Creger MET Rationale Paper - Final

M.E.T.
Program Boise State University

Rational Paper
William E. Creger Jr.
6th Grade Earth Science and High School Anatomy and Physiology Teacher, Donelson Christian
Academy, Nashville, Tennessee
January 30, 2015
INTRODUCTION
The following document has been created and assembled as evidence of my mastery of the 2012
Association for Educational Communications and Technology (AECT) standards. The projects
listed are those that I have completed as I have progressed through the requirements of the
Masters of Educational Technology program at Boise State University. They have been
organized by AECT standard indicators based on the evidence they provide of my mastery of
each. These standards are: Content Knowledge, Content Pedagogy, Learning Environments,
Professional Knowledge and Skills, and Research.
For each indicator, the artifacts have been hyperlinked and a brief description of each has been
provided. Included with my artifacts is a detailed description of how the standard/indicator has
been met, how each indicator is evidenced in my current teaching practices, and the connection
between the listed artifacts and educational research used as a basis to create them.
S1 - INDICATOR: CREATING
Candidates demonstrate the ability to create instructional materials and learning environments
using a variety of systems approaches.
Tech Trends/Lesson (501)
For this project, I decided to re-create one of the lessons that I have taught in Earth Science
utilizing the concept of hybrid learning. The focus was the use of technology in providing my
students opportunities to collaborate in a project-based approach to the exploration of
volcanoes.
Virtual Field Trip (502)
This artifact was created to allow my students to take a virtual field trip of our Solar System
through the use of technology. Students could navigate the site according to their interests and
were provided reading and viewing options for additional more. Online quizzes were included to
provide students feedback on what they learned
The Tech Trends Lesson (501) was one of my first projects in the M.E.T. program. In it, I recreated an existing lesson that was primarily worksheet-based into a project-based, collaborative
lesson which leveraged technology to engage my students. What I found in using this lesson was
that learning was not being driven by me but by my students. While I did not know it at the time,
this approach used both constructivist and constructionist approaches to learning. The word
with the v expresses the theory that knowledge is built by the learner, not supplied by the
teacher. The word with the n expresses the further idea that it happens especially felicitously
when the learner is engaged in the construction of something external or at least sharable
(Harel, Papert, & Massachusetts Institute of Technology, 1991, p. 3).
The Virtual Field Trip (502) moved all of the students experiences and learning about our solar
system into an online environment. It also provided them with choices regarding the type and
order of information they accessed. This project was an eye-opener to the value of giving
students choices in how they learn. In my own classroom, I have shifted my teaching and
assessment strategy to one of providing students choices in how they learn and how they
demonstrate mastery of a concept.
Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes.
Expedition Earth WebQuest (502)
The Expedition Earth WebQuest created for this assignment is designed as a guided inquiry
activity. Students are assigned the role of a Terranaut whose task is to collect vital information
about our planet. Demonstration of their mastery of the content involves the creation of a board
game that will teach other students about the layers of the Earth.
Online Tutorial - Muscle Contraction (521)
This project involved the creation of an asynchronous lesson for my students. Specifically, I
created a series of mini-tutorials in which I use bits of animated video to teach my anatomy and
physiology students about muscle contraction. Each tutorial includes a knowledge check at the
end which they were required to pass before moving on to the next.
The Expedition Earth WebQuest (502) demonstrates my ability to combine different strategies
for learning with technology. The Webquest has been structured as an expedition requiring the
student to collect information as they work through the lesson. The use of technology provides
them access to numerous sources through which they can gather information to use in their
game. Ultimately, the goal of this type of activity is to develop the ability of students to take
knowledge and do something with it. As suggested by March (1998), the question posed to
students cannot be answered simply by collecting and spitting back information. A WebQuest
forces students to transform information into something else: a cluster that maps out the main
issues, a comparison, a hypothesis, a solution, etc.
The Online Tutorial Project (521) approaches learning from a different perspective with the use
of video/animation and text to teach the process of muscle contraction. The use of video has been
shown to have a significant impact on student learning. In fact, a study by Rockman et al. (1996)
showed that students in science classrooms where video (Bill Nye the Science Guy) was used
were able to provide more complete and complex explanations of scientific concepts.
Additionally, the gaps in the knowledge base between boys and girls and between minority and
majority students were smaller and closer to parity after viewing the program (p. 2)
As for my classroom, the experience and results in using these projects have changed my view of
the curriculum I teach. I no longer look at it as what I teach but as ingredients to be
incorporated into whatever combination of processes and applications I believe will benefit my
students most.
Candidates create instructional design products based on learning principles and research-based
best practices.
Instructional Design Project (503)
This was the first major project completed in my coursework. It involves the application of the
ADDIE process (analysis, design, development, implementation, and evaluation) in the creation
of a multi-faceted lesson for my students on creating a hydroponic growing system.
The Instructional Design Project (503) is a great example of this indicator given its incorporation
of numerous learning principles and research practices. At the time that I created this project, the
ADDIE process gave me clear direction of what to do and how to proceed. As I move my
classroom into being more technology based, even creating whole lessons in virtual worlds such
as Minecraft, I went back to determine if it still works.
