Melanie Meza

June 20, 2019

EDTECH 592
Artifact Rationale Statements

STANDARD 1 - CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.

1.1 Creating:​ Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches.

In EDTECH 503 Instructional Design a component of the final project was section ​3f:
Learning Materials​. The lesson that the learning materials were accompanying was on
writing opinion paragraphs. The approach that I took for this was to create slides that
were segmented on the different components of opinion writing. I chose to use slides
because these could be used for a whole group to introduce the concepts to students
and serve as a pacing tool for the instructor. The slides include opportunities for
pair-sharing, whole group conversations, and partner sorting activities to be done with
paper and journals. These collaborative activities provide scaffolded practice to the
students to create confidence in their skills. The activities are also followed by immediate
feedback opportunities to correct any misconceptions. While this artifact was very
guided, a second artifact created in EDTECH 534 Mobile App Design for Teaching and
Learning provided a more independent technology driven approach. The ​Final App
Project​ for this class had us use the design skills we had learned to build an app that
supported instruction. I chose to create a quiz app that allows students to test their
knowledge on different parts of speech. The quiz app focuses on six different parts of
speech and provides multiple choice questions that provide immediate feedback on
whether the answer chosen is correct or incorrect. With this app, students would be able
to practice independently on a mobile device, giving the learner control over what area to
focus on. The materials created support different learning environments and utilized
technology in different ways.

1.2 Using: ​Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.

An artifact that demonstrates my ability to select and use technological resources is my

Tools & Resources​ page from my EDTECH 542 Project Based Learning (PBL) class.
This page lists all of the resources that are integrated into the PBL unit on habitats that I
designed. Throughout this unit, there are several different kinds of technology that were
strategically selected for different reasons. One of these was a free online book library
called Epic! for students to be able to do research with. Within this website, I also
created a specific collection of books for students to read from. Another resource chosen
was the Kahoot quiz app for formative data collecting. Padlet, an online bulletin board
was integrated as a means for students to share their learning. Video clips were used to
serve a couple of objectives. There were clips that modeled collaborative conversation
techniques to help facilitate group work. There were also video clips that served as
virtual field trips since actual field trips would not be feasible. Weblinks and a webquest
were included in the unit, encouraging students to safely explore the web for information.
These different uses of technology exemplified my ability to select appropriate resources
to support different needs and purposes.

1.3 Assessing/Evaluating: ​Candidates demonstrate the ability to assess and evaluate

the effective integration of appropriate technologies and instructional materials.

In my EDTECH 541 class, I created a ​Relative Advantage Chart​. For this assignment I
had to choose a content area, identify skill sets within that area to focus on, list possible
technology related materials as solutions, state the advantage of them, and then finally
explain the anticipated outcome of their use. By focusing on the sub-skills necessary for
the overall content area I was able to reflect on the current technologies that were being
used in my classroom as well as seek out others that were available. In order to
determine their advantage over non-technology instructional materials, I had to examine
their capabilities and evaluate their potential use in a classroom setting. This involved
asking questions such as whether it was aligned to Common Core standards, was it
adaptive, was it cost effective, did it address the learning objectives, and would it be age
appropriate? Another consideration was whether the programs were compatible with the
devices available to me. I took the answers to these questions and considered how they
elevated the non-technological counterpart instructional materials, if such existed. Once I
felt confident in the vetting process, I was able to project what the expected learning
outcomes would be.

1.4 Managing: ​Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve predetermined
goals.

The ​District Technology Rollout​ assignment for my EDTECH 554 Managing Technology
Integration class is an artifact that demonstrates this standard. This artifact required that
we anticipate a technology rollout in our district and present areas of concern to
stakeholders. The parties and processes addressed by this artifact were the planning
process, devices/software logistics, professional development, sustainability,
administrator’s role, and the coach’s role in the rollout of a new digital reading
curriculum. In order to manage these elements, specific recommendations were made
regarding each aspect to create ideal conditions. The impact on learning for each aspect
was discussed in order to make clear the importance of its role in the rollout. A proactive
approach was displayed by anticipating potential obstacles that could arise, which would
 allow for some potential solutions to be identified beforehand. Resources for the parties
involved were then identified and listed. This artifact demonstrated my understanding of
the working relationships involved in the successful management of a technology rollout
and the critical forethought necessary. By addressing and articulating everyone’s roles
and responsibilities, it improves the likelihood of success at reaching the curriculum’s
goals.

