Richard Jones

US History, Government, Economics, and Senior Project Teacher, Del Puerto High School
January 15, 2015
INTRODUCTION
This rationale paper will serve the purpose of demonstrating my mastery of the Association for
Educational Communications and Technology (AECT) standards through a discussion of the
coursework that has been completed during my time in the Boise State University, Master of
Educational Technology (M.E.T.) program. The rationale paper is one of the culminating
activities that must to be completed in order to earn the degree. The vast majority of this paper is
dedicated to discussing the artifacts that highlight my mastery of the five standards established
by this organization: Content Knowledge, Content Pedagogy, Learning Environments,
Professional Knowledge and Skills, and Research. Portions of the paper also have been
dedicated to describing how the artifacts have impacted my teaching practices, lesson designs,
and instructional materials; moreover, relationships to learning theories and research are noted
where appropriate.
The structure of the paper centers around the AECT standards and indicators (sub-standards) that
are expected to be present in mastery-level coursework. Five artifacts from my coursework are
included in each standard along with a discussion as to how they meet the indicators and other
practices listed above. A diverse assortment of artifacts has been selected in an effort to
illustrate the range of knowledge and skills I have developed over the past two years. Each
artifact is hyperlinked to its corresponding location, and can be viewed without
restrictions. Finally, a description of the standards and their accompanying indicators have been
provided as references throughout the paper.
STANDARD 1: CONTENT KNOWLEDGE
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical
and practical applications of educational technologies and processes.
EdTech 542 Project-Based Learning Website: This website contains the contents of my projectbased learning unit. The unit asks students to research the structure and powers of the federal
branches of the United States government and create a presentation that discusses how it could
be changed to better address the needs and concerns of younger Americans. The website
contains visual organizers and timelines of the process, culminating activity rubrics, student
surveys, teacher resources, links to technology tools, formative and summative assessments, and
all instructional materials needed to carry out the project.
EdTech 533 Interactive Video: This artifact is a series of 16 interactive videos that I created
during a module. In this activity, users play the role of a newly-appointed Supreme Court Justice
who has to rule on major cases in US history. What makes this activity unique is that the videos
are all linked together using clickable hotspots made possible via the annotations tool in
YouTube. Users are able to watch the introductory video, click to watch a brief case description

video, and click constitutional or unconstitutional to apply how they would have ruled based
on their knowledge of the Constitution. That takes them to the final video in that branch where
they hear about the actual ruling and can return to the main video menu to start the process over.
EdTech 502 Virtual Field Trip: I developed this website to allow users to take a virtual field trip
through four war memorials in Washington, D.C. The home page describes the purpose,
intended users, instructions for completing the activity, and a guiding worksheet. Each of the
content webpages has a description of the memorial along with an embedded map and
documentary video to help users gain a better understanding as to the power of these locations.
EdTech 505 Evaluation Report: This artifact represents the culmination of a goal-based
evaluation that was designed to assess the extent to which the online Cyber High courseware and
Studies classes at Del Puerto High School were meeting the goals of the program. The report
involved research, collaboration with stakeholders, data analysis, and critical thinking. More
information about the study and a copy of the evaluation report can be found by clicking the
hyperlink above.
EdTech 534 Current Speak App: I created this app as a way of providing students with a simple
method of locating pre-selected, reputable news sources (articles and videos) for each of the
subjects that I teach. The app also allows users to record a video summary of the article and
share it via text, email, and social network post. This is all done within the app itself. The
hyperlink for this article connects to the portfolio post where more information is available about
this project including an embedded paper with screenshots of the app and the technical
components of its design. The app was created using MIT App Inventor 2.
501 Digital Divide/Inequalities Presentation: In this assignment, students were asked create a
presentation that discussed the issues of digital divide and digital inequality; moreover, students
were asked to propose solutions that could address the problems in their schools and
communities. In the presentation, I propose two solutions for the digital divide and three
solutions for digital inequalities. The solutions were based on the financial resources, available
technologies, and technology infrastructure.
Indicators
Creating - Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches. (p. 81)
The scope of the artifacts listed above demonstrates my ability to create instructional materials
and learning environments using a variety of processes, mediums, and technological
resources. The Project-Based Learning website assists with the facilitation of learning by
providing instructional materials, entry event, scaffolding activities, assessments, evaluation
rubrics, teachers guide, timelines, and links to technological resources for students and
teachers. This course dramatically altered my teaching practices as I have since transitioned my
US history courses to be 100% Project-Based Learning where driving questions and authentic
activities determine our direction as opposed to my desire to talk about history. Research
suggests that students can gain benefits through P-BL in academic performance, motivation,
cooperative learning and engagement in the learning process (Kaldi, Filippatou, & Govaris,

2011, p. 46). Thus, providing these materials and this type of learning environment has the
potential to improve student learning.
The Current Speak app, Virtual Field Trip, and Interactive Video are very representative of the
idea that technology can expand the learning environment, and they have impacted my practices
by allowing me to extend learning beyond the walls of my classroom. The Current Speak app
provides access to learning materials on a mobile device. The Virtual Field Trip is a website that
I coded to allow learners to visit war memorials they may never have the opportunity to visit in
person. The website features an instructional worksheet, embedded maps and videos, and an
answer key for learners to assess their progress. Finally, the Interactive Video facilitates learning
through the use of YouTube. All of these demonstrate my ability to create instructional materials
for a variety of learning environments and technological platforms.
Using - Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy. (p. 141)
Most of the artifacts listed above are original in design and content, but they also demonstrate
my ability to select from existing technological resources and process to enhance student
learning and my pedagogy. The Current Speak app utilizes MITs App Inventor to create a
product that allows users to connect to online journals and news agencies. These sources would
be too costly to access through non-electronic means. I utilized Adobe Fireworks to create all of
the images that are present in the app. This app enhances my pedagogy because it provides an
easy avenue for students to find credible, relevant, and real-world connections to the content we
cover in class.
The Virtual Field Trip and Interactive Videos demonstrate my ability to select and use webbased and software resources to enhance my pedagogy. As a social science instructor, it is
important to give students access to historical sites as they add authenticity to the lessons. In this
case, I created the website using Adobe Dreamweaver. The selected resources include Google
Maps and documentary videos from YouTube. The Interactive Video was made using a
combination of Microsoft PowerPoint and Adobe Premiere Pro. EdTech 533 provided my first
experiences with Premiere Pro and YouTube Annotations Tool. These resources have greatly
impacted my pedagogy by providing me with the skills necessary to create engaging, interactive
videos for my courses.
Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.
The clearest example of my ability to assess and evaluate technology integration and
instructional materials is the Evaluation Report that I completed in EdTech 505. This project
evaluated the use of online courseware (called Cyber High) in the Studies classes at Del Puerto
High School in Patterson, California. The purpose of the evaluation was to determine the extent
to which the programs goals were being me by this online learning material. The evaluation
required a great deal of collaboration with stakeholders, analysis of qualitative and quantitative
data, summation of the findings, and recommendations for improvement. This report was given
to our site principal and will hopefully lead to some changes in the structure of the

