemembers,volunteersandsponsors.Basedonthe
resultsofthesesurveys,goalswereinstitutedandrecommendationsprovided.Takingthe
timetoevaluatethisprogramhashadapositiveimpactonitssuccess.
AlsoinEdtech505IcreatedacompanyandevaluatedafictionalprogramatFarWest
Laboratories.ThisevaluationlookedatthesuccessofthetrainingmaterialsFWLwas

using.Threegroupswereevaluatedatdifferentpointsofthetraining.Ifthisevaluation
wouldhavetakenplace,recommendationswouldbeincludedforFWL.Icontinuetouse
thisformofevaluatingthedifferentlevelsofstakeholdersinmyschool.

Standard3LearningEnvironments:Candidatesusemultipleassessmentstrategies
tocollectdataforinformingdecisionstoimproveinstructionalpractice,learner
outcomes,andthelearningenvironment.
TheEdtech503InstructionalDesignprojecthasmultipleevaluationsbuiltintoassess
thesuccessofthelearningenvironmentforthoseinvolved.TheNeedsAssessment
breaksthelessondownintosmallpieces,askingthelearnertoevaluatetheirprior
knowledge.Theseresultshelpnarrowtheinstructionprovidedsoasnottospendtime
teachingaconceptthelearnerhasalreadymastered.Learnersarealsogiventhe
opportunitytodiscusswiththeirpeersandtheinstructorareasoftheprogramthey
struggledwithandareastheyfoundsuccessful.
InEdtech505,myfinalevaluationprojectofOperationSantaallowedforchangestobe
madetotheprogram.Threegroupsofindividualswereevaluated:committeemember,
volunteersandsponsors.Themostsignificantrecommendationscamefromthevolunteer
surveys.Volunteersindicatedtheyfeltillpreparedfortheeventandvoicedfrustration
whenitcametimetoorganizeanddistributegifts.Throughsurveyevaluations
recommendationsweremadetobetterserveOperationSantainthefuture.

Standard4ProfessionalKnowledgeandSkills:Candidatesdesignandimplement
assessmentandevaluationplansthatalignwithlearninggoalsandinstructional
activities.
Edtech505tookmeonanotherjourneyofevaluatingaprogram,thistimefocusingmy
energyonthecostandtimeassociatedwiththeeffectivenessofanestablishedprogram.
IcreatedahypotheticalcompanyandcreatedanEvaluationforDeterminingInstructional
Purposes(DIP).Myevaluationstatestheprogramdescription,methodusedtoevaluate,
taskschedule,projectpersonnel,andbudget.Evaluationispurposeful;itisameanstoan
endnotanendinitself.Evaluationisbasedonaskingspecificquestionsaboutaproject
andfindingtheanswers.Itisaninvestigativeprocess.Evaluationissystematicand
scientific,(Hughes&Nieuwehuis,2005,p.11).TheevaluationconductedintheDIP
allowedforanswerstotheimmediatequestions,however,partoftherecommendation
wasfollowupwithemployeestoensurethelearningobjectiveswerestillbeingmet.

TheEvaluationProjectofEdtech505surveys were centered on four main goals: to find,

invite and sponsor appropriate families for the event, to train and appreciate volunteers,
to distribute all gifts and food baskets efficiently with 100% accuracy, and to value
committee members participation and roles. Two major suggestions were made
following review of the surveys, first that a proper system is in place for distribution of
gift/food baskets and second, to develop clear responsibilities of committee members.
These recommendations will ensure future success for Operation Santa.

Standard5Research:Candidatesapplyformalinquirystrategiesinassessingand
evaluatingprocessesandresourcesforlearningandperformance.

InEDTECH505,Ilearnedabouttheimportanceofevaluatingprojects.Manytimes,itis
importanttoevaluatethesuccessorlackofsuccessinaprojectinordertodetermineifit
shouldbecontinued.IevaluatedaprojectIampassionateabout,OperationSanta:
Idaho.MyEvaluationProjectincludesalltheelementsnecessarytoshowthesuccessof
theprogramandtheareasthatneedimprovement.Acomprehensiveevaluationshould
lookatboththesuccessoftheprojectinmeetingitsimplementationobjectivesand
participantoutcomeobjectives,(Hughes&Nieuwenhuis,2005,p.16).Althoughthe
surveysreflectedmostlypositivefeedback,thereweredefiniteareasforimprovement.
Recommendationsweremadebasedontheresultsofthesurveys.

