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Becoming a Better Educator

Educational Technology and Curricular Connections

JamieDoiron BoiseStateUniversity FinalSynthesisPaper July2013

Introduction
IamcurrentlyahighschooltechnologyteacherinSouthWindsor,Connecticut.Imainlyteachcoursesin photography,butwillsoonofferacourseincomputersciencethroughvideogamedesign.IstartedmyMETatBoise Stateinearly2012andlearnedmanythingsthatIhaveputtopracticaluse.Thispaperhighlightssomeofthose artifactsandisorganizedaccordingtotheAECTstandards.

Standard 1: Design
1.1 Instructional Systems Design
Thisstandardreferstotheabilitytodesign,implement,andevaluatemeaningful,engaginginstruction.InEDTECH 503,IdevelopeddetailedinstructionforadepthoffieldunitinaphotographyclassthatIteach.Myinstructional designprojectstartedwithaclearlydefinedlearninggoal.Iwentonthoroughlyanalyzemylearnerswithaformative assessmentgivenatthebeginningoftheunittounderstandtheircurrentknowledgeofthetopic.Accordingto GarrisonandEhringhaus(2007,p.1),formativeassessmentinformsbothteachersandstudentsaboutstudent understandingatapointwhentimelyadjustmentscanbemade.Theseadjustmentshelptoensurestudents achieve,targetedstandardsbasedlearninggoalswithinasettimeframe.Thedatafromtheformativeassessment enabledmetodesigninstructiontailoredtothelearnersindividualneeds. Attheendoftheunitthelearnerstookapostassessment,whichgavemeadditionalinformationregardingthe effectivenessoftheinstruction.Priortoinstruction,only12.8%ofstudentsscoreda75%orbetteronthe assessment.Followinginstruction,75%ofstudentsscoredatleasta75%onthepostassessment.This demonstratesproficiencyindesigningmeaningful,datadriven,learnercentricinstructionalunitsbecausestudents whoengagedintheactivityIdesigneddemonstratedalargeincreaseincontentknowledgefollowingthecompletion oftheactivity.

1.2 Message Design

Messagedesignrelatestoplanninghowamessagewillbedeliveredtoatargetaudiencetomeetanobjective.It encompassesthephysicalformthemessagetakesaswellasthewayinwhichthatmessageisdelivered.The artifactIselectedtodemonstrateproficiencyforthisstandardisareadingquizfromEDTECH503.Inthis assignment,Idemonstratedknowledgeandunderstandingofconceptsfromthetextbycreatingvisualmetaphorsto representthemandexplainingmyrationale.Inthissituation,thetargetaudiencewasmyprofessorandtheobjective wastodemonstratemyunderstandingofinstructionaldesign.ThisshowsthatIcancarefullycraftamessagefora specificaudienceandpurposeanddeliveriteffectively.Ihavesincetakentheideasofmessagedesignandvisual metaphorandusedtheminmyphotographyclassbyrequiringstudentstocreatephotographsrepresentativeof specificthemesortopicsrelevanttothem.Thishashelpedinspirethestudentstoplanphotographsinawaythat theyhadnotinthepastandthinkaboutwhatmessagetheywanttheirphotographtosend.

1.3 Instructional Strategies

Instructionalstrategiesarewaystoplanandsequenceeventsinalearningactivitytoachievethelearninggoal.They areusuallyrelatedtoaninstructionalmodel.IcreatedacompositionjigsawactivityforEDTECH502that demonstratesproficiencyinthisarea.AccordingtoAronsen(2008),notonlyisajigsawactivityagreatwayfor studentstolearncontent,italsofacilitatesinteractionamongallstudentsintheclass,leadingthemtovalueeach otherascontributorstotheircommontask.Iselectedthistypeofactivitywhendesigninginstructionformy photographyunitoncompositionbecauseIwantedthelearnerstomasterthecontentandbeginregardingone anotherasresourcestheycouldusethroughoutthesemester.Thisparticularunitoccurswithinthefirstfewweeks ofthecourseandisagreatplaceforlearnerstostartbuildingrelationshipswithoneanother. Myadaptationofthejigsawhasfourexpertgroups.Eachgroupisgivenacompositiontechniquetolearnaboutand

