Brittni Darrington

December 5, 2017
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.

Throughout the program, I have learned that it is important to use a variety of media,
tools, lesson structures, etc. to accommodate multiple learner preferences. The
asynchronous lesson incorporates different materials and tools that allow students to
learn in a variety of ways. I created a VoiceThread presentation where students are able
use their own voices to answer questions within the presentation. I included an article
and discussion questions to encourage critical thinking. I provided students with
instructions to create a presentation using Adobe Spark Video. Finally, I created a quiz
on the material in a game format using Quizizz. In this one lesson, I have established
opportunities for students to read, speak, listen, write, and create. The jigsaw activity
used a different approach from the asynchronous lesson. I placed students into groups,
and each group is given a psychological disorder to research. I have provided a variety
of resources given to each group. Each member of the group is expected to become the
expert on their assigned disorder, so they can then split up and teach the remaining
groups what they have learned. I created both of the websites that house these lessons,
as well as the activities found in each. The assortment of activities found in these two
lessons demonstrates my ability to create a wide variety of instructional materials. The
lessons could be used in a blended or online environment demonstrating my ability to
cater to different learning environments. I continue to strive to create materials and
environments where students can succeed and enjoy the learning process.

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

I chose to use Piktochart to create my educational technology definition graphic. I chose

Piktochart because I felt that creating an infographic about educational technology would
deepen my understanding of its definition and therefore, enhance my pedagogy. Before
beginning this program, my definition of educational technology was quite simple,
technology that is used in education. As I created my definition graphic, I learned just
how much more complex educational technology is. One of the greatest pieces of the
definition that stood out to me was that educational technology is meant to help facilitate
learning, which means students should be able to be more involved in and take more
control of their own learning. I tried to apply what I had learned by implementing
technology that would allow students to be take more control of their own learning. An
example is the content area projects I created. Each project is a lesson that incorporates
technology that would combine my content area with others. I tried to focus more on how
I could use technology that would allow students to be more involved in their learning
experience. Rather than only being recipients of information, these lessons allow
students to be creators. Students use various websites to create an ebook, a comic strip,
their own flashcards, and a presentation with voice recordings. I researched several
different technology tools and then carefully selected those I felt would best support
student learning. I have learned that educational technology is not as much about the
technology itself, but how we choose to use it.

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

the effective integration of appropriate technologies and instructional materials.

The relative advantage chart and the evaluation plan portion of my instructional design
project both required me to assess and evaluate effective technology integration and the
use of instructional materials. When integrating technology, it is important to first choose
objectives and then evaluate if and what technology can be used to meet those
objectives rather than trying to design instruction around a particular technology. The
relative advantage chart required me to take ten learning objectives and determine the
technology tools that would best help students meet each of those objectives. I
determined what advantages each type of technology could bring to the learning
environment and what I expected the students to learn from using that technology.The
evaluation plan is the process I used to determine the effectiveness of a training I
designed to teach students how to use Edublogs in education. I evaluated the
effectiveness of the training in the following four areas: learner reactions, learning,
changes in behavior, and whether or not the training met its objectives. When evaluating
my own instruction, I focused on learning and whether or not my objectives were met,
but rarely did I ever assess learner reactions or changes in behavior. I am now in charge
of conducting professional development meetings with our staff and have created a
satisfaction survey to assess learner reactions. I also follow up with participants through
an email or a visit to their classroom to see whether any changes in behavior have
occurred.

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

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

My ID Project is a teaching unit with the objective of instructing students on how to

create and use Edublogs as a reflection journal throughout their academic experiences.
The instructor guide is a step-by-step process for the instructor to follow in order to
effectively deliver the training. The instructor guide demonstrates my ability to effectively
manage processes by providing easy to follow directions for the instructor to deliver the
content and facilitate the activities. The guide provides instructions to manage people by
providing guidelines and directions for interacting with students. The guide informs
instructors of the appropriate times for students to work in groups and interact with one
another and when work should be done individually. The instructor is provided with all
necessary materials, such as video tutorials and rubrics, to govern the learning process.
Instructors are also told when to walk around the room and how to group students in
order to better manage the physical space throughout the training. If followed, the
instructor guide provides all the necessary tools and information to achieve the goals of
the training.

