Carrie Day

Middle School Library Media Specialist

Summer 2015

M.E.T. Rationale Paper: Reaching the Summit

Introduction
My portfolio website, rationale paper, and reflection video offer a triptych of my EDTECH journey as it aligns
to the five Association for Educational Communications and Technology Standards (AECT, 2012). These five
standards include content knowledge, content pedagogy, learning environments, professional knowledge and
skills, and research. This rationale paper, organized by the standard indicators, showcases my selected Boise
State University coursework artifacts by drawing correlations between theory and practice. The linked artifacts,
many used in my current teaching position, demonstrate mastery of the AECT Standards.
Indicator: Creating
The following artifacts demonstrate my ability to: A) use a variety of systems approaches to create instructional
content (S1. Content Knowledge), B) apply content pedagogy to create appropriate applications of processes
and technologies to improve learning and performance outcomes (S2. Content Pedagogy), and C) create
instructional design products based on learning principles and research-based best practices (S3. Learning
Environments).
502 WebQuest: An inquiry-oriented lesson, this BYOD Debate WebQuest was created for a 6th grade elective
speech course.
503 Final Instructional Design Project: This artifact demonstrates the systematic process of instructional design
applied to a book trailer project created for language arts courses.
513 Multimedia Project: This interactive tutorial demonstrates the procedure to share a document in my
districts Google Drive.
541 Integrating Hypermedia: Curated video collection of resources for 8th grade U.S. History resource students
studying the Constitution. The final assessment includes creating a Bill of Rights video using a web 2.0 tool.
502 Jigsaw Activity: This artifact provided a complementary research lesson for the book Project Sweet Life for
a 7th grade language arts class.
542 Project Based Learning Unit: Designed and created for my 6th grade social studies and language arts
teachers, this cross-curricular unit focuses on the ancient civilizations in Mesoamerica. The website offers a
comprehensive guide for planning, implementing and assessing the quarter long PBL unit.
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Content Knowledge
The WebQuest, an inquiry-oriented activity guided students to research BYOD in schools, collect
evidence to support a specific perspective, and culminated with an authentic debate before school
administrators undecided about BYODs implementation. Since developing an information literacy skill set is
an iterative and contextualized process across the curriculum, this artifact is one unit demonstrating a systems
approach to creating instructional content for this purpose (Smith & Oliver, 2005, p. 49). Research shows
students usually receive instruction to be information gathers as opposed to users who can evaluate and interpret
information (Williams & Wavell, 2007). To develop these higher order-thinking skills, the WebQuest immersed
students in teacher selected Internet resources with varying perspectives. The development of these skills
resulted in well-developed arguments with supportive evidence for the debates.
The Final Instructional Design Project pulls together all the elements of instructional design by
applying ADDIE, an Instructional Systems Model (Smith & Ragan, 2005). During the systematic development
of the unit, understanding the essential congruency required between objectives, content, and assessment
resulted in valuable information-processing analysis charts; The value was manifested in my instruction
becoming extremely focused and every student succeeding in meeting the unit goals. As an educator seeking to
increase learning outcomes, application of the ADDIE model is now a fundamental starting point for lesson
development.
Content Pedagogy
The idea for the Multimedia Project and Integrating Hypermedia originated from needs expressed by
collaborative teacher partners and exemplify my ability to create and implement technologies to enhance
learning of content/technologies using research-based pedagogy. The Multimedia Project applies Clark and
Mayers (2012) multimedia and contiguity principles to increase learning of a procedure that supports my
teachers assessment practices. The web based presentation with representational visuals and limited text, assists
students with practicing the process of sharing a Google document, plus reinforces the concept of cloud

resources with a short interactive review quiz. This artifact useful to students and staff members also provides
an example for teachers enrolled in my professional development course.
Integrating Hypermedia met a more specific need for a teacher struggling to differentiate instruction for
her resource students. Harnessing students cellphones, the teacher assigned viewing the curated videos for
homework to reinforce content discussed in class. The Bill of Rights culminating Animoto project enhanced
student engagement, but also increased comprehension of the concepts in each of the amendments by
integrating Robler and Doerings (2012) suggested multimedia strategies (p. 182-3). This successful unit
complemented the teachers instruction but culminated with a constructivist project meeting students interest in
video creation and increasing the higher-level thinking and processing skills.
Learning Environments
The jigsaw strategy is a research-based cooperative learning technique invented and developed in the
early 1970s by Elliot Aronson (Anderson & Palmer, 2001). This approach, selected to build cooperation,
includes the use of small heterogeneous teams in which students teach each other. My Jigsaw Activity, with
content linked resources, also targeted the development of students skills to effectively read web pages for
information. Laws research of jigsaw groups emphasizes teachers cognitive support being essential to
increasing learning outcomes including reading comprehension (Law, 2011). As a result we, the classroom
teacher and myself, delivered strategic lessons during the research portion of this activity to assist students with
varied technology and reading abilities. Student motivation increased and dialog within groups displayed
increased cooperation and critical thinking skills. The teacher is now committed to integrating nonfiction
reading augmented by technology resources during literature units.
My Project Based Learning Unit artifact exemplifies my commitment to the constructivist theory, which
is a teaching methodology that utilizes student-centered projects to facilitate student learning (Holm, 2011).
