My Journey in Mastering Educational Technology: Rationale Paper for EdTech 592

Kimberly Hefty, Spring 2015

Director/Owner Sammamish Mathematics
I have been a mathematics instructor for 23 years. I have taught public middle
school, high school, and college level mathematics. Thirteen years ago I started a
private online tutoring business. I exclusively support and tutor local students who are
taking DLD, Digital Learning, online mathematics. Working with students taking courses
exclusively online made me realize the deficits in my personal and professional
technology skills. Three years ago I enrolled in the M.E.T. program at Boise State
University to help me better serve my students.
The Masters of Educational Technology (M.E.T.) program requires an ePortfolio
which presents the collection of artifacts that I have collected and aligned to the new
AECT for the past three years. As part of this program I am also completing an Online
Teaching Certificate for teachers of K-12 students. My paper is organized by the
Association of Educational Communications and Technology (AECT) standards. I will
explain why I selected each artifact, what I learned from the creation of it, how it reflects
mastery of the various AECT indicators of each standard, how it connects to various
learning theories and best practices in education, and how I have or will use it in my
professional line of work.
STANDARD 1 - CONTENT KNOWLEDGE
Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.

Indicators:
Creating
Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches.
For this indicator I selected EdTech 502: WebQuest. This project was coded by
hand, not a template. I clearly demonstrated the ability to not only develop content but
the ability to create the learning environment. This shows how my HTML/CSS webdesign skills improved since my early pages it also demonstrates how I was able to use
those skills to create a multi-layered learning activity. WebQuest are an inquiry-based
learning style that can foster collaboration, boost technology skills, and integrate
technology into learning (Abbitt & Ophus, 2008). According to Abbitt & Ophus (2008),
...factors those often precede or promote learning, such as increased motivation and
the integration of technology into teaching and learning, can be positively influenced by
using WebQuests (p.454). The site is visible and viable on any device. The purpose of
this WebQuest was to create a deeper understanding of statistics. The intention of the
project was for the students to analyze and interpret qualifying statistical data. I was
able to use this project with my sons advanced math class.
Using
Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy.
For this indicator I selected EdTech 521: Scavenger Hunt. This scavenger hunt
was designed for high school students taking an online course through the ISD. It was

designed to help them learn more about communicating in cyberspace. Internet

scavenger hunts use the Internet to find answers to questions. This Internet scavenger
hunt is a fun way to learn about the expectations for a course. My target audience for
this assignment was students. I met this standard by selecting and using multiple
technological resources and processes to support student learning and to enhance their
pedagogy. This activity was used by my students to determine their readiness for
online learning. I have shared this with the local district and they have created a
modified version for all students.
Assessing/Evaluating
Candidates demonstrate the ability to assess and evaluate the effective integration of
appropriate technologies and instructional materials
For this indicator I selected EdTech541: Relative Advantage of Technology in the
Content Area (Mathematics). This assignment was to show how technology can be
effectively integrated in the mathematics classroom. Pogrow (2004) describes how
integrating technology into grades 4-9 mathematics classes can create a new, more
powerful, and dramatic way to present mathematical concepts in ways that allow
students to construct an intuitive sense of how to apply them (p.7). He asserts that
technology can be used to present a variety of fantasy settings in which dilemmas arise
and the curriculum and teacher bring in the math concepts to resolve the dilemma. In
addition, technology can be used to present mental models which will allow students to
learn how to solve almost any story problem. Through this assignment I demonstrated
how research can foster deeper understanding of the benefits and advantages of
incorporating technology in content areas. I was able to gain a deeper understanding of

