Meghan Borg

September 16, 2018

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.

The 3D Catapult STEAM Challenge Unit I created for EDTECH 501 is an artifact
that strongly represents a systems approach toward unit design. My motivation for
producing this unit was to create a technology trend artifact in response to reading the
2015 Horizon Report from the New Media Consortium. Because I had a difficult time
selecting only one tech trend to showcase, I decided to blend several approaches in this
unit. These include STEAM concepts, blended learning, cooperative learning, and 3D
technology. The outcome led to a unit in which students have to engineer an original
model of a catapult using craft sticks and rubber bands, study angle of trajectory by
recording data collected by playing the game Angry Birds, and ultimately use Google
SketchUp to design a 3D model of a simple catapult. Woven throughout the different
components of the unit, students are studying kinetic and potential energy as they apply
to each component. Although there are many pieces to this unit that I did not create
myself, like the software for students to create 3D catapults, I was responsible for
compiling them into an original and thoughtful frame so that students were given an in-
depth experience with kinetic and potential energy that allowed them to integrate
science, technology, engineering, language arts, and mathematics in a seven-day unit.

Link: 3D Catapult STEAM Challenge Unit

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

Throughout the Say No to GMO’s or Let Them Grow? Webquest there are
examples of technological resources being used to support student learning and also to
enhance my own pedagogy. This online lesson was something I created for EDTECH
502. I used Adobe Dreamweaver to code this website which was a large part of the
work I did in EDTECH 502. Each assignment required me to build upon skills learned in
previous lessons so that I came away with a good understanding of how coding works.
This gave me a powerful tool that helps me design websites to enhance my pedagogy.
In this WebQuest, there is an abundant number of multimedia resources linked so that
students can develop their own answer to the question of whether or not GMO’s are a
safe part of one’s diet. Students are required to use Google Docs to collect the
information as they explore the multimedia resources and websites.
They must collect information from both sources that are in favor of and against
genetically modified organisms. Once they have conducted their WebQuest and
collected their arguments, students are asked to compose a letter to a congressperson
that explains their position based on the evidence collected. As is apparent, students
are using a variety of resources found online to complete this WebQuest along with the
ever-helpful tool of Google Docs. Since its publication, the WebQuest has become a
resource for a number of schools who have reached out to me to get permission to use
my documents.

Link: Say No to GMO's or Let Them Grow? Webquest

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

evaluate the effective integration of appropriate technologies and instructional
materials.

In EDTECH 512, I was tasked with the job of creating a plan for implementing a
unit that I titled, “Nervous System Network.” As part of this planning, I organized the
information into more discreet chunks so that each objective would be met. The Content
Planning of the Design Document: Nervous System Network reflects the approach
discussed in Standard 1.3 in the process I will describe next. At the onset of the
planning, I had to first identify what educational standards from Common Core and Next
Generation Science Standards would be met by the course. From there I clarified the
broader outcomes and more narrow objectives that would be met by students taking the
course. Through clarification of the course outcomes and sequence, the instructional
and technological activities were then determined alongside the type of assessment that
will identify how well students were meeting standards. In addition to examining the
activities and assessments tied to them, it was also important to be cognizant of the
types of activities and assessments being used in terms of their relationship to Bloom’s
taxonomy. With the goal being to develop learners who are capable of higher order
thinking skills, it was imperative to choose activities that require skills such as
evaluating, analyzing, creating, and assessing along with some of the lower level skills
in order to build the knowledge base to adequately complete higher order tasks. The
integration of all of these important aspects of a successful learning unit is clearly on
display in the “Content Planning of the Design Document: Nervous System Network.
Link: Content Planning of the Design Document: Nervous System Network