My unit adheres to the 8 Essential Elements of PBL (BIE, 2010) and includes best practices for combining
collaborative teaching and inquiry PBL. Chu, Tse, and Chows (2011) research illuminates how PBL and
collaboration positively impacts domain knowledge growth and the development of information literacy and IT

skills. Implementation of this unit with the subject matter teachers, afforded time for numerous content,
information literacy, and IT standards to be taught, practiced, and assessed.
Indicator: Using
The following artifacts demonstrate my ability to: A) select and use technological resources and processes to
support student learning and to enhance their pedagogy (S1. Content Knowledge), B) implement appropriate
educational technologies and processes based on appropriate content pedagogy (S2. Content Pedagogy), and C)
make professionally sound decisions in selecting appropriate processes and resources to provide optimal
conditions for learning based on principles, theories, and effective practices (S3. Learning Environments).
541 Integrating Technology Across the Curriculum: Three lessons based on different aspects of the California
Gold Rush create cross-curricular integration with a variety of web resources for researching and web 2.0 tools
for creating assessment products.
542 PBL eBook: In the PBL unit, Publishing Voices of the Past, students form a publishing house and create an
A-Z book published on FlipSnack.
513 Worked Examples: A series of three video tutorials created for middle school learners about using
databases.
541 Gold Rush eBook: A collaborative history and language arts unit for resource students to write and
electronically publish a historical fiction story about the California gold rush.
502 Virtual Field Trip: A complete excursion to seven South American countries with geographical, cultural,
historical and social information included in a variety of multimedia and text resources.
513 Podcast: Beyond the Pages, created with students, highlights popular library books using audio and images.
Content Knowledge
It [Web 2.0] is now a forum through which students can publish and broadcast their own writing and
productsextending teaching and learning beyond the four walls of the classroom (Holcomb & Beal, 2010,
p. 29). This especially emphasized by Holcomb and Beal as being relevant to social studies for making it more
active and hands-on. This research supports my inclusion of multiple web 2.0 tools for assessments in my
Integrating Technology Across the Curriculum social studies lessons. The Arts and Recreation section begins
with an exploration using a teacher created online Glog poster of art, music, and physical activity resources for
the California gold fields. When the assignment is completed, students then select one of the project choices
that reflect Gardner's Multiple Intelligences. Offering students choices allows for differentiation and serves as a
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motivator (Nelson, 1998 & Perks, 2010). Tool choices include Glogster, Voice Thread and Animoto; all
consistently motivate my students and appeal to different intelligences.
Another example of using web 2.0 tools to strengthen social studies content knowledge and writing skills is
evidenced in my 542 PBL eBook artifact that embraces the project based learning pedagogy of providing
students with authentic projects. Students take on roles in the class publishing house and design, create and
produce an A-Z book which is published on FlipSnack and shared with a local 4th grade classroom that studies
ancient civilizations.
Content Pedagogy
My procedural Worked Example screencasts, created using Camtasia, focus on how to use a database.
Worked examples are step-by-step demonstrations of how to perform a task or solve a problem. This method
applies the Borrowing and Reorganizing Principle of human learning, which emphasizes the role of imitating
others to learn (Clark & Mayer, 2011). Further, I selected to chunk the information into three videos and begin
with a basic vocabulary lesson to introduce the concept; both strategies minimize the cognitive load, which can
increase learning outcomes (p. 238-239). The skills were specifically selected because students encounter
databases while using the library and researching. In addition, students will encounter databases in almost any
career they might pursue and creating and using databases helps teachers challenge students to advance their
thinking skills beyond the knowledge level in Blooms taxonomy (Dounce, 2008, p. 6). These basic lessons
will be embedded on the library website to introduce students to the concept and empower them in using the
library resources. This will scaffold other database lessons created in collaboration with content teachers.
The Gold Rush eBook is part of a cross-curricular unit assimilating historical research and primary score
images with writing historical fiction about the California gold rush. After completing their story, learners
electronically publish them using the online platform FlipSnack. Motivating middle school students to write can
be challenging, but research substantiates using computers while writing increases engagement and motivation;
plus students produce longer and higher quality writing (Goldberg, Russell & Cook, 2003). To incorporate this
pedagogy, this unit integrates Google Classroom for planning, writing, editing and submitting. Also the teacher
can provide timely feedback in text and comments using Kaizena within Google documents. In addition there is
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increased motivation for writing when learners know written work will be shared with an authentic audience
(Roblyer & Doering, 2013). Peers and parents will access the class eBooks but also books will be shared with
local elementary students who study the Alaska gold rush. This writing experience melds well-researched
content pedagogy and technologies.
Learning Environments
Exploring South America is a Virtual Field Trip created for 6th grade geography students to enhance a
research unit previously conducted with only print resources and outdated videos. Virtual field trips transcend
barriers of time, distance, economics, danger or inaccessibility with a variety of interactive computer
technologies (Klemm & Tuthill, 2003). Removing these barriers opens new opportunities to my students and
makes the content more accessible and engaging. My VFT also offers electronic media to enhance the
curriculum and support multiple ways for learning to facilitate different learning modalities and multiple
intelligences (Stoddard, 2009). The principles of web design including color and placement of interactive
elements were also applied to create an interface, which appeals to learners. The site architecture allows my
students greater freedom and control of the learning experience with easy tab navigation and consistent
formating between pages adds a comfort level of familiarity and orientation (Williams & Tollett, 2006, p.
