A Journey Into Educational Technology Rationale Paper for EdTech e-Portfolio Josh Simmons Boise State University

Introduction
I began my journey through the Educational Technology (EdTech) program at Boise State University in January 2012. Little did I know the transformation that would take place in not only my work, but also in my perspective on education. At the beginning of the EdTech program, I served as the Campus Media Support Specialist at Union University in Jackson, TN. The university is mid-sized with around 5,000 students and over 600 faculty and staff. I became interested in the Master of Educational Technology after deciding to make a move to advance in my career. Through much deliberation and many potential programs, the EdTech program at BSU rose to the top, mainly due to the fully online delivery and the ability to make practical application of new knowledge through numerous course-based projects. During my time in the EdTech program, I have gained a new perspective on teaching and learning, especially in the online arena. I have been able to apply new knowledge to my job through training and encouraging our faculty as we endeavor deeper into online education. I have seen first-hand the effectiveness of online coursework and know the demanding schedule it can foster. I have taken on a similar, but new role with our university and have moved up in leadership to become the Manager of Campus Media Services. In this position I give oversight and direction to a group of educational media staff and also to faculty who desire to use media effectively in their instruction.

This transition could not have happened had it not been for the many projects, papers, discussions and various course-based activities I have experienced through the EdTech program. My newly gained knowledge and hands-on practice have given me the skills to become a leader on our campus. This paper will highlight various assignments and how they show mastery of the Association of Educational Communication and Technology (AECT) standards. I will briefly explain each standard and corresponding assignment and share my insights to the practical application I made through the assignment.

AECT Standard 1 Design

1.1 Instructional Systems Design - Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. The creation of the Instructional Design Final Project for EdTech 503, Instructional Design, allowed me to investigate every aspect of the design process in detail. Following the ADDIE model (analyze, design, develop, implement and evaluate), I was able to see the instructional design process in action. Understanding how each inform the other as development takes place and revision continues was eye opening (Gustafson & Branch, 2002, p.22) . I began to understand that the process of instructional design was a circular process with each step leading to examination of the previous step as well as greatly influencing the next step. I doubt I will ever spend the same amount of time developing training materials, but I have a much better understanding of the

design process and can apply my knowledge to the critique of our current training opportunities as well as future training materials. 1.2 Message Design - Message design involves planning for the manipulation of the physical form of the message. During EdTech 501, Introduction to Educational Technology, we were asked to create several items that would constitute message design. However, I feel the best example of message design was in the Evolution of Educational Technology project. In this project we were asked to design a digital poster that would show the many changes in educational technology through the decades. The poster sends a clear message as to how far we have come in technology in general, but especially as it applies to education. Through this project I began to understand the principles guiding active learning, or the jigsaw technique, such as collaboration, class discussions, group work and shared learning (Aronson, 2012). This has greatly impacted how I now design training and instructional support for our faculty. Realizing that learners thrive in an active learning environment has been vital to my everyday work. 1.3 Instructional Strategies - Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. Instructional strategies and the sequencing of learning activities were new concepts to me. The Virtual Field Trip in EdTech 502, The Internet for Educators, helped me understand the concept of building a learning activity using many resources to deepen a learners understanding of the key concepts. EdTech 541 ,

Integrating Technology into the Classroom Curriculum, had a couple of assignments that enforced this standard. The Walled Garden assignment asked us to examine the pros and cons of restricting access to certain material based on the end user and I discovered there is a fine line between protecting and guiding our students and hindering and controlling them. This activity was very eye opening, especially when discussing internet filtering in meetings within our IT department. The Content Area Learning Activity 1 in EdTech 541 also proved to be driven by specific strategies for student learning and interaction. I developed an interactive assignment for a high school journalism course. The assignment allowed students to explore historical moments in journalism during the Civil Rights Movement. This assignment allowed me to see the importance of guiding students to the material, but allowing them to explore on their own. 1.4 Learner Characteristics - Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process. Understanding learner characteristics has proven to be vital in planning instructional opportunities. The Needs Analysis in EdTech 503 was part of the Final Project for instructional design. During the needs analysis, we examined prior knowledge and skillsets of the audience for whom the instruction would be designed. I did a survey of several faculty members to get a random sampling of our end users. The survey proved to be very helpful in designing the training sessions for our new lecture capture software. I have incorporated a brief gathering of learner characteristics in all of my training sessions now. When I

begin a training opportunity, I always ask about comfort level with technology, prior use of the system in question and perceived effectiveness of the system. These simple questions help me understand where to begin in my training and how to best spend my time during the session.