TheTechnologyIntegrationSummaryconductedinEdtech501allowedformeto
evaluatemyschool.UsingtheMaturityModelsBenchmark,Iwasabletoassesswhom,
whenandwheremyschoolwasusingtechnology.Thereare40elementstobeassessed,
includingadescriptionoftheschooldemographics.Usingtherubric,Iwasableto
evaluatehowmaturemyschoolwasinusingtechnology,whichareaswerethemost
matureandwhichareasneededthemostimprovementbecausetheyrankedweakonthe
maturityscale.

MANAGING
Thefollowingartifactsdemonstratethecandidatesabilityto:A)demonstratethe
contemporaryprofessionalethicsofthefieldasdefinedanddevelopedbytheAssociation
forEducationalCommunicationsandTechnology(S1.ContentKnowledge),B)manage
appropriatetechnologicalprocessesandresourcestoprovidesupportivelearning
communities,createflexibleanddiverselearningenvironments,anddevelopand

demonstrateappropriatecontentpedagogy(S2.ContentPedagogy),andC)establish
mechanismsformaintainingthetechnologyinfrastructuretoimprovelearningand
performance(S3.LearningEnvironments).
Edtech501:DigitalGap
TheDigitalGapAssignmentshowcasestheconcernofdigitalinequalityamongthe
masses.Thisprojectwasacollaborativeendeavorbetweenmyselfandthreeother
students.Wewerepresentedwiththetaskofimplementingsevenoptionstodecreasethe
digitaldivideinruralWyomingwitha$50millionbudget.Eachoptionisdiscussed
withintheVoicethreadpresentation,alongwithhowandwhyitwillorwillnotworkto
meettheneedsoftheresidentsofWyoming.
Edtech502:NetiquetteLesson
ThisartifactisawebpagediscussingtheimportanceofproperetiquetteontheInternet.
Itistargetedtohighschoolstudents.
Edtech503:InstructionalDesignProject
Thisprojecttookasemestertocomplete.ThisinstructionaldesignprojectusesiPadsin
theMathematicsclassroomandhasstudentslearningasubjectandahowtouseanew
app,whichintheend,willshowcasewhattheyhavelearned.
Edtech503:InstructionalSoftwareLesson
Thislessonhighlightsfivetypesofsoftware:drillandpractice,tutorials,simulations,
educationalgamesandproblemsolvingsoftware.IncludedinthislessonisaPrezi
presentation.
Edtech551:FinalGrantProposal
Thisisaproposalwrittenformyclassroomrequestingfundingforcomputersand
workstationstobetterservemystudents.Includedintheproposalareaneedsassessment
andanextensivebudgethighlightingnotonlyfurnitureandtechnology,butthehardware
requiredtoimplementitaswell.
Edtech543:SocialMediaPolicy
ThisisawrittenpolicyandaninfographicexplainingtherulesofusingtheInternetin
myhighschool.Itisaquickreferenceforstudentsandteachersaboutwhatisaccepted
andwhatisnot.
Edtech:Blog
MyblogincludesacollectionofprojectsandthoughtsIhadthroughoutmyEdtech
experience.Manyoftheprojectsusedformyartifactscanbefoundhere.
MyInstructionalDesignProjectexplorestheroleofiPadsinthemathematicsclassroom.
Instructionaldesignrequiresmorethinkingaboutthelittlethings,weneedtomakesure
nostepisoverlooked.Itisimportantwhendesigningprojectstonotassumeanything

noteventhesimplesttask.Thisprojectalsofocusesonhowlearnerswilltransfertheir
knowledgefromwhattheyarelearningtootherareas.Instructionaldesignisa
systematicmethodforconceptualizing,creating,andcarryingoutinstructions,(Hardre
&Chen,2005,p.2).

