M.E.T.

Rationale Paper

Technology, The Most Important Tool in Education

Rosa A. Rosas
2nd Grade Teacher, Bel Air Elementary School
M.E.T. Candidate, Boise State University
February 21, 2015

M.E.T. Rationale Paper

Introduction
The field of educational technology also referred to instructional technology is defined as
the theory and practice of design, development, utilization, management, and evaluation of
processes and resources for learning according to Association for Educational Communications
and Technology (AECT) (Seels & Richie, 1994, p. 1). This rational paper will show how I
learned and implemented instructional technology within my classroom. It will show how I grew
through the designing of lessons and utilization of a variety of technology in my classroom.
Evaluation of process has grown from paper-pencil, multiple-choice assessments to online
assessments or the creation of an electronic artifact that students can use to show their learning.
In order to do this I first needed to head back into the classroom myself. I needed to better
understand how to effectively use technology to fully engage my students. For the past few years
I have been a graduate student in the Masters of Educational Technology program at Boise State
University.
Although I felt well prepared to teach students when I graduated from my teacher
candidate program, I did not feel prepared to integrate technology into the curriculum effectively.
Teacher candidates currently receive little technical, pedagogical, or administrative support for
these fundamental changes, and few teacher preparation programs prepare their graduates
adequately to use technology to enhance student learning. As a result, most teacher candidates
have very little insight into how to integrate technology into their curriculum (Recesso, Wiles,
Venn, Campbell, & Padilla, 2002).
The school I currently teach at has a variety of technology available. I wanted to take
advantage of all that was being offered to my students and myself. I wanted to not only prepare

M.E.T. Rationale Paper

my students for the next grade but I wanted to give them experiences from which they could
learn from and hopefully teach them authentic lessons.
I believe I achieved all that I set out to learn in this program. I learned how to create
media rich lessons. This is a collection of artifacts to demonstrate mastery of each of the AECT
standards. I have chosen artifacts that I believe I successfully integrated into my classroom
curriculum and most importantly that my students benefitted from. Each artifact will be
described and I will explain how it fits with the standard it is aligned to.
Indicator: Creating
S1: Content Knowledge - Candidates demonstrate the ability to create instructional materials
and learning environments using a variety of systems approaches.
Both of these artifacts are instructional materials that I created to extend units of study
that are part of our science curriculum. 506: Graphic Design for Learning is a life cycles unit it
covers each of the life cycles that are studied as part of our Life Cycles science unit. Students can
learn at their pace. There are also activities to test a students knowledge when the learner
believes he/she is ready.
502: Internet for Educators is a manually coded web page that I created to house a
variety of lessons. This web page has several different artifacts that were created for 502.
S2: Content Pedagogy - Candidates apply content pedagogy to create appropriate applications
of processes and technologies to improve learning and performance outcomes.
This artifact was created during my 502 Internet for Educators class and is meant to
enhance the Social Studies unit on Egypt. It is created for 2nd grade students who are reading on
or above grade level. Students are transported, if only virtually, to Egypt. Once there they will
explore the different areas. These areas will teach students about pyramids, hieroglyphs,

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mummies and inventions. All of these areas correlate to the curriculum and objectives set forth
by our county. There are short videos and questions that students can answer to test their
knowledge. I have used this virtual field to extend the social studies unit on Egypt. My students
enjoy learning about Egypt and will often use their free time to explore and learn more than the
required knowledge or standards of learning set forth by the county. Students are actively
engaged in higher-order thinking tasks. Most important, to be actively involved, students must be
engaged in such higher-order thinking tasks as analysis, synthesis and evaluation (Bonewell &
Eison, 1991, p. 5)
S3: Learning Environments - Candidates create instructional design products based on learning
principles and research-based best practices.
This artifact demonstrates the learning principles I learned during my 503 Instructional
Design class. The topic for this paper was to design a lesson and to show all that encompasses
the process. It begins with the goal for the lesson, analysis report, and continues through to the
planning of the lesson and finally the assessment. Each of these parts is crucial to creating
authentic lessons. These are lessons that resonate with students. As Smith & Ragan point out,
(2005, p. 138) the process of transfer the application of new knowledge and skills to a variety
of real-life situations and future learning tasks- can be enhanced by giving learners opportunities
to apply their learning to a variety of circumstances. I strongly believe that if students can relate
their learning to real world they are better apt to remember and recall the learning at a later date.
This means that of all the things teachers can do to promote learning of new concepts, one of the
most important is teaching the concepts from the perspective of understanding or solving the
problems in their current world (The Educators' Guide to Learning Disabilities and ADHD,

