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Boise State University

Master of Educational Technology, Candidate

RATIONALE PAPER
Sara Ballantine
Special Education Teacher
Spring, 2015
/INTRODUCTION
I began my career in the midst of a paradigm shift. In 2004, had you asked a
group of teachers about how they use technology in the classroom, your answers
would range anywhere from Ive put all my lectures on Power Point, to I know
how to turn on the air conditioner. Freshly out of college, I tended toward the
Power Point group. As a child of the 80s, I still had an allegiance to books that did
not need to be plugged in and computers that had to stay in one room. Despite my
sentiment, and as time and evolution would have it, I came to realize that I would
need more than a whiteboard marker and clipart in order to survive among
educations fittest.
I had been considering graduate programs for a few years, but always
managed to put the idea in the back of my mind. I was not interested in reading any
more books about teaching people how to read books. I wanted to pursue
something that was relevant, and would help me develop skills that I could put to
use in my classroom. I apprehensively began the Masters of Educational Technology
(MET) program in the Spring of 2012, as I was unsure of how I would use whatever
it was that I would be learning. At the time I understood the fundamentals of

technology in the classroom (e.g. Microsoft Office tools, internet resources, etc.),
but was limited by my skillset. I realized that by remaining limited in my skills, I was
also limiting my students. I wanted to find new and innovative ways to engage and
guide them through the learning process, but, like most students, I was unaware of
what I didnt know.
I quickly discovered that the field of educational technology is vast, and
dynamic. In one of my first courses we were asked to read the
Horizon Report
,
which made me realize that I was not just earning a degree, but rather, commencing
an ongoing process that will continue throughout my career in education. This paper
reflects the culmination of my experience in the MET Program at Boise State
University.

/STANDARD 1: CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and
manage theoretical and practical applications of educational technologies and
processes.
Creating
The
final project for EdTech 503
(Instructional Design) reflects the
comprehensive instructional design process. After exploring various instructional
design (ID) models and learning theories, we designed a course based upon what we
had learned. The ID project reflects mastery of the creating strand of Standard One
because it involved every aspect of the design process, required the practical
application of skills, and involves a variety of systematic approaches that address

the various aspects of the project. We began by determining an instructional

objective, performing a needs analysis, planning the course, creating instructional
materials, and designing an evaluation plan. The project loosely followed the ADDIE
(analysis, design, development, implementation, and evaluation) model of
instructional design. While the ADDIE model provides an ideal framework for the
design process, in practice, instructional design does not always follow a linear
pattern. In fact, I had to consider the evaluation following the analysis in order to
determine the design of my project. As a result of the course, I have been able to
implement principles of instructional design into my lessons and projects I create for
students by outlining the instructional, visual, and technological strategies prior to
the lessons, and using formative and summative evaluations to determine efficacy.
Using
EdTech 541 (Integrating Technology into the Classroom) provided me the
opportunity to locate and use
technological resources
that are applicable within my
content area. While I came across many technological tools that I was eager to put
to use in the classroom, I realized that the number of tools available can be
overwhelming. It is difficult to discern the tools that will prove to be beneficial in
practice from those that are nice in theory, but not all that useful in the classroom
setting. EdTech 541 required that we search for resources specific to our content
area, evaluate them accordingly, and integrate them in lesson plans. Because of the
process, I discovered tools like Read Theory, Flipbook, K12Reader, and many more

that I continue to use. I was also able to share the resources that I discovered while
in the course. Several of my colleagues have put them to use in their classrooms and
I have helped to provide professional development and training for some of the
tools.
Assessing/Evaluating
Upon completion of each visual in EdTech 506 (Graphic Design for Learning),
we were required to
provide justification
for our decisions based upon relevant
research in graphic design and pedagogy. There were several instances where I
would create a visual and have to revise it so that it coincided with principles of
graphic design. A key principle, that I continue to apply today, is that
hierarchy can
be created with three steps: chunking information, providing entry points to
instruction, and using horizontal and vertical planes (Lohr, 2008, pg 124). My
students, who have mild/moderate disabilities, often struggle with locating
information and following instructions. The principles I learned in EdTech 506
helped me to design a format that is easy for them to follow and allows them to
independently navigate the steps in online lessons. I also learned quite a bit about
fonts, color, white space, contrast, and other design elements. As a result I have
been able to create materials that are visually appealing and instructionally sound.
All of these principles have proven to be relevant in the classroom.
Managing

An important part of managing technological resources are

Tech Use Plan
s,
which we evaluated in EdTech 501 (Introduction to Educational Technology). The
process was eye opening in that I learned how much goes into planning for future
technologies, and considered aspects of the planning process that I was previously
unaware of. Although I am not personally in charge of this process at my site or
district, I was required to research and evaluate the current plan against
professional standards in order to determine where our district fell within the
various standards and how well our resources are managed. Thus, I gained a new
perspective and now have a better understanding of why certain decisions are made
with regard to technology. For example, our districts tech department recently
solicited input regarding necessary software updates. In the past I would have
elected to spend the money to purchase the latest version of Windows, however, I
ultimately had to take other technological needs and possible alternatives into
consideration. Tech use plans are an invaluable part of this process because they
allow stakeholders to consider the big picture of technological implementation
while addressing short and long-term goals.
Ethics
There were several projects in EdTech 502 (The Internet for Educators) that
required us to not only consider and apply professional ethics in our projects, but to
also model them for students. The
plagiarism scavenger hunt
is an activity I created
to teach students what plagiarism is, how to prevent it, and how to properly cite

sources. In the process of developing the activity I was introduced to Creative

Commons. Prior to learning about Creative Commons I would conduct a Google
image search for pictures I wanted to use in presentations. Although teachers are
afforded some leniency when using materials in an educational setting, the
Association for Educational Communications and Technology states that
professionals
Shall inform users of the stipulations and interpretations of the
copyright law and other laws affecting the profession and encourage compliance
(Belland, 2015).
Now, I always search creative commons first and look for materials
that are labeled okay to use or share. Another component of ethics is accessibility.
This is addressed in the
accessibility project
for EdTech 502. The AECT Code of
Professional Ethics states that professionals