In a review of the research, specifically by Soto (2013), I found that despite the accelerating
movement to online environments by instructional designers, effective instructional design
should still be based on best pedagogical practices that create the relationship between what is
being learned and the online environment in which it is being learned. Additionally, in a survey
of instructional designers with respect to instructional design in virtual worlds over 75% (of a
total of 61) used the ADDIE process and deemed it to be the most appropriate for virtual world
instruction.
I have used the ADDIE process a number of times since this project and will continue to do so
making adjustments based on the type of lesson I am creating especially as I move into move
virtual world learning with my students.
S1 - INDICATOR: USING
Candidates demonstrate the ability to select and use technological resources and processes to
support student learning and to enhance their pedagogy.
Mobile Learning Project (502)
The mobile learning artifact was created to leverage the power of mobile learning devices to plan
take, and document a fossil hunt to the Gray Fossil site in Gray, Tennessee.
Layers of the Earth (506)
Using the principles of graphic design for learning, I created an interactive lesson for my
students which allowed them to explore and learn about the layers of the Earth. Within this
project, I created all of the graphics, animations, and assessment components.
The creating of the Mobile Learning Project (502) brought together a number of technology
processes and resources to enhance the experience my students would have in their visit to the
Gray fossil site. Within this project, they used static websites to collect information, YouTube
videos of the dig to see what activities were currently going on, and their camera phone or digital
camera/recorder to create a visual and audio record of their experience at the fossil site.
Despite each student receiving the same set of general instructions, what I found in my
classroom was that the use of technology provided each student with a great deal of creativity in
their final project. I continue this practice of leaving enough room in my assignments to allow
students to use their own creativity. This is an important aspect of constructivist learning due to
the fact that the creation of unique learning artifacts is important to constructivist-inspired
views of learning (Iiyoshi, et al, p. 290).
The Layers of the Earth Project (506) took a different path in that I created all of the components
of the project using a number of technology resources such as Storyline, PowerPoint, Adobe
Fireworks, and Adobe Photoshop. Utilizing these components I was able to create an interactive
lesson with a mission feel that teaches the layers of the Earth. This online interactivity, as
Zirkin & Sumler (1995) illustrated in their annotated bibliography, can have a positive influence
on student learning.
Candidates implement appropriate educational technologies and processes based on appropriate
content pedagogy.
Online Course Utilizing an LMS BodyQuest (512)
This project required me to create a five-module, online course that engaged the student in not
only the acquisition of knowledge but the application of that knowledge as well. For me, this
involved using an LMS (Canvas) to provide students a variety of options they could choose from
to acquire the knowledge they needed for each concept. With the knowledge they acquired, they
were assigned a project in which they were to create a teaching tool for others to learn from. At
the end of each unit, a group-based, case study activity was assigned as their final assessment.
Our school is currently using Moodle as its LMS. Unfortunately for students, it is primarily used
as a repository for assignments, notes, and lectures. When we were assigned this project, I knew
that my students liked to create, interact, and solve real-life problems. Therefore, I looked to a
new LMS, Canvas by Instructure, to develop a five-module course, which would allow them to
do just that. Within this project, I was able to address the cognitive domain via the use of reallife/case study problems. I extended this project to the affective domain by requiring them to
work together in class to solve the case-study problems and interact with each other both in
person and online within discussion boards asking questions and providing feedback. This is
critical as the "affective dimension is not just a simple catalyst, but a necessary condition for
learning to occur" (Perrier & Nsengiyumva, 2003, p. 1124).
Candidates make professionally sound decisions in selecting appropriate processes and resources
to provide optimal conditions for learning based on principles, theories, and effective practices.
Hormone Havoc (511)
This was the final project of EdTech 511 which required me to develop interactive courseware
using Adobe Flash and a Users Manual for the courseware. For this project, I created a game
called Hormone Havoc, which teaches the locations and functions of the endocrine glands in the
body.
Online Tutorial - Muscle Contraction (521)
This project involved the creation of an asynchronous lesson for my students. Specifically, I
created a series of mini-tutorials in which I use bits of animated video to teach my anatomy and
physiology students about muscle contraction. Each tutorial included a knowledge check at the
end, which they were required to pass before moving on to the next.
Almost all of my projects were based on at least one if not multiple learning principles as defined
by Clark and Mayer (2008). However, the Project created for EdTech 511, is one of my best
examples. Within this project I addressed the following principles
Multimedia principle through the use of both words and graphics in the appropriate
labeling exercises (Clark & Mayer, 2008, p. 70)
Contiguity principle by placing labels in close proximity to their associated structures
(Clark & Mayer, 2008, p. 93)
Coherence principle by presenting/including only the information the student needs to
learn and/or complete the task (Clark & Mayer, 2008, p. 151)
The Online Tutorial Project I created for EdTech 521 also addressed a number of learning
principles but different from those in the Hormone Havoc project. The principles addressed
are
Modality principle through the use of narration with the associated animations of muscle
contraction (Clark & Mayer, 2008, p. 117)
Personalization principle by presenting narrated material in a human, personable voice
(Clark & Mayer, 2008, p. 179)
Segmenting principle by breaking down the process of muscle contraction into small,
manageable steps (Clark & Mayer, 2008, p. 207)
Throughout my coursework, the importance of creating a purpose-driven learning environment