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

The Association for Educational Communications and Technology (AECT) has

developed a set of standards to provide educators with guidelines for the professional
and ethical use of technology. As I have studied the AECT Code of Professional Ethics, I
have found the standards that are provided can help solve many of the problems that
may arise when using technology in education. Following the AECT Code can help keep
both students and educators safe by creating and maintaining a high professional
environment. In my professional ethics paper, I discuss how these standards can be
applied in a real-life scenario regarding a teacher who is using websites with her
students that require them to provide information to create an account. The AECT Code
offered a variety of solutions that particular teacher could incorporate that would help
keep students safe online. The AECT Code not only provided a solution for that distinct
problem, but it also provides a means for us to see potential issues that could occur with
technology and prevent them before they occur. Writing this paper forced me to take a
closer look at my own behavior regarding the use of technology in my classroom. I now
pay closer attention to the websites and tools I give my students access to and monitor
their use much more closely. I recognize that it is my job to provide a professional,
respectful, and safe environment for my students to learn in, and following the AECT
Code aids in creating such an environment.
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.

Perhaps the most valuable lesson I have learned throughout the M.E.T program is that
technology should not be used just for the sake of using technology. We should be using
technology with a purpose. Technology should enhance our students learning
experience and allow them to do things that would otherwise be impossible. As
educators, we should determine our objectives first and then decide if it would be
beneficial to use technology in order to meet those objectives. I feel that I applied this
pedagogy in both the tech trends and Internet lessons. I want my students to have a
voice and be able to share that voice with others outside of our classroom walls. I
created a classroom blog for students to use as part of the tech trends lesson. I included
instructions on the blog for students to be able to create their own blogs. I also created a
lesson plan to demonstrate how the blog would be used. The goal is not that I want my
students to know how to use blogs, but I want them to have a platform to practice their
writing and share their thoughts with others. The Internet lesson used three different web
tools. While designing this lesson, I did not choose the tools first. I developed the
objective and then designed the activities I wanted students to complete in order to meet
the objective. Only after I had decided what it was I wanted students to know and do, did
I then choose the technological tools that would best fit each activity. The focus was on
learning and not technology. In both instances, technology was used appropriately to
improve student learning and performance outcomes.

2.2 Using: Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.

When technology is used in education, it should have instructional value. The classroom
blogging activity requires students to research a topic and write about it on a classroom
blog. The use of a classroom blog allows students to feel they have ownership of their
content, while still allowing the instructor to monitor what is posted. Students are then
required to interact with one another by commenting on each others posts and
responding to those comments. This activity develops writing and communication skills
that are important for everyone to acquire. The Instructional Software Lesson uses
websites and games to promote critical thinking and problem-solving skills. Students first
go to a website where they are asked to solve a riddle and answer questions. Next, they
navigate to another site where they play a game that teaches them about correlation, a
concept they learn in psychology. The lesson ends with students competing in a review
game using Kahoot!. The pedagogy I have acquired through the M.E.T. program
suggests one of the greatest things we can teach our students is how to be lifelong
learners and how to use technology to learn even upon leaving the walls of a classroom.
These two lessons are based upon that pedagogy and use appropriate technologies and
processes that show learners web tools and technology can be used to learn new things.