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

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

I completed the Evaluation Proposal-Response in EDTECH 505 posing as a

fictional company developing a proposal to evaluate an educational program at the Far
West Laboratory. Within this document, I had to first present a summary of the program
intended for evaluation to show that I could produce an evaluation method that was
consistent with the goals of the program. Having established the goals of the program, I
was then able to compose a multi-step method by which my fictional company could
evaluate the program. Within this method, program evaluators would meet with the both
the program’s director and coordinator along with collecting data from potential buyers
of the program. As part of the proposal, I had to submit a timeline for the tasks
necessary in conducting the evaluation as well as the locations and personnel needed
to complete the tasks as set forth. Following the task timeline, I gave examples of two
people that would be hired by my fictional company and the qualifications each of these
candidates would bring to the evaluation. Finally, I included an estimation of the fees
associated with conducting the evaluation within the specified budget. Although this
paper does not represent an actual evaluation that I have conducted, it does serve as
proof that I have the ability to select the people, processes, and infrastructure in order to
deliver an evaluation within the constraints of a budget that can meet the predetermined
goals of a program.

Link: Evaluation Proposal-Response

1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the

field as defined and developed by the Association for Educational
Communications and Technology.

In Ethical Issues for School-Issued Devices I explored the AECT’s Code of

Professional Ethics as it relates to school-issued devices. At times the standards
established through the code stand in opposition to one another and it becomes
impossible to uphold both standards without giving priority to one over the other. For
example, the school is obligated to protect its students’ rights to privacy on their
devices. On the other hand, educators are tasked with the job of maintaining the health
and safety of students. Without the ability to monitor students, schools cannot claim that
they are doing their best to maintain safety and health (particularly, mental health) of
their students. On the other hand, monitoring students’ activity on devices that they are
issued to take home constitutes an invasion of their privacy. The more specific issue I
examined had to do with an issue relevant to the school I was working at because the
administration was determining whether or not to allow students to download games to
their iPads. Many students had difficulty regulating their usage of the device and were
losing the ability to focus in class. Alternately, the devices were issued to individuals so
that they could be taken home and ultimately are property of the student when he/she
exits the school. My solution was that, “In order to honor the learner’s integrity and right
to privacy, the school should allow all students who have not demonstrated any difficulty
in regulating the time they spend on the iPad to have games on the device without
interference from the safeguards put in place by the school’s technology department”
(p.5). As you can see from this recommendation, I have carefully considered different
aspects of the AECT Code of Professional Ethics.

Link: EdTech 501 Ethical Issues Assignment

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.

The website I created for EDTECH 521, Are Humans Heating the Planet?,
demonstrates a combination of content pedagogy that relies on the application of a
process in which students collect data in order to produce a video. Prior to beginning
the lesson, students are first presented with the standards met in 3 different categories-
Common Core Literacy Standards, Next Generation Science Standards, and ISTE.
From the content and standards to be met, four specific objectives are described.
Students learn about what Climate Change means and why it matters. From there,
students work to describe what facts are known about climate change along with a
curating a collection of resources about the phenomena. Using the collected research,
students then have to then explore how different gases impact the climate as well as
how they have fluctuated to their current level. From this information, groups will make a
video from one of four topics based on different climate-changing gases. As is apparent,
students are expected to work through a process in order to understand the impact of
changes to our atmospheric composition, all the while using technology to facilitate that
process. Added to the structure of the site and lesson, there is a rubric to provide a
means to measure performance outcomes.

Link: Are Humans Heating the Planet?

 2.2 Using: Candidates implement appropriate educational technologies and
processes based on appropriate content pedagogy.

For EDTECH 513, I needed to create a digital story artifact that discussed the
multimedia principle of personalization. I made the video Personalization Principle:
Digital Story Artifact. Since the purpose of this video is to create something that a
general audience could utilize to learn about the principle, YouTube is an appropriate
forum for making it available to anyone who wishes to learn more. While we were
originally required to use the Adobe Spark video app, the audio recording turned out to
be very low quality. In order to overcome this issue, I decided to screencast the Adobe
Spark presentation so that the slides presented would retain the look of Adobe Spark
but the audio recording would have the clarity expected of a professional product.
Knowing how to substitute a different, yet relevant technology allowed me to produce
the content required. This skill is relevant in any classroom that uses technology so that
content is at the forefront with the technology acting as a support for its production.

