BOISE STATE UNIVERSITY

RATIONALE PAPER
EDTECH 592: PORTFOLIO
Tanya Williams 9/24/2012

Introduction I embarked on this journey of completing a graduate degree in Fall 2010. At that time, I did not see an end in sight; but, then again, I was not really looking. I had been teaching for eleven years and beginning to feel stale in the profession. Boise State University (BSU) is exactly the medicine I needed to feel fresh again! Currently, I am work as a Vice-Principal and math teacher at a private school. Because of my unique position at the school, I am able to take advantage of everything I have learned at BSU and apply it to my classroom. From class to class, semester to semester, I have taken ideas from the EdTech program and incorporated them into our educational system at school. Most recently, I applied the ideas of 597: Blogging in the Classroom and initiated a blog for each classroom as well as the entire school. This endeavor was a large project to take on, but it is going strong and has proven to be successful so far. During the program, I learned so much that it is hard to categorize everything. This eportfolio is my attempt at showcasing this. The program has been fun and challenging. I have experienced a myriad of emotions such as happiness, anger, and sadness while working through different aspects of the program. Sometimes, I have even felt this all at the same time. It has been hard to juggle a full time job, a family of four, as well as my responsibility at school. I will be incredibly thankful at the end of this journey, but sad at the same time. What will I do with my time if I cannot answer discussion boards? Below are the AECT (Association for Educational Communications and Technology) standards along with the reasons I chose the artifacts that correlate to each standard.

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 (Earle & Persichitte, 2005). 1.1 Instructional Systems Design Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluation instruction (Earle & Persichitte, 2005). I have specifically addressed three sub-categories of this standard. The first one, 1.1.2, explains Designing is a process of specifying how it is to be learned (Earle & Persichitte, 2005). My Learning Theories: Discovery Learning paper from 504 addresses this particular sub-category. This explanation of design describes exactly what discovery learning is and how it is applied to the learning process. Discovery learning is precisely what it sounds like. It is when a student discovers things for themselves. The discovery learning process allows students to actively participate in their individual learning, hence making the learning process more meaningful to them (Takaya, 2008). Standard 1.1.3 says, Developing is a process of authoring and producing the instructional materials (Earle & Persichitte, 2005). My Classroom Blogging Activity from 597 exemplifies this process. The student is able to create a Happy Meal box as well as author a blog about a mathematician. The students are able to write and produce their own instructional materials. The teacher only provides the instructions, and the student provides the learning experience. The blogging activity proves to be a great example of Discovery Learning. Lastly, I address 1.1.4; Implementation actually uses the materials and strategies in

context (Earle & Persichitte, 2005). A Learning Log entry from 501 titled Technology Trends explains the use of Kindles as a strategy for the students to accomplish reading one novel per month as well as the prospect of obtaining textbooks on the Kindle. This was an entry in February 2010. At this point in time, the original Kindle has progressed to the Kindle Fire, and we now have the iPad. I write in this entry about my school considering use of the Kindle to access textbooks. Currently, we have dismissed this option and have purchased digital curriculum accessed through laptops since laptops are universal. Our students are able to use word processing programs, read their novels, as well as access their digital curriculum from one device. The EdTech program, especially 505, taught me to look at the total cost for ownership of each device. At this point, considering these options, laptops met our specific educational goals. 1.2 Message Design Message design involves planning for the manipulation of the physical form of the message (Earle & Persichitte, 2005). My artifact for this standard encompasses the definition of Message Design. I used my CARP graphic for 506. The assignment was to create a graphic using the CARP principles. CARP stands for Contrast, Alignment, Repetition, and Proximity. This is one of the major rules to follow when creating graphics. This graphic uses visual cues to enhance the learners experience while gaining the knowledge of the Nitrogen Cycle. Visual literacy is the ability to understand, use, and create with images effectively (Braden, 1996, as cited by Lohr 2008, p. 5). Using the graphic, we can communicate the order of this cycle. According to Lohr, part of creating hierarchy is the act of creating a series of cues or sign to direct the eye toward certain

