Académique Documents
Professionnel Documents
Culture Documents
Joseph L. Bodnar
GED Instructor, Pittsburgh Job Corps Center
January 20, 2015
INTRODUCTION
This paper is the part of my culminating project, the ePortfolio, for the Masters of Educational
Technology program at Boise State University. I began this journey in January of 2012. I took
10 courses (5 core requirements and 5 electives) leading up to this presentation of what I have
learned over the last 3 years. The electives I selected permitted me to attain two graduate
certificates: Online Teaching and Technology Integration Specialist. The artifacts contained in
this rationale paper represent an encompassing sample of my performance to meet the
requirements of the MET program and the graduate certificates.
The PowerPoint Movie created in EDTECH 533 enhances my pedagogy by switching from
teaching rules and developing a deeper level of student understanding. This movie teaches
adding and subtracting positive and negative integers by understanding each component of the
process and what they mean and leads to greater conceptual knowledge. According to the
common core state standards initiative (Key Shifts in Mathematics),Students must be able to
access concepts from a number of perspectives in order to see math as more than a set of
mnemonics or discrete procedures.
3. Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.
In the EDTECH 521 asynchronous lesson, I take the students through the entire process finding a
slope. I do this by scaffolding the learning. I have integrated formative assessments to improve
student learning (Rice, 2012 and determine when the students are ready to move forward in the
lesson. By tracking the results of these assessments, I can determine if the lesson is meeting the
objective or if it needs tweaked.
The EDTECH 532 synchronous lesson focuses on transforming graphs. Due to the nature of the
lesson, I am able to evaluate the effectiveness of the instructional material by observing the
students as they work together in breakout groups. This allows me to determine if the
technology is appropriate for reaching the objectives.
4. Managing - Candidates demonstrate the ability to effectively manage people,
processes, physical infrastructures, and financial resources to achieve
predetermined goals. (p. 178)
My EDTECH 541 Art, Music & PE Content Area assignment involves a student developed
Tangrams Day for the spring festival. Even though the students create all the activities, I must
supervise them so that the activities chosen will achieve the learning outcomes (Conrad &
Donaldson, 2011), ensure that finances are available to conduct the training, that arrangements
are made for the location of the events and all tools needed (such as video recording equipment)
are on hand.
The EDTECH 542 Project-Based Learning lesson creates a strong need to know and understand
the material (Larmer, Ross & Mergendoller, 2009). Since this is a new experience, not just for
the students, but for me, I need to carefully manage each part of the lesson so the students see the
relevance of the math in their daily life and present their own answers to the question, When
will we ever need this? The students will need access to facilities and equipment in order to
produce their video presentations. As the instructor, I am responsible for providing them access
to these elements and instructing them, as necessary, on how to use them.
5. Ethics - Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology. (p. 284)
The Remix Video I created for EDTECH 533 is the best representation I have of meeting this
standard. I had to create a video by remixing other videos to teach a concept. Everything I used
was public domain or creative commons licensed to allow me to include it. In todays age,
where it is so easy to steal anothers work, it is important to show students that they can follow
the rules and succeed. Previously, I sometimes used something I found under the guise that it
was for educational purposes. This class and this program have made me aware of why that
thinking is wrong and why it is so important to be ethical, as demonstrated in the Remix Video.
How can I expect my students to do their own work if I am unwilling to do likewise? Educators
need to be leaders, not followers, in establishing best practices in fair use, (The Code of Best
Practices).
The playlists here are designed as lessons for three domains: psychomotor, affective and
cognitive. The playlist lessons instruct students in geometric constructions, helping students deal
with math anxiety and adding whole numbers.
EDTECH 541 Relative Advantage Chart
This chart was developed for my students who take the Math TABE (Test of Adult Basic
Education). The chart details learning problems, their technological solutions and expectations.
1. Creating - Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes. (p. 1)
The EDTECH 504 Final Synthesis Paper discusses how to incorporate the flipped classroom. I
first learned of this model when I began this program in 2012. I researched many articles to
create an introductory guide to the flipped classroom that discusses its history, how it fits into the
constructivism theory of education and how to use it in the classroom. I am not able to flip my
current class, but I have incorporated its basic premise into my current teaching practice by
making students responsible for their own learning first, then providing assistance to them as
they begin to developing their new-found skills.