alistofresourcestohelpthem.Ratherthanrequireeachpersontolearnalittlebitabouteverytypeofcomposition, thisactivitygivesthemownershipoveroneparticularareaandanopportunitytobecomeanexpertthatother learnersmaycometoforhelp.Thisartifactdemonstratesmyabilitytoplanandsequenceactivitiesbasedon instructionalmodelsthatnotonlyhelplearnersmeettheinstructionalobjectiveofthatclassperiod,butalsohelp buildlongtermrelationshipsbetweenlearners,somethingthatiskeytothesuccessofthecourseasawhole.

1.4 Learner Characteristics

Learnercharacteristicsarefactsaboutlearnersthatcanbeusedwhenselectingtheappropriateinstructional strategy,implementingtheinstruction,andchoosinghowtoevaluatethelearners.Todemonstratemyknowledgeof manydifferentlearnercharacteristicsandabilitytodesigninstructionbasedonthem,Iincludedmylearning theories:discoverylearningpaperfromEDTECH504.AccordingtoHammer(1997),discoverylearningisa studentcenteredapproachthatisverycloselytiedtoconstructivisttheory.Asaresultofmyresearch,Iredesigned thefinalunitinmyphotographyclass:studioportraitureandlighting.Inthepast,Itoldthelearnershowtoarrange thelightingtoachieveabalancedeffectsuitableforportraits.However,afterdoingmoreresearchaboutdiscovery learning,Isimplyshowedthelearnershowtousethelightsandrequiredthemtotryatleast10different arrangements.Ihavealsoincludedthestudioworksheetfromthenewunitthatthelearnersusetoguidetheir experimentation. TheworkthatIgotfromthelearnerswassomeofthemostoriginalandcreativestudiophotographsIhaveever receivedandthelearnersseemedmuchmoreengagedthroughouttheentireprocess.Mydiscoverylearning researchshowedmethatmostpeoplelearnbestwhentheyareabletodosomething,trydifferentapproaches,and solveaproblem.Myknowledgeofthislearnercharacteristicinformedmyinstructionandresultedinaanengaging activityandhigherqualitystudentworkclearlyshowingmasteryofthecontent,whichdemonstratesIamproficient inthisstandard.

Standard 2: Development
2.1 Print Technologies
Printtechnologiesrefernotonlytopaperbaseddeliverysystems,butalsotoanyvisualrepresentationor photographicreproductionusedtofurtherinstructionalobjectives.PartofmyinstructionaldesignprojectforEDTECH 503involvedcreatinginstructionalmaterialsthatwouldaidlearnersindeterminingthedifferencebetweenshallow anddeepdepthoffield,whichcanbefoundinAppendixAonpage25.Ipresentthelearnerswithaseriesof photographsandaskthemtohypothesizewhatthephotoshaveincommon.Then,learnersidentifythedifferences betweenthatfirstsetandasecondsetofphotographs.Byhypothesizing,predicting,andidentifyingsimilaritiesand differences,thelearnersarebeginningtoidentifythedifferencesbetweenshallowanddeepdepthoffield,whichis oneofthefirstobjectivesintheunit.Mostrecently,Ifurthermodifiedthisunitbygroupingthestudents,givingthem printedphotographs,andaskingthemtoengageinthesameformofinquiry. Inthepast,Ihavealwaysexplainedthevisualdifferencesbetweenwhatdeepandshallowdepthoffieldandshown someexamples.However,byusingvisualrepresentationsandaskingthelearnerstoengageininquiry,theyare discoveringthedifferencesforthemselves.Afterredesigningtheunitinthisproject,Isawanincreaseinlearner understandingoftheconcept,whichtranslatedintoabetterabilitytorecreatethatparticularphotographiceffect,as evidencedbythepostassessmentscoreswhencomparedwithprevioussemesters.Thisdemonstratesproficiency withusingvisualmaterialstoachieveobjectivesandimprovestudentengagementandlearning.