145). The positive learning outcomes from this project built trust with the collaborating teachers who later
accepted my leadership in using project based learning.
Beyond the Pages Podcast created using Camtasia with a group of middle school students who
participate in an extra-curricular reading program provides audio book reviews with book cover images.
Armstrong states, the true potential of podcasting lies in its knowledge-creation value and its use as a vehicle
for disseminating learner-generated content (Armstrong, 2009, p. 81).
This is true for libraries like my own, who use this constructivist learning tool to commonly describe and
promote various library resources on interactive websites (Chua, 2010). Student created content adds a new
modality of learning to my website extending the library beyond the school. To ensure a quality podcast, the
cognitive learning principles were applied including exclusion of extraneous audio like background music when
the students were speaking. Clark and Mayer share the research that supports the dual code and multimedia
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effects which states, Information is encoded and remembered better when it is delivered in multiple modes
than when delivered in only a single mode (Clark & Mayer, 2011, p. 82). Application of this principle resulted
in book cover images being included in my podcast, which enriched the production for the intended audience.
Indicator: Assessing/Evaluating
The following artifacts demonstrate my ability to: A) assess and evaluate the effective integration of appropriate
technologies and instructional materials (S1. Content Knowledge), B) assesses the adequacy of learning and
evaluates the instruction and implementation of educational technologies and processes grounded in reflective
practice. (S2. Content Pedagogy), C) use multiple assessment strategies to collect data for informing decisions
to improve instructional practice, learner outcomes, and the learning environment. (S3. Learning
Environments), D) design and implement assessment and evaluation plans that align with learning goals and
instructional activities (S4. Professional Knowledge and Skills), and E) apply formal inquiry strategies in
assessing and evaluating processes and resources for learning and performance (S5. Research).
541 Instructional Software & Relative Advantage Presentation: This artifact explains the different types of
instructional software and the relative advantages of integrating them into the classroom.
541 Relative Advantage Chart: An intervention reference for U.S. History teachers to provide support for
students specific learning challenges in the course.
542 Publishing Voices of the Past PBL: A project based learning unit, for 6th grade geography students, focusing
on Mesoamerican ancient civilizations; incorporates the research based Eight Essential Design Elements of this
teaching method.
542 Learning Log: Personal reflections written during the development of the PBL unit exemplify my
development toward becoming a reflective practitioner.
523 Integrating Technology PD: Professional development course for teachers, created in Moodle to build
knowledge of best practices for integrating technology into teaching and learning along with exposure and
practice with a range of tools for communication, creativity, collaboration and critical thinking.
503 Objectives and assessment matrix table: This table of learning objectives and assessments includes
alignment with Blooms Taxonomy classification for my Instructional Design project.
501 School Evaluation Summary: A research project to determine the maturity benchmarks of technology use in
my school.
504 Annotated Bibliography: A collection of resources to explore the divergent foci of the constructivist
theories and investigate their potential applications to educational technology integration in the school library.
Content Knowledge
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Instructional software is a computer program designed to deliver or assist with instruction on a specific
topic. My Instructional Software and Relative Advantage Presentation examines the relative advantage of the
five types of software. Relative advantage is the perception by potential adopters of how much better an
innovative method or resource is than the old one (Roblyer & Doering, 2013, p. 424). Each program serves a
different purpose during learning and thus has its own appropriate integration strategies. An educators ability to
assess and evaluate software facilitates appropriate application to increase effectiveness. Assisting my staff and
administration to consider the relative advantage of future software purchases is financially prudent and may
lead to better learning outcomes.
Response to Intervention (RTI) is a means of providing early intervention to all children at risk of school
failure (Fuchs & Fuchs, 2006). In my school, teachers meet twice monthly to address intervention needs. To
assist my 8th grade U.S. History teachers, I created this Relative Advantage Chart to address specific learning
problems they commonly encounter. Technology based solutions offer an equalizer for the struggling student
when directly tied to standards and student needs, by reinforcing content, extending learning beyond instruction
time, providing immediate feedback and engaging learners (Smith & Okolo, 2010, p. 257). As a result of using
the suggested interventions, my colleagues have begun exploring more technology options for teaching beyond
lectures.
Content Pedagogy
Project-based learning (PBL) is an instructional model that is based in the constructivist approach to
learning, which entails the construction of knowledge with multiple perspectives, within a social activity, and
allows for self-awareness of learning and knowing while being context dependent (Tamim, & Grant, 2013, p.
73). My unit, 542 Publishing Voices of the Past PBL, engages 6th grade geography learners in this empirically
supported process for the entire third quarter. Focusing on ancient civilizations in Mesoamerica, the PBL
approach brings structure and depth to a project that previously produced a copy and paste product. The
website offers comprehensive support for my collaborators including formative and summative assessments
tools aligned with standards. Assessments included for the inquiry tasks, group collaboration and presentations,
content knowledge and the final ABC book project, are used to guide and monitor instruction and learning.
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Further progress monitoring occurred with reflection tools, enabling the teachers and myself to check student
motivation and metacognition during the duration of the unit. Research demonstrates projects developed
without sufficient appreciation for the complex nature of student motivation and knowledge required to engage
in cognitively difficult work may limit the learning outcomes (Blumenfeld, Soloway, Marx, Krajcik, Guzdial
& Palincsar, 1991, p. 373). Thus student reflections directed instruction for the cognitive social aspects of the
project.