The EDTECH 503 Instructional Design Project was created to provide my students with the
necessary computer skills needed to pass the new GED Test. Although many of the students
have been raised on technology, when it comes to computer skills, they lack experience (Pallof
& Pratt, 2007). Sending them off to take a test on a computer without the proper skills is setting
them up for failure. This project uses a computer-based training program to ensure that the
students have the computer skills that they will use on the GED test.
The EDTECH 521 Interview Tool was designed to collect information to determine what
strategies might work best to ensure my students have a successful experience in an online
course. By interviewing the parents and learning coach, I am able to see if everyone is on the
same page. Conrad and Donaldson (2011) discuss reflective feedback as information used to
modify a course to suit the learners needs. I see this interview as a form of proactive feedback
that does the same thing from the start.
4. Managing - Candidates manage appropriate technological processes and resources
to provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate appropriate content pedagogy. (p. 175193)
I chose the topic of my EDTECH 504 Final Synthesis Paper in order to learn more about the
flipped classroom. With a flipped classroom, I am able to focus my efforts on student errors and
assist them in discovering how to correct them. When my students get discouraged, I tell them,
If you get it right, all we learned is you got it right. When you get it wrong, there is much
opportunity for learning to take place. This is supported by McLeod (2009). With the flipped
classroom, I can develop a learning community where my students can be comfortable with
making mistakes.
My EDTECH 521 Interview Tool allows me to get a start on knowing new students in an online
course. By gathering information on online experience, goals and thoughts, I have the flexibility
to tailor the class to meet the students needs. Finkelstein (2006) suggested that the more
knowledgeable the instructor is of the learner, the quicker they can recognize and resolve
problems, which increases motivation in the students.
The EDTECH 541 Relative Advantage Chart was specifically created with my students in mind.
These students were not successful in the traditional school setting. They have diverse learning
needs. My relative advantage chart addresses many of their learning problems and suggested
technology solutions to lead to more positive outcomes.
5. Ethics - Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community. (p. 296)
In my EDTECH 503 Final Instructional Design Project, I assess my students computer skills by
answering 3 big questions: (1) Where are we going? (2) How will we get there? (3) How will
we've known when we arrived? (Smith & Ragan, 2005). The majority of my students come
from groups that are greatly affected by the digital divide and many do not have strong computer
skills. Using a computer-based training program to prepare them for the GED test will also give
them the skills they need to be successful in the 21st Century.
The EDTECH 505 Evaluation Report discusses the need for my staffs to use the Promethean
Board and student response devices to develop better lessons that will service our multicultural
student population. In my class, I select videos that are representative of my student population.
My experiences with the student response devices in class have shown an increase in
engagement by all students.
This was a VoiceThread presentation on digital inequality. My group discussed seven proposals
to spend $50,000,000 on resolving the issue. Additional issues were explored before the group
made recommendations on which proposals should be funded.
EDTECH 501 Horizon Report
The Horizon Report outlines trends and technology that may impact education. One objective
was to choose two trends to include in a class list. A second was to develop a lesson plan
utilizing a trend from the report.
EDTECH 502 Virtual Field Trip
This project is an online field trip to the Black Hills. The students will virtually visit Mount
Rushmore, Crazy Horse Memorial, Devil's Tower and Custer State Park. The tour includes a
map, photos and videos, audio presentations and questions that lead to further research by the
students.
EDTECH 521 Netiquette Consensus Building
This was a collaborative effort to develop netiquette rules for an online course. There were
general rules to follow for everyday participation in discussions with classmates. Because the
online course generally involves synchronous and asynchronous lessons, specific rules were also
included that catered specifically to each of these different forms of class.
EDTECH 533 Educator's YouTube Channel
This channel was created to house videos and provide easy access to them. The videos are ones
that I created or found online that I found helpful. The channel also allows for organizing the
videos into playlists that are centered on a specific theme.
In the EDTECH 501 Horizon Report, I selected and reviewed three items. SimSchool is a
classroom simulator for an educator that provides training and practice on various classroom
skills. It is akin to being a flight simulator for the teacher. Radio frequency identification
(RFID) is technology that allows tracking. It is being used by schools to track student
attendance, freeing up administrative time for more educational purposes. ALEKS is an artificial
intelligent learning system. It adapts to the learner to increase student learning and retention,
following Blooms mastery learning model (Holistic Approach). Dealing with different issues,
all three of these will improve the learning environment.