LInk: Personalization Principle: Digital Story Artifact

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.

My Evaluation Plan Section for 503 ID Project: Nutrition Program illustrates the
skills in Standard 2.3 for Assessing and Evaluating. I used the Kirkpatrick Four-Level
Model of Evaluation as a guide for creating the plan. The first section of the evaluation
plan asks learners to share reactions to the program based on self-reporting. Data
collected from the self-reported evaluation by learners was meant to gauge learner
experience with the program as a collective entity while answers to the last few
questions were meant to elicit answers about specific parts of the program that were
particularly well-received or conversely, poorly-received. Included in this were questions
about the method of delivery, including online Nearpod lessons. Some of these were
self-paced while others occurred in large and small group context. Another part of the
evaluation plan focused on the learning gained as a result of partaking in the program.
Formative discussions and quizzes interspersed through the learning provide a record
of data to determine the success of both learners and the manner in which content is
presented. After presenting the program, the iterative process of design would require
that adjustments be made to areas of content that learners are having difficulty
mastering. The summative assessment is another tool for gathering data to determine
how well learners understand the content. As a follow up to the program, this evaluation
also seeks to determine if the behavior of learners has been impacted as a result of
participating in the program. This evaluation plan concludes with a method for
measuring the results of the program on a larger scale. Having gone through the
process of a program evaluation helps me understand how I can modify both the
program and technologies used to deliver it can be adjusted to better suit the needs of
learners.

Link: Evaluation Plan Section for 503 ID Project: Nutrition Program

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.

I developed the website What Are Vertebrates? Zoo Walk in response to an

assignment for EDTECH 502. The website is designed to facilitate a mobile lesson in
which elementary students are able to leave their school site and learn while walking
through a zoo. This definitely allows for a flexible environment where learning can take
place in any environment in which students have access to vertebrates. This
environment could be in real life or even online if students are in a place where they do
not have access to a zoo, thus providing access to a diverse group of learners. As the
creator of the website, I have full control over the content since I am the one who has
access to modify it as necessary. Through the site, I provide a link to a video that
introduces vertebrates to students as well as a document called the “Explorers Booklet”
that helps students make connections among different types of vertebrates. By clicking
on the pictures of the different types of vertebrates, students are also able to read
supplemental text in addition to what they learn from the zoo to support their
understanding.

Link: Vertebrate Mobile Learning Quest: mLearning Assignment

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

Another webpage I designed while in EDTECH 502 is titled, Is Your Website

Inclusive? On this page, I wrote the content and coded the page in order to provide
information to the general public on how to create online content that is accessible to
individuals with disabilities. The text I wrote appeals to the audience on behalf of
individuals with disabilities in order to elicit understanding of the challenges they face
online. There are a few different activities for people to try that will increase their
sensitivity to the challenges faced by some members of our society. While individuals
with disabilities are frequently overlooked as members of our diverse population, the
content on my page is meant to increase their visibility. Finally, the audience is asked to
take part in a process to help improve accessibility by learning the laws related to web
content accessibility, learning tips for improving accessibility, and providing tools for
increasing accessibility.

Link: Is Your Website Inclusive?

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.