The PBL artifact is supported by my 542 Learning Log to show the reflective practice I engaged in
while developing this unit. Student reflection is a key ingredient in project-based learning but the same is true
for teachers. John Dewey reminded us, "We do not learn from experience . . . we learn from reflecting on
experience" (Dewey, 1933). Reflecting enabled me to put my learning into perspective and consider the big
picture.
Learning Environment
My Integrating Technology PD artifact is an overview for a course I developed in 523. It demonstrates
the use of multiple assessment strategies to inform decisions to improve instructional practice, learner
outcomes, and the learning environment. Designed in accordance to the International Association for K-12
Online Learning Standards for Quality Online Courses (iNACOL, 2011), the course was offered Fall and Spring
2014-15 through the University of Alaska and contains five modules focused on introducing best practices for
integrating technology and a variety of online free tech tools. After completing a needs analysis for my adult
learners, the blended learning model was selected for its flexibility and appeal to more dependent learners who
rely on direct instructor contact to support the learning process (Palloff & Pratt, 2007). Hence, the course
housed on my districts Moodle, also included weekly face-to-face meetings. Supporting learners with in-class
tutorials, hands on guidance, and encouragement, fostered an environment of camaraderie, which mitigated the
anxiety associated with new learning. Assessments included the completed technology products, often created
for lesson materials or samples to incorporate into future technology integrated lessons with students. Other
whole class assessments, using Kahoot or Socrative, monitored learning of online materials along with online
discussions. After teaching Integrating Technology (in Moodle user:dayguest, pw:techn0) fall semester,
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significant adjustments were made to scale back the content to ensure mastery of at least four to five tools. This
course served as a vehicle for discovering my skills for facilitating adult learners and I anticipate expanding my
course offerings.
Professional Knowledge and Skill
My Objectives and Assessment Matrix Table was developed based on the research that
learning outcomes are precise statements of what educators expect students to know and to be able to do in
some measurable way as a result of completing a learning task. Smith and Ragan (2005) enhance this by saying,
Some learning tasks are substantially different from others in terms of the amount and kind of cognitive
efforts required in learning, in the kinds of learning conditions that support their learning, and in the ways to test
for their achievement (Smith & Ragan, 2005, p. 78). Thus for effective learning to take place, the objectives,
teaching strategies and assessment techniques must align. This artifact from my Instructional Design lesson
demonstrates this alignment and includes Blooms Taxonomys cognitive domains. Experienced educators may
do this intuitively, but this activity reinforces my skills and gave me a tool to use during collaborative planning
with teachers.
Research
For the 501 School Evaluation Summary assignment, I polished my information-gathering and inquiry
skills by interviewing my districts educational technologist using Peter Sibley and Chip Kimballs Maturity
Model Benchmarks as a framework (Sibley & Kimball, 2002). The five organizational filters applied are:
administrative, curricular, support, connectivity and innovation. Each of these levels of the organization are
addressed with both behavioral and resource/infrastructure criteria. After the interview and synthesizing
demographic data, my overall technology maturity benchmark rating for my school was between the
Emergent and Island stages; this rating is between a one and two on a scale of one to four with four being
the highest, most intelligently integrated. The district representative interviewed was not surprised since the
districts focus is hardware and software not integration.
My Annotated Bibliography allowed me to evaluate the sources available for my topic of social
constructivism and library makerspaces. The exercise fostered effective database search strategies, to locate
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peer reviewed literature, and critical reading and synthesis skills. The fundamental value of the bibliography
was in determining my topic lacked needed peer reviewed sources because of its currency. This resulted in
revision of the topic and searching for additional sources.
Indicator: Managing
The following artifacts demonstrate my ability to: Candidates demonstrate the ability to A) effectively manage
people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (S1. Content
Knowledge), B) manage appropriate technological processes and resources to provide supportive learning
communities, create flexible and diverse learning environments, and develop and demonstrate appropriate
content pedagogy (S2. Content Pedagogy), and C) establish mechanisms for maintaining the technology
infrastructure to improve learning and performance (S3. Learning Environments).
505 Request for Proposal: A hypothetical response for a proposal to evaluate a companys training modules.
542 Publishing Voices of the Past timeline: This is a timeline for the Publishing Voice of the past project based
learning unit.
541 Social Networking & Community Building A two-part lesson that incorporates technology to build
community in an 8th grade U.S. History course during a Civil War unit.
502 BYOD for Educators: This page was created as a resource for schools planning a Bring your own device
program.
521 Synchronous Lesson: Using Adobe Connect I taught a synchronous lesson about effective online search
strategies.
Content Knowledge
While my 505 Request for Proposal assignment is a response to a fictional request for proposal, it was
still a valuable exercise to apply my evaluation skills to create a viable proposal to meet the Far West
Laboratories goals. A responses objective is to outline your companys approach and strategy for the services
being offered, plus provide details about your background and experience thats relevant to the project. The
specific details include the personnel, process, schedule and budget. This exercise elucidated my understanding
of the application of John Boulmetis and Phyllis Dutwins second definition of evaluation,

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Evaluation is the systematic process of collecting and analyzing data in order to make a decision (Boulmetis
& Dutwin, 2011). In education data usually determines whether objectives are met but evaluations can be
specially focused on recommendations for a client to make informed decisions.