1.5 Ethics: ​Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology.

Demonstration of this standard is present in the ​Accessibility for the Web​ website that I
created in EDTECH 502 Creating Educational Websites. This website shows a
commitment to the learner by striving to educate others on how to ensure that web
materials can be made accessible to those with varying disabilities. It shows an
understanding that every learner should be afforded the same access to information and
learning opportunities and provides the community with resources to help with
compliance of Web Content Accessibility Guidelines. Another artifact from the same
course that demonstrates this standard is the ​scavenger hunt​ on copyright and fair use
in education. The content of this website provides information to educators on laws
regarding navigation of copyrighted work and what is considered fair use. This shows a
commitment to society by encouraging others to be responsible in their use of other’s
intellectual property and educational materials. Both these websites demonstrate a
commitment to the profession of education and technology by informing others of laws
and encouraging compliance in the creation and use of educational materials.

STANDARD 2 - CONTENT PEDAGOGY

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

2.1 Creating:​ Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes.

An artifact that demonstrates this standard is the ​Jigsaw​ web page from EDTECH 502
Creating Educational Websites. This web activity uses the jigsaw cooperative learning
strategy to help students research and teach each other about Christmas around the
world. The pedagogy behind this strategy is that each student gets the opportunity to
become an expert at one thing, in this case the holiday traditions of a specific country,
and then go back to their group and share their new knowledge, effectively becoming the
teacher. This artifact uses this established strategy in conjunction with web research by
providing students with links to websites that will give the expert groups the needed
information. By allowing the student to be responsible for teaching others and to
navigate the web pages independently, it transfers ownership of learning to the students.
They will have to utilize speaking, listening and internet safety skills to get the most out
of the lesson. The pairing of this teaching strategy and use of technology complement
each other to result in higher engagement which should lead to improved learning
outcomes.

2.2 Using: ​Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.

The ​content area project​ for EDTECH 541 Integrating Technology into the Classroom
Curriculum is an example of this standard. For this artifact I created a lesson plan
around a specific content area. I chose to have the lesson integrate reading and social
studies. The decision on which technologies to incorporate into the lesson was very
purposeful. The first technology that was used to accompany this plan was an online
book through Epic!. This online resource is valuable and appropriate because it provided
a copy for every student to read and introduced the topic of community helpers. This
lesson also included the use of online primary sources to introduce the history of
community helpers, which also acted as a segue into the comparing and contrasting of
current community helpers and their past counterparts. Finally, introducing a Google
Maps activity provided an authentic learning opportunity for the students to practice
using cardinal directions to local services. This artifact made use of educational
technologies that were a natural extension to the content of the lesson. They allowed for
real world connections to be made to the subject matter while being engaging and
practical at the same time.

2.3 Assessing/Evaluating:​ Candidates demonstrate an inquiry process that assesses

the adequacy of learning and evaluates the instruction and implementation of
educational technologies and processes grounded in reflective practice.

The artifact that demonstrates this standard is the ​assessment page​ of my PBL project
website for EDTECH 542 Project Based Learning (PBL). This page lays out the
formative, summative, and reflective tools and processes that are built into the PBL unit.
The adequacy of the learning taking place during the unit will be measured through the
use of the quiz app Kahoot!, answers collected on a webquest, exit tickets, and the
information shared by students on the online bulletin board Padlet. The learning and
instruction are assessed through the summative informative writing paper and model.
The degree of success on the summative assignments will be indicative of the
instruction and effectiveness of the learning materials. A significant amount of effort was
given to reflection activities throughout the unit by both the students and instructor. Many
different components will be reflected on ranging from daily learning by students, peer
evaluations, self-evaluations, teacher reflection, and the opportunity for students to
evaluate the unit and provide feedback. It was intentional that reflection be built into the
unit as an ongoing process so that it became habit forming. It was also strategic to have
evaluation pieces that came from different perspectives, such as self, peer, teacher to
student, and student to teacher. This will help create a comprehensive evaluation that
will illuminate and uncover weaknesses and strengths in the unit.