information in a certain order (2008, p. 123). Adobe Fireworks gives me the ability to manipulate the image to get my message across to the learners. 506 was definitely one of my favorite classes. I enjoyed the work, and the class challenged me in ways I did not realize. It was an advantage that our professor, Patrick Lowenthal, was very dedicated to Graphic Design. I learned the smallest change in a graphic can alter the way a learner views the topic. Even the font can affect the overall readability of the graphic. To be successful with graphic designing, one must be prepared to manipulate and ponder the smallest details. 1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson (Earle & Persichitte, 2005). Many students rely on a sequence to follow to accomplish their goals. Standard 1.3 addresses this thought. Normally, when my students are given an assignment, I give them systematic instructions to ensure that no student leaves my classroom with questions. Two examples I have from the program are the WebQuest I created in 502 and the Unit of Instruction created in 506. The WebQuest begins at the start page and instructs the student as to what they are going to do. The start page also provides a link for the teacher to navigate to in order to obtain additional information. The student can either use the bottom link for the next page or go to the navigation menu on the side. This format is consistent throughout the site. The process moves through the introduction and task page with the task page including exactly what will be done and the process page including more detailed instructions. The process page spells out the

expectations of the student. Websites are provided to the student to perform their research properly. The next page is the evaluation page where the student accesses the rubric to assure their understanding of all instructions and what is expected of them. There are no holes in the project in order to define perfect sequencing for the student. After they have evaluated their project, the website leads students to the conclusion where they are able to reflect on what has been learned. This page asks a few thought-provoking questions for the student to explore further. The WebQuest I created in this class was used in my Spanish class. It was a huge hit with the students and most of all, the teacher! I found it to be informative and thought provoking as well as interesting for the students. In 1995, Bernie Dodge and Tom March discovered the idea of the WebQuest. WebQuests are informative for students because they provide direction and structure for the students (Dodge, 2004). Dodge came up with a mnemonic for the guiding principles in making a WebQuest, FOCUS. Find great sites. Orchestrate your learners resources. Challenge your learners to think. Use the medium. Scaffold high expectations (2004).

The Unit of Instruction was a project I worked on for the entirety of 506. Most images created in this class were incorporated into this website. This website takes an entire unit of 5th grade science and breaks it up so that students can more easily understand the concepts. The class begins with a small introduction of the topic and an overview of how the website is organized. The pages are then broken up into chapters that lists exactly what the class will be doing as a whole and what the student will be doing separately. The graphics created in class are

incorporated into the instructions for the chapter. There are links for the students to access to understand the topic. This website is also equipped with a teacher page that provides lesson plans and a justification paper. Both artifacts include appropriate learning strategies such as cooperative thinking strategies, community building strategies, and hands-on lab activities so that any student with any kind of learner characteristic will be successful doing the assignments. These assignments also offer variety, which always creates motivation within the student and class (Eggleton). 1.4 Learner Characteristics Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process (Earle & Persichitte, 2005). As I wrote about in my Learning Theories paper highlighted in 1.1, Mathematics can often be taught using discovery learning. My final paper, written for 504, titled Discovery Learning and Todays Technology in Mathematics explains just that. It is important that teachers understand the foundation of the development of the student. Jerome Bruner is a psychologist that developed the idea of discovery learning. Constructivism plays a large part in the theory of discovery learning. The combination of constructivism and discovery learning has allowed students to stimulate their minds and discover a learning process important to them (Bruner, 1995). The theory of discovery learning seems to be common sense. Bruner (1995) suggests that if a learner has a positive attitude and the willingness to work, they will learn. In my paper, I also wrote about how technology affects this learning theory. It has been discovered that students are attracted to technology for the sake of creativity, hands on experiences, and independence (Silverman & Pritchard, 1996). Technology introduces the concept of learning