Publishing Voices of the Past timeline is a calendar for the duration of the entire nine-week project. I
applied Wiggins and McTighes backward design framework to develop the projects well-constructed plan
(Wiggins & McTighe, 2005). This plan helps me develop a timeline for the project with interim deadlines,
decide the balance between teacher instruction and student investigation, include both group and individual
activities, and identify the skills students need to successfully complete the project. My artifact validates how I
can manage a design process to effectively manage people and resources to achieve the predetermined goals.
Content Pedagogy
In the first lesson of Social Networking & Community Building students use VoiceThread to discuss,
with peers, primary source Civil War 3D images. VoiceThread is a collaborative multimedia presentation tool
that allows students to record their voices and upload images and text to react to or describe selected content.
This tool was specifically selected because tools like VoiceThread can serve to equalize discussion
opportunities, allowing for greater engagement among all students, even those who may be introverted or
speakers of English as a non-native language (Koricich, 2013, p. 77). Koricich further comments that this tool
promotes community and interaction between learners. Other research shows students are more motivated and
engaged when they are able to hear their voices and the voices of their classmates in an online space (Wood,
Stover, & Kissel, 2013). In the lesson, students are provided with a pair of 3D glasses to view the images,
adding another layer of engagement to the primary source images, and then provided with scaffolding questions
to guide their thoughts about what they are viewing. Learners then record their comments and respond to their
peers comments.
Lesson two extends the community to include another classroom across the district with a focus on
collaborative researching. The community will meet by Skyping and then include a Civil War slavery historian.
Next, learners practice writing higher level questions around the topic of slavery, and then the community uses a
Padlet board to share questions. Based on the interests shown, students will be paired to collaboratively research
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and answer a question using Google documents. Since Web 2.0 tools provide on-demand applications for
students in retrieving and sharing knowledge in a distributed environment (Majid, 2014) they are useful for
building the 21st century skills of collaboration and communication. However, facilitating collaboration requires
skillful planning, and application of best practice strategies to nurture collaboration (Mardell, Rivard &
Krechevsky 2012). One strategy is engaging the learners in setting up and adhering to group norms plus
providing clear structure and expectations. Although these lessons were developed with a teacher, they were
never implemented due to the lack of computer access. However, the lesson components adhere to the indicator.
Learning Environments
Learning how to teach online requires being able to use and maintain the technology infrastructure, such
as a learning management system and web conferencing tool. Palloff and Pratt (2007) identify transparency as a
primary characteristic of these learning tools, The software should be in the background, acting only as a
vehicle or platform for course delivery (p. 97). Being a neophyte to online teaching required extensive practice
to learn how to effectively use Adobe Connect to ensure this transparency. I experimented to become familiar
and comfortable with the different program features and met online with my instructor once and later a peer to
practice sharing a video and the collaboration tools. My Synchronous Lesson offered a student tutoring help
with search techniques to assist with preparing for a debate. I also used Adobe Connect to teach a lesson during
my Integrating Technology PD course and my colleagues enjoyed the interactive features such as the ability to
share student screens for demonstrations. Teaching online does require special software, being knowledgeable
about it, and being comfortable enough to help with problems is essential according to iNOCOL standards
(2011). This experience reinforced my belief that technology is a tool that does not teach students, it is only the
vehicle through which learning occurs.
BYOD for Educators, an interactive webpage created in 502, is a composite of resources for staff
members to explore prior to my schools BYOD adoption and implementation. The page explains how the
program can transform classrooms to be more student-centered learning centers. The use of technology is
recognized in government legislation and by national educational associations as essential in all learning
environments (Obama, 2011; ISTE, 2007). Researchers Dean Cristol and Belinda Gimbert distill why BYOD is
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being adopted when they write, the ubiquitousness of mobile devices prepares students for the STEM focused
globalized economy because the devices are consistently used for the communication and informational needs
of students and teachers inside and outside of learning environments (Cristol & Gimbert, 2014). However, my
colleagues questions about BYOD often centered on the district and schools infrastructures ability to handle
the increased network traffic. Including information on the webpage about the IT departments involvement in
upgrading and maintaining the infrastructure appeased teachers, allowing focus to move toward teaching and
learning with student provided technology.
Indicator: Ethics
The following artifacts demonstrate my ability to: A) the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and Technology. (S1. Content
Knowledge), B) design and select media, technology, and processes that emphasize the diversity of our society
as a multicultural community (S2. Content Pedagogy), C) Candidates foster a learning community that
empowers learners with diverse backgrounds, characteristics, and abilities. (S3. Learning Environments), D)
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 (S4. Professional Knowledge and Skills), and E) conduct
research and practice using accepted professional and institutional guidelines and procedures (S5. Research).
502 Copyright Scavenger Hunt: This Cyber Hunt activity was created for middle school learners preparing to
complete a research project.
541 Instructional Software: Included in the instructional software examples are multicultural titles to emphasize
our countries multicultural heritage.
542 PBL Differentiated Instruction: A section in my Project Based Learning unit to offer teachers scaffolding
ideas for diverse learners.
541 Assistive/Adaptive Technology: A collection of technology devices and software to support special needs,
at risk, and gifted students in U.S. History.
501 Digital Divide Presentation: A VoiceThread interactive presentation discussing the digital divide in Alaska
and its impact on students.
501 EDTECH Research: A research project about using iPads in the library to improve reading comprehension
and digital skills.