has been hammered home. Through the creation of these two projects, I came to realize that this
happens through the use of specific e-learning strategies to engage the learner. These effective elearning principles, delineated by Clark & Mayer (2008), have become an important resource in
the creation of online interactions for my classroom.
S1 - INDICATOR: ASSESSING / EVALUATING

Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate
technologies and instructional materials.
Final Evaluation Report - DCA (505)
This report presents the results of an actual evaluation of the 6th grade one-to-one program at my
school using the goal-free model. Therefore, the purpose of this evaluation was not to
specifically determine its success or failure but to formatively evaluate it against a set of
essential questions regarding program utilization and student impact.
The best example of my mastery of this indicator is the Final Evaluation Report I completed for
EdTech 505 in which I evaluated the 6th grade one-to-one program. The challenges I faced in
doing this evaluation were
The creators of the technology plan, of which this program is a part, are no longer at the
school
No pre-program data was collected
The program has not been evaluated since its inception in 2008
Given these conditions, a goal-free model was used to determine the programs current state of
utilization, usefulness, and impact (Boulmetis and Dutwin, 2011), and to make recommendations
for program improvement and an ongoing evaluation process.
The evaluation process included interviews with key stakeholders and surveys of both the 6th
grade teachers and all 6th grade students. A copy of the final report was given to the
Administration and the Head of the Technology Department. Their reaction was at first, surprise
that the technology program had just floated along for such an extended period of time. From
there it was determined that a full review and evaluation was necessary. An effort they have
asked me to lead with the Head of our Technology Department.
S2 - INDICATOR: 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 Instructional Design Project created in EdTech 503 also contains numerous mechanisms for
assessing the adequacy of learning and evaluating instruction and its implementation including...
An evaluation of the entire lesson by a SME. The results of this evaluation were reviewed
and changes to the Instructor Guide were made to emphasize the importance of circulating
through the students to head off potential problems.
A one-to-one evaluation of key lesson components was conducted by small groups of
students each evaluating a different component. Again, their feedback was reviewed and
changes made specifically to the clarity of the written instructions included in the lesson.
A small group of students were selected to work through the entire lesson. I made notes
regarding the changes that had been made and documented any additional changes that
should occur.
A field trial was conducted with another teacher to determine if the lesson was
written/organized well enough for another teacher to use in their classroom.
Despite the evaluation process being somewhat onerous, the information was invaluable in
making changes to the lesson that enhanced both student engagement and learning. I have used
the experience gained in the completion of this project to modify my own lesson planning
process making it much more focused on the needs and learning characteristics of my students
rather that the material and the timeline for teaching it.
Candidates use multiple assessment strategies to collect data for informing decisions to improve
instructional practice, learner outcomes, and the learning environment.
The Instructional Design Project created in EdTech 503 contains a number of mechanisms for
collecting data to improve instructional practice, learner outcomes, and the learning environment
including...
A student needs assessment that determined each students prior knowledge of the subject
matter and the activities that are included in this project. This helped to identify potential
barriers to learning and where more in-depth instruction needs to take place.
A Learner Analysis which provided insight into the learning mindset of my students.
A Task Analysis which required me to break down my entire lesson according to the type
of learning that was to take place.
Each student was required to document the lesson in their science notebooks noting
specifically their successes and challenges. This information was invaluable in making
additional changes to the lesson for my future classes.
The information gathered was critical in the development and ongoing revision of the lesson and
its focus on the student. As Smith and Ragan (2005) note Design is an activity or process that
people engage in that improves the quality of their subsequent creations (p. 8) I can attest to the
fact that in using this design process in my current lesson planning process has improve the
quality of the lesson, student engagement, and, most importantly, student learning.
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Candidates design and implement assessment and evaluation plans that align with learning goals
and instructional activities.
The Final Evaluation Report I completed for EdTech 505 in which I evaluated the 6th grade oneto-one program presented the following challenges
The creators of the technology plan, of which this program is a part, are no longer at the
school
No pre-program data was collected
The program has not been evaluated since its inception in 2008
Given these conditions, a goal-free model was used to determine the programs current state of
utilization, usefulness, and impact (Boulmetis and Dutwin, 2011), and to make recommendations
for program improvement and an ongoing evaluation process.
To that end, the following essential questions were evaluated with respect to the program
How often are 6th grade teachers utilizing the program in their classrooms and do they
believe it is having an impact on student grades/learning?
How often is the program being utilized by the 6th grade students at DCA and do they
believe it is having an impact on their grades/learning?
What recommendations can be made to improve the utilization and impact of the
program going forward?
The evaluation found that while most students agreed that they were receiving adequate training
on using their computers, a majority of teachers did not. Based on this data, recommendations
were made to increase the amount of professional training offered to teachers on the utilization
of technology in their classrooms.
In closing, the evaluation process and report were deemed so successful, that I have been asked
to lead the process of writing a new, comprehensive technology plan for the school.