without knowing you are learning. There are games, WebQuests, graphing calculators, etc. The student figures out the games for themselves, hence the theory of discovery learning. McGrath (1998) reminds us that technology increases motivation. This theory has been proven in my own classroom. Discovery learning is part of learning math. Students need to work out the problems for themselves in order to effectively learn. Students need to find their own process to solve problems. Discovery goes hand-in-hand with constructivism. According to Gadanidis, constructivism occurs when students acquire new knowledge through an active process of assimilation and accommodation, where new as well as existing knowledge is transformed as students construct more inclusive schemas of understanding (1994, p. 93). Ertmer & Newby (1993) remind us the goal of instruction is not to ensure that individuals know particular facts but rather that they elaborate on and interpret information. In my classroom, I prefer initiating discovery by sometimes giving students the solutions to math problems and then have them discover what process was implemented to solve the problem. Standard 2: Development Candidates demonstrate the knowledge skills and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies (Earle & Persichitte, 2005). 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 (Earle & Persichitte, 2005).

Our society is beginning to try to go paper free. This means there are not many items that require printing, most material is digital. During my 506 class, we discussed a multitude of options for different types of graphics. Of course, as you would figure, graphics can be digital and only seen in the digital world, but as much of the population is aware, there is also print media. Print media becomes important in advertising. Our 506 class includes several assignments to begin with an image we thought did not follow the rules we learned in class, such as CARP, and re-designing the image. For one of my Before and After images, I chose to redesign an original black and blue image that appeared in our community newsletter. I had learned that contrast was an important part of graphic design, so I decided to incorporate the colors of the Lions International logo and use the natural contrast between the two colors. Lohr states that texture adds depth and makes an item stand out (2008, p. 272). The size of the advertisement was increased to grab the readers attention a quickly. As you can easily see, the second image grabs your attention and holds it longer because of the size, contrast, alignment, repetition, and proximity. 2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages (Earle & Persichitte, 2005). The artifact I chose for this standard is my Video Integration project from 541. This project applies sub-standard 2.2.1 and uses visual media to produce a product. In this lesson, students learn how a telescope works, how to make a telescope, and how scientists explore the solar system. I use the videos to teach the students basic knowledge and the procedure of making a telescope. The first video shows the students exactly what they see with the telescope.

Many students think we can see Venus, and it is absolutely clear, almost like seeing craters on the moon. Next, the procedure to make a telescope is shown. It is important for students to be able to follow instructions verbally, through actions, and through the written word. This particular video is teaching the students through actions. Students are able to stop, pause, and rewind if they do not understand a step. The last video in the assignment shows the students how a telescope operates. I created a full hands-on lesson with the assistance of video media. The three videos served as an introduction, body, and conclusion. Danzer & Newman state the use of media presentations in classrooms play a role shaping opinions and changing perceptions in students. (1992). This particular page in my 541 website also contains a Video Library to aid in learning about space. The video library is appropriate for a fifth grade level. Last year, my fifth grade science class loved watching videos, and this seemed to be a great motivating activity. 2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources (Earle & Persichitte, 2005). I find students are often motivated when given the opportunity to use any type of technology. These next two artifacts often excite the students for a variety of reasons that will be discussed as I introduce the topics. My first artifact is my Jigsaw Activity from 502. This activity requires students to be divided into groups of six to discuss types of chemical reactions. The jigsaw model was developed by Elliot Aronson, and was first used in 1971 after schools were desegregated. The competitive nature and hostility of the classroom motivated Aronson and his graduate students to develop this model. Their goal was to change the classroom from

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competitive to cooperative (Aronson). It worked and eventually spread to other classrooms as both a tool to decrease competition and increase motivation. The jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task (Aronson). The Jigsaw Activity I developed used the Internet for research. In the assignment, I have provided links to begin the students research. The Spreadsheet Lesson Plan from 541 also demonstrates standard 2.3. This assignment makes use of the Internet as well as electronic databases. It also allows students to produce organized information related to their lives with the use of computer-based technology. This lesson allows junior and senior high school students to research three different cars, used and new through three different avenues. They must research insurance costs, financing, monthly costs, gas, maintenance, and total cost of ownership. They must use a variety of websites to obtain this information. The use of Excel (or any spreadsheet program) allows the student to complete this assignment more efficiently and make use of the formulas they have learned in class. Up to this point, the use of formulas has not been real life scenarios. 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 (Earle & Persichitte, 2005).

