M.E.T.

Rationale Paper:
Reaching the Summit

Boise State University

Carrie Day
Library Media Specialist
Wasilla Middle School
Wasilla, Alaska

Summer 2015

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).
501 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: A 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.
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 who were 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 both artifacts 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 it reinforces the concept of cloud
resources with a short interactive review quiz. This artifact useful to students and staff members
also provides a sample for a worked example tutorial 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. Further, the project
increased comprehension of the concepts in each of the amendments by integrating Roblyer and
Doerings (2012) suggested multimedia strategies (pp. 182-3). This successful unit
complemented the teachers instruction and culminated with a constructivist project meeting
students interest in video creation. Plus, it moved students toward increasing 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. The teacher, aware of Common Core requirements to include more


nonfiction reading, collaborated with me to develop a lesson to scaffold understanding of the
historical context in the novel Project Sweet Life by Brent Hartinger. My Jigsaw Activity, with
content linked resources, also targeted the development of students skills to effectively read web
pages for information. Laws (2011) research of jigsaw groups emphasizes teachers cognitive
support being essential to increasing learning outcomes including reading comprehension (p.
402). 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 skills.
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, p. 1). My unit adheres to the Buck Institute for
Educations (2015) Eight Essential Elements of PBL and includes best practices for combining
collaborative teaching and inquiry. 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).
Integrating Technology Across the Curriculum: These three lessons based on different aspects of
the California Gold Rush create cross-curricular integration with a variety of web resources for
researching and 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 that is published on FlipSnack.
513 Worked Example: This is 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 developed for resource
students to write and electronically publish a historical fiction story about the California gold
rush.
502 Virtual Field Trip: A complete online excursion to seven South American countries with
geographical, cultural, historical and social information was created for 6th grade students.
513 Podcast: A reading advocacy tool, Beyond the Pages Podcast was created with middle
school students, to highlight popular library books.
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). Holcomb and Beal also emphasize Web 2.0s relevance 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 motivator (Nelson, 1998; Perks, 2010). Tool choices include Glogster, Voice Thread


and Animoto, all of which 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. This artifact embraces the project
based learning pedagogy of providing students with authentic projects. Students take on roles in
the class publishing house to 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 (pp. 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 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 and 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 (VFT) 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
supports 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 that appeals to learners. The site
architecture allows my students greater freedom and control of the learning experience with easy
tab navigation. Further, consistent formatting 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 librarians like me, 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 (2011) share research that supports the dual code and multimedia effects which
states, Information is encoded and remembered better when it is delivered in multiple
modesthan when delivered in only a single mode (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 this item
provides suggestions for supporting students specific learning challenges in the course.
542 Publishing Voices of the Past PBL: This is a project based learning unit for 6th grade
geography students focusing on Mesoamerican ancient civilizations.
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, created in Moodle, to build
knowledge of best practices for integrating technology into the classroom along with practice
using 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: This project determines the maturity benchmarks of
technology use in my school.
504 Annotated Bibliography: A collection of resources that explore the divergent foci of the
constructivist theories and investigate their potential applications to educational technology
integration in the school library.
Content Knowledge
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

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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, Publishing Voices of the Past
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 assessment
tools aligned with standards. Assessments were included for the inquiry tasks, group
collaboration and presentations, content knowledge and the final ABC book project; all are used
to guide and monitor instruction and learning. Further progress monitoring occurred with

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reflection tools, enabling the teachers and myself to check student motivation and metacognition
for 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. Dewey (1933) reminded us, "We do not learn from
experience . . . we learn from reflecting on experience" Reflecting enabled me to put my learning
into perspective and consider the big picture. As a result of reviewing my reflections, I
recommended to the teachers changes to make when using the unit next year.
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 2014 and Spring 2015 through the
University of Alaska and contains five modules focused on introducing best practices for
integrating technology and a variety of free online 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

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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. After teaching Integrating Technology (user: dayguest, pw: techn0) fall
semester, 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 (p. 78).
Thus, for effective learning to take place, the objectives, teaching strategies, and assessment
techniques must align. This artifact from my Instructional Design Project demonstrates this
alignment and includes Blooms Taxonomys cognitive domains. Experienced educators may do
this intuitively, but this activity reinforced my skills and gave me a specific tool to use during
collaborative planning with teachers.
Research
For the 501 School Evaluation Summary assignment, I polished my information

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gathering and inquiry skills by interviewing my districts educational technologist using Peter
Sibley and Chip Kimballs (2002) Maturity Model Benchmarks as a framework. 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. The district representative interviewed was not surprised at the outcome 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 peer reviewed literature, and critical reading and synthesis skills. The
fundamental value of the bibliography was determining my topic lacked the 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

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improve learning and performance (S3. Learning Environments).
505 Request for Proposal: This RFP is 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 to guide implementation.
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 BYOD
program.
521 Synchronous Lesson: This Adobe Connect video shows my 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. The objective of an RFP is to outline your companys
approach and strategy for the services being offered, plus provide details about your background
and experience relevant to the project. The specific details usually include the personnel,
process, schedule and budget. This exercise elucidated my understanding of the application of
Boulmetis and Dutwins (2011) second definition of evaluation, Evaluation is the systematic
process of collecting and analyzing data in order to make a decision (p. 4). 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 nineweek project. I applied Wiggins and McTighes (2005) backward design framework to develop
the projects well-constructed plan. This plan facilitated me developing a timeline for the project
with interim deadlines, deciding the balance between teacher instruction and student