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2002). Also, relating it to real world helps to better cement their learning. Because of this course,
the way I plan lessons will be forever changed.
Indicator: Using
S1: Content Knowledge - Candidates demonstrate the ability to select and use technological
resources and processes to support student learning and to enhance their pedagogy.
505 Evaluation for Educational Technologist was a class designed to immerse students
into a world of evaluation and data. This was a formative evaluation of an online program used
to remediate students that are struggling in reading. The program was currently being used in the
lower elementary grade, K-2. This program was being evaluated as a potential program for the
upper elementary grades, 3-5. The data was collected and analyzed in order to determine whether
and to what degree the program was meeting its objectives. This evaluation course taught me to
measure, collect and analyze data. I am now better able to use data to drive my instruction in
order to tailor lessons to my students abilities.
S2: Content Pedagogy - Candidates implement appropriate educational technologies and
processes based on appropriate content pedagogy.
This artifact was created for 502 it is a WebQuest. This WebQuest was designed to help
2nd grades students learn about the 7 continents. This lesson is designed to help students better
understand how diverse each continent is. It is also intended to allow students to explore each
continent and all that it has to offer. It is a higher-order thinking activity that integrates online
resources. Multiple Web pages and a CSS menu are used to create this project. This WebQuest is
best utilized once students have had some familiarity with the continents and oceans. Students
are asked to gather information as they travel from one continent to another. The teacher page
includes the lesson plan and directions, as well as, what materials should be gathered before

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hand. Students were really engaged during this lesson. They were able to make connections from
prior knowledge learned during other lessons such as Virginia history to North American, Egypt
to Africa and China to Asia. We know that prior knowledge is an important step in the learning
process. It is a major factor in comprehension: that is, making sense of our learning experiences
(Christen & Murphy, 1991).
S3: Learning Environments - Candidates make professionally sound decisions in selecting
appropriate processes and resources to provide optimal conditions for learning based on
principles, theories, and effective practices.
In the 503: Instructional Design paper the ARCS Model of Motivational Design was
employed in order to construct a lesson based on principles, theories and effective practices.
There are four steps for promoting and sustaining motivation in the learning process. Those four
steps are Attention, Relevance, Confidence and Satisfaction (Keller, 2008). All four areas were
taken into account when designing this lesson.
The 502 Internet for Educators virtual field trip was created in order to allow students to
work at their own pace. The field trip can be used as an enrichment activity for higher thinking
students. Since students have to read and be able to understand the information. After introducing
students to the social studies unit, they work through the virtual field trip. They explore all the
areas while collecting information in their interactive notebooks. I find that my higher thinking
students can expand upon their learning while I focus on students that need more small group or
one-on-one instruction.
Indicator: Assessing/Evaluating
S1: Content Knowledge - Candidates demonstrate the ability to assess and evaluate the effective
integration of appropriate technologies and instructional materials.

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This lesson was designed during my 521 Online Teaching K-12 class. Students access a
Prezi presentation that gives them the lesson. At the end of the lesson students must take an
assessment. There is an opportunity for students to practice before they actually take the
assessment. Socrative is the program I used for the assessment. The students scores are reported
back to the teacher. Again, because this is designed for online teaching all aspects of the lesson
are online. This lesson was used for a student who was going to be out of the country for an
extended period of time, but would have internet access. The ability for the learner to stop and
replay any part of the presentation I believe this type of lesson is appropriate for students that are
struggling to grasp concepts. I plan on creating more lessons as remediation for my below grade
level students.
S2: Content Pedagogy - 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.
This artifact is an Internet enriched lesson. It was created during my 541 Integrating
Technology in the Classroom Curriculum. It is a lesson on Ancient China. It uses QR codes
which students love. There is a mystery about not knowing what is behind the QR code. Each
activity on the worksheet is connected with a code. They must navigate through the codes using
an iPad and QR code reader in order to find the answers to the questions on their worksheet.
This lesson had my students hooked from the introduction of the lesson through its completion.
Students were curious about the QR codes so they stayed on task and engaged. I have
incorporated QR codes in other subject areas such as math and reading. Even the most reluctant
student enjoys working and completing assignments this way.