2.4 Managing: ​Candidates manage appropriate technological processes and resources

to provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate appropriate content pedagogy.

In EDTECH 554 Managing Tech Integration I designed a ​professional development plan

that was a year-long professional development course for teachers. The plan I chose to
create revolved around our state’s new online reading assessment system for grades
K-3. Using my previous experience with the system, I managed to break down the
monthly PD sessions in a manner that allowed each session to focus on key features
and reports that were relevant to the time of year the session occurs. Each session was
planned to build off the previous session and had scaffolds built in to meet objectives.
These included pre and post surveys for feedback, printed step-by-step materials, and
links to screencasts showing users how to perform the different functions discussed at
each session. The printed materials and screencasts also created flexibility with the
pacing for those that wanted to work ahead, or for those that needed extra support. The
question and answer period at the end of each session served to provide additional
support to the learning community present. Consideration was given to the technology
needed to administer the sessions as well as the support staff necessary. This artifact
demonstrated using technology to support the content pedagogy by integrating online
surveys for feedback, videos for reference, and instruction on how to use the online
reading curriculum to improve student learning.

2.5 Ethics:​ Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.

An artifact that demonstrates this commitment to society is the ​Badging System

assignment from EDTECH 554 Managing Tech Integration. There is a practice that
exists in the professional world where individuals can be recognized for mastering
certain skills by earning badges that are encoded with meta data that links to the
evidence of the skill. My task was to design a system of badges that could be used
during a professional development course on educational technology. For the increasing
difficulty of badges available, I chose skills that involved curating a video collection from
Discovery Ed to creating platforms such as websites and online classrooms to make
themselves accessible outside the classroom walls. A final task would be to contribute to
the web by posting a tutorial video or worked example. These skills require an
understanding of responsible use of the communication processes involved in
maintaining them. Selecting this range of skills to achieve badges fosters a professional
ethic that is all inclusive. A second artifact that demonstrates this standard was my
Jigsaw​ ​page from my 502 class. Here I integrated the use of weblinks and a cooperative
learning strategy to create a lesson on Christmas around the world, thereby exposing
 students to other cultures. This activity highlighted the differences of cultural traditions,
but also emphasized a sense of unity in the shared holiday.

STANDARD 3 - LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.

3.1 Creating:​ Candidates create instructional design products based on learning

principles and research-based best practices.

An artifact that demonstrates this standard is my ​worked example​ from EDTECH 513
Multimedia.​ ​The purpose of this artifact was to create a product that models a process
that could aid in student learning in a video format. This type of product could be used
for pre-teaching, tutorials, or re-teaching. I chose to model a math strategy that is taught
in second grade called compensation in conjunction with a number line, which is a
Developing Mathematical Thinking (DMT) approach. Designing the content for this video
demonstrated several principles that are supported by the cognitive theory of multimedia
learning. I used the modality principle by choosing to only use narration to accompany
my video and not text as well. This allowed the learner to focus their attention on the
math being carried out in the example, therefore minimizing the possibility of overloading
their visual processing channel. I used my own voice for narration in a conversational
style and used informal language. I also addressed the audience as though I was
speaking directly to them making use of the personalization principle.​ ​Using these
established media related principles as well as an established researched based math
strategy was an example of my ability to create a thoughtful instructional design product.

3.2 Using: ​Candidates make professionally sound decisions in selecting appropriate

processes and resources to provide optimal conditions for learning based on principles,
theories, and effective practices.

