TECH HAPPENS: R U Ready 4 It!

Joseph L. Bodnar
GED Instructor, Pittsburgh Job Corps Center
April 4, 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
ten courses (five core requirements and five electives) leading up to this presentation of what I
have learned over the last three 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.

STANDARD 1: CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.
EDTECH 521 Asynchronous Lesson
A PowerPoint presentation on the slope of a line, this is an interactive asynchronous lesson.
There are links to videos, images, practice sites and quizzes. Some of the videos were found on
YouTube and some were created specifically by me.
EDTECH 523 Synchronous Lesson
This is another PowerPoint that was used in a synchronous lesson where students were told what
transformations are and refreshed on the parent graphs of basic functions. Then vertical and
horizontal shifts and reflections over the x- and y-axis were demonstrated. The lesson ended
with student practice in breakout rooms.
EDTECH 533 PowerPoint Movie
This PowerPoint was turned into a movie that teaches students a process for adding and
subtracting positive and negative numbers. Many students misapply rules for multiplying and
dividing positive and negative numbers when adding or subtracting. Using coins and a number
line, the video presents a method designed to eliminate this confusion.
EDTECH 533 Remix Video
This video provides an introduction to the concepts of measures of central tendency: mean,
median and mode. The video was produced remixing videos that provide a visualization of each
term to help the students remember them and understand how they are calculated.

EDTECH 541 Art, Music & PE Content Area

This project uses a Glog (Graphics Blog) to present information to students pertaining to
tangrams in preparation for the Tangrams Day festival. This learning activity of this assignment
incorporates the tangrams into the content areas of art, music and physical education.
EDTECH 542 PBL Project
This Project Based Learning lesson was designed to help students understand how the math they
are studying for in preparation for the GED test applies to the everyday world. Students will
develop a resource library, reflect in a blog and create a video presentation on a mathematical
topic. There are formative and summative assessments, including the presentation of their
videos to an audience before submitting them to the contest.
INDICATORS
1. Creating - Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches. (Januszewski &
Molenda, p. 81)
I created the PowerPoint Movie and the Remix Video in my EDTECH 533 course. These videos
are used to create a learning environment where students are exposed to technology in the
classroom and preparing them for entering the work world. The Chinese proverb, Do not
confine your children to your own learning, for they were born in another time, (Quote about
children, n.d.) stresses why we cant use 20th century education on 21st century students. The
PowerPoint Movie uses a direct teaching style to demonstrate a process to solve adding and
subtracting with negative numbers while the Remix Video uses a combination of visual and
audial context clues to link mathematical terms with their definitions.
2. Using - Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy. (p. 141)
In the Project Based Learning (PBL) lesson of EDTECH 542, I selected technological resources
that support the students efforts to collaborate, create a resource library, write in a reflection
blog, conduct a live presentation and produce a video presentation. These elements collaboration, creation and presentation are at the heart of PBL (Larmer, Ross & Mergendoller,
2009). In my current role, I use technology that permits my students to work together.
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). I must also ensure that finances are available to conduct the training, that
arrangements are made for the location of the events and that all tools needed (such as video
recording equipment) are on hand.
The EDTECH 542 Project-Based Learning lesson creates in students 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).

STANDARD 2: CONTENT PEDAGOGY

Candidates develop as reflective practitioners able to demonstrate effective implementation
of educational technologies and processes based on contemporary content and pedagogy.

EDTECH 503 Final ID Project

I created this instructional design project to prepare students for the changes to the GED test.
The heart of it requires using a computer-based training program that will guide the students
through the skills necessary to successfully navigate the new GED test.
EDTECH 504 Final Synthesis Paper
This paper discusses the history of the flipped classroom, its role in constructivist education,
techniques to incorporate, and the role of the teacher.
EDTECH 505 Evaluation Report Project
This evaluation report surveyed the instructors at my school on their use of the Promethean
Board to find out what skills they needed and how they utilize the technology in their class. The
results were used to support the need for more training.
EDTECH 521 Interview Tool
This tool was designed to collect information on students, parents and learning coaches in an
online course setting. This information is collected by conducting live interviews.
EDTECH 533 Playlist Lessons
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 flipped classroom pedagogy 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 link the technology