Standard1ContentKnowledge:Candidatesdemonstratetheabilitytoeffectively
managepeople,processes,physicalinfrastructures,andfinancialresourcestoachieve
predeterminedgoals.
MyInstructionalDesignProjectshowcasestheintegrationofiPadsinthemathematics
classroom.UsingafreeappcalledToontasticlearnerswillbecomeexpertsonamath
standardandthenwriteastoryandcreateananimatedcartoonexplainingtoothershow
tosolvetheproblem.Toontasticallowslearnerstousetheircreativitywithinthe
mathematicsclassroom,anditlinksothercurriculastomath,suchas,English,drawing
andspeech.Instructionaldesignrequiresmorethinkingaboutthelittlethings,weneedto
makesurenostepisoverlooked.Itisimportantwhendesigningprojectstonotassume
anythingnoteventhesimplesttask.Thisprojectalsofocusesonhowlearnerswill
transfertheirknowledgefromwhattheyarelearningtootherareas.Instructionaldesign
isasystematicmethodforconceptualizing,creating,andcarryingoutinstructions,
(Hardre&Chen,2005,p.2).Myprojecthasstepbystepinstructionsforanyone
wishingtoteachit.Thereisnoneedforthepersontobeacontentareaexpertbecause
theplanisdetailedenoughthat,withalittleplanning,themostinexperiencedteacher
couldstepinandcarryoutthetask.

MyfinalgrantproposalfromEdtech551isarequestforfundstotransformmy
classroomintoatechnologyrichenvironment.Although,IdidwinthegrantIwas
seeking,Ilearnedalotaboutgrantwritingfromthiscourse.Inmyproposal,Iincluded
anoverviewofthebackgroundsofmystudents,theimportanceofupgradingthephysical
environmentaswellasthenetwork,andabudgetlistingthecostofeverythingfroma
computertoadeskchair.TheexperienceIgainedinthisendeavorallowedmeto
successfullywriteandwinothergrants.

Standard 2 Content Pedagogy: Candidatesmanageappropriate

technologicalprocessesandresourcestoprovidesupportivelearningcommunities,
createflexibleanddiverselearningenvironments,anddevelopanddemonstrate
appropriatecontentpedagogy.
AccordingtoaWashingtonPoststudy,teensspendanaverageofsevenandahalfhours

adayontheInternet,anincreaseofalmostoneandahalfhoursfrom1999(Ahuja,
2013).Asimportantasitistoteachthemhowtowriteanessayorsolveacomplex
problem,wemustalsoprovidethenecessaryskillstobesuccessfulonline.Duringmy
NetiquetteLessonfromEdtech502,mystudentslearnthebasicsofhowtobehave
appropriatelyonline.Aslearnerstransitionfromhighschooltoajob,itisbecomeseven
moreimportantthattheymindtheirmannersonline.
Anonlineblogisagreatwaytoorganizethoughtsandcommunicatewithlearners.
ThroughouttheEdtechprogram,Ihaveusedmanydifferentblogplatforms.Mymost
popularblogwascreatedonWordPress.Theblogwasusedforinformalthoughtsand
responsestoquestionsposedbydifferentprofessors.Thelanguageusedonablogis
muchlessformalthanlanguageusedinaresearchpaper.Ibelievethatiswhyblogsare
soappealingtheyseemtobeconversationsratherthanessays.Blogshavebecomea
greattoolforeducatorsandtheprofessionofeducation.Weneedtoutilizethispotential
toshare,collaborate,andmoveforwardinafastpaced,everchangingworldthatwe
havebeenassignedtopreparegenerationsofkidstolivein,(Whitby,2014,para.8).
Standard3LearningEnvironments:Candidatesestablishmechanismsfor
maintainingthetechnologyinfrastructuretoimprovelearningandperformance.
TheDigitalGapassignmentfromEdtech501wasacollaborativeproject.Wewere
giventhetasktoreducethedigitaldivideamongthemasses.WechoseruralWyoming
andfocusedonfiveaspectsaffectingdigitalinequality:how,whenandwhypeople
aspecttheInternet,skillsandsocialsupport.ThisprojectsoughttobringtheInternetto
someofthemostruralareasofWyoming.ResidentsandstudentsofWyomingarein
desperateneedofbettertechnology,throughtheproposalofgrants,andspecifictarget
areas,wewereabletoestablishaplantohelpWyomingclosethedigitalgap.