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 evaluation report was a great learning experience for me. I learned that formal
evaluation requires much more than just looking at the end results. A formal evaluation
involves looking at the objectives and going through an inquiry process to determine
whether or not those objectives have been met. I chose to evaluate the Safe Schools
program used by my district. Safe Schools is a program for all employees within a school
district used to train staff on issues concerning school safety. My goal in evaluating the
program was to determine whether or not Safe Schools was successfully preparing
employees to handle bullying situations and execute safety drills. The inquiry process
included interviewing the districts Safe Schools coordinator and developing and
distributing a survey to all staff members. I then had to evaluate the gathered data and
determine whether or not the Safe Schools program was meeting the districts
objectives. I determined the Safe Schools program is effectively meeting the majority of
the school districts objectives, but that it should not be solely relied on for school safety
measures. The evaluation process taught me how to take a tool or lesson and be able to
assess whether or not they are effectively meeting the desired objectives.

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.

The creation of this online course required me to consider all aspects of the standard
above. I had to manage technological processes and resources due to the entire course
being online. In an online course, the instructor has to make sure it is easy to navigate
and instructions are given on how to complete all required tasks. The course I created is
easy to navigate and all materials are easily accessible. There is a resource collection
using Pinterest for students to explore and add various resources. A sense of community
is created through the use of an icebreaker, discussion boards, and collaborative
assignments. The students in this course participate in a jigsaw activity, create a shared
document, and a presentation. As an instructor in this course, I would also interact with
students through the discussion boards and a video conferencing tool to help create a
supportive learning community. The learning environment is flexible as students are able
to complete assignments at their own pace. Students do have some choice in topics
they want to learn about and how to complete some assignments. Several types of
media are used throughout the course including, YouTube videos, images, VoiceThread
presentations, and Google Slides presentations. There are also a variety of learning
activities to meet the needs of diverse learners and learner preferences.
 2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.

Learners come in all different shapes and sizes. As educators, it is important for us to
meet the needs of our learners, and there is a variety of ways to do so. The web
accessibility link page addresses how we can make the web more accessible for senior
adult users. There are links to explain what web accessibility is and ways to customize
computer settings and websites for senior users. Many of the resources could also be
used to assist students with vision, hearing, or mobility impairments. The assistive
technology project goes further by identifying technologies to assist students with
cognitive, physical, and sensory difficulties, and at-risk students. The project also
includes technologies to assist a group of learners who, I believe, are often overlooked
when it comes to needing assistance. Gifted and talented students should also be given
tools to further their learning and meet their potential. It is imperative that we learn about
our students and design instruction and tools to help meet their needs. These
assignments helped me discover resources that exist to help include all learners in the
learning process. They also helped me consider other differences that may exist among
my students, such as language barriers, and I have since found technology tools to help
those students learn as well.

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.

I created the Virtual Field Trip to provide an alternative way for students to learn about
the original New England Colonies. Students can not go back in time to visit these
colonies, and many students do not have the financial resources to visit them as states
today. The Internet offers students an opportunity to explore these areas and experience
history in a way that would otherwise be impossible. This field trip makes learning about
the colonies more engaging. Students are asked to fill out a chart and answer questions
as they explore pictures, links, maps, and videos for each colony. The assignment
creates a learning environment where students are more involved in their own learning,
and the instructor takes on the role of a facilitator rather than being front and center,
which are both research-based best practices. The Project-Based Learning Unit also
allows for the instructor to take on a facilitator role and for students to take more control
of their learning. In this unit, students work in groups over a five-week period conducting
research and creating a product to be presented at an open house for the community.
Students collaborate together and are given the choice as to what they would like to
create for their final product. There are multiple methods of assessment, and students
get to share their creations with a wide audience. The PBL unit creates a learning
environment where students get to solve problems and learn by doing.

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.
The m-Learning Activity is an activity for an introductory psychology course that can be
completed on any mobile device. It incorporates a variety of tasks including a scavenger
hunt, a video, and a quiz. Students can choose the order in which they complete the
tasks and can complete them at their own pace. The activity provides optimal conditions
for learning because it is easily accessible on mobile devices, which many students have
access to. Each resource on the webpage was also carefully selected to help further
learning and engage students. The Resource page was created to share all the different
resources I used throughout the Integrating Technology into the Classroom Curriculum
course. There are fifty resources with short descriptions to explain their use. There are
resources specific to a psychology classroom and many that could be used for any
content area. Each resource was chosen as a tool for students and/or teachers to use
and to help create a classroom environment conducive to 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.