2.2 Audiovisual Technologies

Thisstandardreferstoproficiencyinusingvisualandauditorymaterialsdeliveredbyanelectronicormechanical devicetoachieveinstructionalobjectives.MyprojectonhypermediaintegrationforEDTECH541demonstrates proficiencyinthisarea.ThisartifactisacollectionofvideosthatIcreatedorcuratedtoprovidedifferentiationduring instruction.Thevideosarealldesignedtoteachhowtoperformaphotographictechniqueorcreateaneffectin

AdobePhotoshop.Theartifactalsoincludesaunitplanthatusesthevideos,cameras,andformativeandsummative evaluationstogaugestudentlearning. Thisstandardreferencesthelinearnatureofaudiovisualtechnologies.Theseshortvideosarealinearwaytolearn something,buttheyarealwaysavailableforondemandlearning.Hornstates,movingthedeliveryofbasiccontent instructiononlinegivesstudentstheopportunitytohitrewindandviewagainasectiontheydontunderstandor fastforwardthroughmaterialtheyhavealreadymastered.Studentsdecidewhattowatchandwhen,which, theoreticallyatleast,givesthemgreaterownershipovertheirlearning(2011).Ihaveseenthisoccurinmy classroom,especiallywiththePhotoshopvideos.IusedtodemonstrateatechniqueinPhotoshopforthewhole classandthenaskthemtodoitontheirown.Oftenonlyabout40%ofthestudentsweresuccessful.Nowthe studentspickandchoosewhichtechniquetheywantfortheirphoto,findtheappropriatevideo,andattemptitwhile thevideoisplaying.Theywillpauseandrewindifneeded.Additionally,thestudentsarefreetoviewthevideoseven aftertheyhavefinishedthecourseifevertheywanttolearnontheirown.Thesuccessofmyhypermedialibrary demonstratesproficiencyincreating,curating,andimplementingaudiovisualtechnologytoachieveavarietyof learningobjectives.

2.3 Computer-Based Technologies

Thisstandardreferencescreatingandusinginformationstoredinacomputerorotherelectronicdevicetofurther instructionalgoalsandobjectives.SocialmediaintegrationfromEDTECH541isthefirstartifactthatdemonstrates proficiencyinthisstandard.Thisassignmentrequireslearnerstousesocialmediatodiscover,share,reinterpret, andprovidefeedbackonphotographsfromprofessionalphotographersandtheirpeers.Idesigneditwitha highdegreeofpersonalizationinmindtokeepthelearnersengaged.AccordingtoProjectTomorrow,studentshave anintrinsicunderstandingthatlikesomanyotheraspectsoftheirlives,personalizationisthekeytotheirown greaterengagementinthelearningprocess(2012).Inthisactivity,learnerschooseaphotographbyaprofessional andtrytorecreateitintheirownway.Then,theyshareitusingsocialmediaplatformsandprovidefeedbacktotheir peers.Thisartifactdemonstratessuccessfuluseofcomputerbasedtechnologytoachievelearninggoalsand increasestudentengagement,feedback,andsuccess. ThesecondartifactisaphotographyquizapplicationthatIdevelopedinEDTECH597(mobilegamedevelopment). Thisapphasaseriesofphotographicquestionsthattheusermustanswer.Theappprovidesfeedbackforcorrect andincorrectanswersandkeepsscoreastheusercontinuestoplay.Idesignedthistobeaquick,fun,easyway forstudentstostudyimportantconceptsinmyphotographyclassfromanywhere.Icreatedthisapplicationfrom scratchandmadeitavailabletostudentsinmyclasswithandroiddevices. Lastly,theappdesignjournal:week12frommyfinalprojectforEDTECH597(mobilegamedevelopment) demonstratesproficiencyinthisstandard.ThefinalapplicationIdevelopedisaninteractivequizgame.Whenthe userplaysthegamehe/shecanearnpointsbyansweringquestionscorrectly.Theinstructorcanaddquestionsto thegamerelatedtoanycontentareaandthestudentsplaythegametoreviewthoseconcepts.Standard2.3 referencesboththecreationandimplementationofcomputertechnologytofurtherinstructionalgoals.Thefirst artifactdemonstratedsuccessfulimplementationofthistechnologytofosterengagementandlearning.Thesecond andthirdartifactsdemonstratemyabilitytoplan,create,andimplementapplicationsformobiledevicesthatsupport instructionalobjectivesandincreasestudentengagement.