When developing my EDTECH 502 Virtual Field Trip, I decided to include a photo tour, a video
tour, an audio presentation and a research section where students would find the answers to
questions for each location. Finkelstein (2006) states that the inclusion of multimedia in an
exploration makes learning an adventure. Repetition, having multiple pages of one site having
the same page, (Williams and Tollett, 2006), is one of the four basic web design principles
(along with alignment, proximity and contrast).
3. Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to
collect data for informing decisions to improve instructional practice, learner
outcomes, and the learning environment. (pp. 5-6)
I reviewed the ALEKS program listed in the EDTECH 501 Horizon Report. ALEKS focuses on
Blooms mastery learning model (Holistic Approach). It includes an adaptive nature in the
program without relying on multiple choice questions. Using artificial intelligence, it continually
assesses student knowledge of a subject and relays that information back to the student. While
there is debate over the quality of AI assessment, even major exams like the GED is now graded
solely via AI, but random checks are built in to verify the accuracy of the program. Using this
type of program, the students benefit by working at her/his own pace, on subjects that s/he needs
most.
In my EDTECH 541 Adaptive/Assistive Technology assignment, I discussed the GED Academy
program. I use this in my school to help students prepare for the GED test. Using the results of
the GED test, the students choose their own assignments to work on. When they get stumped, I
am there for them to show me what they are doing and I can work with them to discover how to
correct their mistakes, as Piaget stresses (McLeod, 2009). Letting the program do most of the
instructing and practicing, I have more flexibility to help more students when they need it
(Roblyer and Doering, 2013).
I also have used the student response devices mentioned in my EDTECH 541 Adaptive/Assistive
Technology assignment. These are a great tool because they provide instant feedback.
Immediately, I know if students are capable of solving particular problems or further training is
needed. They also increase participation as students who do not work as fast as others do not
tune out as soon as an answer is given. While my class didnt run as smoothly as the one Cuban
(2012) discusses, I saw an increase in participation and effort and it reflected in more of my
students passing the GED test.
4. Managing - Candidates establish mechanisms (p. 190) for maintaining the
technology infrastructure (p. 234) to improve learning and performance. (p. 238)
In the EDTECH 501 Digital Divide Presentation, my group discussed what we thought were the
best options to provide access to the Internet for students. Our top two choices that had general
agreement were (1) installing computers in public libraries plus expanding hours of access and
(2) provide courses to develop computer literacy skills. This would provide access for anyone
regardless of income and they would provide effective computer education
Conrad and Donaldson (2011, pp. 20-21) claim, One fundamental aspect of meeting the needs
of learners online is allowing adequate time for an activity to be accomplished. My EDTECH
533 Educators YouTube Channel is a storehouse of videos that my students can access and
eliminate the need for students to have to search around the Internet. It also allows for access
anywhere and anytime. If students will be away for a given amount of time, they do not
necessarily have to get behind. This requires regular maintenance by the teacher to ensure access
to videos is still viable.
5. Ethics - Candidates foster a learning environment in which ethics guide practice
that promotes health, safety, best practice (p. 246), and respect for copyright, Fair
Use, and appropriate open access to resources. (p. 3)
In the EDTECH 501 Digital Divide Presentation, my group decided that if we are going to move
education into the 21st century and expect our students to be prepared, then all students must
have access to the tools that will get them there. As the digital divide gap closes, a new problem
arises. Digital inequality deals with the gap between those who are capable of using this
technology and those who are not. Our group discusses 7 options and decided on 4 to be
implemented. We believed that these are imperatives that must happen in order to level the
educational playing field for all students. My school has increased technology availability in the
past 5 years with purchases of Promethean Boards and more classroom computers for students to
work on instead of taking them to the computer lab.
The netiquette rules created by my EDTECH 521 Netiquette Consensus Building group ensure
that all students would feel comfortable in an online class. Many people, regardless of age, dont
realize the dangers that lurk online. Students need to be made aware of what cyberbullying is,
how to respond and how not to become one. They also have to understand how predators
befriend them and seek personal information to harm them. We also discuss the need to
maintain an academic and professional decorum in order to prepare them for their future when
they may be online as part of their jobs.