Are You What You Eat? Lesson Plan is a product that I designed for EDTECH
521 that is focused on a Next Generation Science Standard in which students must
develop a model that explains how molecules found in food are changed through
chemical reaction to release energy and support growth. This lesson is designed to take
eight class periods and includes several best practices interwoven throughout. Blended
learning is included in several lessons as students are introduced to chemical reactions
through videos and online worksheets. Students also collaborate with a partner to
research which chemical reactions occur in the body and then work with lab groups to
conduct a lab that gives them hands-on interaction with different macromolecules. This
helps facilitate social constructivism as students interact with one another and the
content. Later students work with a partner to create their own video on one of the types
of macromolecules and then watch other groups’ videos in a jigsaw style of learning
more about macromolecules. Included within the lessons is a short formative
assessment on Quizizz to ensure that learners are understanding information before
moving on to the final project. The lesson ends with a summative assessment that is
personalized to student preference since it is based on them analyzing some of their
favorite foods for how they impact the student’s body composition.

Link: Are You What You Eat? Lesson Plan

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.

For EDTECH 523, Advanced Online Teaching, I had significant control over the
project I would undertake. This led me to design a unit called Ecosystems Exchanges
in which students are given many choices in the learning activities they will use in order
to achieve the objectives that meet the standards linked to it. I wanted to use the
principle of personalization as a basis for the unit. To achieve this, I began it by
providing a background experience watching a TED talk that the whole group would
engage in before asking them to explore the different learning activities and chart the
path that they would select. First, students had to choose one of two vocabulary lessons
and then one of 3 building background activities to complete. Of the three building
background activities, I provided readings at different skill levels or a choice of watching
3 videos instead. All choices required answering comprehension questions as part of
formative assessment. Then students selected a relevant documentary from a large
selection of choices to extend their learning. A cooperative research activity then was
built in to allow for a social learning component. Again, personalization was emphasized
as students were given choice as to which research topic they wanted to explore. After
this, students participated in a class discussion and debate in which they were asked to
respond to classmates of their choice. Finally, students selected a final project that
would build upon their research. This project represented an authentic assessment as
students either created a multimedia presentation to send to a state representative or a
public service announcement on an endangered animal of their choice. Regardless of
the particular focus of each lesson, students were always provided a measure of
personal choice to increase their ownership of the topic.

Link: Ecosystems Exchanges

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.

In the Analysis Report ID Project:Nutrition Program I wrote for EDTECH 503, I

discuss a Needs Assessment Survey that is meant for learners entering the program in
order to determine their attitudes towards nutrition and learning about it. Within the
survey, participants are also asked to self-assess their behavior after learning about
nutrition along with their prior knowledge of the content contained within in the program.
In addition to a discussion of the results of the Needs Assessment Survey, the analysis
report outlines the process of collecting data from learners as they participate in the
program to determine if learner outcomes are being met. In order to collect this data on
learner outcome, learners have five different assessments that they complete in the
course of the program. With this data, I can adjust the program to match participant
needs in terms of motivation as well as content delivery to best serve learners.

Upon completion of my Ecosystems Exchanges unit for EDTECH 523, I asked

learners to evaluate their experience according to the Evaluation Plan-Ecosystems
Exchanges. Within this plan, I describe how the content of the site itself can be
determined to be successful by comparing it to criteria listed in iNACOL (International
Association for K-12 Online Learning) for the National Standards for Quality Online
Courses. Not only is the online environment of the course examined for its alignment to
the standards, I am also interested in learning about what aspects of the course were
received favorably and unfavorably by learners. To gain access to this information, a
Google form survey was contained within the plan so that this information could also be
used to shape future iterations of the course according to the data analysis.

Link: Analysis Report ID Project:Nutrition Program

Link: Evaluation Plan-Ecosystems Exchange

3.4 Managing: Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

As part of EDTECH 503, we were asked to conduct case studies on three

different technology-related issues from the perspectives of several stakeholders. We
looked at the efficacy of a laptop program, an online graduate seminar, and a
documenting process used in a manufacturing setting. After summarizing each of the
different problems, our cooperative team worked to develop EDTECH 503 Case Studies
Google Slides Presentation. In the presentation, each of the three problems was
presented from the perspectives of three different stakeholders. After explaining the
problem from the perspective of the stakeholder, we also provided potential solutions
that would satisfy the stakeholder. In all but one case, we proffered more than one
solution to satisfy the stakeholder. By examining technology-related issues from multiple
perspectives, I have gained experience with the issues related to adopting new
technology in a school setting in addition to re-examining the role of previously adopted
technology. In all of the cases, the technology under consideration was adopted or was
to be adopted for the purpose of improving learning and/or performance.