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In my 502 class, almost the entire time is dedicated to creating instructional materials using the Internet and authoring tools. In this class, I create a Virtual Tour and a Mobile Learning Project. The virtual tour is a virtual field trip of Spain. The students travel to four cities and one region, and each city/region has a page associated with it that displays the flags, destinations, and sometimes music. I am able to incorporate links to You Tube videos, images, and sound files. There is also a worksheet that correlates to the web pages I personally designed. This website would be successful for distance learning because there is no reason for a teacher to be present. I have combined electronic media along with print media to hammer home the topics I want the students to learn such as the history and geographic information. The mobile learning project is designed so students can begin a project in class by visiting a local grocery store chain website and selecting items on sale. They must then come up with meals for their family. This project utilizes a smart phone, and each group of two must have one. Students are arranged in groups to make this possible. They will complete a grocery list and install a barcode scanner on their phone. The students may also take pictures for extra credit. This assignment is performed with the aid of our local grocery store because, obviously, the students will not be able to purchase the groceries, but they will need a receipt as if they did. This assignment proves the delivery of media through computer and mobile device can be used to learn. The web page I designed was especially created for mobile devices. According to Ally, mobile learning allows anyone to access information with wireless mobile technology anywhere, anytime (2009). Ally finds that people try more experiences more often with mobile learning (2009). This type of learning opens up a whole universe that has barely been explored. As the years go by, this use of technology will increase.

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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 (Earle & Persichitte, 2005). 3.1 Media Utilization Media utilization is the systematic use of resources for learning (Earle & Persichitte, 2005). Blogs and Glogster are easy solutions to communicate with students and use of learning. In order to illustrate this standard, I have used two artifacts, my blog from 597 and my Glog from 541. My blog, titled The Math Classroom is a compilation of assignments and opinions from class. I find that keeping a blog is a great way to keep many informed about classroom activities. This class, Blogging in the Classroom, even inspired me to speak with the Director of our school to request starting a blog for the school as well as each classroom. We spoke about the direct line it would give our parents and our prospective parents. Once I have graduated from the program and am able to move on with other goals, I will design the blog in a way that will be useful to the staff and families. Blogs, in this fashion or another, can introduce the reading articles one would not normally read. Classroom blogs, which I would eventually like to incorporate in at my school, can lead to stronger communication skills for the students. Glogster is a great website that to organize videos and websites. It motivates the student because it is set up like a fun poster. The student is able to explore the poster to discover what they can learn. The particular assignment I have chosen to use as a link to my artifact incorporates my Glog with a scavenger hunt assignment that utilizes all the websites and videos in the Glog. This enables the teacher to introduce technology to the class in a variety of learning

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contexts. Glogster is able to hold a collection of media for the teacher and/or student that is arranged in any order desired. It is a great way to organize resources in a fun manner. There are over four hundred thousand educational blogs hosted by Edublogs (Downes, 2009). Downes believes that since blogs are connected through the Internet, it brings a sense of community to the learners by authors and readers commenting on each other and sharing information. He also says motivation is increased within the student because they are writing to a potentially worldwide forum. It has been determined to contribute to identity-formation in students (1994). 3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption (Earle & Persichitte, 2005). Before starting this program, I was not aware of something called the digital divide until my 501 class. For the past nine years, I have taught in a wealthy, private school, and I have not even had to think some kids do not have access to all that is digital at home. DiMaggio and Hargittai define the digital divide as the inequality between haves and have-nots differentiated by dichotomous measures of access to or use of the new technologies (2001). The government works hard to try to avoid a digital divide by putting computers in school, libraries, and unemployment offices. My Digital Divide Versus Digital Inequality paper I wrote for 501 really opened my eyes up to the necessity of publicizing school media departments and promoting their use. I would even go as far as saying that I whole-heartedly support computers in the community. We should have updated programs and devices so that those who cannot afford them will not fall behind the rest of the community. Throughout the course, this is