MyInstructionalSoftwareLessonhighlightsfivetypesofsoftware:drillandpractice,
tutorials,simulations,educationalgamesandproblemsolvingsoftware.Includedinthis
lessonisaPrezipresentation.Thefivedifferenttypesofsoftwareallowtheinstructorto
findthebestfitfortheirstudent/learner.IchosetohighlightmathsoftwarebecauseIam
amathteacher.ItwashelpfulformetocategorizethetypeofsoftwareIuseinthis
mannersothatitisreadilyavailableformystudents.
Socialmediaisovertakingourlives.AccordingTheWashingtonPost,teensspendan
averageofsevenandahalfhoursadaysurfingtheweb,watchingtelevisionandlistening
tomusic.TheycitethatteenscheckFacebookandtextmorethansixtytimesaday
(Ahuja,2013).Itisanincredibleopportunityforeducatorstotakeadvantageofthis
resource.MySocial Networking Project gives educators valuable
information and guidance on how to bring social media into the

classroom.

ETHICS&DIVERSITY
Thefollowingartifactsdemonstratethecandidatesabilityto:A)assessandevaluatethe
effectiveintegrationofappropriatetechnologiesandinstructionalmaterials(S1.Content
Knowledge),B)designandselectmedia,technology,andprocessesthatemphasizethe
diversityofoursocietyasamulticulturalcommunity(S2.ContentPedagogy),C)fostera
learningenvironmentinwhichethicsguidepracticethatpromoteshealth,safety,best
practice,andrespectforcopyright,FairUse,andappropriateopenaccesstoresources;
fosteralearningcommunitythatempowerslearnerswithdiversebackgrounds,
characteristics,andabilities(S3.LearningEnvironments),D)demonstrateethical
behaviorwithintheapplicableculturalcontextduringallaspectsoftheirworkandwith
respectforthediversityoflearnersineachsetting(S4.ProfessionalKnowledgeand
Skills),andE)conductresearchandpracticeusingacceptedprofessionaland
institutionalguidelinesandprocedures(S5.Research).
Edtech501:BridgingtheGap
Thisisamockprofessionaldevelopmentonbridgingthegapbetweenthecommoncore
standardsformathematicsandtechnology.Itincludesanoverviewofactivitiesand
surveystobecompletedattheendoftheevent.
Edtech502:AccessibilityHotlinksPage
Thispagegivesabriefoverviewofdosanddontsformakingwebpagesaccessiblefor
allviewers.Itisintendedforanyonewhowantstohavemorevisitorstotheirwebsite.
Edtech502:MathematicianWebquest
IcreatedthisWebquesttoshowstudentsthevastnumberofimportantmathematicians
throughouthistory.Throughinquiry,studentswillresearchamathematicianoftheir
choosingandwritearesponsetoajobapplication.
Edtech502:NetiquetteLesson
ThisartifactisawebpagediscussingtheimportanceofproperetiquetteontheInternet.
Itistargetedtohighschoolstudents.
Edtech502:CopyrightScavengerHunt
ThisactivityisdesignedtogiveHighSchoolstudentsabriefunderstandingofcopyright
law,fairuseandpublicdomain.
Edtech504:SynthesisPaper

In504,Iwasaskedtoresearchalearningtheoryandapplyittomyclassroom.Afterthe
draftwascompleted,Iexchangedthepaperforpeerreviewandwasgiventhe
opportunitytomakechanges.
Edtech502:mLearningActivity
Thismobilelearningactivitywasdesignedtoworkonanyplatform,albeitacomputer,
iPad/tabletorsmartphone.
Standard1ContentKnowledge:Candidatesdemonstratethecontemporary
professionalethicsofthefieldasdefinedanddevelopedbytheAssociationfor
EducationalCommunicationsandTechnology.
MySynthesisPaperdescribestheimportanceofconstructivisminthetechnology
classroom.Learnersareinspiredtolearnwhentheyarevalidatedandgiventhe
opportunitytoseerealworldapplicationsofwhattheyaredoing.Theconstructivist
classroomcentersaroundproblembasedlearning,givingstudentsabigproblemand
requiringthemtofigureouttheskillstheyneedtosolveit.

TheAccessibilityHotlinksPageIcreatedinEdtech502takesintoconsiderationdifferent
typesofInternetusers.Thispagehighlightsbestpracticesofmakingyourwebpage
accessibletoeveryone,fromusingskipnavigationtohavinglinkslistedacrossthetopof
thepage.Itisimportanttoremembertheneedsofeveryonewhencreatingwebpages;we
dontwantsomeonetoignorethevaluablecontentonapagebecausetheycannot
understandthenavigationsystem.