6. Diversity of Learners - Candidates foster a learning community that empowers
learners with diverse backgrounds, characteristics, and abilities. (p. 10)
My EDTECH 541 Adaptive/Assistive Technology research assignment included students with
cognitive, physical and sensory difficulties, at-risk students and gifted and talented students. The
inclusion of this last group is one that many may forget when thinking about adaptive and
assistive technology. The inclusion of them in this project is what makes it a solid fit for this
standards focus on diversity of all learners. Generally, when thinking of mathematics, we tend
to lean towards Gardners logical-mathematical intelligence. In reality, mathematics can
incorporate all 8 types of intelligence. Understanding math terminology is linguistic intelligence.
Geometry requires visual and spatial intelligence. Even the arrangement of music is grounded in
math. Including these other intelligences in the mathematics classroom is made easier with
adaptive and assistive technology.
This project was designed to teach teachers about the fair use exemption to copyright laws.
Teachers click on links and read through the sites to discover answers to questions.
EDTECH 503 Needs Assessment Survey
This survey was created as part of my instructional design project. It was designed to determine
the general computer skill level of my students for those skills applicable to them taking the new
GED test.
EDTECH 521 Reflection Journal
This was a weekly journal. The left column was used to list quotes from the reading
assignments, tasks and class activities. The right column was to state our thoughts, questions we
had or what we learned.
EDTECH 523 Communication Plan
This projects purpose is to guide communication in an online course. There are four main
sections: routine administrative tasks, discussion forum strategies, discussion forum assessment
and management issues and strategies or contingency plan.
EDTECH 541 Instructional Software
This assignment involved crafting a presentation on instructional software and technology tools
for 21st century teaching. I chose to use Prezi for my format.
1. Collaborative Practice - Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact
on learners.
I developed the EDTECH 523 Communication Plan with James Russell. Conrad and Donaldson
(2011, p.7) state, Interaction and collaboration is not intuitive to many adult learners.
Collaboration is also complicated when working online with others who are in different time
zones. To overcome this, James and I divided up the plan by its parts and each of us wrote a
rough draft of our part. Then, we looked at the sections the other wrote and added our
recommendations. We communicated by email and google hangouts when to resolve
differences.
2. Leadership - Candidates lead their peers in designing and implementing technologysupported learning.
The EDTECH 502 Copyright Scavenger Hunt was created for teachers to teach them about the
fair use doctrine and when it is permissible to use copyrighted works. The best lessons are
created when teachers pay attention to the details and ensure they meet the objectives (Tucker,
2012). Often times, these lessons are supplemented by other material. With this hunt, I am able
to lead my fellow teachers in designing and implementing technology-supported learning that
does not violate the fair use doctrine.
3. Reflection on Practice - Candidates analyze and interpret data and artifacts and
reflect on the effectiveness of the design, development and implementation of
technology-supported instruction and learning to enhance their professional growth.
The EDTECH 521 Reflection Journal required me to write a weekly entry. The format of the
reflection was to list a quote from the readings or the class activity and state your thoughts,
questions or what you learned. This format allowed for me to synthesize the material and make
it meaningful to me (Conrad & Donaldson, 2011). Looking back on this journal, I see how
important it is to not only reflect, but to act upon that reflection. Even though the class dealt
with online learning and I teach in a traditional brick and mortar school setting, re-reading this
journal, I find elements that pertain to my current teaching situation.
4. Assessing/Evaluating - Candidates design and implement assessment and evaluation
plans that align with learning goals and instructional activities.
The results of my EDTECH 503 Needs Assessment Survey was developed to determine the
necessity of a computer skills training course for my students prior to having them take the GED
test on the computer. The test includes computer skills that many students do not often utilize
when using modern technology. Conrad and Donaldson (2011, p.38) suggest that the sooner the
students are comfortable with the technology, the sooner they can use it for learning the content.
The results of this survey allowed me to focus on teaching those skills to my students and
remove an obstacle preventing them from passing the GED test.
5. Ethics - Candidates demonstrate ethical behavior within the applicable cultural
context during all aspects of their work and with respect for the diversity of learners
in each setting.
My EDTECH 541 Instructional Software presentation demonstrates mastery of this standard.
This presentation includes videos, practical websites, resources and strategies to explore the
advantages of utilizing in the classroom different types of instructional software. When working
with my students as they prepare for the GED test, I give them the option of two online resources
that we use. Sometimes, a student is unable to learn by using either website. By discussing with
my students why they are having difficulty with the online learning tools, as recommended by
Rice (2012), we are able to discover what tools will work best for them.