program. More details about the various components and the process that was utilized can be
found in the report.
The Project-Based Learning website also has several assessment and evaluation components in
its as well. I created rubrics for teachers to assess student presentations as well as rubrics for
peer evaluation during the culminating events. There is also a Google Forms survey that
students can use to provide feedback about the instructional materials and activities that took
place during the unit. These types of reflective activities can help teachers refine their teaching
practices to better meet the needs of students.
Managing - Candidates demonstrate the ability to effectively manage people, processes,
physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
The Evaluation Report required many of the skills, outlined in this indicator, necessary to
successfully complete the project. One of the first tasks that I had to complete for the project
was to lead meetings with the school administrators and course instructors. The purpose of these
meetings was to better understand the goals of the program. These meetings and interviews,
which I managed, allowed me to select the most appropriate process for evaluation. I
determined the best method to be what Boulmetis and Dutwin (2011) refer to as goal-based
evaluation (p. 109). The investigation also helped me identify the proper data sources and
measurement instruments. As the report discusses, I had to manage the implementation of the
instruments by leading teachers and students through the activities. The closing of the report
includes a discussion of the financial costs of the evaluation as they related to my personal fees
and expenses.
One of the more important aspects of managing financial resources to achieve goals is to
understand that one can use technology to combat situations where there are little financial
resources exist. Thus is the case where I work as our school has a very limited budget. This was
one of the motivating factors behind my creation of the Current Speak app as I wanted students
to access media sources that are difficult for our school to purchase in paper form. This app also
demonstrates my ability to manage a mobile-based infrastructure.
The Digital Divide and Digital Inequality presentation also addresses many of the topics noted in
this indicator. In the presentation, I suggested improvements like open computer lab hours
outside of the school day, a tablet checkout system that works on 3G/4G data, and various
training sessions for students, parents, and community members. Most of these could be carried
out using existing personnel on our campuses and could be managed by the site principals. The
suggestions are feasible given their minimal impact on financial resources. In the end, this
assignment demonstrated my ability to manage these components to solve real-world problems.
Ethics - Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology. (p. 284)
When examining each of these artifacts and others that I have developed in the program, I
believe I have done so while honoring the Professional Code of Ethics issued by AECT. The

driving question of the Project-Based Learning website asks students how government could be
changed to better understand their needs and attitudes. This speaks directly to the AECT goal of
creating an environment of openness to disparate ideas and challenge learners to seek out
information and opinions that will broaden their perspective on ideas and issues that are
significant to them (Dean et al., 2008, Section 1.1). In fact, this is one of the main reasons why
I shifted my US history courses to a completely project-based format as the benefits of authentic,
student-centered instructional practices became immediately apparent.
The AECT also points out the importance of promoting an environment in which ideas for the
improvement of teaching and learning are freely and openly shared and discussed (Dean et al.,
2008, Section 3.4). This is visible in the Virtual Field Trip as the home page encourages any
user to explore and use the website to learn about the war memorials. The Interactive Video
activity has open access as well as it is posted on YouTube, allowing anyone to participate in the
lesson. I understand the importance of abiding by copyright and Fair Use laws, but I do so while
allowing others to use my instructional materials for the betterment of student learning. I entered
this field because I understand the power of learning and hope to share that story and these
resources with anyone who feels the same.
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.
EdTech 502 Webquest: The Webquest artifact represents the use of a website to facilitate a more
advanced form of web-based search. This assignment advances the common webquest from a
fact-finding mission to a complex, student-centered exploration of a driving question. In many
ways, it takes the shape of a Project-Based Learning module where students are given a driving
question, conduct research, draw conclusions, and present their findings. In this case, students
are asked the following question: Are political parties more beneficial or harmful to a
democratic system of government? The site includes several web pages and resources,
including the rationale for the assignment, instructions, evaluation materials, assessments,
electronic resources, content standards, and more.
EdTech 503 Instructional Design Project: The Instructional Design Project is an assignment that
infuses Instructional Design practices with the use of technology in the classroom. The project
that I created deals with the use of political polling to measure public opinion. The Instructional
Design paper is divided into eight sections, each of which is detailed in the hyperlink above. The
instructional materials were created specifically for this project and have taken into consideration
the needs of the learners and the nature of the learning task.
EdTech 513 Digital Storytelling: This artifact is a video clip that I selected during an activity that
required students to research an example of a digital story to share with the class. I select a video
titled Nuevo Progresso by Sotero Alex Cuellar Martinez. The video describes his journey as
a Mexican immigrant who came to the United States with his mother. The video also focuses on
his struggles to become the first member of his family to graduate from high school. This video
was part of a larger investigation about the elements of good storytelling. It was shared in a
discussion forum within Moodle.