Designing my Instructional Design Project taught me a lot about assessment. I have

always tried to use a variety of assessment methods, but most often I have tried to
assess learning at the end of a lesson or unit. This project showed me the importance of
assessing my students needs before any real teaching begins. I used Google Forms to
give students a survey to assess their needs before designing the instruction in my ID
Project. I asked questions to see how much they already knew about blogs and what
they needed to know. I then used that information to inform decisions that would improve
my instructional practice. I also used surveys, observation, a quiz, and rubrics to assess
student learning during and after the instruction. Gathering this information made it
possible for me to view learner outcomes and see which areas of the lesson students
needed further instruction on. I also learned that it is not only important to assess
student learning but to also assess the quality of the instruction itself. I created a survey
for a subject matter expert to assess the quality of the instruction. I reviewed the results
of this survey and made changes to the objectives and timing of the instruction
according to the experts suggestions. I also created a student satisfaction survey to be
completed at the end of the instruction to allow me to see how students viewed the
learning environment. It is crucial that we as teachers continue to change and evolve our
teaching, and the best way to do this is by assessing the needs of our students and
tailoring our instruction accordingly.
3.4 Managing: Candidates establish mechanisms for maintaining the technology
infrastructure to improve learning and performance.

I had to do a little work to track down my districts technology plan in order to complete
the school evaluation. I looked over the plan, spoke with administrators, gathered
demographic data, and made observations to complete the evaluation. I evaluated the
current use of technology, the budget, future plans for implementation and integration,
etc. I learned a lot about the time and money it takes to create and maintain a
technology use plan for a whole district. It requires more than just the purchase of
devices. A district also has to take into consideration the infrastructure that must be in
place to support devices, training both staff and students to use devices in a
transformational manner, keeping devices up to date, and more. I did not know of the
technology plan that was in place in my district until I had to complete this assignment,
and I know many teachers still do not know it exists. I decided I wanted to be informed
and be more involved in the decision making process. I have since become a member of
the technology committee that creates the technology use plan, and I am working to
improve the integration of technology throughout the district.

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 Copyright Scavenger Hunt and Netiquette webpages both hold information I believe
should be covered at the beginning of the school year with any age group. I think staff
should receive training on each of these topics and should renew or review that training
each year. As we use more technology in our schools, it is important that both staff and
students know their legal rights and limits and how to be safe online. Many students do
not understand the consequences they may face for copyright infringement. Many also
do not know they have rights concerning anything they create and post online. The
Copyright Scavenger Hunt is designed to educate students on such topics. Students visit
four different websites to find the answers to questions that will give them a better
understanding of copyright laws. The Netiquette page goes over some basic rules for
high school students to follow in order to communicate safely and respectfully online.
Students and teachers should follow these rules whether in a blended or fully online
environment. Some of the basic rules include remembering who you are talking to and
that they cannot see facial expressions, keeping your personal information private, not
responding in anger, and always being respectful. Following these rules will help foster a
respectful and safe learning environment.

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

learners with diverse backgrounds, characteristics, and abilities.

In order to create a learning community that celebrates our students differences, we