2.4 Integrated Technologies

Proficiencyinintegratedtechnologiesreferstousingaudio,video,andgraphicenvironmentstoachieveinstructional objectiveswithanopportunityforlearnerstointeractwithandcontrol,tosomeextent,thelearningexperience.There arethreeartifactsthatdemonstrateproficiencyinthisarea.ThefirstisamotionphotographywebquestIcreatedfor EDTECH502.Idesignedthisactivityasawayforstudentstolearnaboutmotionphotographyindependently,at theirownpace,insteadofsittinginalecture.Itrequiresthemtovisitvariouswebsites,analyzephotographs,gather information,andputtheirknowledgeintopracticebycreatingphotographsthatdemonstratemasteryofthethree

motionphotographytechniques.WhilethewebpagesIcreatedarestatic,theyallowtheusercontroloverhis/her learningexperiencebynotsettingthepaceatwhichthelearningtakesplace. ThesecondartifactisanevolutionofedtechdefinitiontimelineIcreatedforEDTECH501.Thisisaninteractivetool thatusespictures,videos,andtextinoneinterfacetodemonstratehoweducationaltechnologyhasevolvedinthe pastfiftyyears.Thisisalsoaselfpacedlearningresource.Userscanselectwhichsectionsofthetimelinetoview, accesstheresourcesandvideosthatareembeddedwithinit,andlearnattheirownpace.Thistoolcouldeasilybe adaptedinaclassroomsettingasawayforstudentstodigitallycurateandorganizeinformation. Thefinalartifactistheappdesignjournal:week11thatIwroteforEDTECH597(mobilegamedevelopment)whileI wasstillintheveryearlyplanningstagesofmyfinalproject.Atthattime,allIhadwasaconceptforhowafun educationalexperiencecouldbecreatedusingappinventoranddeliveredtostudentstoengageandexcitethem. EventhoughIdidnothaveanythingcreatedatthistime,thisartifactdemonstratesthedetailedplanningprocessI wentthroughtocreateanapplicationthatblendedaudio,visual,andcomputertechnologywithahighdegreeof customizationandselfpacedlearning.NotonlydidIhavetothinkofthepurposeoftheapplication,Ihadtoconsider thetechnicallimitationsoftheplatformIwasusingandthepracticalityofwhatIcouldachievegiventhetimeline. ThesethreeartifactsdemonstratethatIcansuccessfullyplan,create,andimplementactivitiesthatutilizeaudio, visual,andgraphicenvironmentstiedtolearningobjectivesinawaythatencouragesstudentpersonalizationand givesstudentscontroloverthelearningprocess.

Standard 3: Utilization
3.1 Media Utilization
Thisstandardreferstotheprocessofselectingandimplementingmediaduringtheinstructionaldesignprocess.I chosetwoartifactstodemonstratemyproficiency.ThefirstisasocialstudiesintegrationprojectfromEDTECH541. Ihavenevertaughtasocialstudiesclass,butIwantedtocreateatechnologyintegratedlessonplanthattruly supportedinstructionalobjectivesinsteadofbeingsimplylayeredontopofanexistinglessonplan.SinceIam familiarwithphotography,Ithoughtitwouldalsobeagreatopportunityforacrosscurricularconnection.Inthis activity,studentsviewpostersandphotographsfromWorldWarIIandcreateapresentationthatdetailswhatthe UnitedStateswasfightingfor,usingthevisualmediaasevidence.Secondly,theyuseGoogleMapstocreatean interactivemapofbattlesfromWorldWarIIwithphotographsattached.ThisartifactdemonstratesthatIcan successfullydesigninstructionthatintegratestechnologyandvariousformsofmediatosupportinstructional objectivesbecausestudentsareexploringdigitalcontentandusingittocreatemeaning. ThesecondartifactisaglogsterthatIcreatedforEDTECH541thatcontainsacollectionofart,music,andphysical educationresources.Icreatedthisforotherteacherstohelpthemdiscoverinterestingonlineresourcestoimprove studentengagementandlearning.Whilethisisnotinstructionaldesignperse,itdemonstratesanabilitytocurate variouselectronicresourcesandorganizetheminoneplaceforotherstouseintheinstructionaldesignprocess.