STANDARD 5: RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning
and improve performance.
EDTECH 501 School Evaluation Summary
This was an evaluation of my schools utilization of technology. The main sections of evaluation
were administrative, curricular, support, connectivity and innovation. Each section contained 25 subsections that were rated on a 4-point scale for two criteria: behavioral and
resource/infrastructure.
EDTECH 502 Netiquette Page
This project developed a list of netiquette rules written mainly for young adults with little
experience being online. I researched several sites and decided on the 10 most common rules or
guidelines.
EDTECH 504 Annotated Bibliography
The annotated bibliography was created for my synthesis paper on how the flipped classroom
ties into the constructivist theory of education. Many of the sources were helpful in showing
how the flipped classroom leads to developing higher order thinking and learning.
EDTECH 505 Chapter Quizzes
This is a series of online quizzes I created for each chapter in the textbook. The quizzes were
designed for future students to use after they read each chapter to reinforce what they had read.
completion of this degree. Now, three years later, as I re-read what I wrote, I realize that nothing
has changed. Every word still applies today, but technology has move three years forward.
Essentially, my school has fallen behind. One of my professors suggested that I stick to my
original goal and present a plan to the powers that be to develop an educational technology
department. I believe that this summary, combined with my evaluation report, would be an
important component to show them where we were (and still are).
4. Ethics - Candidates conduct research and practice using accepted professional (p.
296) and institutional (p. 297) guidelines and procedures.
The EDTECH 502 Netiquette Page was crafted to meet an issue that is becoming increasingly
important in education in the 21st Century. It is imperative that students be made aware of what
are commonly accepted rules for conducting oneself on the Internet. These rules help develop
the social presence in an online course that is a critical element in the learners success (Rice,
2012). Dewey, Vygotsky and Piaget all emphasize student collaboration (Conrad and
Donaldson, 2011) that is improved by netiquette rules for everyone to follow. I am now more
aware of my own understanding of these rules and apply them regularly in my own online
interactions, as part of the EDTECH program and in everyday life.
CONCLUSION
The final project of my first course in this program was to design a bumper sticker. My bumper
sticker was TECH HAPPENS - R U Ready 4 It?! - the title of this paper. I found it appropriate
way to tie together the fact that, three years later, technology is still happening. Every day, new
technology is introduced to the world; technology that needs to be included in education to
prepare students for their future, not our past. Thanks to this program developing my skills, I
feel that I am ready for this new technology, whenever it happens.
REFERENCES
Boulmetis, J., & Dutwin, P. (2011). The abcs of evaluation: Timeless techniques for program
and project managers (3rd ed.). San Francisco, CA: Jossey-Boss
Conrad, R. & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for
creative instruction. San Francisco: Jossey-Bass.
Cuban, L. (2012). Integrating technology into a math lesson. Larry Cuban on School Reform and
Classroom Practice. Retrieved from http://larrycuban.wordpress.com/2012/04/04/integratingtechnology-into-a-math-lesson/
Finkelstein, J. (2006). Learning in real time: Synchronous teaching and learning online. San
Francisco: Jossey-Bass, A John Wiley & Sons Imprint.
Holistic Approach to Technology Enhanced Learning. (n.d.). Retrieved from
http://cmapspublic3.ihmc.us/rid=1LGVGJY66-CCD5CZ-12G3/Learning Theory.cmap
Januszewski, A. & Molenda, M., Eds. (2008). Educational technology: A definition with
commentary. New York: Taylor & Francis. Retrieved from https://c.ymcdn.com/sites/aect.siteym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf
Jonassen, D., & Land, S. (Eds.). (2012). Theoretical foundations of learning environments (2nd
ed.). New York: Routledge.
The Code of Best Practices in Fair Use for Media Literacy Education. (n.d.). Retrieved from
http://www.cmsimpact.org/fair-use/related-materials/codes/code-best-practices-fair-use-medialiteracy-education
Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for
learning. Education Next, 12(1). Retrieved from http://educationnext.org/the-flipped-classroom/
Williams, R., & Tollett, J. (2006). The non-designer's Web book: An easy guide to creating,
designing, and posting your own Web site (3rd ed.). Berkeley, Calif.: Peachpit Press.
Why integrate technology into the curriculum?. The reasons are many. (n.d.). Edutopia.
Retrieved from http://www.edutopia.org/technology-integration-introduction