must first know our students. I have learned that one of the fastest ways to gain my
 students respect is to show them that I care. I do this by taking the time to get to know
them. I like to know their likes and dislikes, their hobbies, their learning preferences, etc.
I gather this information through surveys, icebreakers, conversations, class discussions,
and other interactions. I also like to ask my students what they need from me in order to
be successful. The Get to Know You Surveys are meant to gather information from
students and their parents that I can use to tailor my instruction to meet the needs of
each student. It is good to be aware of any challenges students or their parents may
expect to face because I can then be more empathetic and take measures to ease those
challenges. I have always completed a get to know you activity in my classes, but I
never really thought about getting the parents involved until I completed this assignment.
I believe that giving the parents a chance to provide information is valuable. Parents
often know their children better than anyone else and might share information that
students would not. The Online Community Building Strategies share six different
activities that would take place in an online class in order to create a sense of
community. The activities allow students to share their different personalities and interact
with one another in a respectful manner. Students of all abilities and backgrounds can
participate and complete the activities and be involved in the classroom community. A
few of the activities allow students to show their individuality and are designed to
encourage students to learn from one anothers unique backgrounds and abilities. Other
activities are designed to foster group work where each student can bring a unique
perspective and set of abilities to contribute. Getting to know students and deliberately
creating opportunities for students to show their individuality and learn from one another
fosters a learning community that empowers a diverse group of learners.

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.

The ID Case Study was a collaborative effort to complete. Two of my peers and I met
with our instructor face-to-face using an online synchronous communication program.
During this meeting, we received guidance from our instructor and made a plan as to
how we would work together moving forward. We then worked collaboratively on a
Google Slides presentation, which we converted to a VoiceThread presentation. We
were given three different case studies that demonstrated the part instructional design
has in a variety of job sectors. Each of us took on the role of an individual involved in
every one of the scenarios. We identified the concerns each individual might have in the
given situation. We then discussed and decided upon several instructional design
options as possible solutions to address each concern. The three of us sent various
emails back and forth and used the Google chat feature to decide upon the best
methods to design curriculum, instruction, and trainings for each scenario. Collaborating
with my peers opened my eyes to other perspectives I would not have otherwise thought
of. We were able to come up with a larger variety of solutions to the problems in each
case study as a group than if we had completed the assignment individually. I have tried
to collaborate with my colleagues whenever possible. I have learned that every
individual brings different thoughts, experiences, and ideas to the table, and it is
beneficial to work together to solve problems and design valuable learning experiences
for our students.

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

Blogging is a great way to share information with others. In my blog, I explore a variety
of topics. My posts relate to technology, education, and how I use technology both in my
home and in my career. I began blogging this previous summer before beginning my
new job as a technology integration coach. Many of the current posts discuss my ideas
and thoughts about how I expected to fulfill my job responsibilities. The blog
demonstrates my ability to be a leader because I discuss important aspects of
technology integration, and I am sharing my voice in a professional manner with other
educators. Due to starting two new jobs and trying to finish the MET program, I have not
kept up with my blog as I would like to. My blogging plan shows the ideas I have for
future blog posts. I intend to begin writing again soon to continue sharing my triumphs
and failures in my life as a mom, online teacher, and technology integration coach and to
establish my role as a leader in the field of educational technology.

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.

If we do not reflect on our practice, then we never improve and grow. Using rubrics and
other tools to evaluate on our own work allows us to see where improvements can be
made. My self-evaluation for EDTECH 523 includes a reflection on whether I met the
goals of my project and a rubric where I rate my performance in several categories.
Evaluating myself gave me an opportunity to look at my work from another perspective
and identify areas that needed improvement. In my learning log, I reflected upon each
assignment I completed for EDTECH 501. When I first began the process, I felt that it
was busy work, and I did not really appreciate the value that lies in the reflection
process. Upon writing two or three reflections, the purpose began to become more clear
to me. I found that reflecting on my work required me to articulate what I had learned
and why I made the choices I did. It made me look at how I could continue to improve
myself and forced me to make plans for the future.