Link: EDTECH 503 Case Studies Google Slides Presentation

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.

In EDTECH 502, I coded a website entitled, “Exploring Copyright and Fair Use
Laws” which is meant for middle school students learning about the topic. At this point in
their schooling, most middle schoolers are aware of plagiarism in terms of not directly
taking someone’s words. However, they are far less informed about using pictures or
video clips from someone else. With this in mind, students are first required to complete
a worksheet that requires them to go on an internet scavenger hunt to define copyright
and the situations in which it applies. They must also explore copyright as it applies to
education and fair use laws. Upon completion of their learning, students are provided
immediate feedback about their work by clicking on a link to the answers. By learning
about these topics students are safe from legal litigation since they can apply copyright
and Fair Use laws to several situations that they may encounter. They will also be able
to identify situations in which they have open access to resources through Creative
Commons. Finally, this experience should make them more aware of what permissions
they grant to others with their own products, thereby protecting them from potential
online threats.

Link: Exploring Copyright and Fair Use Laws

3.6 Diversity of Learners: Candidates foster a learning community that

empowers learners with diverse backgrounds, characteristics, and abilities.

As part of my instructional design project for EDTECH 503, I had to create a

section devoted to explaining how different activities found within the program are made
to motivate learners. I used the ARCS Table of Motivational Strategies in order to show
all the ways in which the strategies used appeal to a wide variety of learners. There are
three different types of motivational strategies included in order to gain the learners’
attention including perceptual arousal, inquiry arousal, and variability. Within each of
these attention-getting strategies, I provided at least two different activities. Goal-
orientation, motive matching, and choice are three types of strategies I use in order to
motivate learns through relevance. Once again there are at least two different activities
provided for all three strategies dealing with relevance. Having confidence is another
strategy to empower learners. This motivational strategy is supported in my program
design by providing clear learning requirements, success opportunities, and personal
control. Finally, I met the motivation of learner satisfaction by providing opportunities for
natural consequences, positive consequences, and equity among learners. By
structuring the program so that there are so many different types of motivation for
learners and different activities that elicit these motivations, I am more likely to reach a
wide variety of students with diverse backgrounds and abilities.

Link: ARCS Table of Motivational Strategies

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 focus of EDTECH 513 is on the principles of effective multimedia design. In

the Modality and Redundancy Presentation, I collaborated with two of my classmates in
order to create an instructional video that can be shown for other learners who are
interested in the multimedia principles of modality and redundancy. In this collaborative
effort, I took the lead and broke the larger tasks down into smaller portions so that each
group member could contribute something valuable to the presentation. We then used
Google slides to facilitate seamless integration of our efforts since we could each edit
our assigned slides and add narration to the comments section below. As part of the
process, we decided to first contribute our slides and then provide feedback for
improvement to one another. Once those improvements were made, we were able to
agree that we were ready for narration. At that point, I narrated the presentation while
screencasting the slides. The whole group was entirely involved in both the
development and design of the instruction. Evaluation of the two principles we
discussed was necessary in order to determine how to convey it to our learners.
Another aspect of what we discussed was based on what we learned about research
that has been conducted on how learners receive information presented in multimedia.
Although we did not conduct the research on learners ourselves we did apply this
analysis to the video we produced.

Link: Modality and Redundancy Presentation

4.2 Leadership: Candidates lead their peers in designing and implementing

technology-supported learning.