Standard 2 Content Pedagogy: Candidatesdesignandselectmedia,

technology,andprocessesthatemphasizethediversityofoursocietyasamulticultural
community.
Socialmediaisovertakingourlives.AccordingTheWashingtonPost,teensspendan
averageofsevenandahalfhoursadaysurfingtheweb,watchingtelevisionandlistening
tomusic.TheycitethatteenscheckFacebookandtextmorethansixtytimesaday
(Ahuja).Ihavethreeprojectsthatwillhelplearnerstogaintheimportanceofproper
behaviorontheInternet.AllwerecreatedinEdtech502.MyNetiquetteLessoninforms
abouthowtohavegoodmannerswhileusingsocialmediaplatformsandreaping
informationfortheInternet.TheCopyrightScavengerHuntteacheswhatcopyrightis,
whywehaveitandhowmuchitcostseachyearbythosewhodonotrespectit.Finally,
myAccessibilityPageinformslearnersonthebestpracticefordesigningawebpageso
thateveryonehasthebestopportunitytouseit.

Standard3LearningEnvironments:Candidatesfosteralearningenvironmentin
whichethicsguidepracticethatpromoteshealth,safety,bestpractice,andrespectfor
copyright,FairUse,andappropriateopenaccesstoresources.
MyNetiquetteLessonfromEdtech502explainstolearnershowtobehaveappropriately
online.Justaswemustfosteracceptablebehaviorintheclassroom,aseducators,we
mustteachourlearnershowtoactonline.Theassumptionisoftenmadethattheyknow
how,butthisisfalse.Havingascreenbetweenyouandtherecipientgivesafalsesense
ofpowerandentitlementandweareobligatedtoinformstudentsthereareconsequences
fortheiractions.Myfavoritepartsofthelessonare:LOLdoesnotmakeitokaytosay,
ifyouwouldntsayittoyourgrandmaandnothingiseverreallyprivaterememberthat.
ThepurposeoftheCopyrightScavengerHuntistoinformlearnersontheethicaluseof
media.Asadesigner,itisimportantthatwedemonstrateintegritywhenusingsources
fromtheInternetandpassthisontoourlearners.Uninformedindividualsmay
misinterpretthatfindingsomethingontheInternetmakesisupforgrabssotospeak,
andthatitdoesntbelongtoanyone.Thislessonteacheswhatcopyrightlawis,whywe
needitandhowitprotectsusaswell.
Standard3LearningEnvironments:Candidatesfosteralearningcommunitythat
empowerslearnerswithdiversebackgrounds,characteristics,andabilities.
TheDigitalGapassignmentfromEdtech501wasacollaborativeproject.Wewere
giventhetasktoreducethedigitaldivideamongthemasses.WechoseruralWyoming
andfocusedonfiveaspectsaffectingdigitalinequality:how,whenandwhypeople
aspecttheInternet,skillsandsocialsupport.ThisprojectsoughttobringtheInternetto
someofthemostruralareasofWyoming.Byclosingthedigitalgap,itevenstheplaying
fieldforeveryoneregardlessofrace,socioeconomicstatusoreducation.

BridgingtheGapisamockprofessionaldevelopmentthatbringsteacherstogetherto
meetthesamegoal.IcreatedthiseventinEdtech501.Thethreemaingoalsofthe
conferenceare:tounderstandCCSSpracticesandthemathematicalprocessesassociated
inteaching,tolearnnewtechnologyintegrationtoengagestudentsinlearningand
developmathematicalcriticalthinkingandtogetinvolvedindifferentactivitiesthatwill
transfertotheclassroomindevelopingandimplementingnewstrategies.Afterthe
event,moreeducatorswouldbeonthesamepageandworktocreatesimilarlearning
environmentsforstudentssothatnomatterwhereastudentattendsschooltheyare
receivingthesameeducationwiththesamebenefits.

TheAccessibilityHotlinksPageisareferenceforeveryonesotheycancreateuser
friendlywebsites.Thereisnoconsistencyonwhatwebsitesshouldlooklikeorhowthey
shouldfunction.Keepingthesepracticesinmindopensuptheopportunitiesformore
users.
Standard4ProfessionalKnowledgeandSkills:Candidatesdemonstrateethical
behaviorwithintheapplicableculturalcontextduringallaspectsoftheirworkandwith
respectforthediversityoflearnersineachsetting.
BridgingtheGapisamockprofessionaldevelopmentthatbringsteacherstogetherto
meetthesamegoal.IcreatedthiseventinEdtech501.Thethreemaingoalsofthe
conferenceare:tounderstandCCSSpracticesandthemathematicalprocessesassociated
inteaching,tolearnnewtechnologyintegrationtoengagestudentsinlearningand
developmathematicalcriticalthinkingandtogetinvolvedindifferentactivitiesthatwill
transfertotheclassroomindevelopingandimplementingnewstrategies.