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one thing I have felt very strongly about and keep returning to in each course. For example, in 597 we talk about natives and immigrants in the digital world. The idea is that natives are those thirty years old and below, and the immigrants are those above that age. The thought is the children born today are born with the type of technology we have. A two year old is able to work an iPhone, and my question is how this can possibly be true when we have children that are fifteen years old in the Appalachian Mountains that would definitely fit into the native category because of their age, yet we know they suffer because of the digital divide. They certainly cannot be a native. They may have never even worked on a computer, let alone have some sort of innate ability to understand how one works. 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 (Earle & Persichitte, 2005). Teachers attend training to be more innovative, keep up-to-date, and be able to successfully implement their newfound knowledge. When they return, they apply the techniques they have learned to their job in the classroom. Normally, they identify strategies for use in their own environment. There are three types of teacher professional development models (TPD), as explained in my learning log entry from 501. The three types are Standardized TPD, Site-based TPD, and Self-Directed TPD. Standardized TPD usually involves off-campus visits to conferences or workshops. Many schools send a small group of teachers to acquire the information, and they come back to teach the remaining faculty. Site-based TPD is just as it sounds; it is when training is offered on campus. Usually, this occurs in faculty meetings. Self-

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Directed TPD is when the teacher seeks out the training themselves, and it usually comes on their own dime. Teacher development is very different from training and involves on-going workshops, follow-up, study, reflections, observations, and assessment (Gaible & Burns, 2005, p. 15). 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 (Earle & Persichitte, 2005). Without rules and regulations, our society will be in disarray. Instructional technology needs rules and regulations just like the rest of the world. These rules should include everything from practicing manners to laws, if broken, punishable by law. In 502, I create three different pages educating others about a few of technologys rules. They are a Web Accessibility for the Deaf page, a Netiquette page, and a Plagiarism Scavenger Hunt. Web accessibility, according to the Glossary of Web Accessibility and Development Terms is the principle that all web users should have access to information available on the Internet. When thinking of a group of a people needing accessibility on the web, we naturally think of blind or physically- handicapped people. Normally, we will not think of the deaf community. The deaf community also needs accessibility to do more than just media players because their first language is usually sign language, and they may have trouble reading the written word. There are government created policies and laws that surround the idea of web

accessibility. These laws can be found at www.section508.gov. Netiquette is generally considered the etiquette of conducting yourself on the Internet. It is important that students and adults conduct themselves in a responsible manner. Some tips for

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etiquette are being sensitive to others, writing properly, being professional, and watching the tone of e-mails, etc. It is important our students leave their school knowing the ethics of conducting themselves in a professional manner while on the Internet. Last, we have plagiarism. Plagiarism is the intentional copying of another or using the idea of another. Plagiarism can be punished by the law, and normally, in educational settings, students receive no credit or can even be expelled from school. There are online websites to help a teacher discover if a paper has been plagiarized. In order to avoid plagiarism, it is important to cite your information if it is not your original idea. This web page has incorporated an activity that addresses copyright laws such as the definition and who is able to claim a copyright. Beside the fact this is a law, this is useful knowledge to have. Most people do not understand the entirety of copyright laws. This section of 501 really opened up my eyes to the depth of copyright. I learned the moment a piece is created; it is protected under the copyright law (U.S. Copyright Office). 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 (Earle & Persichitte, 2005). 4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects (Earle & Persichitte, 2005).