4.4 Assessing/Evaluating: Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.
 The format of the PBL Assessment Plan is one that I will continue to use. The plan is
created using a table with columns for the name of the assessment tool, a description,
the type of assessment, the standards addressed, and the materials needed to conduct
the assessment. This format requires me to list the standards and learning goals that are
being addressed with each assessment, and I can easily look to see if all standards are
addressed or if some are missing. It ensures that all learning objectives and standards
will be assessed throughout a learning unit. I was also able to see the variety of
assessment methods that are at my disposal. In this plan, students are assessed by
rubrics, class discussions, journal entries, peer-evaluations, and self-evaluations.
Because they are closely aligned with the learning goals and standards of the unit, I can
easily see the students who have met the objectives and those who still need further
help and instruction. While part of my evaluation plan for the online course I created is
still about assessing students, it also evaluates the design and quality of my instruction.
Both students and subject matter experts are given a survey to determine satisfaction
with the course, if the content is engaging, and if the standards for the course are met.
The evaluations are closely aligned with the goals of the project and are supported by
research.

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 my learning log, specifically the posts tied to EDTECH 521, I reflect on and discuss
my behavior in the classroom, how I can meet teaching standards, how I can improve,
and how I can meet the diverse needs of my students. There is one post in particular in
which I discuss learner preferences and identify tools that could help both visual and
auditory learners. Another post examines strategies for online community building. Part
of showing students that you respect them is demonstrated by how you allow other
students to act and treat them in the class. It is important to build an entire community
that is respectful and celebrates everyones differences. Building a classroom
community cannot be done through activities and lessons alone. There must be
expectations that are put into place from the very start of the course. The Classroom
Expectations assignment requires students to listen to a VoiceThread presentation
where they learn about how to respectfully communicate with one another online. There
are guidelines for email, online chats, keeping information private, the use of emoticons,
and more. Students then participate in a scavenger hunt using Google Forms. The form
contains links for students to visit and learn about proper netiquette and cyberbullying.
The idea is for students to know what will and will not be tolerated in my classroom. The
assignment aids in ensuring that all students are respected by myself as their instructor
and their classmates.

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.

There are many learning theories concerning educational technology. My synthesis

paper uses multiple resources to explain what situated cognition is, challenges and
benefits to technology integration, and to argue that integrating technology is useful in
creating a situated learning environment. I conducted hours of research to gather
enough information to write this paper. People can be resistant to change but having
research to support that change can make a big difference. In my job as a technology
integration coach, I have had to use research to defend my decisions and to support the
things I am asking teachers to do. I have used the skills I have gained throughout the
program to find research that would support the use of blogs in education, digital
portfolios, and to explain the benefits of integrating technology in education. Once
teachers hear the why and the research behind integrating technology, they are more
willing to take the risk and try something new. I plan to continue to use research to
support the changes I am trying to make within my school district regarding the use of
technology.

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

An RFP is a Request for Proposals. Companies will post them when they are looking for
someone to complete a job for them, such as an evaluation. For this assignment, I was
required to write my own proposal to complete a formal evaluation for a company. The
company needed help evaluating whether or not they should market and distribute their
training materials. I had to research evaluation methods and apply the one I thought
would best fit the needs of this company. I was able to conduct and apply research to
solve the problem that was placed before me. The research I compiled for this annotated
bibliography has greatly impacted how I approach teaching. The question I had before
beginning my research was whether or not situated cognition could be used as grounds
for integrating technology. I went to work researching situated cognition, and I found that
it would be very difficult to create a situated learning environment without technology.
One of the greatest pieces of situated cognition is creating real-world learning
experiences and tasks for students. I have found that technology is very integrated into
the real world, so it is important for students to have the opportunity to learn how to use
it in positive and professional ways. I have tried to build more real world applications of
technology into my curriculum.
 5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance.

This annotated bibliography cites resources containing research on the use of social
media in the classroom. The bibliography is a little different from most others because it
goes beyond citing and summarizing the source. Below the summary, I also included an
evaluation of the resource. I explained whether the source was applicable to the
research I was conducting and evaluated how useful and reliable it was. I learned to look
closely at how many participants were involved in a study, how data and information was
gathered, and the credibility of the author in order to evaluate the reliability of a source.
Not only do we need to be able to evaluate processes and resources, but we need to be
able to allow others to evaluate us. The SME Evaluation is a form I created for subject
matter experts to be able to assess my design of an online course. The form contains
areas for experts to evaluate the objectives, tools, activities, information, and
assessments in the course. Subject matter experts will assess whether they believe
materials are aligned with the objectives and whether they are sufficient for students to
be able to meet the objectives. I am able to take the ideas and criticism from experts to
improve the design and instruction of my course.