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Candidates apply formal inquiry strategies in assessing and evaluating processes and resources
for learning and performance.
Evaluation Report Proposal - Far West Labs (505)
This project required me to create an evaluation proposal for a fictitious company, Far West
Laboratory. The information/data generated as a result of the evaluation would be used to create
an effective marketing and sales strategy for the companys new educational administration
training program.
The Evaluation Report Proposal created in EdTech 505, required that I treat this assignment as if
I were an actual Evaluation Consultant. My specific task was to write a proposal for Far West
Labs to conduct an evaluation of their training courseware and its associated marketing program.
This project required us to conduct a formal assessment of the companys current product
offering, pricing, and marketing strategy. A proposal was then written that included a list of
strategic questions and a detailed action plan for answering each, an overall evaluation action
plan and timetable for the completion of the evaluation, personnel qualifications and roles, and
an estimated budget. It should be noted that the answering of each strategic question involved the
execution of inquiry-based field research.
While this project was never implemented given the fictitious nature of the company, I believe it
clearly demonstrates my ability to assess and evaluate processes and resources for learning and
performance through the use of formal inquiry strategies. The plan that I have created
demonstrates professionalism, includes well-thought out evaluation strategies, and the attention
to detail necessary for a successful execution of such a plan.
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S1 - INDICATOR: MANAGING
Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals.
Digital Divide PowerPoint (501)
This was a group project in which the challenge was to examine a list of seven options that
offered different approaches to addressing the digital divide in Tennessee. Each option was to be
evaluated based on
Access infrastructure
Access equipment
Adaptability training
Adoptability ease of access and use for the end-user
Cost
The strategy we developed was a combination of the options we were given and some
additional options developed by our group.
The Evaluation report completed for EdTech 505 is the best example of my mastery of this
indicator. In conjunction with conducting technology surveys at my school, I also held numerous
meetings with key stakeholders that included teachers, department heads, and administrators. My
purpose in meeting with them was to understand the history of the one-to-one program, its goals,
and how each group perceived the program. Based on these interviews, I selected the goal-free
model to determine the programs current state of utilization, usefulness, and impact (Boulmetis
and Dutwin, 2011), and to make recommendations for program improvement and an ongoing
evaluation process.
Based on my performance and the results of this report, I have been asked to spearhead the
writing of our new technology plan. This plan will undoubtedly include a much greater scope
and level of detail to include costs, timelines, and resource allocations to address the
recommendations made.
To a lesser degree, the Digital Divide Project for EdTech 501 also met the requirements of this
indicator. As a group project, we were each assigned a different approach for addressing the
digital divide in Tennessee and the responsibility for collecting input from each of our team
members for our area. This project required the coordination of my team members effort with
respect to my area of responsibility and my efforts to make sure I was doing my part in
contributing to the other areas as well.
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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.
The best example of my mastery of this indicator is the five-module, anatomy and physiology
course that I created for EdTech 512. As the first portion of the indicator states, provide
supportive learning communities. This project accomplishes this by providing plenty of
opportunities for students to discuss and share their learning experiences and challenges as they
make their way through the course via discussion boards and feedback mechanisms for each of
their projects. Pairing communication and learning together allows students to share their
questions, frustrations, ideas, and receive help and feedback from their peer group (Palloff &
Pratt, 1999).
The next portion of the indicator states the need to create flexible and diverse learning
environments. Within this project, I included a tremendous amount of flexibility by providing
students a variety of learning options/resources for each topic. Additionally, each objective
ended with a different type of project, which required the student to create in order to
demonstrate their mastery of the associated objective. Finally, each unit ended with a
collaborative activity where, with a group of their classmates, students were challenged to solve
a case study using the information they should have learned in the unit. The use of case studies is
a key component to engaging the student in relevant situations, which requires them to apply
what they have learned. As noted by Wlodlowski (1999), student motivation to engage and learn
is enhanced when there is a sense of personal relevance on the part of the student to the material.
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Candidates establish mechanisms for maintaining the technology infrastructure to improve
learning and performance.
This was a group project in which the challenge was to examine a list of seven options that
offered different approaches to addressing the digital divide in Tennessee. Each option was to be
evaluated based on
Access equipment
Cost
In both the Digital Divide PowerPoint (501) and the Final Evaluation Report DCA (505),
evaluations were conducted to determine the status of current technology and technology-based
learning environments. Within the Digital Divide project, recommendations for addressing the
challenge of people in Tennessee simply not having access to the Internet and the learning that
can take place in an online environment. As noted in the project description, these
recommendations were based on their perceived impact on infrastructure, equipment, training,
and ease of access, all relative to their associated costs.
The Final Evaluation Report was more relevant in that it involved the evaluation of the 6th grade
one-to-one program at my school. Amazingly, at its inception, there were no measurable goals or
objectives established nor a mechanism for ongoing evaluation and adjustment. Given this, a
goal-free model was used to determine the current state of the program from the perspective of