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S3: Learning Environments - Candidates use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment.
The data that was collected for my 505 Evaluation for Educational Technologist consisted
of teacher surveys to determine how the program is being used and if teachers find the program a
helpful resource in their classrooms. The results were used to improve instructional practices,
learner outcomes and the learning environment. As a result of this course I am better able to
evaluate not only programs that we are using in our school but student data. My current school
collects many forms of data from online programs to student assessment results. Each week my
grade level team meets to discuss student result on end of unit assessments. Then once a month
all that data is analyzed during Response to Intervention meetings. Administrators are in a unique
position to shape how and the extent to which teachers use data collaboratively (Young, 2006)
and teachers respond positively when administrators personally make an effort to collaborate
with teachers regarding data use (Supovitz & Klein, 2003)
S4: Professional Knowledge and Skills - Candidates design and implement assessment and
evaluation plans that align with learning goals and instructional activities.
During my 503: Instructional Design class I created an assessment for a science unit on
life cycles. Students were to create an animated movie using DoInk, an Ipad app. This
assessment was an evaluation of the county standards of learning that students are responsible for
learning. I am constantly looking for other ways students can show what theyve learned besides
a paper-pencil test or multiple choice assessment. This is one of a few digital artifacts that my
students have created in order to assess learner outcomes. I have found that some students are not
comfortable taking a test and as a result do not score well. Allowing students to show their

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knowledge in a different way. Portfolio assessment is commonly used by teachers in many areas
of the curriculum and with all ages of students handing in projects or folios of work (e.g. Madeja,
2004).
S5: Research - Candidates apply formal inquiry strategies in assessing and evaluating
processes and resources for learning and performance.
This artifact is a paper written during my 504: Theoretical Foundations of Educational
Technology Learning Theories class. To be successful, meaningful, and lasting, learning must
include all three of these crucial factors: activity (practice), concept (knowledge) and culture
(context)(Brown et al., cited in Ertmer & Newby, 1993). Through the research on learning
theories I am better able to apply inquiry strategies in assessing and evaluating processes and
resources for learning and performance.
Indicator: Managing
S1: Content Knowledge - Candidates demonstrate the ability to effectively manage people,
processes, physical infrastructures, and financial resources to achieve predetermined goals.
Although this 505 Evaluation for Educational Technologist, RFP Response artifact is
based on a fictitious scenario the proposal takes an honest look at the planning of a proposal for a
company. In this proposal I was responsible for managing a group of people, each of whom was
responsible for a part of the project. This project also had a budget that needed to be adhered to
in order to achieve the predetermined goals. Through this assignment I was able to understand
what is involved in evaluating a program. I was given a program that our school had been using
but we were not sure we wanted to continue to fund it. With all that I learned in this class I was
able to evaluate it and conduct an evaluation to determine instructional purposes.

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S2: Content Pedagogy - 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.
Often learning is facilitated when the learner is also the teacher. In 502 Internet for
Educators I created this activity that does just that. Students are expected to work collaboratively
to accomplish the task. This artifact demonstrates an inquiry process where students would be the
teachers. As students reflect on their learning they will create a presentation to then pass along
that knowledge to others in the classrooms. Often times, I have students do an activity where
they become the expert in an area and they then share out to the class what they have learned.
This activity helped with this type of activity. Students enjoyed researching their particular storm
and taking notes in their interactive notebooks. Each group of students then shared out to the
class their new understanding. In typical constructivist sessions, as students work on a problem
the instructor intervenes only as required to guide students in the appropriate direction.
Essentially, the instructor presents the problem and lets the students go (Cooperstein & KocevarWeidinger, 2004, p. 141).
S3: Learning Environments - Candidates use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment.
Data are very important in order to make informed decisions about education. During my
501 Introduction to Educational Technology School Evaluation Summary I took an in depth look
at my current school through this evaluation. I was able to learn more about my learners and
how to best support them in their education. Data was collected from different areas within the
school. That data were analyzed to determine what areas were lacking and what areas were