5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.

The project plan demonstrates my ability to research and practice using accepted
professional procedures as it identifies how I would incorporate several different
elements into an online course. Community building, collaboration, multimedia elements,
evaluation, personalization, and synchronous opportunities are all elements of best
practice within an online course. The project plan explains the steps I will take to include
each of these categories in my course design. Before I could incorporate a few of the
elements into an online course, I had to research some best practices and determine
how I could use those best practices in an online enviornment. For example, I performed
some research on evaluations. As a result of that research, I chose to incorporate a
wider variety of evaluations that I normally would have. I typically would include a pre
and post test along with some formative assessments in a unit. For this online course, I
also created a form for a subject matter expert to fill out to evaluate the course. I also
chose to include a survey for students to evaluate the course itself, which would be used
to make changes and improvements to the course. It is beneficial to begin with some of
these research-supported practices and then identify how each will be incorporated into
a lesson, unit, classroom, etc.

LIST OF ARTIFACTS

EDTECH 501 - (Introduction to Educational Technology): Saba, Spring 2016

1. EDTECH Definition Graphic (1.2)
2. Professional Ethics Scenario Paper (1.5)
 3. Tech Trends Lesson (2.1)
4. School Evaluation (3.4)
5. Learning Log (4.3)
6. Annotated Bibliography (5.3)

EDTECH 502 - (The Internet for Educators): Lowenthal, Spring 2016

7. Jigsaw Internet Search Activity (1.1)
8. Web Accessibility Links (2.5)
9. Virtual Field Trip (3.1)
10. m-Learning Activity (3.2)
11. Netiquette (3.5)
12. Copyright Scavenger Hunt (3.5)

EDTECH 503 - (Instructional Design): Trespalacios, Fall 2016

13. ID Project - Evaluation Plan (1.3)
14. ID Project - Instructor Guide (1.4)
15. ID Project - All (3.3)
16. ID Case Study (4.1)

EDTECH 504- (Theoretical Foundations of Educational Technology): Friesen, Spring 2017

17. Final Synthesis Paper (5.1)
18. Annotated Bibliography (5.2)

EDTECH 505 - (Evaluation for Educational Technologists): Thompson, Summer 2017

19. Evaluation Report (2.3)
20. Response to RFP (5.2)

EDTECH 521 - (Online and Blended Teaching in the K-12 Environment): Rice, Fall 2016
21. Asynchronous Lesson (1.1)
22. Online Community Building Strategies (3.6)
23. Get to Know You Surveys (3.6)
24. Learning Log (4.5)
25. Classroom Expectations (4.5)

EDTECH 523 - (Advanced Online Teaching Methods): Rice, Spring 2017

26. Online Course Creation (2.4)
27. Self-Evaluation (4.3)
28. Evaluation Plan (4.4)
29. SME Evaluation (5.3)
30. Project Plan (5.4)

EDTECH 537 - (Blogging in the Classroom): Barbour, Summer 2017

31. Classroom Blogging Activity (2.2)
32. Blog (4.2)
 33. Blogging Plan (4.2)

EDTECH 541- (Integrating Technology Into the Classroom Curriculum): Gerstein, Summer 2016
34. Content Area Projects: Language Arts & English Language Learners (1.2)
35. Relative Advantage Chart (1.3)
36. Internet Lesson (2.1)
37. Instructional Software Lesson (2.2)
38. Assistive Technology Project (2.5)
39. Resource Page (3.2)

EDTECH 542 - (Technology-Supported Project-Based Learning): Rice, Summer 2016

40. Project-Based Learning Unit (3.1)
41. PBL Assessment Plan (4.4)