EdTech 533 Edu Remix Video: The Edu Remix video required students to create an original
documentary using pre-existing video clips and images from the public domain. This had to be
done while following copyright and Fair Use guidelines. Moreover, the video had to address at
least one of the three learning domains (cognitive, affective, and psychomotor) associated with
multimedia learning theories. In this case, I created a documentary about the Dred Scott decision
where African Americans were ruled to be property of their owners as opposed to people in their
own right. My video details Dreds fight for freedom and the struggles his family faced in doing
so.
EdTech 501 Extra Artifact #1 (Senior Project Website): This artifact was completed during
EdTech 501 as students were given the option of taking on an extra assignment based on the
ideas they learned in the course. I decided to take that opportunity and design a website that
could guide Senior Project students through their coursework. This was new to me as I had not
been introduced to Wordpress until I started this course. This website now serves as the main
resource for the creation of Senior Project ePortfolios. This site has expanded significantly over
the past two years and now includes several artifacts I developed during the MET program.
Indicators
Creating - Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes.
The Webquest demonstrates the integration of content pedagogy and technology as students
attempt to explore the question regarding political parties. This lesson was designed for my
American Government classes, and the website serves as the means through which the project
expectations, instructions, rubrics, assessments, and resources are presented to the students. The
goal was to improve student learning by giving them access to credible resources and tools
through which they could construct their own digital slideshow presentation. The Teacher
Page contains all of the California State Standards and Common Core Standards that are
addressed during the project. The goal would be for this project to improve their learning and
the performance as they are provided with a meaningful task that is supported by technologybased resources. It is also important to note that my assignment is designed to elevate webquests
to what David R. Krathwohl (2002) labels as Create within the Cognitive Process dimension of
his revised Blooms Taxonomy. This is evident by the fact that students are required to develop
arguments, within their slideshows, that are supported by evidence as opposed to traditional
Webquests that simply ask them to find answers to questions.
The Instructional Design project also represents the blending of content pedagogy and
technology; however, it goes one step further than the Webquest in that it does so through the
application of the Instructional Design process. In other words, this was designed in a more
systematic and formal process as alluded to in this indicators description. Part of that process
was to assess the needs and characteristics of the learner as that could lead to the creation of
instructional materials that improve student learning and performance outcomes based on their
specific needs.

Using - Candidates implement appropriate educational technologies and processes based

on appropriate content pedagogy.
The Edu Remix Video assists with the implementation of my curricular content as it provides a
visual reference for students who are required to learn about the Dred Scott Decision and its
impact on the relationship between factions of the American public. The clips were created
using Adobe Premiere Pro, and have been shared with my classes via YouTube. As previously
mentioned, this video is based on the cognitive and affective learning domains. This represented
a change in my teaching practices as I have almost always focused on declarative knowledge and
cognitive learning. This forced me to branch out to the affective domain which emphasizes
feelings, values, motivations, attitudes, and dispositions (Jagger, 2013, p. 39). In this case,
students apply that emotion by discussing present-day issues that elicit similar responses to those
of the Dred Scott Decision.
The Senior Project Website, created in EdTech 501, also demonstrates my ability to use
educational technologies to facilitate learning and deliver content to students. Not only has this
website changed the delivery of course content, but it has allowed me to transition the entire
Senior Project from paper portfolios and a PowerPoint presentation to student presentation of
ePortfolios like the Learning Logs used at Boise State. The Home page of my website features
an introductory video that provides an overview of the course and the requirements of the
project. I created this video for the course, and it has proved extremely beneficial given the high
levels of student truancy in my educational setting. The website also features links to Google
Documents where students read instructions and complete their work online. I have embedded a
number of screencasts that introduce each assignment and walk students through the technical
aspects of designing their Wordpress ePortfolios. Finally, I have provided resources for students
to utilize when working on their projects and links to previous student ePortfolios that have been
created since redesigning the program in 2013.
Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the
adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes grounded in reflective practice.
The Instructional Design Project represents my use of a process for assessing the adequacy of
learning and the evaluation of an instructional task. This took place during a number of stages
during the project design. A needs assessment was conducted and demonstrated the failure of
my previous instructional materials to meet the goals of the lessons. The learner analysis taught
me a great deal about the nature of learning as seen through the eyes of my students. The task
analysis allowed me to break the assignment down according to the type of learning that needed
to take place, which proved essential when designing the instructional materials. A learning
matrix was also completed that broke each standard down according to the level of Blooms
Taxonomy they represented. Finally, the project includes the use of several formative and
summative assessment methods for measuring instruction.
The Instructional Design Project also dealt the reflective practice that is important to the teaching
profession. This occurred through the use of reviews by students and a subject-matter
expert. Both groups provided feedback about the materials, and I had to reflect on those in order

to improve the project that I put together. I also reflected on the entire process of Instructional
Design as it was an new process for me. This is not to say that I have not completed similar
activities when designing lessons and instructional materials; rather, it is meant to suggest that I
have never used such an extensive, formal process for designing instruction. This will impact
my practice moving forward as I continue to utilize the various components of Instructional
Design.
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.
As I near the end of my time in the MET program, I can say it has become apparent that
technological resources hold the potential to foster flexible, supportive, and diverse learning
environments if one has the skills, content knowledge, and understanding of learning theories to
support it. Each of the artifacts in this standard demonstrate such efforts on my part. The Senior
Project website was designed to allow students to create relevant ePortfolios they can share with
community members, employers, post-secondary institutions. It has also made collaboration and
peer-support much easier than was possible before moving the course online. Finally, the
learning environment is much more flexible because students with internet access are now able
to work outside of school hours because of the supportive resources that exist on the
website. This is an important feature given that my students are at-risk and often have life issues
that keep them away from schools for extended periods of time.
The other collection of artifacts in this standard add flexibility, diversity of assignments, and
support to students in their own right. The Digital Storytelling assignment demonstrated the
power of letting students tell their stories in digital form. I now use this as an option for student
autobiographies should they feel more comfortable speaking in front of a camera. The Webquest
creates diversity in my classroom as students are given an opportunity to take control of their
learning while I facilitate and provide support. Finally, the Instructional Design Project showed
me how to assess learners and the learning tasks prior to instruction, allowing me to identify the
areas where supportive measures are needed ahead of time.
Ethics - Candidates design and select media, technology, and processes that emphasize the
diversity of our society as a multicultural community.
The Digital Storytelling activity is a perfect example of the power of digital stories and the
importance of recognizing multicultural experiences in ones curriculum. In this case, the video
discusses the struggles that face many children as they cross into the United States. The Digital
Storytelling assignment also involved a discussion about the elements of good storytelling. In
other words, students were asked to describe the characteristics that make for a good story. This
elevated the modules usefulness as it forced students to think about the elements that can have
the greatest impact on learning. The elements that I identified included a powerful message,
appropriate images, sounds that elicit an emotional response, and brevity.
This video, along with the examination of the elements of good storytelling, has impacted my
teaching in a number of ways. First, I use this video as an example of storytelling in my Senior