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I chose two artifacts for this standard, the Tech Use Plan from 501 and my final Evaluation Project for 505. Both of these artifacts proceed through the evaluation process, which involves planning, monitoring, and controlling the projects. There was great evidence of project management techniques. Both plans started with discussing the program being evaluated and then moved onto surveys, which ended in a conclusion. Both plans agreed the school needs to have a training component. Both plans contain a very crucial component of evaluations. They explain where the program is right now and where it wants to be (Anderson, 1996). Evaluations are used as a tool to invent a new way of performing old procedures and are designed to save time and incorporate an institutions entire curriculum, if implemented correctly. Evaluations are essential when thinking of cutting a program. For my project in 505, I evaluate our Teacher New Hire Program. At that point, we had eliminated this program for the past two years. The evaluations conclusion found this cut was erroneous and needed to be implemented, once again, immediately. When speaking about the Tech Use Plan, one must be cautious not to get too far ahead of technology itself. It is not wise to create a Technology Use Plan that is long term consisting of a plan for longer than five years (See, 1992). This statement makes sense if one considers it in terms of how quickly technology is introduced. For example, I bought the iPad 2 last October, and a mere one year later, the iPad 3rd generation has been introduced. We cannot plan for something we do not know exists. 4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services.

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In order to manage the schools resources, a school evaluation was done in 501. The evaluation examines five categories: administrative, curricular, support, connectivity, and innovation. The school being evaluated is behind and needs improvement in teacher training, planning, technology budget, stakeholder involvement, and comprehensive technologies. Being able to look at each resource carefully was imperative while working on the school evaluation. This observation forced me to not only take an objective overview of the school, but also to look at each individual category in depth. One exceptional quality of school evaluation is it can be used to raise standards, says MacBeath (1999). After looking at the completed evaluation, it is easy to prioritize improvements that should be made within the school. A con I found while completing the evaluation was it is important to be honest while doing an in-house evaluation. Sometimes, I felt myself wanting to give the school a better score because we were trying hard to achieve that particular category. We later learned in our Evaluation for Educators course, this is one of the major problems with an in house evaluation. After going through the program, I conclude that while in-house evaluations are critical, it is equally as important to have an evaluation performed by an unbiased party. My school does this through accreditation committees. 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 (Earle & Persichitte, 2005).

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Sometimes, the method a lesson is delivered can affect the student in either a positive or a negative manner. All lessons should involve extensive planning. My Interactive PowerPoint presentation is planned in a very methodical process. It is important to monitor the student during the process. We are able to do that in my project given there is a quiz at the end. I am able to control the distribution of materials through the layout of the PowerPoint presentation. There are live links embedded in the presentation, which controlled where and how the students gained their knowledge. During the designing of this assignment, project management techniques were absolutely necessary. The PowerPoint introduces different topics about Oceans. It then proceeds through each topic introducing websites or videos that will be effective in the teaching of this unit. At the end of the presentation, there is a three-question quiz with immediate feedback the student is able to take with them. The type of immediate feedback my quiz contained enabled the student to go back to and fix the answer until (s)he is right. The answer-until-correct actively engages learners in the correction of initially inaccurate responses, plays a crucial role in the acquisition of information, aids incorporation of accurate information into cognitive processes, and permits retrieval of correct answers during retention tests (Epstein & Brosvic, 2002, p. 1136). 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 (Earle & Persichitte, 2005). This may be one of my favorite standards. It is very important to manage what you have for your students and your research. You can accomplish this in a variety of ways. I was not able to choose just one artifact for this standard, so I chose three. The first artifact is my Zotero

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bibliography. I include this artifact, not because this is the best bibliography ever written, instead, so I can explain what Zotero is. Zotero is a plug-in that works with Firefox to pull down bibliographic information from the page that is open on the Internet browser. You can then arrange this information in folders according to your needs. If for some reason, a page you want to include in your bibliography is not electronically transferred to Zotero, you can do it manually. Once you retrieve the information, you can produce a bibliography that is created through Zotero with the method of your choice; APA, MLA, etc. It is a definite time saver and a great way to organize your resources. I have kept all of my resources in Zotero since 501. It has proven to be a simple and efficient way to keep a student organized. Another artifact I have for this standard is the Learning Log I have kept since my 501 class. Unfortunately, I never voluntarily wrote entries, but I do have a collection of my assignments from classes that required I put them in the learning log. I developed categories so these entries are always at my fingertips to match them up with the standards. The learning log allows me to plan, monitor, and control the storage of my entire graduate degree if I so desire. Wordpress is a great place to store your own writings and thoughts. Learning logs are a perfect example of reflective learning. This means the learner will learn by being involved in the process; and in turn, the understanding of the topic becomes much more apparent (Stephens & Winterbottom, 2010, p. 72). My last artifact I would like to share is my Server Project from 552. This type of information management is a little different than my first two examples. This example sets up a server, which allows for monitoring and controlling storage in an entirely different capacity. It allows the entire school or district to retain files and organize them.