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investigation, and identifying 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 stereoview images.
VoiceThread is a collaborative multimedia presentation tool that allows students to record their
voices and upload images and text to react to or discuss 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 use 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 inquiry. The community will meet by Skyping and later when
discussing slavery with a Civil War 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 and

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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, p. 88) 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 it (Mardell, Rivard & Krechevsky 2012). One strategy is
engaging the learners in determining and adhering to group norms, plus the teacher 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 assistance with search techniques to a student 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 requires being knowledgeable about the special software and being comfortable
enough to help with problems. This experience reinforced my belief that technology is a tool that

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does not teach students it is only the vehicle through which learning occurs
BYOD for Educators, an interactive webpage created in 502, was 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. The use of technology is recognized in government legislation and by national
educational associations as essential in all learning environments (STEM Education Act of 2015;
ISTE, 2007). Further, researchers Cristol and Gimbert (2014) distill why BYOD is 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
(p.24). Conversely, 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 our IT departments involvement in upgrading and maintaining the
infrastructure appeased teachers, allowing focus to move toward teaching and learning with
students personal devices.

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

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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: This presentation about instructional software includes multicultural
examples that emphasize our countries multicultural heritage.
541 Software Evaluation Rubric: A tool used to ensure consistency when determining the
relative advantage of software being considered for purchase.
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: This artifact is a VoiceThread presentation discussing the digital
divide in Alaska and its impact on my students.
501 EDTECH Research: A research project about using iPads in the library to improve reading
comprehension and digital skills.
Content Knowledge
Throughout the M.E.T. program adhering to the ethics of the field, as defined by AECT,
guided my behavior. In section three of the AECT 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 my
Copyright Scavenger Hunt artifact. Teaching students and staff how to effectively and ethically
use the Internet for research is part of my job description as a librarian. One strategy I practice is
modeling ethical behavior; for example, the video embedded into the Copyright Cyber Hunt, was
included by special permission received from The Copyright Society of the U.S.A. Using this
website makes the lesson more of a discovery and results in lively discussions while finishing

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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 for cost and benefit
and often includes using a rubric to maintain consistency. Besides examining the relative
advantages discussed in my Instructional Software presentation, I used a Software Evaluation
Rubric. This document ensures consideration of the software being gender fair and free of racial,
ethnic, and cultural biases or stereotypes. Ntuli and Kyei-Blankson (2011) expanded this
consideration by saying, educational software should reflect a diverse society (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 also 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
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

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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 all collaborative units.
This past 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, 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. The first step, gaining knowledge of the hardware and software, was followed by
integration strategies offered by Roblyer and Doering (2013). For example, when working with
learners with cognitive disabilities it is possible to use the text to speech features within the
Microsoft word or programs like Kurzweil. Prior to my suggestions the teacher relied on printed
text for most of her teaching materials. However, after access to my suggested resources the
materials were digitizing and made available on her website where text to speech could be
accessed. This opened a door for these challenged readers. 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.

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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 Simpson makes it clear this access
includes information technologies in 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 in Fall 2014. Considering it my ethical responsibility to support these
learners, I advocated for them to 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. Unfortunately, due to a tight budget these stopgap
measures have not been adopted; however I consistently offer time in the library throughout the
day to expand computer access and support those whose limited access often means limited skills
using the computer for learning. I plan to discuss this issue in August with my new principal and
brainstorm solutions with the newly formed school technology committee.
Research
Throughout the 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 examined 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 purpose
impacted acquisition of digital skills and strategies needed to read digital text. My EDTECH

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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: Interview tools for online students and their parents to complete which
provide the instructor information about the students interests and the parents perceptions about
the students.
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, Rice (2012)
recommends conducting parent and student interviews prior to the course commencing. She
endorses using a Family Interview Tool, supplied to the family via a Google Forms 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

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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 my 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: This is a collaboratively created planning document for leading a class
discussion.
523 Time Management LiveBinder: A collection of documents and resources created for my
classmates after the weekly discussion.
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 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 while discussing an instructionally relevant topic. To
achieve this goal our plan for the Week 7 Discussion yielded a shift in the status quo in the
discussion format. 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. Since
time management, the weekly topic didnt require in depth reading, we asked small groups to
contribute to a document with suggestions about time management relevant for their students.
Shannon and I communicated via email and Hangout during the week to discuss the progress of

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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 our week, the Google docs created by the groups plus all suggested resources were curated
into 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 my peers in designing and
implementing technology-supported learning (S4. Professional Knowledge and Skills).
501 Educational Challenge: This animated video was created to highlight a Significant Challenge
detailed in the 2012 Horizon Report 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 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

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resonated with me because I have witnessed colleagues mistakenly focusing on digital literacy
being about the tools instead of the thinking. In actuality, 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 change 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. I anticipate playing a leadership role by sharing it with my new principal and the
newly established technology committee in Fall 2015 and hope 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, & ChingChung, 2013, p. 185). Further, the studies show when teachers develop knowledge of using

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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 principals enrollment in the course
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 technologysupported instruction and learning to enhance their professional growth. (S4. Professional
Knowledge and Skills).
Learning Log: Entries from my learning logs showing the role reflection played in my
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, p. 185). Reflection, a required component in all but one course, encouraged me to

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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

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: This artifact is 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 Dewey, Piaget, Bruner, and Vygotsky to this educational philosophy heightened my

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awareness of constructivisms foundation and how this epistemology has been conflated to
impact learning theories and teaching methods today. The wealth of peer-reviewed 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
my own schema. My Synthesis Paper builds on my Theories of Learning artifact by using peerreviewed resources to make the connection between makerspaces and constructivism.
Educational makerspaces are a pedagogical instructional 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

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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. Thankfully 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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