An artifact that addresses this standard is a ​Powtoon video​ used to demonstrate the
personalization principle from my EDTECH 513 Multimedia class. Powtoon is an online
presentation tool that provides transition effects, voice over capabilities, and graphics.
The versatility of this resource is valuable for creating tutorial or reference videos that
are appealing to the viewer. The video modeled the personalization principle which
explains that in multimedia presentations, there are certain conditions that if met can
improve student learning. These include using a conversational tone and informal
wording. The content of the video was on text features and included many examples.
Another principle that supported the video was the embodiment principle, which explains
that using an avatar with human-like gestures can increase retention of the learning
material. I used my voice for the narration which added to the life-like qualities of the
avatar. The contiguity principle was followed with the use of arrows pointing directly to
the content being discussed. Background music and unnecessary text were avoided to
create the best possible learning experience. Integrating several principles into this
artifact demonstrated my understanding of how to effectively use the Powtoon resource
to facilitate learning.

3.3 Assessing/Evaluating: ​Candidates use multiple assessment strategies to collect

data for informing decisions to improve instructional practice, learner outcomes, and the
learning environment.

An artifact that demonstrates this standard would be ​Part 4a: Evaluation Plan​ of my ID
project for EDTECH 503. This evaluation plan was structured around Kirkpatrick’s four
level model. This plan provided an in-depth explanation of the aspects of the lesson on
opinion writing that were assessed. Daily reflection notes from the teacher was one
strategy for collecting evidence. These anecdotal notes can inform the teacher if
students are responding or not to the learning material. These notes can reflect on how
the whole group and peer to peer conversations are progressing. Another strategy
mentioned in this evaluation plan is the performance tasks. These tasks throughout the
lesson provide hard data on whether the students are meeting the expected milestones
of the unit. A last component within this plan is a post survey the students will be given.
This feedback will provide details on whether the students felt confident in the learning
environment created. A second artifact that demonstrates this standard is the ​App
Design Proposal​ from EDTECH 534 Mobile App Design for Teaching and Learning. This
proposal demonstrates a self-evaluation process that was done for the Parts of Speech
app that was created. In this artifact I had to explain the purpose and logic behind the
app design as well as note possible changes to future versions of the app. This reflective
evaluation process was helpful in validating strengths and identifying areas for
improvement that would affect learner outcomes.

3.4 Managing: ​Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

The ​District Technology Rollout​ artifact from EDTECH 554 Managing Tech Integration
exemplifies this standard. This rollout explained to stakeholders of a school the areas of
concern and suggested recommendations regarding a new online reading curriculum.
This act of communication with stakeholders is a key mechanism to maintaining an
infrastructure within a school setting. By being transparent with all involved about the
objectives, expectations of the involved parties, plan of action, and resources needed
acts as an accountability measure. A component of this artifact was recommendations
for how to establish effective use of the online curriculum. Reviewing these
recommendations from time to time will serve as a checklist for users. Another
mechanism built into this artifact is the identification of obstacles. Taking the initiative to
be proactive and prepare for worst case scenarios will reduce situations where reactive
decisions are made, which can weaken infrastructures in place. The production of this
document demonstrated my ability to delegate responsibilities and coordinate efforts of
 stakeholders in order to take full advantage of the benefits the online curriculum has to
offer.

3.5 Ethics: ​Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice, and respect for copyright, Fair Use, and
appropriate open access to resources.

The ​Badging​ artifact from EDTECH 554 Managing Tech Integration demonstrates this
standard. This assignment had me develop a series of badges that educators in a
professional development class could earn by acquiring and demonstrating specific skills
related to educational technology. This artifact shows a commitment to the profession by
encouraging educators to improve their professional knowledge to create learning
environments that recognize and adhere to best practices in their use of educational
technology. The skills behind the badges promote safety by asking the educator to learn
how to generate QR codes that can lead directly to websites, eliminating the possibility
of an incorrect web address being accessed, as well as by creating a collection of videos
that have been pre-selected by the teacher and deemed appropriate. The badges that
require the creation of websites and online classrooms give the educator the opportunity
to model respect for copyright and fair use. All the badges in this artifact ask that the
educator provide their students with access to appropriate learning materials on the web
in an ethical manner.