Content Knowledge
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Throughout the Master of Educational Technology program adhering to the ethics of the field as defined
by AECT guided my behavior. In section three of the Code of Professional Ethics it says, The member shall
inform users of the stipulations and interpretations of the copyright law and other laws affecting the profession
and encourage compliance (AECT, 2007). This is exhibited in the Copyright Scavenger Hunt artifact. Teaching
students and staff how to use the Internet for research is part of my job description as a librarian and I teach this
also by modeling ethical behavior; for example, the video embedded into the Copyright Cyber Hunt, was
included by special permission from The Copyright Society of the U.S. A. after communicating with the
organization. Using this activity makes the lesson more of a discovery and results in lively discussions when
finishing with case scenarios to apply the new learning. As copyright laws are amended to fit 21st century
technologies, it is my ethical responsibility according to AECT to stay current on the changes and teach them to
my students who are caught in a vortex of change.
Content Pedagogy
Considering the relative advantage of instructional software is crucial and often includes using a rubric
to maintain consistency. Beyond the relative advantages discussed in my Instructional Software presentation,
this document includes a consideration to ensure the software is gender fair and free of racial, ethnic and
cultural biases or stereotypes. expanded this thought, educational software should reflect a diverse society
(Ntuli & Kyei-Blankson, 2011, p. 180). This criterion influenced my selection of the instructional software
examples included for this artifact. For example in the Tutorial section Scholastics The First Thanksgiving is
included because it provides accurate depiction of the Wampanoag culture and will dispel biases. This is
especially important considering the Native American and Alaska Native population at my school. My software
list also includes two programs about immigrants experiences, Scholastics Immigration: Stories of Yesterday
and Today and Lower East Side Tenement Museums Tenement Museum. These are especially relevant since we
have Russian students whose families have immigrated in the last decade. My competence to design and select
media and technology that emphasize the diversity of our society is evolving.
Learning Environments

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As an example of demonstrating this standard, in my Publish Voices of the Past PBL unit I provide the
teachers with ideas for scaffolding, special education and talented and gifted students, plus English language
learners. This practice is supported by pedagogical best practices that states, Differentiated instruction with the
use of technology offers the opportunity for teachers to engage students in different modalities, while also
varying the rate of instruction, complexity levels, and teaching strategies to engage and challenge students
(Standford, Crowe & Flice, 2009, p. 2). I continue to work with the classroom teachers and special education
teachers to understand individual students learning and social needs to ensure they achieve success during PBL
units.
This year a separate section of U.S. History for special education students was established. The assigned
teacher asked for my support with technology integration including assistive and adaptive equipment &
programs. Because of state and federal laws, such as the Technology-Related Assistance for Individuals with
Disabilities Act (Public Law 100-407), integration was a mandatory requirement. My Assistive/Adaptive
Technology page resulted from my endeavors to identify the necessary resources. The artifact includes devices
and programs for students with cognitive, physical, and sensory difficulties along with at risk students and the
gifted and talented population. Knowledge of the hardware and software was the first step but integration
strategies offered by Roblyer and Doering (2013) for each disability was especially beneficial. For example
working with learners with cognitive disabilities it is possible to use the text to speech features within the
Microsoft word or programs like Kurzweil. However, the teacher relied on printed text for most of her teaching
materials. The strategy of digitizing these materials and making them available on her website opened the door
for these challenged readers (Robler and Doering, 2013). My professional learning networks continue to expose
me to resources and tools for this population and I now include a lesson in my Integrating Technology course
about assistive and adaptive technology.
Professional Knowledge and Skills
According to the AECT and the American Library Associations Code of Ethics (AECT, 2007; ALA,
2002), technologist and librarians are ethically responsible for providing learners with equitable access to
resources. Librarian and attorney Carol Simpson makes it clear this access includes information technologies in
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the library available before, during, and after school hours (Simpson, 2003). This is especially important to me
because at my Alaskan school, the low socioeconomic circumstances mean about half of the student population
has limited or no access to the Internet outside of school. As detailed in my Digital Divide Presentation the cost
of broadband and conservative perceptions create an invisible barrier and this became more obvious when
BYOD was adopted fall 2014. Considering it my ethical responsibility to support these learners, I advocated
with the district IT department for funds to purchase more computers for the library and to purchase devices,
which could be checked out to individual students whose teachers opt to implement BYOD strategies. Tight
budgets mean these stopgap measures have not been adopted but I do consistently offer time in the library
throughout the day to expand computer access and support those whose limited access often means limited
skills in using the computers for learning. I plan to discuss this issue in the fall with my new principle and
brainstorm solutions with the newly formed school technology committee.
Research
Throughout my M.E.T. program I conducted research on technology related topics and consistently
practiced using professional and institutional guidelines and procedures. In my first course in the program, I
conducted research to examine if research supported using iPads in the library with reluctant readers to increase
the number of books read for pleasure and if iPad used for this purposed impacted acquisition of digital skills
and strategies needed to read digital text. My EDTECH Research artifact entitled Using iPads to Increase
Pleasure Reading, demonstrates my ability to apply APA guidelines precisely and coherently use and
synthesize sources to draw conclusions about the topic. This research proved useful when advocating for more
digital resources in my library.
Indicator: Diversity of Learners
The following artifacts demonstrate my ability to: foster a learning community that empowers learners with
diverse backgrounds, characteristics, and abilities.