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strong. Technology was an area of strength for this particular school. The evaluation gave me an
insight into my school as a whole and not just my classroom students. Having this insight I now
feel better prepared to not only serve the students on my roster and in my classroom but I have a
better understanding of our community.
Indicator: Ethics/Diversity
S1: Content Knowledge - Candidates demonstrate the contemporary professional ethics of the
field as defined and developed by the Association for Educational Communications and
Technology.
During my 502 class, Internet for Educators I created this manual coded page for
Nettiquette Rules. Like most things there are rules that must be followed, the Internet is no
exception. So in order to assure that students are informed and know what those rules are they
can visit this page. I used this page with my students at the beginning of the school year. Since
my school offers a great variety of technology I knew my students needed to be informed from
the very beginning. Parents and educators play an important role in helping young people
understand the consequences of poor decisions in a digital age where favorable, as well as
unfavorable, text and images spread exponentially (Siegle, 2010).
S2: Content Pedagogy - Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
Diversity exists not only in students of other languages but also in students with special
needs. This artifact was created during my 541 Integrating Technology in the Classroom Students
with cognitive impairments are often limited in their ability to process thoughts. Their
communication, mental functions and social skills may also be limited. Therefore these students
tend to learn at a much slower pace compared to the typical child. As a result, teachers need to be

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able to provide technologies that will allow these students to not only be successful in the
classroom but in the real world. In this artifact I have compiled different assistive technologies
for those students with special needs. These technologies make is easier for my students to be
successful. My classroom is integrated and therefore there are often students with special needs
in my classroom, sometimes with an aid and other times without. So these technologies become
vital for some of my students. Classrooms are full of a wonderful diversity of children;
differentiated instruction is needed to reach all of them (Fountas & Pinnell, 2012).
S3: Learning Environments - 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; foster a learning community that empowers learners with
diverse backgrounds, characteristics, and abilities.
As educators we look to teach students so that the lesson relates to real life. To prepare
students to learn throughout their lives and in settings far beyond classrooms, we must change
what and how we teach to match what people need to know, how they learn, and where and when
they learn and change our perception of who needs to learn. We must bring 21st-century
technology into learning in meaningful ways to engage, motivate, and inspire learners of all ages
to achieve. (National Educational Technology plan, 2010, p. 10). The artifact from 501
Introduction to Educational Technology was a technology use planning. I view technology use
planning as a plan to help a school, business or other organization gain the understanding to help
them implement the kind of technology that will help them increase knowledge or productivity.
The artifact from 502 Internet for Educators is a copyright scavenger hunt. This activity is
intended to help the learner learn how basic copyrights work, how fair use can be helpful in
education and how to avoid inadvertently breaking those laws.

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Students with diverse backgrounds may find it difficult to keep up with the English
academic language. Educators must find ways to reach all students and just as importantly is
reaching students who are English Language Learners (ELL). This artifact is a lesson created
specifically for those students during my 541 Integrating Technology in the Classroom
Curriculum class. Students will create a PowerPoint presentation for one famous American of
their choice.
S4: Professional Knowledge and Skills - 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.
This artifact from my 501 Introduction to Educational Technology serves to show that
digital inequality is alive and growing. Through this assignment I learned that not assignments
are appropriate for all students. Given the digital inequality that leads to the digital divide I am
limited to the types of assignments I can give students to complete at home. I must be sensitive
to their home environments, as well as cultural beliefs. Learning how to teach in a culturally
sensitive and responsive way is an important goal for all prospective teachers, regardless of the
social context in which they teach (Tabachnick and Zeichner, 1993, p. 113-125).
S5: Research - Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.
This artifact demonstrates my ability to conduct research and use accepted professional
and institutional guidelines and procedures. During my 504 Theoretical Foundations of
Educational Technology class I created this annotated bibliography of resources on emerging
technologies. The focus of this research is on educational technology and its impact in the
classroom. These resource were helpful when doing my own research on emerging technologies.