3.2 Diffusion of Innovations

Thisstandardreferenceschangeininstructionalpracticesbybringingawarenesstoanissueorcreatinginterestina particulararea.InsteadofchoosinganartifactfrommyMETcourseworkforthisstandard,Iselectedthegamification talkatPAXEastthatIparticipatedin.PAXEastisavideogamingandinternetcultureconventionandIwas selectedforapaneloneducationgamification.Thiswasanamazingopportunitytosharemypassionforgamesand learningwithacaptiveaudienceofteachers.Manypeopleweresurprisedtolearnthatothersareusinggame conceptsandgamesthemselvesinschoolstoincreasestudentengagementandlearning.Duringthetalk,I addressedwhygameconceptslikerewardsandlevelingcanincreaseinterestandengagementforstudents.My colleaguesalsogavetheaudienceresourcesandideastotrythemselves.ThemainreasonIbecamesointerested andpassionateabouteducationgamificationisthatIenrolledinEDTECH532.Thiscourseshowedmethepower

thatgamescanhaveonstudentsandencouragedmetoresearchwhythatisthecase.IsharedwhatIlearnedin EDTECH532aboutchoice,agency,engagement,andgamificationwithotherteachersandinspiredthemtoexplore itdeeperthemselves.

3.3 Implementation and Institutionalization

Thisstandardreferstoindividualsproperlyimplementingtechnologyinameaningfulwaythatsupportsinstructional objectivesandexpandingitsusethroughouttheorganizationinasystematicway.Thefirstartifactthat demonstratesproficiencyisthetechtrendslessonplanIcreatedthatusesaresourcecalledCoreDogs,whichI foundinthe2012HorizonReportduringmyEDTECH501class.Thisonlinetoolisasystematicprocessforlearning howtowritecodeforwebsites.TheplanthatIdevelopedallowsstudentstousethisresourceattheirownpaceto developwebsites.WhenItrieditinmywebdesignclass,Iwaspleasedtolearnthatitseemedmuchmoreeffective thansimplydemonstratinghowtowriteHTMLontheboardbecausestudentswereabletolearnandpracticeattheir ownpace.Thisaddressesthefirstpartofthestandard:individualimplementationtosupportinstructionalobjectives. TheartifactIselectedtoaddressthesecondpartofthestandard,institutionalization,isthetechnologyuseplanI createdforEDTECH501.Init,Idiscussthecorrectwaystoimplementtechnologyatanorganizationallevel.See recommendsthatschoolsdevelopaplanthatspecifieswhatyouwantyourstudents,staff,andadministrationtobe abletodowithtechnologyandletthoseoutcomesdeterminethetypesandamountoftechnologyyouwillneed (1992).Priortoteaching,Iwasasystemsanalyst.InthatroleIanalyzedbusinessrequirementsandturnedthem intotechnicalspecifications.OnemajorthingIlearnedwasthatyouhavetostartwiththeneedsoftheorganization andthenbuildatechnologysolutionthatmeetsthem.Thistranslatedwelltomyworkonacommitteeatschoolin chargeofcomingupwithanonlineportfoliosolutionforourstudents,whichIdiscussattheendofthetechnology useplan.Eventhoughthiscameaboutasaresultofstatelegislation,wetriedtothinkaboutwhatthestudentsand teachersneededoutoftheportfolioaswell.Intheend,wesuccessfullycameupwithasolutionthatmettheneeds ofstudents,teachers,andthelegislationthatisstillinplacetoday.