Project course. Senior Project students used to be responsible for writing an autobiography as
part of the course; however, I have altered that activity by allowing them to tell their own digital
stories. There has been some resistance from students as they are not always open to the idea of
video recordings, but I will continue to look for methods to reduce such fears.
The Edu Remix video about the Dred Scott Decision demonstrates my ability to select media and
technology to emphasize multicultural society. The video discusses the issues facing African
American slaves during the 1800s. It attempts to tell the story through the eyes of Dred Scott
and his family. The video highlights the difficulties that individuals in the African American
community faced and how it must have felt to have been labeled as property rather than person
simply because of skin color. I selected the images, created my own narration, and pieced it all
together in Adobe Premiere Pro.
STANDARD 3: LEARNING ENVIRONMENTS
Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective
learning environments. (p. 1)
Indicators:
EdTech 503 Instructional Design Project: The Instructional Design Project is an assignment that
infuses Instructional Design practices with the use of technology in the classroom. The project
that I created deals with the use of political polling to measure public opinion. The Instructional
Design paper is divided into eight sections, each of which is detailed in the hyperlink above. The
instructional materials were created specifically for this project and have taken into consideration
the needs of the learners and the nature of the learning task.
EdTech 513 Worked Example: The Worked Example artifact is a screencast that I created to
show economics students how to illustrate a demand curve. The requirements, for the
culminating activity in EdTech 513, were to construct a video that shows students how to
complete a task; moreover, we were asked to ensure that the video met all of the learning
principles that we had studied up to that point in the course. These learning theories will be
discussed more in the indicator section of this standard. The screencast was recorded using
Screenr and edited in Adobe Premiere Pro.
EdTech 532 Final Project: This artifact is a copy of the presentation that I did in EdTech 532
where I detailed the game-based learning environment that I created for my American
Government class. In this proposal, the entire American Government class is redesigned to place
students in the role of a young prodigy who is being groomed to take over as president of the
United States (the last democratic society in existence). The lessons have been turned into
missions that students must complete in order to earn experience points and rise in the rankings
of our government leaders. The presentation also touches on the fact that this learning
environment is based on a combination of the Cognitive Theory of Multimedia Learning,
Problem-Based Learning, and Humanism. A copy of the slideshow is linked in the artifact, but
the presentation was delivered in Second Life.

EdTech 501 School Evaluation Summary: This artifact represents the School Evaluation
Summary that I completed using Sibley and Kimballs Technology Use Plan Primer. The report
exams the maturity level and the stage of use for technology at Canyon Valley High School
(please note that a pseudonym was used for security reasons). The first component of this
artifact is the Maturity Benchmark Summary spreadsheet that measures technology use, support,
collaboration, acceptance, budgeting, and planning at the school. That information is then turned
in to the School Evaluation Summary that discusses the schools demographics and describes
rates the stages of technology use in five areas: Administrative, Curricular, Support,
Connectivity, and Integration.
EdTech 502 Copyright Scavenger Hunt: The Copyright Scavenger Hunt is a very simple version
of a webquest where students are asked to download a worksheet, click on resources I have
provided, and answer questions as they read through the material. The purpose of the
assignment is expose students to information about copyright laws, Fair Use guidelines, and the
use of open source items in the public domain. This website was completed early in the course,
so its design is not very complex. It does include an answer key for students to self-assess their
progress and an embedded video that describes how to complete the tasks.
EdTech 533 Vlog with Closed Captioning: The Vlog with Closed Captioning artifact was created
to discuss the pros and cons of YouTube in education. Students were asked to use their research
to create a VLOG (video blog) about this topic; however, that is not the most important part of
the activity as it relates to this standard. What makes this activity unique is that it required
students to enter closed captioning commentary of their entire narrative. Viewers can enable the
closed captioning by turning on the option in the video.
Creating - Candidates create instructional design products based on learning principles
and research-based best practices. (pp. 8, 243-245, 246)
The Instruction Design Project from EdTech 503 is the perfect match to this indicator as it
encompasses a number of learning principles and research-based practices. The project consists
of eight main parts, all of which are divided into a number of subsections. Some examples of
instructional design components that were used in creating this product include a needs
assessment, task analysis, matrix of learning objectives and Blooms Taxonomy, instructors
guide, instructional materials, evaluation plan, and expert review. This assignment has had a
profound impact on my teaching practices because it has demonstrated the importance of
understanding the learners, provided insight about using lesson objectives to identify the type of
learning and best methods of instruction, and given me a set of skills when it comes to designing
assessments based on learning goals.
Using - Candidates make professionally sound decisions in selecting appropriate processes
and resources to provide optimal conditions for learning (pp. 122, 169) based on principles,
theories, and effective practices. (pp. 8-9, 168-169, 246)
The vast majority of the artifacts that I have created in this program are related to learning
theory, but none are more apparent than the Work Example screencast. A worked example is
step-by-step demonstration of how to perform a task or solve a problem (Clark & Mayer, 2011,