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I am always looking for new and innovative technologies that I could possibly bring into the
classroom.
The next artifact also comes from the same class, 504 Theoretical Foundations of
Educational Technology. It is the synthesis paper in which I synthesis the different learning
theories. My conclusion was that other theories will emerge as education changes.
Indicator: Collaborative Practice
S4: Professional Knowledge and Skills - Candidates collaborate with their peers and subject
matter experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.
It is my belief that collaboration is how an educator becomes a better educator. I have had
many opportunities to collaborate with other educators; most of them are within my building and
in my grade level. I was fortunate enough to collaborate with another student in the M.E.T.
program during my 542 Technology Supported Project Based Learning. Together we created a
lesson where students will define and identify the terms producer, consumer, goods and services
by designing and creating greeting cards that they will sell as a fundraiser for a local art fair.
Together we created a lesson that is real world learning.
Indicator: Leadership
S4: Professional Knowledge and Skills - Candidates lead their peers in designing and
implementing technology-supported learning.
In this artifact I created a job posting for my 503 Instructional Design class in which
candidates were sought to fill a position. The candidate must be creative, motivated and a natural
born leader. All of the qualification needed would be ones that would be imperative to designing

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and implementing technology-supported learning. This allowed me to take a closer look within
myself and determine what skills or characteristics I had that would be useful to this position.
Indicator: Reflection on Practice
S4: Professional Knowledge and Skills - Candidates 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.
Reflections are a very important part of what I do. I find myself reflecting at the end of
the day. The only way to know what worked and what did not is to reflect. I found that reflecting
as I went through the program helped me to see what I had accomplished and what I wanted to
accomplish. This artifact is a reflection of my 541 Integrating Technology in the Classroom
Curriculum class. I reflect on the entire course but also I self-evaluate on how well I think I did.
Reflective teachers develop and use self-directed critical thinking and ongoing critical inquiry in
their practice (Calderhead, 1992)
Indicator: Theoretical Foundations
S5: Research - Candidates demonstrate foundational knowledge of the contribution of research
to the past and current theory of educational communications and technology.
This class was by far my most challenging. The artifact is a synthesis paper from my 504
Theoretical Foundations of Educational Technology where I was finally able to put together what
I learned and what I believed. In trying to understand the various theories of learning and their
implications for education, it is helpful to realize that the term learning means different things
to different people and is used somewhat differently in different theories. Learning theories have
been helpful in describing how information is acquired in terms of education and learning.
Technology has been proven to aid in learning when integrated into the curriculum in a

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meaningful way (Keengwe and Onchwari, 2009). When students are allowed to explore the
world that is the internet, within limits, of course, they can begin to make connections with
information they are currently learning. This synthesis paper was helpful in that I learned the
crucial part that theories play in our educational world and their importance to the decisions we
make for our students.
Indicator: Method
S5: Research - Candidates apply research methodologies to solve problems and enhance
practice.
Through the creation of this artifact in 504 Theoretical Foundations of Education I was
able to research articles and create an annotated bibliography for use in my synthesis paper.
Through this assignment I am better able to read, succinctly summarize and accurately cite
references thereby I became a graduate student.
Conclusion
This rationale paper was a look back at all that I have accomplished. I am pleased with all
that has come from the past few years. I never imagined that I could reach this goal. It seemed
that it would only ever be a goal; now I must set a new goal. Next on my list travel to Europe, I
think Ive earned it.
My journey began with a simple thought of can I do this? and I decided to jump in with
both feet. I knew that not only would I gain new knowledge but also my students would benefit
from the knowledge I would gain. I have always enjoyed technology and I always tried to
incorporate into my lessons. The only now I can do so effectively.
My focus is in the elementary grades, since I teach 2nd grade. I had to keep my students in
mind when creating lessons. I wanted them to be simple enough for them to be able to follow but

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rigorous enough that they learned from them. When I began the program I seemed to lean more
toward students creating PowerPoint presentations. As I progressed as a student I looked and
learned other ways students could show what they had learned. I learned from my instructors and
I learned from my peers.
Collaboration is important to me as I feel that sharing ideas makes an idea grow from a
good idea into a phenomenal idea after its been shared. I was given this opportunity when I was
able to work with another peer to create a lesson for a Social Studies unit. We worked together
even though we lived in different parts of the country. Digital collaboration is just as valuable as
face-to-face collaboration.
The experiences that I got through this program are invaluable. I cannot put a price on all
that I have learned and all that I endured to finish this program and endure I did. There were
times when it just didnt seem possible that I would ever get to the end but here I am, at the end.

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