AECT Standard 2 Development

2.1 Print Technologies - Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. Print technologies seemed to be a bit archaic at first, but as I moved through EdTech 542, Project Based Learning, I began to understand that even in our paperless days, we still print a lot for our students. The course focused on preparing lesson plans for project-based instruction. The Resource Page for EdTech 542 had multiple resources that should be printed for best use. These resources should be distributed to the learners and used to assist in guiding the learning activities. The Edutainment Lesson Plan in EdTech 597, Introduction to Edutainment, included a printable lesson plan for implementing Words with Friends, a popular mobile device game, for building vocabulary of high school students. 2.2 Audiovisual Technologies - Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

Audiovisual technologies are a comfort zone for me. My background is in video production and as an instructional media manager I have a fairly solid understanding of their use for instruction. One course that surprised me was EdTech 533 YouTube for Educators. It sounded like an easy course and honestly, thats why I chose it. However, I experienced so much in EdTech 533 that is applicable to my current job. The Special Effects Video & Tutorial were perhaps some of the best uses of audiovisual technologies during the course. I saw how interesting creating instructional content could be. During EdTech 597, I created an Edutainment Podcast with two classmates. We used Google+ and Camtasia to record a discussion on YouTube use in edutainment. The project used collaboration through technology and the final result was a fun and entertaining examination of audiovisual technologies. 2.3 Computer-Based Technologies - Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. While most of the assignments throughout the EdTech program would classify as computer-based, there were 2 assignments that are high on that list. The Webquest project in EdTech 502 was very informational as I studied copyright issues in the classroom. The webquest had students explore various real-world scenarios for potential copyright infringement. This project was highly computer driven as the bulk of the research and collaboration was designed for using internet-based technologies. The second assignment that addresses this AECT standard was the Internet Enriched Lesson Plan from EdTech 541. I designed an assignment for high school journalism students to use various

websites to write job descriptions for multiple newsroom positions and determine average salaries in our area. Using computer-based technologies during course assignments has helped me better assess ways they can be used in training sessions and how I can encourage our faculty to incorporate these technologies into their instruction. 2.4 Integrated Technologies - Integrated technologies are ways to produce and deliver materials, which encompass several forms of media under the control of a computer. I have seen examples of integrating technologies in every course taken at BSU. The faculty has done an excellent job of using various technologies to expand student knowledge. In EdTech 541, I designed a Hypermedia Integration assignment in which students would explore ethics within journalism. The project asked students to work in groups and create a multimedia presentation to explain the importance of trust of the public toward journalists and the ethical responsibilities of journalists. The students were also asked to respond to hypothetical situations. I have seen how important integration of various media is and have done my best to incorporate various media into faculty training sessions when appropriate. The use of such media can transform a dull, boring subject into the most interesting topic.

AECT Standard 3 Utilization

3.1 Media Utilization- Media utilization is the systematic use of resources for learning.

The use of media for instruction is critical to the success of instruction in both the face-to-face and online course. In EdTech 501, I designed a Tech Trends Lesson Plan centered on copyright law and ethical issues in education. Students are to create a presentation with various forms of media and at least one of the media items must have been used after the copyright holder granted permission. The lesson is designed to ensure that students use media that is acceptable and legal in course presentations. I have been able to use this same lesson to help improve our copyright notices at my university. I also created a movie in EdTech 533 that was produced using PowerPoint and Camtasia. The movie gives an overview of the game of baseball that could be used in a physical education course. I have been able to use this same style of production to produce several other videos to assist our students and faculty in using resources we provide to them.

3.2 Diffusion of Innovations - Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. Perhaps the most transformational research I conducted in the entire EdTech program was during EdTech 504, Theoretical Foundations of Educational Technology. My research for my Final Synthesis Paper on Creating Community in Online Courses has proven to be extremely useful to my university already. I have been able to encourage skeptical faculty members to give online