TheAccessibilityHotlinksPageisareferenceforeveryonesotheycancreateuser
friendlywebsites.Thereisnoconsistencyonwhatwebsitesshouldlooklikeorhowthey
shouldfunction.Keepingthesepracticesinmindopensuptheopportunitiesformore
users.

COLLABORATIVEPRACTICE
Thefollowingartifactsdemonstratethecandidatesabilityto:collaboratewiththeir
peersandsubjectmatterexpertstoanalyzelearners,developanddesigninstruction,and
evaluateitsimpactonlearners(S4.ProfessionalKnowledgeandSkills).
Edtech501:DigitalGap
TheDigitalGapAssignmentshowcasestheconcernofdigitalinequalityamongthe
masses.Thisprojectwasacollaborativeendeavorbetweenmyselfandthreeother
students.Wewerepresentedwiththetaskofimplementingsevenoptionstodecreasethe
digitaldivideinruralWyomingwitha$50millionbudget.Eachoptionisdiscussed
withintheVoicethreadpresentation,alongwithhowandwhyitwillorwillnotworkto
meettheneedsoftheresidentsofWyoming.

Edtech543:SocialNetworkPLN
Thisunitwascreatedasacollaborativeproject.Wechosetoteachcentraltendencies
throughsocialmedia.Multipleplatformswereusedtoaccomplishthisunit.
Edtech543:TwitterVideo
Avideoabouthowtousesocialmediatocreateanonlinecommunity,createdusing
PowToon.PowToonisafreetoolthatallowsyoutodevelopcoolanimatedclipsand
animatedpresentationsforyourwebsite,officemeeting,salespitch,nonprofitfundraiser,
productlaunch,videoresume,oranythingelseyoucoulduseananimatedexplainer
video.
Standard4ProfessionalKnowledgeandSkills:Candidatescollaboratewiththeir
peersandsubjectmatterexpertstoanalyzelearners,developanddesigninstruction,and
evaluateitsimpactonlearners.
OneofthebiggestprojectsIhaveparticipatedinwasthecollaborativeprojectfrom
Edtech543.Thisprojectrequiredalotofworkandtherewasverylittletimegivento
complete.IworkedwithtwoothergraduatestudentstocreateourGoogleEarthProject.
Thisprojectincorporatedsevenonlinesocialmediasitesintooneproject.Studentswill
usethesocialmediaplatformstolearnaboutcentraltendencies.Thisprojectisexciting
tomebecauseIcanseemylearnersgettingexcitedaboutit.Collaborationactively
involvesstudentsinlearning.Eachmemberhasopportunitiestocontributeinsmall
groups.Studentsareapttotakemoreownershipoftheirmaterialandtothinkcritically
aboutrelatedissueswhentheyworkasateam(Whatarethebenefitsofcooperativeand
collaborativelearning?,2004).Althoughwewereshortontime,weworkedhardto
developalessonwefoundvaluable.Oncewedecidedonatopic,wesplittherolesupso
eachmemberhadequalresponsibilityandequityintheproject.
TheDigitalGapAssignmentshowcasestheconcernofdigitalinequalityamongthe
masses.Thisprojectwasacollaborativeendeavorbetweenmyselfandthreeother
students.Weworkedhardtorespecteachothersideasandtoensureeachparticipant
hadanequalstakeinthefinalproject.Intheend,itwasdifficulttodecipherwhodid
whichpartoftheresearchbecauseitallcametogethersowell.Theotherpartofthis
assignmentwasevaluatingtheworkothergroupsdid.Thisallowedfortheopportunity
tobuildastrongworkingenvironment.
TheTwitterVideoIcreatedinEdtech543discussestheimportanceofbuildingyourown
personalnetwork.ThroughawhimsicalvideowithBirdGirl,learnerscanseethatits
notjustaboutdocumentingtheeventsofyourday,butyoucanusesocialmediato
connectwithotherpeoplewhothinklikeyouandhavesimilarobjectives.
LEADERSHIP
Thefollowingartifactsdemonstratethecandidatesabilityto:leadtheirpeersin
designingandimplementingtechnologysupportedlearning(S4.ProfessionalKnowledge