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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 (Earle & Persichitte, 2005). 5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem using information-gathering and decision-making strategies (Earle & Persichitte, 2005). It is important to analyze and determine the type of problem(s) exists and to be able to gather information. I did this in my school evaluation for 501. The problems concerning

educational technology are carefully observed. Needs assessments are compiled and problems are identified. Constraints are plentiful as were the resources as I delved into the project further. At the end of the evaluation, goals are established. During this project, I learn a school is much more than a teacher and a student. It is necessary to have the proper tools and information. I was able to conclude that the having a school at the top of the Technology Maturity Model is very important as is finding a staff willing to learn new information and work with emerging technology. Many schools are unable to set aside a budget for technology, but this project proved to me that it is imperative for all schools to fund a program. In order to write a needs analysis and a school survey, it is crucial to give statistical data. Part of the process of writing is obtaining all of the data necessary. One thing I have learned from both 501 and 551 is a needs analysis is asking what you need, not what you want. Sometimes, it is frustrating trying to distinguish between the two thoughts. According to Cook,

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evaluation is used to determine how the desired outcome has been met by the individual or business (2005). She also mentions the three sources of data that should be used in a needs analysis. The sources are strategic needs, operational needs, and individual needs (2005). These should always be incorporated into a needs analysis and are helpful if one is caught up between needs and wants. 5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner master of prespecified content (Earle & Persichitte, 2005). It is imperative a student knows how to master a new technique. The best way to do this is using a rubric. In the WebQuest activity for 501, I create a rubric indicating to the student exactly what was needed to achieve the grade they needed. This standard taught me it increases grades and motivation when a student knows the expectations of them. The rubric is created not only for the student to know what is expected of them, but also, to ensure the same grade is assigned, no matter who corrects the assignment. The rubric is used as a non-biased form of grading. East eludes the rubric is used to maintain consistency in the grading (East, 2009, p. 88). The BSU EdTech program makes heavy use of rubrics, probably because they maintain the integrity of grading. I am able to see the benefits of a rubric as both a teacher and student. As professors or teachers grade a students work, the student and the instructor are guaranteed a grade that is fair and consistent with other instructors as well as other students. 5.3 Formative and Summative Evaluation

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Formative evaluation involves gathering information 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 (Earle & Persichitte, 2005). In 503, we wrote a formative and summative evaluation as part of our final instructional design project. My formative evaluation gathers information and uses that information go onto the summative evaluation. As part of the formative evaluation, I make contact with a Subject Matter Expert (SME) to review my lesson and analyze the individual topics. We are checking to determine if the topics were age appropriate. Questionnaires are handed out to both teachers and students. The summative evaluation surveys the SME. The expert review is then reviewed and comments on the changes that are to be made were stated. As you can tell from the different evaluations, the formative portion is gathering information and the summative portion is used to make decisions. During this project, I learn instructional designers learn from their mistakes and try to find the design that does the most good as well as analyze, plan, implement, and evaluate each step of the designing project (Smith & Ragan, 2000, p. 4). 5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning. Longrange 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 (Earle & Persichitte, 2005).