The eLearning Toolbox Website I created for EDTECH 521 is one of my best
examples of a way in which I can lead my peers in designing and implementing
technology-supported learning. Not only can the teachers that I work with directly at my
school site use it, but also a wider audience of teachers I have not even met. The site
begins with a page dedicated to teaching others about blended learning, including
different types of blended learning and what makes it successful. On the next page, I
explain why social media is beneficial to the classroom along with a wide variety of
social media resources geared specifically for a 7th grade science classroom. Next to
each social media resource, I provide lots of examples of how it can be used so that
teachers understand its purpose. Communicating with the use of technology is the focus
of the next webpage in which I discuss blogging and podcasting as tools for the
classroom. Online and digital learning are the focus of the next two subsequent pages
with sample lessons provided for each. Further exploration of digital learning is the
focus of the web page to follow which provides a digital version of a traditional unit of
curriculum. Lastly, I teach other teachers about some tools for digital assessment
including a tool for entrance/exit tickets, a tool for formative assessment, and finally a
tool for summative assessment. Regardless of how a teacher wishes to begin the
process of integrating technology into the classroom, there is enough information for
anyone who wants to get started to do so.

Link: eLearning Toolbox Website

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.

For EDTECH 534, I kept a running log of the apps I designed for the class at my
Learning Log for App Design website. After developing each app, I reflected on areas
that were particularly challenging and/or how I could potentially improve the app in the
future. I also thought about what was helpful in learning to design each app as well as
questions I would keep in mind during future designs. As part of the process in class
discussion, we were asked to evaluate our peers’ work and comment on ways they
could potentially improve. I made note of some of these suggestions in my learning log
as a reference for future apps. At the start of each entry, I took time to describe the
purpose of the app and how it relates to education (though in some cases there were no
direct links). Looking back at the blog, it is easier to recall the specific things we learned
and how they may apply to any apps I design in the future. I based the app for my final
project in the course on many of the skills we had learned throughout the course.
Having a running record made it much easier to determine what information I needed to
review to make my own independently designed app based on teaching kindergarten
students their sight words through gaming.

Link: Learning Log for App Design

4.4 Assessing/Evaluating: Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.

The BrainPOP Program Evaluation was a major project I undertook in my

EDTECH 505 class. BrainPOP was a learning program in place at the middle school I
work at and was used at teacher discretion in order to introduce new content, extend or
supplement content, and review content. With these goals in mind, I developed two
surveys that were distributed to the two major stakeholders, the teachers, and the
students. From the implementation of the assessment plans, I was able to collect data
on teachers’ perception of the program in its ability to introduce content, extend content,
and review content as well as student satisfaction in using the program. In order to
collect this data I used a mixed method of evaluation with a part of it focusing on a
Discrepancy Model to determine why teachers were not implementing the program,
another piece focused on the Decision-Making Model in which student satisfaction was
calculated, and finally a Goal-Based Model in which the objectives of the program were
measured. As a result of the data collected in the program evaluation, I was able to
present findings from the evaluation and make suggestions about future implementation
of the program.

Link: BrainPOP Program Evaluation

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.

I created the Google Slides presentation What are Schools’ Responsibility in

Narrowing the Gap of Digital Divide in EDTECH 501. In this presentation, I define what
the digital divide is as well as factors that contribute to lack of access to information and
communication technology. Accessibility to the internet turns out to be a major factor
that impacts an individual’s chances of upward mobility, putting those without access
even further behind as they have no means of gaining the skills their peers who have
access can learn merely by continued use and practice. In 2010, the US Department of
Education said that schools have a significant role to play in reducing the divide
between those with and those without internet access. Schools are a place where this
disparity can be mitigated since both students from affluent and poverty-stricken
backgrounds attend them. As an educator I need to bear this in mind so that I make
sure not to make assumptions about students’ level of technology skills and instead
build in learning time to help make sure that all my students are able to adequately use
technology tools. Ultimately, teachers along with schools, play a paramount role in
narrowing the gap of digital divide among students from all walks of life, no matter what
their financial circumstances.