andSkills).
Edtech501:BridgingtheGap
Thisisamockprofessionaldevelopmentonbridgingthegapbetweenthecommoncore
standardsformathematicsandtechnology.Itincludesanoverviewofactivitiesand
surveystobecompletedattheendoftheevent.
Edtech543:SocialNetworkPLN
Thisunitwascreatedasacollaborativeproject.Wechosetoteachcentraltendencies
throughsocialmedia.Multipleplatformswereusedtoaccomplishthisunit.
Standard4ProfessionalKnowledgeandSkills
Candidatesleadtheirpeersindesigningandimplementingtechnologysupported
learning.
BridgingtheGapisamockprofessionaldevelopmentthatbringsteacherstogetherto
meetthesamegoal.IcreatedthiseventinEdtech501.Thethreemaingoalsofthe
conferenceare:tounderstandCCSSpracticesandthemathematicalprocessesassociated
inteaching,tolearnnewtechnologyintegrationtoengagestudentsinlearningand
developmathematicalcriticalthinkingandtogetinvolvedindifferentactivitiesthatwill
transfertotheclassroomindevelopingandimplementingnewstrategies.
InEdtech543,IworkedwithtwoothergraduatestudentstocreateourGoogleEarth
Project.Thisprojectincorporatedsevenonlinesocialmediasitesintooneproject.
Studentswillusethesocialmediaplatformstolearnaboutcentraltendencies.This
projectisexcitingtomebecauseIcanseemylearnersgettingexcitedaboutit.We
utilizedEdmodoasourgrouppage;itincludedalloftheassignmentsandnecessary
documentstohelpstudentsbesuccessful.Theothersocialmediaplatformsallowed
studentstoblogabouttheirexperience,talktofriendsinordertofindouttheirdistance
awayandtweetregularlywhileanswerspecificquestions.

REFLECTIONONPRACTICE
Thefollowingartifactsdemonstratethecandidatesabilityto:analyzeandinterpretdata
andartifactsandreflectontheeffectivenessofthedesign,developmentand
implementationoftechnologysupportedinstructionandlearningtoenhancetheir
professionalgrowth.(S4.ProfessionalKnowledgeandSkills).
Edtech501:BridgingtheGap
Thisisamockprofessionaldevelopmentonbridgingthegapbetweenthecommoncore
standardsformathematicsandtechnology.Itincludesanoverviewofactivitiesand

surveystobecompletedattheendoftheevent.
Standard4ProfessionalKnowledgeandSkills:Candidatesanalyzeandinterpret
dataandartifactsandreflectontheeffectivenessofthedesign,developmentand
implementationoftechnologysupportedinstructionandlearningtoenhancetheir
professionalgrowth.
BridgingtheGapisamockprofessionaldevelopmentthatbringsteacherstogetherto
meetthesamegoal.IcreatedthiseventinEdtech501.Thethreemaingoalsofthe
conferenceare:tounderstandCCSSpracticesandthemathematicalprocessesassociated
inteaching,tolearnnewtechnologyintegrationtoengagestudentsinlearningand
developmathematicalcriticalthinkingandtogetinvolvedindifferentactivitiesthatwill
transfertotheclassroomindevelopingandimplementingnewstrategies.Abriefsurvey
isincludedattheendoftheprofessionaldevelopmenttohelpthedesignermake
necessaryadjustmentsforfuturetrainings.
THEORETICALFOUNDATIONS
Thefollowingartifactsdemonstratethecandidatesabilityto:demonstratefoundational
knowledgeofthecontributionofresearchtothepastandcurrenttheoryofeducational
communicationsandtechnology(S5.Research).
Edtech504:SynthesisPaper
In504,Iwasaskedtoresearchalearningtheoryandapplyittomyclassroom.Afterthe
draftwascompleted,Iexchangedthepaperforpeerreviewandwasgiventhe
opportunitytomakechanges.
Edtech535:LearningTheories
Thisartifactcomparesfivedifferenttheoriesaboutlearningandmotivationtolearn.
IncludedinthedocumentisaVenndiagramshowinghowtheyareconnected.
Standard5Research:Candidatesdemonstratefoundationalknowledgeofthe
contributionofresearchtothepastandcurrenttheoryofeducationalcommunications
andtechnology.
MySynthesisPaperdiscusseshowandwhytheconstructivisttheoryissopopularwithin
atechnologybasedclassroom.Attheirroots,constructivistsbelievestudentslearnbest
bydoingandbyattackingrealworldproblems.Inconstructivism,learningisaprocess
ofindividuallyselforganizingknowledge.Theprocessoflearningisunpredictable,and
knowledgeconstantlyalteredthroughnewinsights,whicharegainedthroughindividual
experiences,(Scheer,Noweski,&Meinel,p.2).Technologysupportsthiswayof