p. 224). The screencast that I created is based on a number of principles and theories as
discussed by Richard Mayer and Ruth Clark. First, the Multimedia Principle is addressed
because the video uses relevant visuals and words rather than words alone (Clark & Mayer,
2008, p. 10). The Coherence Principle is practiced because my video attempts to refrain from
using extraneous visuals, words, and sounds (Clark & Mayer, 2008, p. 10). The Redundancy
Principle is evident in the fact nearly all visuals are explained by audio or by text rather than by
both (Clark & Mayer, 2008, p. 10). Thus, the video was designed to incorporate these
principles for the purpose of maximizing learning.
The game-based learning environment of my EdTech 532 is also based on learning principles
and effective practices. Part of the project asked students to create a mash-up of learning
theories that could be used in their game-based environment. I selected the Cognitive Theory of
Multimedia Learning, Problem-Based Learning, and Humanism. Mission briefing videos are
used before and after each mission as a way to carry the storyline throughout the course. These
videos correspond to what Richard Mayer (2002) calls The Cognitive Theory of Multimedia
Learning as they use words and visuals to deliver a message and instruction. Problem-Based
Learning is present as missions are designed to place students in the role of having to solve realworld problems. Finally, some parts of Humanism are addressed as students create their own
interpretation of the problems and weigh their solutions against personal experiences and
beliefs. All of these theories have changed my approach to teaching as they provide scientific
evidence about instruction and the methods for maximizing its impact.
Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect data
for informing decisions to improve instructional practice, learner outcomes, and the
learning environment. (pp. 5-6)
The Instructional Design Project encompasses several types of assessments that are used in
decision-making and the improvement of instructional practices. The needs assessment was
conducted to measure student understanding of the material and whether instruction was needed
in the first place. The learner description looked at the preferences and interests of students as
they relate to the topics and tasks involved in the unit. Finally, the process led to the point where
it was determined that the tasks involved required supplantive instruction, or that which involves
a great deal of pre-planned and structured material (Smith & Ragan, 2005). The project also
examined how the instructor would measure student attainment of the instructional goals by
planning for a number of formative and summative assessments. This includes the use of
progress checklists, rubrics for student presentations, and a paper-pencil test. In addition, a
survey was created on Google Forms that will allow students to provide feedback to the
instructor regarding their own assessment of the instructional materials and activities.
The Instructional Design Project has opened my eyes to the fact that I need to justify each
assessment item according to the type of learning that I am applying to the lessons. In other
words, the strategies that are used should ensure that students are able to do what is expected of
them beyond just a simple multiple-choice test. This unit is based on experiences and the
presentation of a project that students complete; thus, the assessment should take into
consideration a students ability to carry out that project, not just if they know the concepts. This
is why the presentation rubric was created and serves as one of the summative assessment

pieces. It has also shown me the importance of planning the assessments before creating the
learning materials so they can guide the creation of such products.
Managing - Candidates establish mechanisms (p. 190) for maintaining the technology
infrastructure (p. 234) to improve learning and performance. (p. 238)
The School Evaluation Report looked at assessing the learning environment beyond just
instructional materials. The report uses Sibley and Kimballs Technology Use Plan Primer
(1998) to collect data regarding the integration of technology at Canyon Valley High School. It
specifically looks at the status of CVHS in terms of its use, support, collaboration, acceptance,
budgeting, and planning of technological resources. The report concluded that CVHS is
currently an Island status and highlighted several areas of concern with regards to the
infrastructure and use of technology. Among these concerns are the schools lack of
enforcement of its technology policy and insufficient access to the computer lab during school
hours. The commendations included excellent access to technology for staff and a willingness to
try new technologies during instruction.
This report demonstrates my ability to utilize mechanisms like the Technology Use Plan Primer
to assess and make recommendations about technology infrastructure and its impact on learning
and performance. This will be key as I attempt to move forward as a leader in educational
technology because infrastructure plays a major role in the successful integration of technology
in educational settings. At the same time, the report highlights other important aspects like staff
understanding of technology use, administrative policies, and technology budgeting.
Ethics - Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and
appropriate open access to resources. (p. 3)
The Netiquette and Copyright Scavenger Hunt both show my mastery and emphasis of this
standard. The Copyright Scavenger Hunt is an activity that teaches students about copyright law
and Fair Use Guidelines through the use of a webquest. It also includes a section on public
domain (open resources) content. It is important to note that this artifact does not include a
discussion of safety and best practices on the internet as those were covered in the Netiquette
website that I built in EdTech 502. That website discusses topics like the importance of
protecting personal information, not forwarding emails, and logging out of school devices when
finished. I use both of these websites with my courses as they involve a great deal online
collaboration and project construction using resources from the internet.
Diversity of Learners - Candidates foster a learning community that empowers learners
with diverse backgrounds, characteristics, and abilities. (p. 10)
The Instructional Design Project taught me a formal method for assessing learner abilities and
interests through the use of a learner analysis. When possible, this allows me to cater
instructional materials or examples to what the students are interested in; moreover, it provides
information about my students abilities so that I am aware of the areas of need before I start

building lessons. This is extremely important if one hopes to create meaningful and effective
educational materials.
In some ways, all of my artifacts were created with the learner in mind, but none is more
apparent than the learning community that has developed from my studies of gamification during
the EdTech 532 Final Project modules. My American Government course is now structured
much like a game where the users (learners) have a choice in what they play (study). The course
is divided into 15 separate levels, five of which are mandatory and 10 that are optional. After
students complete the 5 core levels as a class (to learn the basic structure of government), they
are allowed to break into groups or work as individuals on five of the remaining ten. This choice
allows students to choose topics based on their interests and experiences. They can work on
things like running a mock political campaign, creating a political action committee with their
classmates, or writing letters to elected leaders to voice their concerns about real-world issues.
The final artifact for this standard is important and was included because it specifically addresses
the topic of learner abilities. The VLOG with Closed Captioning demonstrates my ability
address learner abilities by adding closed captioning to videos that I create and post to
YouTube. YouTube has an automatic reader that attempts to provide this service, but it is far
from accurate. Knowing how to adjust the words and timing of their display is important when
providing multimedia instruction for students who have a visual disability. This has actually
come in handy as I recently had my first legally blind student enroll in one of my courses that is
highly-dependent upon video instruction.
STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.
EdTech 503 Instructional Design Project: The Instructional Design Project is an assignment that
infuses Instructional Design practices with the use of technology in the classroom. The project
that I created deals with the use of political polling to measure public opinion. The Instructional
Design paper is divided into eight sections, each of which is detailed in the hyperlink above. The
instructional materials were created specifically for this project and have taken into consideration
the needs of the learners and the nature of the learning task.
EdTech 501 Extra Artifact #1 (Senior Project Website): This artifact was completed during
EdTech 501 as students were given the option of taking on an extra assignment based on the
ideas they learned in the course. I decided to take that opportunity and design a website that
could guide the Senior Project students through their coursework. This was new to me as I had
not been introduced to Wordpress until I started this course. This website now serves as the
main resource for the creation of Senior Project ePortfolios. This site has expanded significantly
over the past two years and now includes several artifacts I developed during the MET program.
EdTech 505 Evaluation Report: This artifact represents the culmination of a goal-based
evaluation that was designed to assess the extent to which the online Cyber High courseware and
Studies classes at Del Puerto High School were meeting the goals of the program. The report
involved research, collaboration with stakeholders, data analysis, and critical thinking. More