Link: What are Schools’ Responsibility in Narrowing the Gap of Digital Divide

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.

In the paper I co-authored with classmates in EDTECH 504 called Jigsaw

Discussion on Learning Theories, we discussed a scholarly article written by Richard E.
Mayer in 2008. Within the paper, we summarized the article and then analyzed how its
contents relate to learning theories. Our understanding of Mayer’s article was that he
points to evidence from the Science of Learning to explain that when using multimedia,
learners move through three stages. They first select, then organize, and finally
integrate the information learned through multimedia. Mayer also explains that when
designing multimedia, it is not enough to just consider the Science of Learning, but also
the Science of Instruction so that information is presented in a way that minimizes
extraneous information to better enable cognitive processing. Based on the information
presented in the article, we determined that cognitive theory plays the most prominent
role in creating successful multimedia (as defined by Mayer), though constructivism and
behaviorism also support it. Mayer strongly emphasizes the importance of eliminating
information not directly related to the learning objectives which is in keeping with
cognitive theory and its call to break information down into discrete chunks for easier
learner processing. Behaviorism can be observed as well since successful multimedia
employs signaling that assists the learner in determining which to prioritize. Finally,
constructivism is an important part of creating effective multimedia since Mayer
advocates that learners process conversational language better than formal language
and creating connections between text and pictorial representations is critical. Both of
these principles indicate constructivist theory has been considered because they
consider how to better assist the learner in creating his/her own knowledge. While
multimedia maintains its position as a staple of current educational technology, it is clear
that successful multimedia also depends on consideration of past learning theory.

Link:Jigsaw Discussion on Learning Theories

5.2 Method: Candidates apply research methodologies to solve problems and

enhance practice.

In order to write Exploring Problem-Based Strategies and Technologies in the

Constructivist K-12 Science Classroom for EDTECH 504, I had to research many
scholarly articles to determine how the structure of the learning environment, when
paired with assistive technologies and Constructivist-based pedagogy, can best support
the effective transition from older science standards to the Next Generation Science
Standards (NGSS). With the complete rollout of these standards taking place currently
and in the next few years to come, this was a relevant challenge to consider for those
working in science education like myself. Constructivist theory takes precedence in
classrooms that adopt NGSS standards since they emphasize the students’ role as
builders of their own knowledge. In conclusion, the research I conducted led me to
determine that with the teacher stepping to the side as a purveyor of knowledge, their
skills need to include establishing physical spaces to support collaborative learning,
selecting the appropriate technology tools to support learning, and teaching social skills
to facilitate collaborative learning experiences. Further explanation of how I was led to
this conclusion is contained within the paper currently in discussion.

Link: Exploring Problem-Based Strategies and Technologies in the Constructivist K-12

Science Classroom

5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in

assessing and evaluating processes and resources for learning and
performance.

For EDTECH 501, I conducted a School Evaluation Survey on the school I was
working for at that time to determine how mature its policies and practices in place for
technology integration were. In order to conduct the evaluation, I first gathered
information on the demographics of the population I was working with and then used the
Maturity Benchmarks Survey Sheet to collect evidence in support of the evaluation
outcomes. Within this survey, I looked at administrative use of technology, curricular use
of technology, technology support systems, connectivity, and technology innovation at
the school. Each category was further broken down into specific subcategories and
assigned a rank of emerging technology, islands of technology, integrated technology, or
intelligent technology based on evidence gathered by talking to the technology
directors, administrators, colleagues, and personal experience as a teacher on staff.
After considering the larger picture, including both strengths and weaknesses of the
technology program, I gave the school an integrated ranking with specific suggestions
for improvements based on the benchmarks as well as acknowledgment of what was
being done right. I also shared my final version of the evaluation with my technology
director and direct administrator to take under consideration.

Link: School Evaluation Survey & Maturity Benchmarks Survey Sheet

5.4 Ethics: Candidates conduct research and practice using accepted

professional and institutional guidelines and procedures.