key stakeholders such as administrators, teachers and students. The results of this evaluation
were recommendations to resolve the issues identified in the evaluation specifically with
providing more teacher training and support in the use of technology in their classroom for
student learning.
The creation of this Final Evaluation Report demonstrated to me three critical points. First,
defining the why for everything I do with regards to my students is essential to providing an
optimized learning environment in my classroom. Second, things change and a thorough review
of what I am doing on a regular basis is critical in support of my first point. Finally, get
feedback! You can never get too much feedback which, again, is necessary in support of
optimizing my students learning environment.
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S1 - INDICATOR: ETHICS
Candidates demonstrate the contemporary professional ethics of the field as defined and
developed by the Association for Educational Communications and Technology.
Reading through the AECT Code of Professional Ethics, there are a number of ways that I have
embodied the standards they set forth
As a sixth grade teacher in a one-to-one school where each student is given a laptop/tablet
beginning in the sixth grade, my number one priority, before any learning can occur, is to create
a learning environment in which my students feel safe and know how to be safe in their use of
technology. This means establishing standards of conduct in my classroom for how we interact
with each other and with technology. But it goes beyond just what I do. Our learning
environment is really a product of each student holding others accountable for their part in
keeping it safe. To be successful, I need my students to not just obey rules but to develop their
own code that they demonstrate on a daily basis through their actions and interactions. They
should leave my classroom, prepared to safely and respectfully work with technology and others
Individuality is a key component to learning in my classroom. Discussion, in my opinion, is a
key component of learning, and while we all may have different ideas and opinions, it is through
the discussion of these varying points of view, that true depth of learning takes place. As a
Christian academy, we have students of varying degrees of faith. Therefore, it is critically
important for me to allow my students to express their own belief structures in our classroom. It
is also important they learn that, while we may not always agree, we are still a community of
faith and learning to support each other despite these differences. I believe that this lesson is the
most important I teach in my classroom.
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S2 - INDICATOR: ETHICS/DIVERSITY
Candidates will design and select media, technology, and processes that emphasize the diversity
of our society as a multicultural community.
Web Accessibility (502)
This project entailed the creation of a web-accessibility resource webpage for students involved
in the design and publishing of websites. Its function is to provide information and resources
regarding
What does web accessibility mean with regards to website design and functionality
Standards and guidelines for web accessibility per Section 508 of the Rehabilitation
Act and the Web Content Accessibility Guidelines (WCAG 2.0)
Links to specific compliance and accessibility tools that can be used in their website
design process
ID Project (503)
of a multi-faceted lesson for my students on creating a hydroponic growing system. This project
includes
A needs assessment
Learner analysis
ARCS table
Instructor guide
Student content
Formative evaluation plan and report
The Web Accessibility Project was created to educate my students on the importance of
designing websites so that they can be accessed by all people including those that have some
sort of disability. To this end, I provided information and resources to assist students in the
design of web sites/pages that meet the standards and guidelines of Section 508 of the
Rehabilitation Act and the Web Content Accessibility Guidelines.
Within the ID Project (503), I conducted a needs analysis of my students to determine what
differences might exist in the way that my students prefer to learn and what prior knowledge they
may have regarding the context of the lesson. This was done via a survey instrument and the
information gathered was used to identify potential barriers to learning and where more in-depth
instruction needed to take place.
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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.
Scavenger Hunt (502)
The Plagiarism Scavenger Safari was created as an engaging way to teach students about
plagiarism. Designed as a Webquest, it presented information through a series of websites the
student had to visit and answer questions about. An answer key was provided so that the students
could check their success in answering the questions. When I implemented this in my class, the
things that struck me the most were
Students were accessing the information in different orders based on their interest in the
website titles
The Webquest sparked a number of questions and discussion regarding plagiarism
Overall, I believe it was more engaging and gave them a much better understanding of the topic
than simply another lecture on why we shouldnt cut and paste.
Netiquette (502)
This project consisted of a simple webpage designed to provide my middle school students a list
of Safe Bets for the Net. In my "one-to-one" classroom students utilize technology extensively
in self-directed learning activities. Therefore, it is important that they understand the
responsibility of accessing and how to stay safe in an online environment.
The Plagiarism Scavenger Hunt (502) and the Netiquette Project (502) clearly demonstrates my
mastery of this indicator. The Plagiarism Scavenger Hunt teaches students what plagiarism is,
compares direct copying to paraphrasing, and when they need to cite their sources. This is done
via a Webquest hunt to track down the correct answers to questions about plagiarism. Students
can then use the provided answer key to determine how they did.
The Netiquette Website I created for EdTech 502 specifically addresses how to be safe and
behave while in the classroom and online. The website presents material to the student on topics
such as sharing information online, chat rooms and discussion boards, and online bullying.
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Candidates conduct research and practice using accepted professional and institutional guidelines
and procedures.
Learning Theories - Constructivism (504)
This Learning Theories research paper focuses on Constructivism. Within this paper, I address
Key contributors to the theory