how my lesson plans can be adapted, using technology, to fit all of my students learning
needs. This allows for Cognitivism instructional design theory that analyzes what
particular tasks will be successful in understanding information
Managing
Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals.
For this indicator I selected two artifacts: EdTech505: Final Project & EdTech
505: Far West Lab Proposal. Both of these projects demonstrate all of the elements of
managing. Throughout the projects, evaluation management techniques were
illustrated through assigned roles and responsibilities, meetings with key stakeholders,
and a budget that was clearly defined. Project management involves planning,
monitoring, and controlling instructional design and development projects. Through the
process and activity of planning, organizing, motivating, and controlling resources,
procedures and protocols I was able to improve my tutoring business. Utilizing effective
management techniques, such as planning and monitoring of my employees I was able
to grow and improve my company. Through the management of my evaluation process
ability to create and maintain a budget I was able to grow my company from a sole
proprietorship to an LLC to an S-Corp over the past three years. Evaluation is the
systematic process of collecting data to identify the strengths and weaknesses of a
particular program (Boulmetis & Dutwin, 2011). As a business owner I need to prove
my ability to successfully manage a company and students to my parents, district
partners and accountant. The management, planning and oversight of my Ed Tech 505

Far West Lab Report and final project allowed me the opportunity to evaluate the
effectiveness of my management skills to supporting students in the DLD classes.
Ethics
Candidates demonstrate the contemporary professional ethics of the field as defined
and developed by the Association for Educational Communications and Technology.
For this indicator I chose EdTech537: Full Disclosure Statement. Honesty and
disclosure is a cornerstone of ethics, especially in education. Steele (1975) states We
are rewarded and punished for what we disclose, not for the absolute realities of what
we are and do (p. 5). Many people advocate openness and free discussion, but
disclosure goes farther than this. For educators it is important to let parents and
administrators know if they have other interests which could impact their students. I
have found it to be very important to let my students and parents know when I have a
vested interest, personally or financially, when directing them to any site or referring
them to another tutor or agency. I have also incorporated the full disclosure policy in my
introduction letter to parents, notifying them that I do not work for, nor am I affiliated in
any way with the local school district or the DLD providers that I recommend.
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.
Indicators:
Creating

Candidates apply content pedagogy to create appropriate applications of processes and

technologies to improve learning and performance outcomes.
For this indicator I selected EdTech541: Content Area Learning Activity Mobile
Learning. This lesson fully demonstrates my ability to use multiple technology platforms
(cell phones and iPads and multiple apps) into a cohesive lesson. Students used a
variety of models (e.g., written statement, algebraic formula, table of input-output
values, graph) to represent the two cell phone plans they chose to evaluate. Students
completed an initial worksheet with partners and then evaluated two additional plans by
themselves for assessment. Teachers must be careful when implementing technology
in mathematics instruction and be aware of the numerous pitfalls, such as accountability
and the ongoing math wars debate. However, the benefits of including technology
greatly outweigh the costs and, as Robyler and Doering (2013) state, technology can
serve as a catalyst to move teachers toward an instructional style that is more student
centered (p. 310). Since I do not control any aspect of my current students curriculum
I am not able to fully incorporate this into my teaching; however, I am able to extrapolate
the concept to creating optional reviews for my students.
Using
Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy.
For this artifact I selected EdTech541: Internet Enriched Lesson Algebra 2. This
lesson is specifically designed based on best practices, especially collaborative
learning. Palloff & Pratt (2007) state, from the earliest explorations in online
educational theory and practice, collaborative learning has been the most powerful

principle of online course design and delivery (p. 165). The Internet Enriched Activity
allowed me to create a lesson that includes a multiple technological resources for an
Algebra 2 course. Students explored the concepts of slope and intercept. In this lesson
students learned to: Construct tables, graphs, and equations to express linear
relationships. Students translated information about linear relations given in a table, a
graph, or an equation to one of the other forms. It also integrates multiple technologies
and is adaptable for anyone with a learning or physical disability.
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
For this artifact I selected EdTech504: Final Reflection. In order to properly
assess learning and instructional strategies it is important to reflect. This project
involved reflecting over every assignment from the entire semester. Through my
reflection and research in EdTech 504 I realized I am truly a social constructivist. The
application of social constructivism resonated with me both personally, as a mom, and
professionally. The social constructivist approach to education accommodates both the
necessity of social interaction in learning and individualist nature of modern learning.
Jonassen & Land (2012) state, Social constructivist theory builds on the foundations of
constructivism, extending into how interaction with others impacts and influences the
learning process (p. 272). In response to the recent shift in technology and educational
pedagogical trends, I believe that educators should use social constructivism as a guide
to expanding student-learning possibilities while also encouraging the use of online