learningbecauseitopensdoorsthatindividualscannot.Technologyallowsforlearners
toconstructtheirownoutcomescenteredonanessentialquestion.

InEdtech535,Iresearchedfivedifferentlearningtheoriesandprovidedabriefsummary
ofthem.Itisimportanttounderstanddifferenttypesoflearningbecausethelearning
outcomesareinfluencedbyinstruction.Also,dependingonwheresomeoneisintheir
understanding,maydeterminewhichtypeoflearningtheyaremostcomfortablein.I
foundthattherearemanysimilaritiesamongthemultipletheorieswithjustafew
differences.

METHOD
Thefollowingartifactsdemonstratethecandidatesabilityto:applyresearch
methodologiestosolveproblemsandenhancepractice(S5.Research).
Edtech502:BaseballThroughMathematicsVirtualTour
The artifact shows students how mathematics plays a role in baseball. Through videos
and lessons, students will learn about earned run average, win-loss percentage and even
how to strategize a successful batting order. In addition to the assignments associated
with each tab, extra credit questions are asked to help keep the student motivated.
Edtech503:InstructionalDesignProject
Thisprojecttookasemestertocomplete.ThisinstructionaldesignprojectusesiPadsin
theMathematicsclassroomandhasstudentslearningasubjectandahowtouseanew
app,whichintheend,willshowcasewhattheyhavelearned.

Standard5Research:Candidatesapplyresearchmethodologiestosolveproblems
andenhancepractice.

ThevirtualtourcreatedinEdtech502provideslearnerswiththeopportunitytodiscover
howmathematicsisusedinbaseball.Throughaseriesofvideos,lessonsandquestions,
studentslearnhowstatisticsandpercentagesaffectbattingorderandranking.Thevirtual
fieldtripallowsstudentstoworkattheirownpaceandcompletethetaskwithpersonal
understanding.

ThestoryrepresentationportionofmyInstructionalDesignProjectprovidesstudents
withacrosscurricularexperience.Somestudentsexcelinmathematics,whileothers
preferEnglish.Bycombiningthesedisciplinesalllearnersaregiventheopportunityto
showcasetheirareaofexpertisewhilestilladheringtothelearningobjectivesofthetask.
ThestorythestudentscreateusingToontastichelpstosolidifyunderstandingofAlgebra
conceptsbecausetheyhavetoexplaintheirthinking.

Conclusion
ThroughoutthisprogramIhavedevelopedmanyskillsfromcreatingwebsitesfrom
scratchtoevaluatinglargeprojects.Istartedthisprogramwiththedesiretolearnhowto
implementtechnologyintomyclassroom;atthetimetherewasmuchdiscussionin
IdahosStateCongressabouttechnology.Thankfully,Ilearnedmuchmorethanhowto
doit,IlearnedwhytodoitthehowcomesfromevaluatingthetechnologyIhave
accessto.Ihavealsogainedadeeperunderstandingofcontentpedagogyandthe
importanceofinstructionaldesign.AsIprogressedthroughtheMETprogram,Irealized
wheremyshortcomingswereasateacherandIlearnedhowtomakemyselfbetter.
Throughoutthisprogram,ItriedtofocusmyprojectsonthecontentIteach
mathematicsand,IhavebeenabletotryoutmanyoftheprojectsIcreatedwithmy
students.IspeaktothemfrequentlyaboutthingsIamworkingoninclassorideasthatI
haveforfutureprojects.IamexcitedtocontinuetoimplementtheskillsIhavegainedin
thisprogramintomyclassroomandtoadvancemycareertothenextlevel.

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