3.6 Diversity of Learners: ​Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.

My ​Professional Development​ (PD) artifact from EDTECH 554 Managing Tech

Integration is an example of my ability to carry out this standard. This objective of this
assignment was to create a year-long professional development course for educators.
Even though the learners in this scenario are adults, they still come from diverse
backgrounds and bring different skillsets to the table. The layout of this PD course had
learning materials presented in a variety of presentations and provided frequent
opportunities for learners to provide feedback or seek help. Prior to each session, a
survey is provided to participants to gauge experience and elicit input for topics to
discuss. The lessons themselves are designed to be presented whole group with the
learners following along on devices. For those that are familiar with procedures being
shown, detailed printed materials are also provided to allow them to work ahead. These
can also be used for those that need additional time. In addition to the printed materials,
screencast video links will be made available to the learners for additional practice or
reference. These different methods of presenting the material allow for the learners to
utilize what works best for them.

STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS

Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.

4.1 Collaborative Practice: ​Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.

In EDTECH 503, I created an Instructional Design Project that included an ​evaluation

plan.​ As a part of the course, I had my evaluation plan reviewed by a Subject Matter
Expert (SME). This consisted of collaborating with an ELA representative. I had her
review my project and then complete a survey to elicit her feedback. The questions I
posed addressed alignment to standards, sequencing, level of difficulty, level of
engagement, as well as the grading rubric. Her responses provided validation on several
aspects of the materials, as well as high-lighting room for improvement. Taking her
comments under consideration, I made notes to make specific changes for future
versions of the lessons. This collaborative practice was beneficial because it allowed for
different perspectives to come together and compensate for each other when needed. It
required me to be open to constructive criticism from a co-worker as well as share
ownership of ideas. This opportunity to reflect on the materials with a peer resulted in a
stronger lesson for the students as well as working relationship with my teammate.

4.2 Leadership: ​Candidates lead their peers in designing and implementing technology-
supported learning.

In EDTECH 554 Managing Tech Integration I created a ​District Technology Rollout​. The
objective of this assignment was to envision implementing a piece of educational
technology and present the proposal to stakeholders. The oversight of implementing a
district wide project required that I critically identify and address the supports necessary
to result in a permanent change. The technology for this rollout was a new online
reading curriculum. To fortify the success of the new curriculum, many components were
given consideration including planning, device logistics, professional development,
sustainability, and the roles of staff. Leadership was demonstrated by making
recommendations on the approach that should be taken for each component. It was also
exhibited in my ability to identify the component’s impact on learners, potential obstacles,
and resources that should be made available to all involved. By establishing a well
thought out plan of action, I was able to steer the district toward a path of success in
utilizing this new online reading curriculum that would benefit students.

4.3 Reflection on Practice: ​Candidates analyze and interpret data and artifacts and
reflect on the effectiveness of the design, development and implementation of
technology-supported instruction and learning to enhance their professional growth.

In EDTECH 541 Integrating Technology into the Classroom Curriculum I composed a

series of ​blog entries​ ​to create a learning log. Throughout the course I had various
assignments that involved strategies for integrating technology into different content
areas. This involved designing lesson plans and curating them on a website. After each
assignment, I was to reflect on the activity in a blog post. Frequently this involved
answering the question “What is the relative advantage?” of that specific piece of
technology that week. Blogging provided a platform to analyze the benefits of using
technology to support the instruction over non-technology related strategies. It was also
an opportunity to synthesize what I had learned thus far and acknowledge strengths,
weaknesses, and other possible applications of the learning tools. The pairing of content
pedagogy and technology was also justified or critiqued in my blog posts, further
demonstrating a reflective attitude. This artifact improved my professional growth by
fostering a critical eye towards the way I integrate technology and encouraged reflective
habits.

4.4 Assessing/Evaluating: ​Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.

In my EDTECH 503 course a component of the final instructional design (ID) project was
to include an ​Evaluation Plan​ of the lesson. This was part 4a of the ID project: Opinion
Paragraph for the 2​nd​ Grade. In order to plan for a thorough evaluation, Kirkpatrick’s Four
Level Evaluation Model was used; learner reaction, learning, behavior, and results. I was
able to use these four levels as a lens with which to assess and evaluate the
effectiveness of the various parts of the project. These levels allowed for formative and
summative assessment, asking questions regarding engagement, whether goals were
being met, student ability to transfer the knowledge to new contextual situations, and
what the overall impact the lesson had on the students’ abilities to write opinion
paragraphs was. Built into the ID project were different techniques of assessment such
as reflection notes by the teacher, class discussions, and performance tasks. A rubric
was also designed to grade the final performance task. Discussions take place as each
part of the writing process is reviewed and will reflect the students’ understanding. The
performance tasks that include sorting activities, pair-shares, and the final writing
product will reflect their ability to transfer their knowledge into action. Each of these
assessment strategies measure some, or all, of the learning objectives and are meant to
inform instruction.