information about the study and a copy of the evaluation report can be found by clicking the
hyperlink above.
EdTech 542 Project-Based Learning Website: This website contains the contents of my projectbased learning unit. The unit asks students to research the structure and powers of the federal
branches of the United States government and create a presentation that discusses how it could
be changed to better address the needs and concerns of younger Americans. The website
contains visual organizers and timelines of the process, culminating activity rubrics, student
surveys, teacher resources, links to technology tools, formative and summative assessments, and
all instructional materials needed to carry out the project.
EdTech 532 Final Project Reflection: This is a reflection that took place after I presented my
game-based project. The presentation discussed the gamification plan that I developed for my
American Government course, the structure of the scoring and assignments that would be used,
and the relation between the instructional materials and my personal learning theory mash
up. The presentation was delivered in a virtual program called Second Life. After the
presentation, classmates were asked to complete a Google Form survey to provide feedback that
could be used to improve my project design. That feedback was taken into consideration when
writing my reflection. A copy of the reflection and survey results are linked to this artifact post.
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.
Several of the artifacts combine together to demonstrate my mastery of this indicator. The
Instructional Design Project required collaboration with a subject matter expert when completing
the Formative Review process. That review was used to alter the instructional materials,
especially as it relates to the rubrics that were to be used during student presentations. The
Evaluation Report in EdTech 505 also required a great deal of collaboration with colleagues at
the school where I completed the evaluation. I had to lead discussions with our site
administrators, teachers who implement the program, and students who were taking the course in
question. I also relied on discussions with the site secretary in order to gain access to
demographic information about the students. In an ideal world, the findings and
recommendations of the report would be used to improve the program and its impact on learners.
The Final Reflection for my Edtech 532 class offered another example of collaboration with
peers, except this time it was with my Boise State classmates. Every student in that class had to
present their game-based project via Second Life. This was the perfect example of how
technology can enhance collaboration in a setting that is not traditionally considered
educational. In any event, they were able to provide feedback about how my project could be
improved, which was taken into consideration when re-designing the instructional materials. All
of these collaborative experiences have altered my teaching by highlighting the benefits peer
review and collaboration can have on student learning.

Leadership - Candidates lead their peers in designing and implementing technologysupported learning.
The clearest example of my mastery of this indicator is the effort that I put into transforming my
schools Senior Project course. I had taught Senior Project for roughly 7 years before joining the
Boise State MET program. Up to that point, Senior Project asked students to create a portfolio
binder of career and college documents (applications, resumes, cover letters, etc.). In addition,
students were required to give a short PowerPoint presentation about the career they are
interested in pursuing. Less than a month into EdTech 501, I got the idea to change our Senior
Project in a dramatic fashion. This class introduced me to the idea of asking students to
construct ePortfolios, on Wordpress. That gave me the idea of having students create their own
websites (ePortfolios) to display their coursework, community service videos, and job shadow
pictures for the judges to see. According to Enyon, Gambino, and Trk (2014), ePortfolios
have the potential to benefit student learning by increasing grade point averages, making learning
more visible for students, and facilitating collaboration. With this knowledge, I took my
suggestion to district and received their permission to move forward with the idea. The problem
that I had was that I did not have my own website to guide students through the process, so I
created the Extra Artifact Senior Project website.
This website now serves as the center of technology support for seniors as they work to construct
their ePortfolios. They are able to locate all of their assignments, watch instructional videos
about the course and each module, communicate with the instructor, access an embedded course
calendar, and browse through samples from previous students. What is even more powerful is
the fact that our community judges and school faculty can provide feedback throughout the
process by visiting each students website and leaving comments on their pages. This gives
students a chance to receive outside feedback beyond the short notes written by the panel judges
on presentation day. I am now looking to expand this format to other schools in our area in an
effort to improve student learning at their sites.
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.
As an educator, I spend a great deal of time reflecting on my practice and the instructional
materials that I create. In fact, this rationale papers is itself a written reflection on my
experiences in creating these artifacts. That said, the Final Reflection in Edtech 532 is an
excellent example of how I collected data from peer feedback and used it to improve the
technology-supported, game-based learning environment that I wanted to integrate in my
American Government class. This can be seen in the written reflection that is embedded in the
artifact post. That process has allowed me to grow as a professional.
The EdTech 503 project also helped me to collect data for improving the design of the
instruction before the materials are created and once they have gone through a field trial. The
needs assessment and learner analysis helped me gear my lessons towards the specific needs of
the students. This includes asking questions about students technology skills. This allows for
the creation of materials that can be used in a field trial. The field trial allows the instructional