The driving principles behind it
Its application in the classroom
Constructivism and Technology - A Blended Approach (504)

This project is a research paper in which I examine how students have changed and the need to
develop a learning environment to fits each students unique digital personality. Within this
paper I address
The development of learning theory

The benefits that constructivism offers over behaviorism and cognitivism in creating a
differentiated learning environment
Both of the projects I have listed for this indicator, the Learning Theories Paper and the Theories
in Educational Technology paper, required that I find and properly cite, according to APA
formatting, credible sources to use. The determination of credibility was based on the author, the
authors point of view in their research (balanced versus one sided), and the publication in which
they were found. Additionally, the number of times the research was cited by others in their own
research was also a factor.
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S4 - INDICATOR: COLLABORATIVE PRACTICE

Candidates collaborate with their peers and subject matter experts to analyze learners, develop
and design instruction, and evaluate its impact on learners.
School Evaluation Summary (501)
For this project, I conducted a Technology Maturity Survey at Downtown College Academy (a
pseudonym). The purpose of this survey was to evaluate the technology maturity level and stage
of use exhibited by the school. The School Evaluation Summary report itself presents the results
of this survey, along with the demographic profile of the school, within the following categories:
Administrative, Curricular, Support, Connectivity, and Innovation. For each category, the school
was rated based on behaviors and resources/infrastructure. The rationales for the ratings in each
category were also given.
ID Project (503)
of a multi-faceted lesson for my students on creating a hydroponic growing system. This project
includes
A needs assessment
Learner analysis
ARCS table
Instructor guide
Student content
Formative evaluation plan and report
Two of the projects I completed which required me to collaborate with my peers were the School
Evaluation Report completed for EdTech 501 and the Instructional Design Project I completed
for EdTech 503.
The School Evaluation Report involved meeting with members of school administration, the IT
Department and teachers to discuss the current state of the technology program at our school
with respect to administration, curriculum, support, connectivity, and innovation. The end result
was the hope that a formal evaluation of the technology plan at my school would take place.
While not the entire school, I did conduct an evaluation of the one-to-one program in the 6th
grade for EdTech 505.
During the Instructional Design project, I discussed the project with a subject matter expert at
our school, had him evaluate the lesson, and then met again to receive his feedback. Changes to
the lesson were made to incorporate his suggestions.
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S4 - INDICATOR: LEADERSHIP
Candidates lead their peers in designing and implementing technology-supported learning.
At our school, the anatomy and physiology course is taught in the traditional method
predominantly lecture, book reading, and memorization. Through the final project for EdTech
512, I had the opportunity to change that. Before beginning, I sought the input of others in the
science department in discussion of approaching with an increased focus on student engagement
and choice.
From these discussions, I created BodyQuest as a test to determine if offering students choice in
how they learned, assessments of mastery via the creation of products, and collaborative learning
would impact their level of achievement.
This use of student-choice in learning, activities to show mastery, and a case-study approach
encompasses a constructivist view of learning based on the importance placed on discoverybased activities and student-driven learning (Carlile and Jordan 2005). Additionally, research has
shown that by structuring the curriculum based on the constructivist approach, students achieve
at a higher level than those within a direct instruction-based model (Pfannenstiel, 1997).
To date, we are still collecting data on the results but initial indications show a significant
improvement in student achievement and engagement.
21
S4 - INDICATOR: REFLECTION ON PRACTICE

Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design,
development and implementation of technology-supported instruction and learning to enhance
their professional growth.
The hardest part about being an educator is to be able to honestly self-assess my practice whether
in the classroom or in the preparation of lessons. As objective as I try to be, I am still jaded
from the perspective of Hey I created this it must be good! The process of getting feedback
from my classmates and from my peers at school opened my eyes to the value that feedback can
have in making my work the best that it can be. In fact, since we do so much writing in my 6th
grade Earth Science classes, I have asked the 6th grade English teacher to partner up and provide
feedback on how well I am structuring my writing assignments and instructions from an English
curriculum perspective.
For the BodyQuest assignment, I not only sought feedback from my classmates via a structured
rubric-based review but also from my fellow science teachers. This feedback was invaluable to
me in making this product better in its navigation, content, and activities. I am still making
improvements as I collect feedback from my students on an ongoing basis.
This feedback process is now an integral part of my lesson/unit planning.
22
S5 - INDICATOR: THEORETICAL FOUNDATIONS

Candidates demonstrate foundational knowledge of the contribution of research to the past and
current theory of educational communications and technology.
Technology and the Constructivist Classroom - Annotated Bibliography (504)
In this annotated bibliography I review the literature with respect to the integration of
constructivism and technology in todays classroom. This project was completed in preparation
for writing the final research paper for EdTech 504, Constructivism and Technology A
Blended Approach.
paper I address

The benefits that constructivism offers over behaviorism and cognitivism in creating
differentiate learning environments
The projects that best demonstrate my mastery of this indicator are the annotated bibliography
and synthesis paper written for EdTech 504. The writing of the annotated bibliography provided
me with a strong background of knowledge with regards to the integration of constructivism and
technology from a number of different research perspectives. From there, I was able to write a
synthesis paper that examines the increasing impact of technology in todays classroom, a brief
history of learning theory ending with an in-depth discussion of constructivism, and finally,
strategies for blending constructivism and technology in the classroom. In the end, I realized that
by understanding the history and background of constructivism and technology, it allowed me to
write a much better synthesis paper on blending the two in the classroom.
Within my classroom and my increasing move to a more constructivist model, the process of
writing the two papers demonstrated to me the value of understanding the development of the
theory over time. Additionally, it provided me with great insight into how to blend a learning
theory that can be traced as far back as Socrates with the technology of today. In the end, having
this knowledge has improved the decisions I am making in changing the learning environment of
my classroom.
23
S5 - INDICATOR: METHOD
Candidates apply research methodologies to solve problems and enhance practice.
This was a group project in which the assignment was to read and investigate the digital divide
that exists today. As life becomes more and more entwined with the online world of the
Internet, not having access and/or adequate training on how to use this powerful tool places
individuals at a disadvantage in almost all aspects of their lives.
The challenge we were given was to examine a list of seven options that offered different
approaches to addressing the digital divide in Tennessee. Each option was to be evaluated based
on
1.
2.
3.
4.
5.
Access equipment
Cost
The strategy we developed was a combination of the options we were given and some additional
options developed by our group.
paper I address

The benefits that constructivism offers over behaviorism and cognitivism in creating
differentiate learning environments
There are a number of projects that demonstrate my mastery of this indicator. The first is the
Digital Divide Project for EdTech 501. For this group project we were given the task of
developing strategies for addressing the lack of online access and training for certain user
populations in Tennessee. To do this, we conducted research in the areas of infrastructure,
equipment, training, ease of access, and cost. The recommendations made included subsidized
Internet access but with the requirement of training and education as a condition of subscription.
Additionally, it was recommended that a Technology Truck program be implemented. This
program, which would have a neighborhood schedule, would function to assist those not
knowledgeable enough or able to afford the typical technical support options. This is a great
example of conducting research within a real-world application.
The research paper written for EdTech 504 clearly demonstrates the use of research to make
recommendations to solve problems and improve practice. In addition to an overview of
constructivism and technology based on the annotated bibliography written for this paper, it also
24
provided recommendations that would help in the blending of the two in todays classroom. It
also provided support in the form of previous research on the benefits of such a model. This is
important, as simply plugging technology into a classroom does not necessarily result in
increased learning. As noted by Riel (1990), "...new tools alone do not create educational
change. The power is not in the tool but in the community that can be brought together and the
collective vision that they share for redefining classroom learning (p. 35).
25
CONCLUSION
Looking back over the work I have completed as a part of my MET program, I can see how my
approach and process with regard to the creation of educational content has improved over the
last two years. When I started the program, my goal was to learn how to utilize technology in a
more effective manner in my classroom. But what I got was not only how to implement
technology into the classroom but the why of implementing technology in the classroom. The
research conducted as a part of my program has shown me the importance of structure, content,
and student interaction within a technology-based lesson in order for learning to take place.
Projects such as the annotated bibliography and synthesis paper for EdTech 504 have provided
me the foundational knowledge for creating lessons based on best practices for achieving student
engagement and learning. I now approach my lesson planning and technology usage knowing
that the why is just as important as the what in creating the best learning environment for my
students.
Another important aspect of the program for me was the value of evaluation in the teaching
process. For example, at its onset, the ID Project created for EdTech 503 seemed to be just
another exercise in lesson planning. However, critical to the process, was the Needs Analysis, the
use of a subject matter expert for review, and the student evaluation process. The input I received
from each of these processes was instrumental in making changes to the lesson that addressed a
number of issues that I typically do not see until I actually teach the lesson. While not to the
same extent, I have incorporated the use of peers in reviewing some of my lessons. As I
indicated earlier, we do a lot of writing in my 6th grade Earth Science classes. Given that, I
typically will have the 6th grade English teacher review any assignment that involves a lot of
writing to make sure the structure and instructions are consistent with what she is teaching in her
classes.
Overall, I believe I am a better teacher now than I was at the beginning of the program. Why?
There are a number of reasons
I am incorporating more research-based purpose in my lesson planning.