4.5 Ethics: ​Candidates demonstrate ethical behavior within the applicable cultural
context during all aspects of their work and with respect for the diversity of learners in
each setting.

In EDTECH 554 Managing Tech Integration I created a ​Strategic Change​ plan. This plan
involved identifying a technology related change that needed to take place in our school
setting and create a plan to see it through. The need that I addressed was implementing
Google Classrooms at the 2​nd​ grade level on Chromebooks. This showed a commitment
 to the profession by encouraging the 2​nd​ grade teachers to improve their professional
knowledge and learn how to use this valuable technological tool. The current inclination
of the team is to avoid the Chromebooks for fear that facilitating their use would be too
cumbersome. This change plan takes steps to place supports and gentle pressure with
accountability pieces to assist the teachers in using current technology use practices
that are outside their comfort level. Another way that this artifact shows commitment to
the profession and demonstrates ethical behavior is by delegating certain tasks to
qualified personnel in the school and district setting. This shows respect for their
positions and would not place unnecessary pressure on a lesser qualified staff member.
The plan is considerate of the current culture of the grade level team and considers the
possible emotional reactions to implementing this change as well. The plan values the
teachers’ time and experience by being strategic in its approach.

STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning
and improve performance.

5.1 Theoretical Foundations: ​Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications
and technology.

A final ​Synthesis paper​ in EDTECH 504 Theoretical Foundations of Educational

Technology modeled this standard. For this assignment I researched past and current
educational theories and proposed the thesis that social constructivist principles could
be realized in the classroom through using web 2.0 tools. In order to support this
statement, I conducted research and provided a background on both cognitive and
social constructivism and web 2.0 tool definitions and applications. I used academic
databases available to me through BSU’s library to gather my resources. I then
introduced and discussed several case studies that incorporated social constructivist
approaches and a variety of tools including podcasts, interactive web software, and
wikis. Having access to academic, peer reviewed research case studies lent credibility to
the conclusions drawn at the end of my paper. I was able to infer from the evidence
presented in the studies that the theory of social constructivism is still very much a valid
and effective teaching approach that works well with the collaborative characteristics of
web 2.0 tools.

5.2 Method: ​Candidates apply research methodologies to solve problems and enhance
practice.

In EDTECH 534 Mobile App Design for Teaching and Learning we synthesized the app
building skills we had learned into a ​Final App​ project. This project required that we
design and build the code for an instructional app on the content area of our choice. I
chose to create a quiz app for 2​nd​ graders on parts of speech. Before deciding on the
format of my app, I investigated other quiz apps to test out what features and styles
would be effective with my audience. Once I knew my desired layout, I referred to
previous exercises for guidance on building the code. Part of the app building process is
revising and debugging, which entails finding and fixing any errors that might be present.
In the context of app building, it is important to debug throughout the creation of the app.
I did this by testing out each component as it was built, so that if there was an error, it
was easily identified and isolated. When a coded behavior did not respond in the manner
I intended, I had to conduct research to find a solution. This included reaching out to my
peers through discussion boards and searching online for similar errors. While it was
rarely the case that the solution to my exact error was easily found, I would look for
patterns that were applicable to my situation. This would lead to a trial and error process
until a remedy was reached. Referring to notes, and seeking out similar content and
videos on the web were necessary processes in debugging my app.