3.4 Policies and Regulations

Thisstandardrelatestopoliciessurroundingstandards,copyright,fairuse,andthecreationofanenvironmentthat supportsappropriateadherencetotheseregulations.Theartifactthatdemonstratesproficiencyinthisareaisan imagecopyrightscavengerhunt.Iwantedmyphotographystudentstolearnabouttheimportanceofusingimages thatbelongtothemandhowtoprotecttheirownimages.InthepastIwouldsimplytellthestudentswhattheycould andcouldnotdowhenusingimagesinprojects.Thestudentswerealwaysdisengagedduringthislectureand almostneverfollowedthecopyrightlaws.Itwasapparentthatmyapproachthisserioustopicwasnotgoingtowork inthefuture,sothescavengerhuntisasecondattempttocoverthesametopicsinamoreengagingway.Itmakes thestudentsaccountablefortheirownlearningandhasledtofewerinstancesofcopyrightinfringement.My photographystudentshavealsoremarkedthattheylikeknowinghowtoprotecttheirownimagesundercreative commons.Thisdemonstratesmyabilitytocreateanengaginglessontohelpstudentslearnaboutcopyrightpolicy andregulation.

Standard 4: Management
4.1 Project Management
Thisstandardinvolvesmanagingdevelopmentprojectsbycloselymonitoringneeds,budgetaryconstraints,andthe implementationprocess.Italsoinvolvesevaluatingprogressalongtheway.TheartifactIselectedtodemonstrate proficiencyinthisareaistheresponsetoRFPIcreatedforEDTECH505.Init,Idescribemyanalysisofthe currentstatesituation,proposeusingthedecisionmakingmodelforevaluationbasedontheanalysis,developa taskscheduletoensuretimelycompletionoftheevaluation,andcreateanitemizedbudgetforthework.This demonstratesproficiencyinneedsanalysis,budgeting,andtheplanningandimplementationofanevaluation.

4.2 Resource Management

Resourcemanagementistheplanning,monitoring,andeffectiveuseofbudget,time,personnelandotherresources inanorganization.ThedigitalinequalityprojectIcreatedforEDTECH501demonstratesproficiencyinthisarea. Givenabudgetof$50million,mycolleaguesandIcreatedaplantobestutilizetheresourcestoreducethedigital divideanddigitalinequalityinConnecticut.AccordingtoLenhart,youthfromlowincomehouseholdsgoonlineless frequentlyandaresubstantiallylesslikelytoownacomputer(2012).Withtechnologybecomingevermoreprevalent inschools,thiscanleadtoadisadvantageforstudentswhodonotuseacomputerfrequentlyastheywilllack essentialskillstohelpthembesuccessful.Weperformedaweightedanalysisofdifferentalternativesandmade recommendationsonwhatwethoughtthemosteffectiveuseofthebudgetwouldbetoaddressdigitalinequality. ThisdemonstratesthatIamabletoanalyzedifferentalternativesandcreateinnovativesolutionsthatusesystem resourceseffectivelyandefficiently.

4.3 Delivery System Management

Thisstandardreferencestheendtoendsystemusedtodeliverinstructionalmaterialstostudents.Thisincludesthe hardwareandsoftwarerequiredaswellastheprocessfordeliveringtheinformation.Myfinalgameproposalfor EDTECH532demonstratesconsiderationofthedeliverysystemaspartoftheoverallinstructionaldesignprocess. Init,Iproposeamethodofconductingaphotographycurriculumasanalternaterealitygame.Gamesthemselves haverootsincognitiveconstructivistpedagogyandplayersarerequiredtocreatetheirownunderstandingofa narrative,rules,andgamesituations(CheeSiang,Avni,&Zaphiris,2008).Gamificationofeducationalmaterialcan motivatestudents,provideadditionalopportunitiesforfeedback,andhelpdevelop21stcenturyskills,butitcanalso providesignificanttechnicalandlogisticalchallengestoteachersifnotimplementedinthecorrectway(Lee& Hammer,2011).Iproposeusingthe3DGameLabsoftwareasthecoursecontentdeliverysystem.Ithasthe capabilitiestoscaffoldactivities,trackstudentachievement,providefeedback,andtrackstudentprogressagainst standards,allwithoutgettinginthewayofinstruction.Ideterminedthatitistheperfectsoftwareplatformtouseto encouragecreativityandaconstructivistmindsetbecausetheclassroomisalreadyequippedwithallofthehardware andnetworkinginfrastructureitneeds.ThisdemonstratesIamabletoplanforadeliverysystemthatnotonlyfits withcurrenttechnologicalcapabilities,butalsoenhancesthecurriculumbymitigatingpotentialrisksassociated withgamificationandallowingtheinstructortofocusoninstructioninsteadoftroubleshootingtechnicalorlogistical issues.