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I use my research synthesis paper from 501 to illustrate this standard. The reason I choose this artifact over others is that my paper focuses on strategies and the importance of technology in education as a whole as well as in math classes. It is not specific to any one institution; instead, it speaks to a much wider range of educators. I come out of 501 knowing it is incredibly important to reach every student in every country using technology. We can use technology for teachers to experience a non-routine to see their students problem solving processes. We are able to use multimedia to learn from different perspectives in class. E-mail can also be used to interact with a school in another country (Lin & Kinzer, 2003). The possibilities are endless, but it is necessary to form a long-term plan to make it profitable for both parties involved. Lin & Kinzer found that a relationship with students in Japan works out when students become more open to criticism and help (2003). Schools can implement a program to train teachers to use mathematical technology. There have been positive effects such as improved attitudes in math with the use of the graphing calculator and Internet in math classes. Before this is implemented in any school, teachers must attend training and provide technical support (Ozel, Yetkiner, & Capraro, 2008). Another topic I touch upon in my synthesis paper is the idea of a blended classroom. We can use a traditional classroom and add a Moodle or Blackboard platform. This allows information to get to sick students, parents, and provide college readiness. The discussion boards will benefit our daytime classroom because students will be able to offer peer instruction to each other during homework time (Maddox, 2009).

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This artifact teaches me that long term planning is necessary when trying to benefit students. The long-term plan to include technology in a school can actually help reduce the drop rate (Maddox, 2009). Conclusion The journey through Boise States EdTech program has been phenomenal. I have learned exciting material I never knew I could perform, understand, or make use of in my own classroom. After this program, I learned how to code a website, alter graphics, write grants, and much more. The most important part of this program is that it made me a better teacher. I am able to incorporate technology into my classes, not for technology sake, but because it enhances my lesson.

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Dodge, B. (2004, Summer). Focus: Five rules for writing a great WebQuest. Indiana Web Academy. Retrieved from http://scholar.googleusercontent.com/scholar?q=cache:4M_OOgCkgdgJ:scholar.google.c om/+why+is+a+webquest+important&hl=en&as_sdt=0,10 Dolson, J. (2012). Glossary of Web Accessibility and Development Terms. Accessible Web Design. Retrieved September 16, 2012, from http://www.joedolson.com/glossary.php Downes, S. (2009, April 13). Half an Hour: Blogs in Education. Half an Hour. Retrieved from http://halfanhour.blogspot.com/2009/04/blogs-in-education.html Earle, R. S., & Persichitte, K. A. (2005) (Eds.). Standards for the accreditation of school media specialist and educational technology specialist programs. (4th ed.). Bloomington, IN: Association for Educational Communications and Technology. Retrieved from http://aect.siteym.com/resource/resmgr/AECT_Documents/AECTstandardsREV2005.pdf East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing Writing, 14(2), 88115. doi:10.1016/j.asw.2009.04.001 Eggleton, P. J. (n.d.). Motivation: A key to effective teaching. The Mathematics, 3(2). Epstein, M. L., & Brosvic, G. M. (2002). Students prefer the immediate feedback assessment technique. Psychological Reports, 90(3c), 11361138. doi:10.2466/pr0.2002.90.3c.1136 Gadanidis, G. (1994). Deconstructing constructivism. The Mathematics Teacher, 87(2), 9197.

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Gaible, E. & Burns, M.. (2005). Section 3: Models and best practices in teacher professional development. Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries (pp. 15-24). Retrieved from http://www.infodev.org/en/Publication.13.html Lin, X., & Kinzer, C.K. (2003). The importance of technology for making cultural values visible. Theory Into Practice, 42(3), 234-242. Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. MacBeath J. (1999) Schools must speak for themselves: The case for self evaluation. London: Routledge. Maddox, M. (2009). Blended learning: The Internet and the classroom. Principal Leadership, 10(4), 72. Ozel, S., Ebrar Yetkiner, Z., & Capraro, R.M. (2008). Technology in K-12 mathematics classrooms. School Science & Mathematics, 108(2), 80-85. See, J. (1992). Developing effective technology plans. The Computing Teacher, 19(8). Retrieved from www.nctp.com/html/john_see.cfm Silverman, S., &Pritchard, A. M. (1996). Building their future: Girls and technology education in Connecticut. Journal of Technology Education, 7(2), 41-54. Smith, P.L., & Ragan, T.J. (2005). Instructional design (3rd ed.). Hoboken, NJ: J. Wiley & Sons

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