521 Interview Tools: Interviews for online student and parent to complete at the beginning of a course, to
provide the instructor information about the students interests and the parents perceptions about the student.

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Learning Environments
Teaching in the K-12 online environment requires an instructor to foster a learning community with
diverse backgrounds, characteristics and abilities. To achieve this, Dr. Rice recommends conducting parent and
student interviews prior to the course commencing (Rice, 2012). She endorses using a Parent Interview Tool,
supplied to the parent via a Google survey or conducted via phone, if the parent is heavily involved in the
students learning. The answers supplied will provide insight into the students previous educational
experiences, the parents role in their childs learning, and other specifics which will help assist the teacher in
building relationships with the student and parent. The Student Interview Tool provides information about the
students interests, learning goals, and challenges, some of which can be used in meeting the students needs,
creating groups for activities, or motivating the reluctant learner. In a face-to-face classroom, teacher and
student interactions supply much of this information, however other methods must be developed to bridge the
transactional distance in online environments (Dennen, Darabi, & Smith, 2007). These interview tools are one
teaching strategy to overcoming this gap and building a connection between the parent, student and instructor.
Indicator: Collaborative Practice
The following artifact demonstrates my ability to: collaborate with their peers and subject matter experts to
analyze learners, develop and design instruction, and evaluate its impact on learners (S4. Professional
Knowledge and Skills).
523 Week 7 Discussion: Collaboratively created planning document for leading a class discussion.
523 Time Management LiveBinder: Collaborated with a peer to lead a weekly online discussion about Time
Management.
Professional Knowledge and Skills
When starting the EdTech program my limited experience with discussion forums resulted in
discounting instructional forums as irrelevant. I clearly lacked understanding of the purpose of the online
discussions to offer opportunities for constructing and negotiating meaning, promoting critical thinking and
achieving higher levels of abstract cognitive processes (Rice, 2012, p. 140). An appreciation for this
pedagogical tool came in 523 when I collaboratively lead a weekly discussion. Shannon, my classmate, and I
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met in Google Hangout to select a topic and establish the perimeters for posting. We knew our general goal was
to encourage engagement and participation and be instructionally relevant. Our plan for the Week 7 Discussion
included these qualities but yielded a shift in the status quo for the course discussions. Considering the size and
unequal participation within the community of learners in the course, we decided to break the class into two
different discussion groups. Also, because the topic of the week, time management didnt require in depth
reading, we asked small groups to contribute to a document with suggestions about time management. Shannon
and I communicated via email and Hangout during the week to discuss the progress of the discussions and she
advised me how to best phrase probing questions to illicit more responses. At the end of the week, using a rubric
we viewed Moodles analytics, the posts and responses and graded each student; we compared grades before
submitting them to the instructor. After the course I took the Google docs created by the groups and suggested
resources, and put them into my artifact, a Time Management LiveBinder that was shared with the class.
Collaborating with a peer to facilitate a discussion was a remarkable experience and developed a depth of
understanding about the educational pedagogy of collaboration and discussions. The strength of collaborative
peer learning flows from synergies available during group work when multiple perspectives are shared (Luca &
Mcloughlin, 2004). Technology amplifies these interactions differently than in face-to-face communications.
Reflecting on the experience, I understood the importance of social presence as a student and facilitator. Being
cognizant of my social presence now serves me well in BSU discussions and when teaching my blended
learning course.
Indicator: Leadership
The following artifacts demonstrate my ability to: lead their peers in designing and implementing technologysupported learning (S4. Professional Knowledge and Skills).
501 Educational Challenge: This animated video was created to highlight a Significant Challenge detailed in the
Horizon Report 2012: K-12.
523 Integrating Technology: A video overview of the professional development course created to empower
teachers to integrating technology tools into their classrooms.
Professional Knowledge and Skills
Significant Challenge number one in the NMC Horizon Report 2012 K-12 reads, Digital media literacy
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continues its rise in importance as a key skill in every discipline and profession, especially teaching (NMC,
2012, p. 9). Being a library media specialist this challenge resonated with me because my colleagues focus on
digital literacy being about the tools instead of the thinking. But actually, The American Library Associations
Digital Literacy Task Force (2011) defines digital literacy as, the ability to use information and communication
technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical
skills (ALA, 2011, p. 2) I model teaching digital literacy skills when collaborating with classroom teachers but
progress is slow. Therefore, when tasked with creating a presentation about all or part of the report, I selected to
focus on Challenge One. I embraced the instructors suggestion to try the free online animation software
Muvizu to create my Educational Challenge presentation. My motivation was to create an engaging video to
capture viewers attention to spring board into discussing digital literacy being taught school wide. The
completed video was shared with school administrators and resulted in preliminary discussions. But I anticipate
playing a leadership role by sharing it with my new principle and the newly established technology committee
in fall 2015 to move the discussion to a school wide expectation of teaching digital literacy.
Integrating Technology, a blended learning course created and implemented to meet the need for in
building technology professional development, was first offered Fall 2014. A middle school with older teachers
and inconsistent access to technology engenders a status quo of lectures and disengaged learners. To break the
cycle I created this course to introduce free easy to use online tools. The course begins with a brainstorming
session about why we use technology and a discussion of integration strategies based on constructivist models.