5.3 Assessing/Evaluating: ​Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance.

An ​Evaluation Report​ was completed as part of EDTECH 505 Evaluation for Educational
Technologists. This assignment required that I give a formalized evaluation of a
program in my school setting. This involved looking at the learners, setting, procedures,
and learning objectives. I chose to evaluate Istation, Idaho’s new assessment program
for the Idaho Reading Indicator, which is the state reading assessment for grades K-3.
The evaluation method used student performance data and surveys that were given to
students and teachers. Istation provided intervention activities on iPads and collected
monthly progress monitoring data on comprehension, vocabulary, word analysis, and
text fluency. Each of these reading components aligned with Common Core Reading
Standards. Istation provided performance goals for every month of the school year. To
evaluate whether the program was successful in meeting objectives, individual and class
scores were tracked and analyzed to identify strengths and weaknesses. This provided
hard data that was quantitative. The surveys presented to the staff and students
measured their opinions on ease of use, usefulness, and accuracy of the program. This
data was just as important as the performance data because attitude toward the program
could be an indicator of how they will interact with the activities and assessments. Using
the performance scores as formative data along with the input collected on surveys, I
was able to determine if Istation was a valuable and reliable resource. A second artifact
was my ​School Evaluation Summary​ from EDTECH 501 Introduction to Educational
Technology. In this assignment, I evaluated my school against a maturity model based
on its level of technology integration. Evaluation filters were used for administrative,
curricular, support, connectivity, and innovation. This assignment allowed me to
systematically look at my district from different angles to assess its proficiency at
technology integration.
 5.4 Ethics: ​Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.

Evidence of my ability to conduct research in an ethical manner is present in my

Annotated Bibliography​ from EDTECH 504 Theoretical Foundations of Educational
Technology. The purpose of this document was to conduct research on a learning theory
and technology integration and provide a synopsis of the sources cited. My bibliography
cited research on constructivism and technology integration. I exhibited professional
research practices by using academic databases to curate my sources. I accessed these
databases with my student credentials from BSU’s library online. I was also diligent in
my effort to only include research sources that were current, peer reviewed, and had the
full document available. Commitment to the profession was demonstrated by
giving proper credit to the authors of the works by citing their names, publications, and
where the document was accessed accurately. This was also done in an academic
manner by following APA guidelines. I used sound judgement when filtering through and
selecting my sources to make sure that they were relevant to the focus of my research.

LIST OF ARTIFACTS

EDTECH 501- Introduction to Educational Technology: Schroeder, Spring 2017

1. School Evaluation Summary (5.3)

EDTECH 502- Creating Educational Websites: Evanouski, Spring 2017

2. Web Accessibility Page (1.5)
3. Copyright Scavenger Hunt Page (1.5)
4. Jigsaw Activity Page (2.1, 2.5)

EDTECH 503 – Instructional Design: Zhou, Fall 2017

5. ID Project: Learning Materials (1.1)
6. ID Project: Evaluation Plan (3.3, 4.4)
7. ID Project: Evaluation Plan with SME (4.1)

EDTECH 504 – Theoretical Foundations of Educational Technology: Friesen, Spring 2018

8. Annotated Bibliography on Theory (5.4)
9. Final Synthesis Paper (5.1)

EDTECH 505 – Evaluation for Educational Technologists: Thompson, Fall 2018

10. Evaluation Report (5.3)

EDTECH 513 - Multimedia: Lowenthal, Spring 2019

11. Personalization Principle: Powtoon (3.2)
 12. Worked Example (3.1)

EDTECH 534 – Mobile App Design for Teaching and Learning: Hsu, Fall 2018
13. Final Project: App Design Proposal (3.3)
14. Final Project: Revising and Debugging (5.2)
15. Final Project: Completed App (1.1)

EDTECH 541 – Integrating Technology into the Classroom Curriculum: Gerstein, Fall 2017
16. Relative Advantage Chart (1.3)
17. Content Area Project (2.2)
18. Blog Entries (4.3)

EDTECH 542 – Technology Supported Project Based Learning: Rice, Spring 2018
19. Tools & Resources (1.2)
20. Plan the Assessment: Assessment Page (2.3)

EDTECH 554 – Managing Technology Integration: McGregor, Spring 2019

21. Strategic Leadership (4.5)
22. Professional Development (3.6, 2.4)
23. District Technology Rollout (1.4, 3.4, 4.2)
24. Badging (2.5, 3.5)