learning communities to foster collaboration in order to meet the modern students full
spectrum of needs.
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.
For this artifact I selected EdTech543: Communities of Practice, Connectivism,
Personal Learning Networks. The cornerstone of creating flexible and diverse learning
environments understands the theoretical pedagogy. This assignment demonstrates
the significant research that I did on this topic and my ability to manage the various
processes and resources. The concept by Jean Lave and Etienne Wenger (1998) is
that communities of practice are everywhere and that we are generally involved in a
number of them whether that is at work, school, home, or in our civic and leisure
interests. Connectivism, as Stephen Downes (2013) states is that, Learning is the
creation and removal of connections between the entities, or the adjustment of the
strengths of those connections (p.145). Through my research I was able to strongly
identify with the concept of Personal Learning Networks (PLN) and use this supportive
learning community to help me manage my course work and develop content. In my
current class, EdTech 523, the first thing I did was post in the student lounge and reach
out to my fellow mathematics teachers and create an informal PLN to help me
throughout the semester.
Ethics

Candidates design and select media, technology and processes that emphasize the
diversity of our society as a multicultural community.
For this artifact I selected EdTech 521: Final Netiquette Rules. Since our society
is so diverse, it is critical that we establish appropriate protocols for our interactions with
each other using technology. Creating an established set of rules will help everyone
interact with each other appropriately and safely. This assignment was developed
collaboratively with my PLN and introduces the definition and expectations of online
etiquette. We need to educate our students on how to work in a safe online
environment so these rules includes a critical cyber bullying component. Dr. Rice
(2012) states, Developing a set of netiquette rules and making them available to
students will provide guidelines for expected behavior in your classroom and help set
the tone for interaction (p.95). I used these guidelines to help me create guidelines for
my own students.
STANDARD 3 - LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective
learning environments.
Indicators:
Creating
Candidates create instructional design products based on learning principles and
research-based best practices.
For this indicator I selected EdTech541: Interactive Presentation. Interactive
presentations can be a powerful audiovisual learning tool for students. While students

generally respond more positively to presentation-enhanced instruction, the impact

largely depends on how teachers use such tools (Roblyer & Doering, 2013). For this
project I pushed myself to develop a truly interactive presentation on the order of
operations, often referred to as PEMDAS (parenthesis, exponent, multiply, divide, add,
subtract). I used originally created PowerPoint slides and developed animations which
would allow for pausing and revealing the solutions. I also linked supportive material.
Presentations can help students be active not passive learners, develop research skills,
encourage cooperative learning and problem solving, and engage in more meaningful
learning (Siegle & Foster, 2000). I have added this presentation as a tutorial on my
business site and have received a lot of positive feedback.
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 this indicator I selected EdTech503: Final Instructional Design Project. My
project was designed to teach 7th grade math students how to develop and interpret
statistical data using Excel spreadsheets and collaboration tools for student group
presentations on the Seattle Mariners over two given seasons. This project meets all
facets of Blooms Taxonomy. Bloom's Taxonomy is a hierarchy of skills that reflects
growing complexity and ability to use higher-order thinking skills. The six levels of
bloom's taxonomy, in order (lowest to highest), are knowledge, comprehension,
application, analysis, synthesis and evaluation. All of these stages slot into the
cognitive domain, which relates to how the brain processes information and thoughts.