Prior to writing Exploring Problem-Based Strategies and Technologies in the

Constructivist K-12 Science Classroom for EDTECH 504, I began conducting my
research in an Annotated Bibliography. In order to find articles that would inform the
strategies my paper recommends, I had to be selective about which articles I would use.
This meant that for every article I considered valuable to my research, there were many
others that did not meet my standards because they were not commensurate with the
goal of my research. Through the Annotated Bibliography I was able to collect enough
evidence to determine which strategies and technologies are integral to a well-
orchestrated science classroom. Of all the articles I explored, these ten articles
published by scholarly academic journals help me determine connections between
problem-based strategies and constructivism as well as the type of technologies that
support utilization of these strategies. They are cited in APA format and each one
appears in a peer-reviewed academic journal. After collecting these ten articles, I went
on to read them more closely with the goal of determining which offered perspectives on
how to construct a learning environment that fosters constructivist learning in science
classrooms.

Link: Annotated Bibliography

LIST OF ARTIFACTS

EDTECH 501- Introduction to Educational Technology: Saba, Fall 2015

1. 3D Catapult STEAM Challenge Unit (Standard 1.1)
2. Ethical Issues for School-Issued Devices (Standard 1.5)
3. What are Schools’ Responsibility in Narrowing the Gap of Digital Divide
(Standard 4.5)
4. School Evaluation Survey (Standard 5.3)
5. Maturity Benchmarks Survey (Standard 5.3)

EDTECH 502 - Internet for Educators: Evanouski, Spring 2016

6. Say No to GMO's or Let Them Grow? Webquest (Standard 1.2)
7. Vertebrate Mobile Learning Quest: mLearning Assignment (Standard 2.4)
8. Is Your Website Inclusive? (Standard 2.5)
9. Exploring Copyright and Fair Use Laws (Standard 3.5)

EDTECH 503 - Instructional Design: Baldwin, Summer 2016

10. Evaluation Plan Section for 503 ID Project: Nutrition Program (Standard 2.3)
11. Analysis Report ID Project: Nutrition Program (Standard 3.3)
12. EDTECH 503 Case Studies Google Slides Presentation (Standard 3.4)
13. ARCS Table of Motivational Strategies (Standard 3.6)

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

2017
14. Jigsaw Discussion on Learning Theories (Standard 5.1)
 15. Exploring Problem-Based Strategies and Technologies in the Constructivist K-12
Science Classroom (Standard 5.2)
16. Annotated Bibliography (Standard 5.4)

EDTECH 505 - Evaluation for Educational Technologists: Thompson, Fall 2017

17. Evaluation Proposal-Response (Standard 1.4)
18. BrainPOP Program Evaluation (Standard 4.4)

EDTECH 512 - Online Course Design: McGregor, Fall 2016

19. Content Planning of the Design Document: Nervous System Network (Standard
1.3)

EDTECH 513 - Multimedia: Hall, Summer 2018

20. Personalization Principle: Digital Story Artifact (Standard 2.2)
21. Modality and Redundancy Presentation (Standard 4.1)

EDTECH 521 - Online Teaching K-12: McGregor, Summer 2017

22. Are Humans Heating the Planet? (Standard 2.1)
23. Are You What You Eat? Lesson Plan (Standard 3.1)
24. eLearning Toolbox Website (Standard 4.2)

EDTECH 523 - Advanced Online Teaching: Rice, Spring 2018

25. Ecosystems Exchanges (Standard 3.2)
26. Evaluation Plan- Ecosystems Exchanges (Standard 3.3)

EDTECH 534 - Mobile App Design for Teaching and Learning: Hsu, Spring 2018
27. Learning Log for App Design (Standard 4.3)

REFERENCES

Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the
design of multimedia instruction. American Psychologist, (63) 8, 760-769.
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.457.5957&rep=rep1&type=pdf