Technology is incorporated with a focus on student engagement and learning not just as
a cool way to do it.
Feedback is sought, not only after my lessons from my students, but also before my
lesson sometimes as test activities within other lessons or from review by my peers.
So where do I go from here? The more I have learned about the use of technology in education,
the greater my interest in how gamification can be incorporated into my classroom. I watch my
son play on his Xbox, and it constantly amazes me the learning process he goes through. The
feedback mechanisms, learning strategies, trial and error, and peer tutoring are all things that
could be applied to the classroom. The big question, as I have read often, is how. So from here,
my goals are to continue my development as a teacher by
Creating purposeful learning environments based on research

Making feedback an integral part of the lesson planning and teaching process
Seeking ways to incorporate game mechanics in my classroom to increase student
engagement and learning not just for fun
26
There is a quote that I have on my desk that says Life as a Teacher begins the day you realize
that you are always a LEARNER. As my two years in the MET program have taught me, I still
have a lot more to learn!
27
REFERENCES
Boulmetis, J., & Dutwin, P. (2011). The ABC's of Evaluation (3rd ed.). San Francisco, CA:
Jossey-Bass.
Carlile, O. (2005). It works in practice but will it work in theory? The theoretical underpinnings
of pedagogy. Emerging Issues in the Practice of University Learning and Teaching.
Retrieved from http://www.aishe.org/readings/2005-1/
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning. San Francisco, CA:
Jossey-Bass/Pfeiffer.
Harel, Idit. Papert, Seymour, & Massachusetts Institute of Technology. (1991). Constructionism:
Research reports and essays, 1985-1990 (p. 3). Norwood, NJ: Ablex Pub. Corp.
Iiyoshi, T., Hannafin, M. J., & Wang, F. (2005). Cognitive tools and student-centered learning:
Rethinking tools, functions and applications. Educational Media International, 42, 281296. doi:10.1080/09523980500161346
Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective
strategies for the online classroom. San Francisco: Jossey-Bass Publishers.
Perrier, F., & Nsengiyumva, J. (2003). Active science as a contribution to the trauma recovery
process: preliminary indications with orphans from the 1994 genocide in Rwanda.
International Journal of Science Education, 25, 1111-1128.
doi:10.1080/0950069032000052225
Pfannenstiel, J. (1997). Kindergarten learning environments and student achievement: A
study of constructivist and traditional teaching approaches. Executive summary.
Columbia, MO: University of Missouri-Columbia, Project Construct National Centre.
28
Riel, M. (1990, January/February). Building a new foundation for global communities. The
Writing Notebook, pp.35- 37.
Rockman et al. (1996). Evaluation of Bill Nye the Science Guy television series and
outreach: Executive summary. San Francisco, CA.
Soto, V. (2013). Which instructional design models are educators using to design virtual world
instruction. Journal of Online Learning and Teaching, 9(3), 364-75.
Why WebQuests? | Tom March. (n.d.). Retrieved from http://tommarch.com/writings/whywebquests/
Wlodkowski, R. J. (1996). Enhancing adult motivation to learn: A comprehensive guide for
teaching all adults. San Francisco: Jossey-Bass Publishers.
Zirkin, B.G., & Sumler, D.E. (1995). Interactive or non-interactive? That is the question!!! An
annotated bibliography. Journal of Distance Education,10(1), 95-112.
29

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M.E.T.

Program Boise State University

Throughout my coursework, the importance of creating a purpose-driven learning environment

S1 - INDICATOR: ASSESSING / EVALUATING

Key contributors to the theory

Constructivism and Technology - A Blended Approach (504)

The development of learning theory

S4 - INDICATOR: COLLABORATIVE PRACTICE

S4 - INDICATOR: REFLECTION ON PRACTICE

S5 - INDICATOR: THEORETICAL FOUNDATIONS

The development of learning theory

The development of learning theory

I am incorporating more research-based purpose in my lesson planning.

Creating purposeful learning environments based on research

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