designer to make adjustments to the materials before rolling them out on a larger scale. At the
same time, the project also taught me the importance of stating a rationale for all of the
technology that will be used in lessons and why they are relevant to the activities. This
illustrates the importance of using technology when appropriate and necessary, as opposed to
using it because it is available.
Assessing/Evaluating - Candidates design and implement assessment and evaluation plans
that align with learning goals and instructional activities.
The Evaluation Project from EdTech 505 represents the most thorough example of how I have
implemented an evaluation plan based on learning goals and instructional activities. I used the
goal-based model in completing this evaluation, which focuses on comparing a programs goals
with its desired outcomes. In this case, I evaluated whether or not students at Del Puerto High
School were reaching the programs goals (faster credit remediation and completion of courses
not offered on campus) through a combination of online courseware and Studies classes. The
evaluation found the school was meeting its goal of remediating credits; however, they failed to
meet their goal of having students complete courses that are not offered during the student
day. The data was used to make recommendations for improving the structure of the program.
The Instructional Design Project and Project-Based Learning unit both have assessment plans
that align to the learning goals and instructional activities. Both involve the goal of having
students collect research, make arguments based on evidence, and present their findings to their
peers. This is then assessed through presentation rubrics that align directly to these goals. Both
projects also include formative assessments based on where students should be at the time the
assessment is given. This includes progress checks and traditional paper-pencil tests. These also
align to the learning goals. While this is not a new concept for me, it has reinforced the idea that
assessments should be designed based on learning goals and that their development usually
occurs before the creation of instructional materials.
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 am not sure if a single artifact can truly encompass the intent of this indicator, so I would
simply suggest that I have always carried myself with the utmost respect for my fellow students
and faculty members involved in this program. I have given all of the assignments my best effort
and have approached each one of them with my students in mind. One of the unique benefits
that online learning has over traditional classroom settings is the ease by which students can be
connected from all over the world. That has definitely been a clear advantage to this program as
I have communicated with classmates and instructors who live thousands of miles away. This
allows for diverse perspectives on the issues that are discussed in class. Amazingly enough, we
still shared many of the same questions and concerns regarding technology and learning in
general.
This is one of the reasons why I am saddened by the idea of completing the program as I fear
losing the connections that have been made. It is an amazing example of collaborative learning

and has been an experience like no other that I have encountered in education. In the end, I
would hope the collection of artifacts that I have included in this paper would demonstrate the
professionalism and respect I have maintained throughout the program.
STANDARD 5: RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (p.
4) and improve performance (pp. 6-7).
EdTech 504 Synthesis Paper: The Synthesis Paper required students to construct a research paper
that combines a learning theory with some aspect of educational technology. The process was
fairly complex and required peer-review from another student. My paper examines the use of
multimedia instruction in cognitive constructivist learning environments. I selected this topic
because I developed an interest in multimedia instruction after taking EdTech 533 and EdTech
513. I selected cognitive constructivist learning environments because my previous studies had
focused mostly on cognitive learning; thus, I wanted to extend my knowledge to a new area of
learning theory. The paper focuses heavily on a discussion of the guiding principles for the
successful integration and potential benefits of integrating multimedia in cognitive constructivist
environments.
EdTech 501 School Evaluation Summary: This artifact represents the School Evaluation
Summary that I completed using Sibley and Kimballs Technology Use Plan Primer. The report
exams the maturity level and the stage of use for technology at Canyon Valley High School
(please note that a pseudonym was used for security reasons). The first component of this
artifact is the Maturity Benchmark Summary spreadsheet that measures technology use, support,
collaboration, acceptance, budgeting, and planning at the school. That information is then turned
in to the School Evaluation Summary that discusses the schools demographics and rates the
stages of technology use for five areas: Administrative, Curricular, Support, Connectivity, and
Integration.
EdTech 504 Annotated Bibliography: The annotated bibliography for EdTech 504 was used to
gather peer-reviewed research regarding the topic we hoped to discuss in our synthesis papers. I
researched the use of multimedia instruction in cognitive constructivist learning
environments. In doing so, I located sources that defined the two concepts, discussed the
relationship between them, and provided data about the potential impacts of integration. The
final copy of the annotated bibliography had to be written according to APA guidelines.
EdTech 505 Evaluation Report: This artifact represents the culmination of a goal-based
evaluation that was designed to assess the extent to which the online Cyber High courseware and
Studies classes at Del Puerto High School were meeting the goals of the program. The report
involved research, collaboration with stakeholders, data analysis, and critical thinking. More
information about the study and a copy of the evaluation report can be found by clicking the
hyperlink above.
EdTech 501 EdTech Challenges: This assignment was given as a way of asking students to
research and propose solutions to a significant challenge relating to education technology. In
this case, I selected the issue of K-12 schools needing to address the increased blending of

formal and informal learning. My solutions are detailed in the artifact post, but they were
basically to increase the use of informal models for learning (like flipped classrooms), push for
the adoption of 1:1 computing, increase opportunities for professional development, and look for
ways to use informal assessments to measure student achievement. This was then turned into an
action plan. The last component of this artifact is an Xtranormal video that I created to discuss
the problems and solutions stated above. It is meant to be a conversation between myself and a
principal.
Indicators
Theoretical Foundations - Candidates demonstrate foundational knowledge of the
contribution of research to the past and current theory of educational communications and
technology. (p. 242)
The artifacts that best demonstrate mastery of this indicator are the pieces that I completed in
writing the Synthesis Paper for EdTech 504. It started with the completion of the annotated
bibliography as this is what helped me build the foundational knowledge to be able to write the
synthesis paper. The annotated bibliography and synthesis paper dealt directly with the
relationship between the integration of multimedia instruction in cognitive constructivist learning
environments. The synthesis paper thoroughly discusses the development of behaviorism,
cognitivism, and constructivism as learning theories; moreover, it examines the definition of
multimedia according to the works of several scholars in the field. The remainder of the paper
focuses on providing educators with guiding principles for the successful integration of the two,
along with the potential impacts one might expect when doing so. In the end, the annotated
bibliography and synthesis paper demonstrate my understanding of the evolution of learning
theories and their relation to educational communications and technologies.
This has impacted my professional growth in a number of ways. First, it helped me to better
understand learning theories. I had briefly looked at these in other classes, but this assignment
helped me see how these can shape the way a teacher approaches the creation of instructional
materials and activities. I noticed that I have increasingly moved toward the constructivist model
of learning as my career has progressed. The two artifacts also helped me improve my research
abilities as it relates to this field of study. It was fairly different compared to the research I
completed to earn my Bachelors Degree in History. Finally, it has made me more aware of how
to successfully use a piece of educational technology in the type of learning environment I hope
to continue building. I am a big proponent of multimedia and hope to use it as effectively as
possible in order to maximizing student learning and engagement.
Method - Candidates apply research methodologies to solve problems and enhance
practice. (p. 243)
The first artifact that demonstrates my competency as it relates to this indicator is the EdTech
Challenges assignment from EdTech 501. In that assignment, I had to research possible
solutions to the inability for K-12 schools to address the blending of formal and informal
learning environments. This significant challenge came directly from the 2012 Horizon
Report. In completing the assignment, I proposed for possible solutions and discussed the