Dr. Kerry Rice (2012) states that, Blooms taxonomy has historically been used as a
framework for classifying question types in instructional settings allowing learners to
demonstrate their learning and knowledge (pp. 144 - 147). At the end of instruction,
students will know how to do something they didnt know before. I designed this for my
sons 7th grade math class; the teacher did not have time to implement it but plans to do
so in the future. I did a small sampling of my son and his friends to complete this. The
students thought this was a fun and interesting lesson.
Assessing/Evaluating
Candidates use multiple assessment strategies to collect data for informing decisions to
improve instructional practice, learner outcomes, and the learning environment.
For this indicator I selected EdTech523: Project [in progress]. In module 4 we
developed a research based evaluation plan. I incorporated two different types of
evaluation. According to Boulmetis & Dutwin (2011) formative evaluation focuses on
examining and changing processes as they are happening while summative
evaluations focuses on reporting what occurred at the end of a program cycle (p. 16).
Formative evaluation should take place during a project in order to determine if changes
should be made in order to meet the stated outcomes more efficiently and effectively.
Summative evaluation takes place at the end of a project or activity to measure the
attainment of goals or outcomes. I used EdPuzzle, to imbed a formative evaluation
within an interactive tutorial. For the summative evaluation component I had the
students complete a collaborative PowerPoint project and evaluate themselves, each
other, and the project itself upon completion.
Managing

Candidates establish mechanisms for maintaining the technology infrastructure to

improve learning and performance.
For this indicator I selected EdTech504: Final Synthesis Paper. All of the
cumulative work in EdTech 504 meets this standard through the continuous focus on
learning theories. Smith and Ragan (2005) state in instructional design, the goals
are efficiency and effectiveness, doing the best job with the least requirements, or (in
management terms) optimizing return on investment (p. 315). This research paper was
an ideal way to present instructional mechanisms for maintaining the technology
infrastructure to improve learning and performance in a meaningful way. Proper
management of practice requires a solid foundation in theory. Throughout my research
for this cumulative paper, I focused on both past and emerging learning theories and
their role in progressive approaches to mathematics instruction. I realized that I needed
to change the way I managed the technology in my business to better serve my
students. The paper also examined the various roles of learning theories such as
constructivism, objectivism, and Connectivism and the impact they have on instructional
methods. This paper helped me realize that the roles of both the modern teacher and of
the modern student are changing. Teachers need to manage and construct
environments that provoke and challenge students. I immediately began challenging
my students to do more than use technology to study but helped show them how they
could use technology to manage their entire learning environments. Students must
actively seek out interactions and reinforcement. In order to accommodate the modern
student and utilize new technologies, educators must utilize social constructivist theory
of learning to promote the success of the individual through the utilization of online

learning communities. Educators must constantly be exploring emerging theories, such

as Transactional Distance Theory, to challenge both themselves and their students.
Gokool-Ramdoo (2008) state Education is everybodys business the individual, the
organization, and the nation state (p.13).
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.
For this indicator I selected EdTech502: Plagiarism Scavenger Hunt. Plagiarism
is a critical concept when working with any type of technology. Dr. Rice (2012) states,
the emergence of digital content has resulted in heightened interest in laws about
copyright and fair use, as well as increased confusion about the rights and
responsibilities of users of digital content (p. 246). This activity promotes respect for
copyrights while still allowing for open use. This scavenger hunt was created using
Dreamweaver CS 5.5 and a CSS menu; it is a learning activity with questions and linked
resources to teach fundamental issues of copyright and fair use. Although I have not
personally used this with students, it could easily be adapted to use with students of
almost every age.
Diversity of Learners
Candidates foster a learning community that empowers learners with diverse
backgrounds, characteristics, and abilities.