instruction a try and to utilize every tool available to build community among online students. Paloff and Pratt (2008) support building community by stating, online education requires more than a software package that allows an institution to offer coursework online. In any setting, whether academic, organizational, or corporate, it is people who are using the machinery that makes the course go. As we move forward as a university, expanding our online course and degree offerings, I will be able to take a seat at the table and bring a perspective that few others will have. I have developed a passion for building a sense of community in online courses through the community I have experienced at BSU. Hopefully I can translate my experiences to those who are unsure of the quality and personal touch of online instruction. 3.3 Implementation and Institutionalization - Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. Several artifacts are great examples of implementation and institutionalization. Perhaps none are as significant as the creation of a YouTube Channel in EdTech 533. The YouTube channel became a useful tool throughout my time in the EdTech program. It can easily be seen as a go-to technology for instructional content delivery. Not only did it serve as a distribution mechanism for videos I created, it also served as a library of videos used in various courses. I was able to build a playlist for the Civil Rights tour of historical journalism and a playlist for journalistic ethics for EdTech 541. I have learned to use YouTube for

compiling playlists in my professional work as well. I recently conducted training on document camera software and was able to send a link to a playlist of videos covering expanded features we were unable to discuss in the training session. Learning how to use YouTube for education has proven to be very useful. 3.4 Policies and Regulations - Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. Policies and regulations are nothing new when it comes to technology in education. I found that most courses had at least one assignment that covered policies and regulations. In EdTech 502, we created a Copyright Scavenger Hunt that engages faculty members in not only learning the copyright law, but knowing how to apply it in their classrooms. I highlighted common misconceptions with classroom copyright law and found that many faculty members had no idea copyright even applied to the classroom. Most thought all media was covered under fair use.

AECT Standard 4 Management

4.1 Project Management - Project management involves planning, monitoring, and controlling instructional design and development projects. Before beginning a project you must know the end goal. In EdTech 503 I was able to apply a common theme to educational practices in the Final Project. No one would set out to build a house without a blueprint, yet we often decide to hastily jump into instruction without first considering the goals. The project

brought all aspects of instructional design into focus. I had to determine the audience and their prior knowledge as well as plan the instruction based on learning objectives. The project also included summative and formative evaluations throughout the design phase and at the end. Small details were not overlooked as I planned the instructor guide and gave additional resources for use in the training session I planned. This project is in the process of being implemented for our faculty to have face-to-face training opportunities at this time. It is exciting to see my coursework be accepted and implemented in my profession.

4.2 Resource Management - Resource management involves planning, monitoring, and controlling resource support systems and services. The details of resource management are fundamental to any project. In EdTech 504 we were asked to plan our final project during the entire semester. One of the most useful phases of planning was the Annotated Bibliography. This one item proved to be more useful in organizing my research than any other. During EdTech 541, we had an ongoing assignment to add resources that could be used by educators. The resources were to be technology-based and enhance the area of instruction we were focusing on. I built a Resource List for the course that included web-based tools, apps, video tutorials, articles and assistive technology for use in journalism coursework. (I do not teach journalism, but

needed a subject on which to base my technology integration. Since my undergrad degree was in broadcast journalism, it was a subject of great familiarity.) 4.3 Delivery System Management - Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. Management of delivery systems could be one of the most difficult tasks for educational institutions. The Acceptable Use Policy (AUP) assignment in EdTech 541 required understanding on how to control and protect the delivery system and basic infrastructure at any institution. Our AUP at Union University is an ever-changing document that is examined regularly to ensure it meets the demands of our network and infrastructure. Users are asked to follow our proper practices and are dismissed from the network when they do not. Keeping a fluid AUP is of great importance for educational institutions at any level. 4.4 Information Management - Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. Poor information management can lead to many disastrous consequences. EdTech 541 included a look at Online Safety to create a holistic picture of technology integration. It is important that our students understand the basics of internet safety, especially at the K-12 level. Kids are often more trusting of people

and it is important they know what is and is not acceptable for them to do online. When sensitive materials are being transferred over an institutions network, the network must be secure. I have come to realize that our students need access to the internet during coursework, but must be protected and protection starts with knowledge. We must do a better job of explaining the dangers of all online activity. Just as the stranger danger campaign has made kids understand the importance of knowing whom they were around, we must seek to educate them of the evils that are around them online.