This was significant because, teachers with more teaching experience tend to be less confident of their
constructivist oriented technological pedagogical content knowledge (Ling, Sing, & Ching-Chung, 2013, p.
185). Further the studies show that when teachers develop knowledge of using technology to implement
teaching methods, it contributes to their confidence for constructivist technology integration. I introduced the
Technology Integration Planning Model to give teachers a general approach to integrating technology into
teaching (Roblyer & Doering, 2013). This laid a foundation for thinking about using technology for more than
enhancement. All class participants created useful artifacts by employing a variety of web 2.0 tools and
confidence was boosted to integrate them. Especially significant was my principles enrollment in the course
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and the seismic shift that occurred in her attitude toward technology; her pedagogical knowledge expanded to
understand the potential of technology. With new confidence in her tech abilities she created products to support
our Title 1 program. This publicity resulted in enrollment increasing for the second semester. My pro bono
course exemplifies my ability to lead my peers in designing and implementing technology-supported learning.
Indicator: Reflection on Practice
The following artifacts demonstrate my ability to: 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. (S4. Professional Knowledge and Skills).
Learning Log: Entries from my learning logs to show the role reflection played in intellectual and personal
growth during the M.E.T. program.
Professional Knowledge and Skills
Being a student in BSUs EdTech program has been a transformative learning experience for me.
Transformative learning refers to learning that is based on reflection and on the interpretation of the
experiences, ideas, and assumptions gained through prior learning (Palloff & Pratt, 2007). Reflection, a
required component in all but one course, encouraged me to synthesize my learning, connect it with previous
knowledge and then reframe it to create a new perspective to apply to my teaching and learning. Often this
meant analyzing artifacts and reflecting on their design, development, and implementation. For example in my
521 Learning Log, my last reflection focuses on the experience of teaching a lesson online for the first time and
discerning improvements needed in future lessons. The second post reveals my thoughts, learning and questions
as correlated to the weekly reading, tasks and activities, which culminated with the online lesson. In my 542
Learning Log besides considering all the artifacts made in the course, I examined my newfound understanding
of the benefits of applying learning theory to instructional technology. This is mirrored in my 504 Learning Log
written during the same semester. My reflective practices are a recursive meaning-making process connecting
personal and intellectual growth.
Indicator: Theoretical Foundation

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The following artifacts demonstrate my ability to: demonstrate foundational knowledge of the contribution of
research to the past and current theory of educational communications and technology (S5. Research).
504 Theories of Learning Paper: A research paper that examines key principles, contributors, and applications
of the constructivist learning theory.
Research
My Theories of Learning Paper artifact is a concise research paper discussing constructivism
epistemology. My study revealed key principles such as, constructivists believe learning, active and fluid, is
constructed from prior knowledge, experiences, and interactions with others, the environment and information
(Jonassen & Land, 2012). Connecting the works of John Dewey, Jean Piaget, Jerome Bruner and Lev Vygotsky
to this educational philosophy heightened my awareness of constructivisms foundation and how this
epistemology has been conflated to impact learning theories and teaching methods today. The wealth of peerreviewed literature appraising the efficacy and effectiveness of constructivist techniques is proof of this learning
theorys growing influence on education. In fact constructivisms effect is exemplified in project-based learning,
STEAM programs and school library makerspaces. Experiencing technology-enhanced project based learning
first hand this year invigorated me as a teacher; understanding the theorys foundational tenets deepened my
commitment to PBL and gave me confidence in my evidence-based practices. This artifact exhibits that I
possess foundational knowledge and can communicate ideas about theory and technology.
Indicator: Method
The following artifact demonstrates my ability to: apply research methodologies to solve problems and enhance
practice (S5. Research).
504 Final Synthesis Paper: A research paper on the topic of how school library makerspaces support
constructivism.
Research
The EdTech program has taught me how to apply research methodologies to solve problems and
enhance practice. Conducting research is a cornerstone to learning and informed action. Academic research
builds on peer-reviewed research, which is then contextualized within the larger body of research. My
Synthesis Paper builds on my Theories of Learning artifact by using peer-reviewed resources to make the
connection between makerspaces and constructivism. Educational makerspaces are a pedagogical instructional
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approach to bridge the gap between theory and standards. This topic is pertinent to me because my middle
school, seeking to rebrand itself, plans to open a makerspace in spring 2015. My research, shared with the
district IT department, earned me a seat on the planning committee and my new perspective, grounded in theory
and research, empowers me to confidently contribute to this project.
Conclusion
Reaching the summit of compiling this collection of artifacts makes me aware of the breadth and depth
of Boise States Master of Educational Technology program. Before starting this program I integrated
technology into my teaching and students learning. But the M.E.T. program significantly enhanced my
practices by challenging me to question, think, analyze, evaluate and reflect upon my practices. Consequently, I
now possess a strong aptitude to align theory and current research while integrating technology online or in the
classroom to create, manage, evaluate, or assess.
I am elated to be completing my M.E.T. with artifacts that demonstrate my mastery of the AECT
standards and the requirements for this degree. Each assignment represents academic growth and perseverance,
empowering me to be a stronger teacher, collaborator and leader in the field of educational technology. As a
lifelong learner, I am aware that my degree is not an ending point but a springboard. I now foresee eagerly
taking on new responsibilities with the establishment of a school technology committee and makerspace, plus
continuing to develop technology courses for teachers to inspire them to be a part of the transformation needed
in education.
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