For this indicator I selected EdTech502: Web Accessibility. Web accessibility are
the tools and technologies that allow everyone, regardless of any disability, to access
information on the Web. Accessibility tools allow people with a wide variety of abilities
to utilize the Internet. This page discusses how to use web accessibility tools in the
classroom. It was created for other teachers to learn about why web accessibility is
necessary and experiment with some tools that are available to provide all students with
the opportunity to succeed using technology. Roblyer & Doering (2013) state, [that]
regardless of the specific application of technology, the general goal is always the
same; to harness the potential of technology in ways that offer an individual with a
disability increased opportunities for learning, productivity, and independence (p.
400). We, as educators, have an ethical obligation to instruct all students, regardless of
any disability.
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning
environments within a supportive community of practice.
Indicators:
Collaborative Practice
Candidates collaborate with their peers and subject matter experts to analyze learners,
develop and design instruction, and evaluate its impact on learners.
For this indicator I selected EdTech 504 Peer Review by Kim Hefty and
EdTech 504 Peer Review by Angie Kruzich .These assignments are linked and clearly
demonstrate the professional collaboration standard. Palloff and Pratt (2007) state, An

important element that should be built into an online course is the expectation that
students will provide constructive and thoughtful feedback to each other (p.176). The
process of peer review was the most collaborative of all the projects and lesson that I
have completed. Angie Kruzich and I were given several weeks and detailed standards
by which to assess each other. We not only edited each others work but were able to
meet both synchronously and asynchronously to give each other detailed feedback.
The detailed and constructive feedback that I was given allowed me to present what I
believe to be my best written work.
Leadership
Candidates lead their peers in designing and implementing technology-supported
learning.
For this indicator I selected EdTech 543: Social Network Mini Curricula Unit. This
project was developed collaboratively with my PLN (personal learning network). This
was an elaborate project that involved using multiple collaboration tools and social
network tools. The site and concept were initially created by me using Google sites.
Through multiple synchronous and asynchronous meetings the lesson was fully
developed to explore the cost of a college education. Numerous evaluations were
developed with detailed rubrics. The details are built based on a constructivist
approach. Pallof and Pratt (2005) state, ...collaboration can be seen as the
cornerstone of the educational experience (p. xi). By examining Connectivism and the
role it could play in a mathematics classroom, my entire teaching philosophy shifted as
a result of this course and project. Technology is affecting how our students learn,

which means we need to change how we teach. A networked student needs a

networked teacher. Social media cannot be ignored.
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 this indicator I selected EdTech541: Final Reflection and EdTech 592 ePortfolio. For the final reflection for EdTech 541 I analyzed and interpreted all of the
artifacts and projects that I had developed throughout the course. I reflected on the
effectiveness of my design, development and implementation of technology-supported
instruction and learning. My professional growth was dramatically affected. My overall
goal was to take a constructivist approach to most projects for this course, intending
that these projects were student-centered. Technological tools helped me to
supplement content, engage learners, enhance delivery and assess student learning.
By integrating technology, I was able to enhance the topic of Algebra 1. Through this
course I have realized there are many ways I can implement a variety of technological
skills to better communicate with my students and their parents. Jonassen (2012)
stresses the importance of the opportunity for reflection, ... in a practice field,
opportunity for reflection must be central it provides the opportunity to think about
why we are doing what we are doing (pp. 36 - 37).
The cumulative project EdTech 592 e-Portfolio epitomizes self-reflection and
analysis of all of the artifacts and projects that I had developed throughout the MET
program. In order to select which artifacts met which standards, I had to review every

item I created and reflect on the effectiveness of my design, development and

implementation of technology-supported instruction and learning. I could not just simply
choose items as indicators; I needed to purposefully select each one. Professionally,
this has helped me find the work I am most proud of and reflect on my tremendous
personal and professional growth.
Assessing/Evaluating
Candidates design and implement assessment and evaluation plans that align with
learning goals and instructional activities.
For this indicator I selected EdTech505: Final Paper. The overall goal of EdTech
505 was to learn important concepts and practices in the field of evaluation including:
management, models, data sources, analysis, and reporting results. According to
Boulmetis, J., & Dutwin, P. (2011), in their chapter Why Evaluate, summarize that
throughout the request for proposal evaluation management techniques are illustrated
through assigned roles and responsibilities, meetings with key stakeholders, and
developing a budget that is clearly defined. (pp. 29 - 41). As an educator I learned the
importance of prioritizing and establishing schedules with deadlines to reinforce how
important these factors are to being able to make informed decision on how to make
instructional materials more efficient.
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.