AECT Standard 5 Evaluation

5.1 Problem Analysis - Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. In EdTech 505, Evaluation for Educational Technologists, I performed every step of the evaluation process in a semester-long project. My Final Evaluation Report gives an overview of the implementation of MoodleRooms as the official learning management system (LMS) for Union University. While there was no problem reported in the implementation process, I wanted to survey faculty and ensure that our execution, especially training, met the needs and desires of our end users. The evaluation report was based on a decision-making model. The evaluation was based on qualitative data and entirely summative in nature. The goal of the evaluation was to rate the effectiveness of training

materials and training staff, as well as gain a glimpse of potential communication hindrances between the training staff and faculty members, addressing problem areas. 5.2 Criterion-Referenced Measurement - Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content. When developing the project-based learning (PBL) plan in EdTech 542, Technology-Supported Project-Based Learning, I began to contemplate how a learner would demonstrate mastery of the subject of public relations. I had designed a semester-long project that would ask high school students to raise awareness of local non-profit organizations, but how will I know if they understand the principles of public relations? I realized that my coursework at BSU laid a great foundation for me to demonstrate mastery of each course subject and decided to pattern my PBL project assessment much the same way. The Developing Assessment page of my PBL site shows several ways to ensure students have a mastery of the subject. There are 7 different formative assessments that are conducted throughout the project planning and implementation stage. There are 2 summative assessments for the end of the project: a group presentation and peer evaluation. Students must show mastery at every step of the process. Students showing mastery of every point in the process as well as completing a successful campaign for the local non-profit organization will gain knowledge about public relations that would not have been possible without the course being project-based.

5.3 Formative and Summative Evaluation - Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. The Technology Evaluation Summary in EdTech 501 asked us to take a critical look at our own institutions and examine the level of preparedness for technology use. This project was eye-opening for our staff. I sat down with several co-workers and we discussed each point as objectively as we could, performing a mostly formative evaluation of our system. Most of the points had an Intelligent or Integrated rating. However, we realized that at some points we needed much improvement. Our infrastructure was examined closely and as a result of this examination a new plan for wireless network access was implemented, replacing 3-year-old non-scalable technology to a completely new state of the art wireless distribution. I know we have a long way to go in several areas, but with the knowledge from this evaluation, I am prepared to lead us in the proper direction. The Final Evaluation Report in EdTech 505 also showed mastery of this standard. The paper required a summative evaluation of the implementation of MoodleRooms as our university wide LMS and focused specifically on the training aspect. One point of interest is that the original plan was for me to evaluate the entire implementation. However, I quickly realized that was a much bigger job than a semester project would allow. The evaluation showed room for improvement, but also showed we did many things right in training our faculty

members. The training typically met the goals set forth before training began. This area of evaluation has spurred the desire by our staff to evaluate various other areas of training effectiveness and system implementation. 5.4 Long-Range Planning - Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. My first exposure to long-range planning in the EdTech program came in the Digital Inequality Assignment from EdTech 501. In this group assignment we examined potential ways of bridging the gap for the haves and have-nots of technology. We scrutinized 7 options for providing access to technology to the have-nots. The goal was to make recommendations that would meet the need of the most people. When we began to examine the gap between the haves and have-nots, my ideology was challenged. I realized for the first time that many dont have access to technology in America, not just because of socio -economic struggles, but also due to lack of availability where they live. Broadband and DSL internet are not available in many areas of the county where I live. This was a pivotal moment in the EdTech journey for me and helped shape assignments in all of my courses. I would be amiss to discuss my mastery of AECT standard 5.4 without mentioning the EdTech 505 Final Evaluation Report. For the report I used the

decision-making model of evaluation. The decision-making model developed by Daniel Stufflebeam (Madaus, Scriven, and Stufflebeam, 1983) is employed to make decisions regarding the future use of the program (Boulmetis & Dutwin, 2011). After examining the results of the evaluation, I had to think about the impact the results would have on future training for MoodleRooms as well as the design of future technology training in general. I have taken the results to our LMS team and we are in the process of evaluating each step in our training process to ensure the end goal is met every time.

Conclusion
Overall, I believe the projects and assignments from each course in the EdTech program have developed me into a leader among educational technologists in our area. I have received much guidance from my instructors and peers to help develop me into the person I have become through the last 2 years, for which I am grateful. My mastery of the AECT standards provides confidence as I move forward in my career as an organizer for my university. While I feel I have demonstrated mastery of each subject, I realize there is much more to be learned. I have not yet arrived, but have only begun the journey. I look forward to what lies ahead on this path.

References
Aronson, E. (2012). Explore the jigsaw classroom. Retrieved from http://www.jigsaw.org/overview.htm Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation: timeless techniques for program and project managers (3rd ed.). San Francisco: Jossey-Bass. Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models. Syracuse, NY: ERIC Clearinghouse on Information & Technology. Palloff, R. M., & Pratt, K. (2007). Building online learning communities: effective strategies for the virtual classroom (2nd ed.). San Francisco: Jossey-Bass.