skills that the students already have with the skills they will use on the GED test; a key element
of the constructivist theory.
2. Using - Candidates implement appropriate educational technologies and processes
based on appropriate content pedagogy. (p. 141)
The EDTECH 533 Playlists Lessons are excellent tools to use when dealing with a GED class
where each student has a different area they need to focus upon. The playlist allows for
implementation of individualized lessons using direct instruction, scaffolding the learning or
deals with indirect matters like math anxiety. In the latter case, playlist lesson are helpful for an
issue that Roblyer and Doering (2013) states must be overcome first.
Using the EDTECH 541 Relative Advantage Chart, my students can attack different problems
with a multitude of appropriate educational technology. The chart allows for easy access to tools
depending upon students needs and can be quickly updated to add new tools or new issues as
they arrive. This ease of access personalizes the learning for the students (Schroeder, 2010).
3. Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the
adequacy of learning and evaluates the instruction and implementation of
educational technologies and processes (p. 116-117) grounded in reflective practice.
The goal of the Evaluation Report I conducted in EDTECH 505 was to determine if my school
has effectively implemented training on the Promethean Board and the ActivExpression student
response devices (clickers) by our instructors. According to Boulmetis and Dutwin (2011),
Evaluation is the systematic process of collecting and analyzing data in order to determine
whether and to what degree objectives have been or are being achieved. I asked questions to
determine what percent of the teachers have received formal training and how often they use
these tools in the classroom. The results of the survey showed that these tools were underutilized
mainly because teachers did not receive enough training in order to use them. Therefore, further
training is being developed.
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 - constructivism in the flipped
classroom - 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, the only thing learned was
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 suggests
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.

STANDARD 3: LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective
learning environments.
EDTECH 501 Digital Divide Presentation
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 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 provides 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.
EDTECH 541 Adaptive/Assistive Technology
This is a research assignment on adaptive and assistive technology in my content area
(Mathematics). The topic included students with cognitive, physical and sensory difficulties, atrisk students and gifted and talented students. For each topic, a couple of technology tools that
would benefit students in those groups are discussed.
1. Creating - Candidates create instructional design products based on learning
principles and research-based best practices. (pp. 8, 243-245, 246)
In EDTECH 502, I chose to create a Virtual Field Trip to the Black Hills in South Dakota. With
photos, videos, maps and interactive questions, this assignment demonstrates the use of many
technological tools to augment student learning. The virtual field trip also promotes student
ownership of the learning by allowing students to roam around and explore the tour in any order
they desire. The tour provides students an opportunity to seek out interesting, diverse and
current information (Why integrate).
My EDTECH 533 Educators YouTube Channel includes several items that I created. There are
playlists, PowerPoint movies, interactive videos and remixes. Each was designed to serve
different educational purposes. I created imaginative mathematics videos to engage the nontraditional students that I serve. Making quality videos was a challenge, but one worth taking
because I learned techniques to create videos that did not just explain the how, but the why
(Tucker, 2012).
2. Using - Candidates make professionally sound decisions in selecting appropriate
processes and resources to provide optimal conditions for learning (pp. 122, 169)
based on principles, theories, and effective practices. (pp. 8-9, 168-169, 246)
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)

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 were installing
computers in public libraries and expanding hours of access, and providing 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 seven options and decided on four 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 five 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 eight 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.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND

SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning
environments within a supportive community of practice.
EDTECH 502 Copyright Scavenger Hunt
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 classmate 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, 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 instruct 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 different types of instructional software in the classroom. 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
two to five subsections that were rated on a four-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 ten 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.
1. Theoretical Foundations - Candidates demonstrate foundational knowledge of the
contribution of research to the past and current theory of educational
communications and technology. (p. 242)

My EDTECH 504 Annotated Bibliography required me to research peer-reviewed articles on my

subject, the flipped classroom and constructivism, and assessed their value. The flipped
classroom requires students to view videos of the lessons for homework, and then apply that
knowledge in practical exercises in the classroom. A key element is for students to identify what
they did not know or understand and bring that information to class for discussion. This focus on
creating disequilibrium in a child is an element of constructivism that psychologist Jean Piaget
emphasized (McLeod, 2009).
2. Method - Candidates apply research methodologies to solve problems and enhance
practice. (p. 243)
I created Chapter Quizzes for my EDTECH 505 class online at proprofs.com. These quizzes
were created to solve the problem of students needing a self-assessment tool to monitor their
own learning and determine when they are ready to move forward (Jonassen, D., & Land, 2012).
Being a student who struggles with maintaining focus during reading assignments, I designed
these questions with myself in mind. They are multiple choice quizzes, but care was taken to
ensure they were not merely recalling trivial information. I believe they would benefit most
readers of the text, therefore enhancing the learning.
3. Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance. (p. 203)
The EDTECH 501 School Evaluation Summary evaluated my school as being between the
emerging and island benchmarks. Taking my school to the next level became my goal upon
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 stakeholders in order 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
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