For this indicator I chose EdTech501: Digital Equality vs Digital Divide. Closing
the digital divide is critical for society as a whole. Digital inequality influences social
inequality. Washington is an information enigma. Some of the nations leading digitaltechnology companies are headquartered in and around Seattle, yet vast areas of the
state are starved of local news. In short, Washington is a digital state with a rural
information ghetto. (Washington State, Seattle Times) We need to encourage those
digitally unequal to improve their skills with technology and increase their knowledge of
all things digital. As our society becomes more dependent on technology those without
the skills to access data or utilize data will have to be assisted. Society will need to
create a system to provide assistance and to effectively deal with inequalities of digital
learning and education. Those without the ability to utilize technology will suffer
compared to those with these privileges. The longer society waits to address this issue,
the harder it will be to close the gap, as Cooper (2004) stated, digital technologies
change society very quickly. The ability to participate and prosper in the new economy
will be severely restricted if a household is cut off from technology for more than a
decade (p. 13). This directly applied to ethics. Equal access is the cornerstone of any
ethical conversation.
STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance
learning and improve performance.
Indicators:
Theoretical Foundations

Candidates demonstrate foundational knowledge of the contribution of research to the

past and current theory of educational communications and technology.
For this indicator I selected EdTech 504: Annotated Bibliography assignment.
This is a perfect example a critical step in the research process: to study past and
present educational theories and technologies. Through this assignment I was able to
find, read, summarize, and cite such resources from peer-reviewed sources in detail.
The annotated bibliography helped me better articulate the objectivism and
constructivism learning theories, which were the primary focus of my final paper. I
focused constructivism as a paradigm for learning and teaching. Roblyer & Doering
(2013) state that Constructivists believe that, ...learning occurs when one constructs
both mechanisms for learning and ones own unique version of the knowledge, colored
by background, experiences, and aptitudes (p. 37). Constructivism also asserts that
students construct knowledge individually through interactions with the learning
environment they inhabit as well as their interactions with other learners.
Method
Candidates apply research methodologies to solve problems and enhance practice.
For this indicator I selected EdTech 501: School Evaluation Summary . In the
school evaluation summary, I have created an overview of the technology at my local
high school. Since I am not currently employed by a school I interviewed a local
teacher and one technology specialist from the district and a district representative. My
evaluation considered aspects of technology that are used in both the high school and
district setting. Throughout this assignment I developed my project management and
collaboration skills, information-gathering and decision-making strategies, and formative

evaluation technique. Boulmetis, J., & Dutwin, P. (2011) state, Most evaluations will
call for a report that summarizes the history of the program as well as the goals, the
methodology of the evaluation, findings, interpretations, conclusions, and
recommendations (p. 188). This assignment is a perfect fit for this standard because it
applies research methodologies to solve problems and enhance practice. The five
organizational filters are: administrative, curricular, support, connectivity and innovation.
I shared this report to the districts online learning coordinator.
Assessing/Evaluating
Candidates apply formal inquiry strategies in assessing and evaluating processes and
resources for learning and performance.
For this indicator I selected EdTech 521: Synchronous Lesson and EdTech
505: Why Evaluate? In EdTech 521 for the synchronous lesson I applied both formal
and informal inquiry strategies to assess and evaluate a student in real time using
multiple and varied processes and resources . For this synchronous lesson I used
Google Hangouts, Google docs, PowerPoint presentation, and Edmodo Quizzes. I was
thrilled that the Edmodo quiz was able to be viewed and that the hangout and docs
worked well. Multiple learning styles were supported by including visual and audio
components. I did this lesson with an actual student and you can see he definitely had
not done this lesson before. I feel like my lesson was definitely appropriate for a real
time lesson with a student. I still need to work on my technical skills such as
transitioning from one screen to another. I think with more practice this lesson would go
smoother. Yet my video definitely demonstrates the issues that can come up working