4.4 Information Management

Informationmanagementistheprocessofcollectinganddisseminatinginformationandotherresourcesforlearning. IcreatedabloggingactivityinEDTECH597thatisanexampleofstudentscollectingandsharinginformationwith theirpeers.Intheactivitystudentsperformresearchonmotionphotographywithapartnerandtakenotes.Then, theyusewhattheyhavelearnedtotakephotographsusingthetechniques.Theyanalyzetheirworkandfindthe threebestexamplesofeachtechnique,postthemontheirblog,andwriteareflectivepostthatexplainshowthey createdthemotioneffect.Reflectingintheirblogsisaprocesstoachievedeeplearninginwhichlearnersstand backfromanexperience,seekoutconnectionsbetweenconcepts,andcontextualisemeaning(BartlettBragg, 2003,p.5).Lastly,theycommentonotherstudentsblogswithconstructiveandreinforcingfeedbackandrespond tocommentsontheirownblog.Thisdemonstratesproficiencyindevelopinganactivitythatnotonlycontrolsthe processbywhichstudentsacquireandshareknowledgewithothers,butalsoprovidesopportunitiesforinquiry learningandreflection.

Standard 5: Evaluation
5.1 Problem Analysis
Thisstandardreferstounderstandingthedepthandbreadthofaproblembygathering,analyzing,andinterpreting informationtoimproveinstruction.Theartifactthatdemonstratesproficiencyinthisareaistheschooltechnology

evaluationIcreatedforEDTECH501.Init,Ievaluateaschoolstechnologyresourcesbasedonatechnology maturitymodelfromtheTechnologyUsePlanPrimerbyPeterH.R.SibleyandChipKimball(1997).Thisprimer advisedmetoevaluatetechnologyinanorganizationbasedonfivefactors:administrative,curricular,support, connectivityandinnovation.Aftergathering,analyzing,andinterpretingdatainthosefiveareas,Iconcludethata onetoonetechnologypolicycouldcloseamajorityofthegapsinthetechnologicalmaturityofthisorganization. ThelargestissueIseeisthelackoftechnologyintegrationinthecurriculum,whichislargelyduetoalackof technologyaccessforallstudentsinallclassrooms.Thisdemonstratesproficiencyingathering,analyzing,and interpretinginformationusinganexistingmodeltoanalyzeaproblemandproposesolutions.

5.2 Criterion-Referenced Measurement

Criterionreferencedmanagementistheprocessbywhichaninstructordeterminesiflearnershavemastered content.TheartifactthatbestdemonstratesproficiencyinthisareaismyinstructionaldesignprojectforEDTECH 503.Init,Iconductedaneedsanalysissurveytounderstandwhatthelearnersalreadyknewaboutdepthoffield,a photographictechnique.Thedata,expressedinbothrawformandalsoaschartsandgraphs,enabledmetodesign instructionthatwouldfittheirindividualneeds.Myfinalinstructionaldesignincludesinstructionalmaterialsanda photographyprojectwherethestudentspracticethetechnique.Igaveapostassessmentattheendoftheunitand comparedthedatatotheneedsanalysissurvey.75%ofstudentsdemonstratedmasteryofthecontentonthepost assessmenttest.Additionally,allstudentsdemonstratedmasteryoftheconceptbycreatingphotographsthat clearlyshowcorrectuseofthetechnique.ThisprojectdemonstratesproficiencyinthisstandardbecauseIused formativeandsummativeassessmentstodeterminestudentmasteryofthetopicbothpriortoandfollowing instruction,andadjustedtheinstructionbasedonmyfindings.