academic and financial impacts of doing so. I also laid out an action plan that called for
movement on two fronts. The first was to address attitudes and policies for technology
integration at the district-level. The second was a suggestion to deal with access to technology
for staff and students. This include ideas like 1:1 computing, open lab hours, and workshops for
parents. All of these show my ability to research and propose solutions to real-world technology
problems.
This was also the case in the synthesis paper that was completed in EdTech 504. The annotated
bibliography covers the research aspect of this indicator, but the synthesis paper was written to
propose guidelines that could help teachers improve their practice. In other words, while the
paper discusses multimedia instruction in cognitive constructivist learning environments, the
purpose was to offer suggestions that teachers could use to improve their practice should they
choose to do so. This has definitely been the case in my teaching practice as I had previously
used multimedia to teach students information. However, in cognitive constructivist learning
environments, students need to use multimedia to select relevant information and build coherent
connections (Mayer et al., 1999, p. 639). The paper provides insight as to how to move students
from learning facts from multimedia to a point where they can make meaningful connections
between multimedia content and their lives. Thus, the research helped me improve my practice.
Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance. (p. 203)
The Evaluation Report represents a formal inquiry into the use of online courseware and Studies
classes at Del Puerto High School in Patterson, California. The evaluation involved a number of
steps and procedures. One of the more critical decisions that had to be made was the selection of
the evaluation model (process) that would be used in completing the evaluation. In this case, I
selected the goal-based model based on the description provided by Boulmetis and Dutwin
(2011), as the evaluator was attempting to determine whether or not pre-determined goals were
being me by the use of the online courseware and Studies classes. The evaluation did not assess
the quality of the courseware, but it did examine the process of delivering the courses in this
fashion. It did so by examining student performance in terms of the student completion of
graduation credits. The evaluation report included a number of components including a
complete explanation of the process, findings, and recommendations for improvement. In an
ideal world, the administration would use the report to improve student learning and performance
within the program. I can easily see myself using this in the future, especially as I look to take a
leadership role in my district.
In many ways, the annotated bibliography and synthesis paper also represent an attempt to use a
formal strategy for evaluating resources for learning and performance. I say this because it
started as an inquiry to find research about the topic and ended with a synthesis that included
suggestions for improving student learning from multimedia in cognitive constructivist learning
environments. I have already used these research skills in my part-time role as mentor for new
teachers in our district. As teachers come to me with questions regarding teaching strategies and
best practices, I turn to my research skills to locate and share peer-reviewed sources on the topic.

Ethics - Candidates conduct research and practice using accepted professional (p. 296) and
institutional (p. 297) guidelines and procedures.
The annotated bibliography and synthesis papers were both constructed according to APA
guidelines. The sources used in the creation all of my artifacts were cited in the reference pages
or attached to the portfolio entries. The artifacts also represent one of the key tenets of the
AECT Standards as they relate to Ethics. The organization states that individuals should strive
continually to improve professional knowledge and skill and to make available to patrons and
colleagues the benefit of that person's professional attainments (Dean et al., 2008, Section
3.4). This is not only reflected in my efforts to write a synthesis paper that advances the use of
educational technology in the classroom, but by the fact that every artifact I have completed in
this program is posted for the public to see. My papers, websites, projects, videos, games, apps,
and instructional materials have all been made public because I believe it is every educators
duty to work for the betterment of learners. If this means sharing work that required a great deal
of effort to complete, then so be it.
CONCLUSION
As I look back at these and the other artifacts I have completed in the program, I am beginning to
understand the extent to which I have grown over the past two years. What started as a leap of
faith, to join an online learning program, has ended in giant leap forward in terms of improving
my professional knowledge, skills, abilities, and practices as an educator. Coming into the
program I had thought of educational technology as a tool for delivering instruction and
communication. I have come to see educational technology as much more than a collection of
simple tools. Education technology is a dynamic field of study that examines all aspects of
education and learning, the purpose being the empowerment of learners and educators.
The entire collection of artifacts that I have compiled speak to my ability to use educational
technology to empower learners and educators. I am much more confident in my ability to
create educational materials, assess learning, develop technological resources, design instruction,
solve problems, foster effective learning environments, and evaluate programs. At the same
time, the artifacts also demonstrate my ability to do each of these using a variety of platforms
including print-based, web-based, video, and mobile. As technology progresses and learning
environments change, it will be essential that I continue to enhance my practices in each of these
areas.
At this point in time I am still conflicted about the future direction I will take in the field of
education. I got into teaching because I understand the vital role that education plays in
determining the lives we live. I wanted to help others recognize this importance and assist them
with charting the course they want to take. Specifically, I wanted to work with students who
could not find success in traditional educational environments. This is why I have spent my
entire career working with at-risk students in an alternative education program. It is difficult to
picture myself working anywhere else. At the same time, I have a desire to work with other
educators in the implementation of technology in educational settings. I understand the proper
use of technology based on learning theory and best practices, so I feel a sense of responsibility
to help others plan and make informed decisions based on such. This is especially important in

an environment where too many schools are adopting technology based on popular trends and
not what is truly best for learning. Regardless of the future direction I happen to take, I leave
this program ready to overcome the obstacles along the way and look forward to sharing all I
have learned. That is, after all, the purpose of education.

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