with a real student. My student had some technical difficulties and some problems with
the math. These things can and do happen in real life situations.
For EdTech 505 we explored the benefits and limitations of evaluation.
Evaluation does not guarantee change or improvement (Boulmetis, 2011). This
assignment challenged me to research the inherent limitations of the evaluation of my
program and how I could use the results to benefit the organization, community,
schools, and me. Evaluation provided me the opportunity to prove what I am doing
works to my students, my parents, the district and myself.
Ethics
Candidates conduct research and practice using accepted professional and institutional
guidelines and procedures.
For this indicator I selected EdTech501: Horizon Report Tech Trends. This was
an early assignment in my first course EdTech501 and it was designed to show me how
to critically examine and research the current and emerging technology trends which
would affect the way I teach and learn. This assignment required me to become familiar
with the Horizon Report. The report highlights and predicts education trends and their
estimated timeframe for implementation. I chose to create a lesson plan based on
mobile phone and tablet applications as stated in the 2012 Horizon Report (Time-toAdoption Horizon: One Year or Less). The NMC Horizon Report > 2012 K-12 Edition
identifies mobile devices & apps and tablet computing as technologies expected to
enter mainstream use in the first horizon of one year or less. The research and analysis
contained in the report was designed to inform K-12 educators' technology strategies
over the next five years. This is so interesting to look back at, three years later. At the

time I started this program, in 2012, not all students own tablets but most students had
smart phones. The number of students having both has grown dramatically. I designed
this project based on my own close proximity to Canada (a foreign country). This
lesson was, and still is, extremely relevant for students to understand how to easily
convert US dollars to Canadian. Student interest was heightened since the students
could utilize their smartphones or tablets for this lesson. This lesson epitomizes
conducting and applying research of Educational Technology using accepted and
projected guidelines.
Conclusion
The artifacts that I have assembled demonstrate my mastery and depth of
understanding for the AECT standards for the Masters in Educational Technology
(MET). Each course I completed in this program has had a significant impact for me
both personally and professionally. It has helped me analyze and apply theory and put
it into practice. Through the reflective nature of writing the rationale paper I have been
able to see the extent of my growth with both technology and educational theory.
Conrad and Donaldson (2011) state, Reflection and self-assessment are important
components for empowerment in any learner-focused environment (p. 34). I have to
agree that I feel more empowered and capable now, then when I began this program
nearly three years ago. I believe that I will be able to share the knowledge and
expertise that I have gained with my students, my parents, and my colleagues.
References:
Abbitt, J. & Ophus, J. (2008). What we know about the Impacts of WebQuests: A
review of research. AACE Journal, 16(4), 441-456. Chesapeake, VA: AACE.

Retrieved February 9, 2015 from

http://www.editlib.org.libproxy.boisestate.edu/index.cfm?
fuseaction=Reader.ViewAbstract&paper_id=26092

Bernard, S. (n.d.). Crossing the Digital Divide: Bridges and Barriers to Digital Inclusion.
Edutopia. Retrieved July 10, 2012 from
http://www.edutopia.org/digital-divide-technology-access-inclusion

Boulmetis, J., & Dutwin, P. (2011). The ABCS of evaluation (3rd ed.). San Francisco
(CA): Jossey-Bass.

Conrad, R., & Donaldson, J. (2011). Engaging the online learner, updated: Activities
and resources for creative instruction (Updated ed.). San Francisco: Jossey-Bass.

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