5.3 Formative and Summative Evaluation

Thisstandardreferencesusingformativeandsummativeevaluationtodrivedecisionmakingandutilizationof instructionalmaterials,products,andprograms.Thefirstartifactthatdemonstratesproficiencyinthisareaisthe evaluationdesignIcreatedforEDTECH505.ThisdocumentistheplanIusedfortheformativeevaluationcomponent ofthelargerevaluationproject.Itcontainsquestions,activitiestoobserve,andatimelinefordatacollectionallof whichwaslaterusedaspartofmyoverallanalysis. Secondly,ThefinalevaluationreportforEDTECH505isagreatexampleofbothformativeandsummativeevaluation thatIplannedandconductedfromstarttofinish.ThegoaloftheevaluationwastodetermineifGoogleSiteswould beanadequatelearningmanagementsystemsolutionforSunnyvaleschools.Theydidnothavethebudgettoinvest inafullfledgedLMS,butalreadyhadaGoogleAppsaccount.Myevaluationreliedondatacollectedfrominterviews withkeystakeholdersinadministration,aswellasasurveyofallhighschoolstaff.Aftermuchplanning,evaluation, andanalysis,Iconcludedinmysummativeevaluationthat,withoutadditionaltrainingandtechnicalinfrastructure, GoogleSiteswouldnotmeettheneedsofSunnyvaleschools.Thesetwoartifactsdemonstrateproficiencyin planningandexecutingbothformativeandsummativeevaluationsthatcontributedtoSunnyvaleschoolsdecision nottouseGoogleSitesasanLMS.

5.4 Long-Range Planning

Longrangeplanninginvolvesstrategicallyplanningactivitiesthatwillhaveapositiveeffectontheorganizationina spanofthreetofiveyears.ThefirstartifactthatIselectedforthisstandardisthegapanalysisIperformedin preparationformyfinalevaluationprojectforEDTECH505.Init,Iplanthestepsforconductingtheevaluationof GoogleSitesasanLMSforSunnyvaleschools.Idescribetheevaluationsgoals,thecurrentstatesystem,andthe desiredoutcomeofimplementingalearningmanagementsystem.Igoontodescribetheprogramcycle,which consistsofaneedsassessment,programplanning,formativeevaluation,andsummativeevaluation.Theevaluation projecttookanentiresemestertocomplete,andthisartifactwasinstrumentalinhelpingmeplantheprojectand stayontrack.TheoverallevaluationwasamajorfactorinthedistrictsdecisionnottoadoptGoogleSitesastheir LMSsomethingthatwillimpactthedistrictforseveralyearsasLMSimplementationsarecostlyand resourceintensive.

ThesecondartifactisadigitalinequalityprojectIcreatedinEDTECH501.Weconsideredcurrenttechnology, instructionalstrategies,andabudgetof$50millionwhencraftingoursolutiontoclosingthedigitaldivide.Our recommendationofaonetoonestatewidetechnologysolutiondemonstrateslongrangeplanningtoimprove educationaloutcomesforhundredsofthousandsofstudentsacrossConnecticut.Bothartifactsshowproficiencyin strategicallyplanningactivitiesdesignedtohaveapositiveeffectonschooldistrictsoveratleastthenextthreeto fiveyears.

Conclusion
IenrolledintheMastersofEducationalTechnologyprogramatBoiseStateUniversityhopingthatmyinterestin computers,technology,andtheinternetwouldmakethecourseworkenjoyable.However,Ireceivedmuchmorethan Ieverexpectedfrommyexperiencesintheprogram.IlovedthatIwasabletotailoreachandeveryoneofthese artifactstosomethingthatwasrelevanttomycareerandwhatIdoatworkeveryday.Thismadeiteasierto internalizetheconceptsandintegratethemintothefabricofwhoIamasaninstructor.Iamstillexperimentingand constantlychanginghowtechnologyfitsintomycurriculum,butInowhavemuchmoreknowledgeandexperience doingthat.IhopetocontinuetointegratetechnologyinameaningfulwayandsharewhatIlearnwithmycolleagues andstudentsevenasImoveonfrommyMETexperience.

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