Shall in the design and selection of any educational program or media seek
to avoid content that reinforces or promotes gender, ethnic, racial, or
religious stereotypes. Shall seek to encourage the development of programs
and media that emphasize the diversity of our society as a multicultural
community (Belland, 2015).
Accessibility is necessary to keep in mind when creating online content because
even the smallest details (such as adding a written description to photos) can make
a big difference for users with special needs. Because I am a special education
teacher, this is something that I often look for when accessing online resources. I
am always appreciative of those who take the extra steps to ensure that their
content is accessible for everyone.

/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.
Creating
Webquests are a fun, self-guided way for students to learn new concepts. In
order for webquests to be effective, the creator must consider the skills, abilities,
and necessary prerequisites for intended users. Younger users might require more
scaffolding, simplified language, visual reinforcements, etc. Matthew Koehler and
Punya Mishra discuss the importance of Technological Pedagogical Knowledge
(TPK) and how instructors should approach technology,

Teachers need to reject functional fixedness (Duncker, 1945) and develop

skills to look beyond most common uses for technologies, reconfiguring them
for customized pedagogical purposes. Thus, TPK requires a forward-looking,
creative, and open-minded seeking of technology use, not for its own sake
but for the sake of advancing student learning and understanding (Koehler
and Mishra, 2009).
The
webquest
created for EdTech 502 is pedagogically appropriate for high school
students because the content is age appropriate, the instructions are clear,
navigation is simple, and the task is relevant to the age demographic. One of the
nice things about webquests is that they allow the teacher to weed out irrelevant
information and structure a process in which students can guide themselves. When
teaching concepts via webquest, I am certain of what the end-product will look like

when students submit their work. If I were to ask them to look for jobs online and
produce a well-written cover letter, most students would be overwhelmed by the
amount of information available and fail to master the instructional objectives.
Students also enjoy the webquests because they have some control and autonomy
in the learning process, versus listening to someone lecture on a topic.
Using
An important element of the final project for EdTech 503 was the
learner
analysis
. This demonstrates the using strand of standard two because it is
reflective of considerations regarding the learning environment and how students
will use instructional materials. After identifying a learning goal, we considered our
audience and their varying needs and abilities. I began by conducting a needs
analysis survey to determine baseline skills and knowledge gaps. I then evaluated
the learning context that included an assessment of classroom resources. Next, I
considered the learners and how the activities would transfer as skills used outside
of the classroom. Finally, I had to break down each task into individual steps to
perform the task analysis and ensure that each part of the process was appropriate
for my intended audience. I have used a similar process for complex tasks in my
classroom lessons, as it helps to break down new skills and concepts step-by-step.
It also makes it easier to target areas for specific skill development.
Assessing/Evaluating

The culmination of EdTech 505 (Evaluation for Educational Technologists)

was an evaluation of a program or process. This project was demonstrative of the
assessing/evaluating strand for Standard Two because it involved the process for
assessment and evaluation of a program. I chose
Workability
. This program helps
students with identified disabilities transition to postsecondary education or
employment. The program tries to track students one and two years after
graduation to see how many are employed and/or in school. The process is very
haphazard and there is little data to support the effectiveness of the services
Workability provides. As part of the evaluation process I surveyed current students
regarding training needs and skills, and I collected data on past students. The
project was eye opening in that I realized how involved, and often difficult, it can be
to evaluate a program. I realized that most programs would benefit by beginning
with the end in mind, and identifying indicators of effectiveness when they start so
that they can actively collect data as they go. As a result of the evaluation process,
my colleagues and I were able to determine areas for improvement and develop
strategies to collect data for future evaluations.
Managing
The
course
created for EdTech 522 (Online Teaching for Adult Learners)
reflects the managing strand of Standard Two because it demonstrates the
management of resources and processes that support an appropriate learning
environment for adult learners. The course was designed for teachers who help to
prepare autistic students for post-secondary education. Although the course has

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not been taken by adult learners, I gained a lot out of creating the course. I had to
consider the differences in the supports and guidance needed for adults versus the
high school students I normally teach. Instruction designed for adults should reflect
consideration of six key principles, including the learners experience.
Because they enter the learning process with prior knowledge and
experience, adults desire acknowledgement and the opportunity to
demonstrate what they know and/or are able to do. Therefore, strategies that
allow their expertise to be shared with others should be utilized (Taylor &
Kroth, 2009).
The course contains a jigsaw activity, group brainstorm, self-analysis, and program
analysis. While the same strategies can be used at the high school level, adults
benefit from having more autonomy over the process and the opportunity to share
what they know with others.
The
annotated bibliography
created for EdTech 504 (Theoretical Foundations
of EdTech) also demonstrates the managing portion of Standard Two because
reflects inquiry into resources about cognitive load theory, which is directly related
to the management of course materials. I had not heard the term cognitive load
prior to taking EdTech 504, but became interested in it while looking for learning
theories to research. I found the principles of cognitive load theory to be highly
applicable to the context in which I teach, and have continued to apply what I
learned about cognitive load in my classroom. For example, if a student has
questions to answer at the end of an article, I make an additional copy of the

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questions so that the student does not have to spend their cognitive load switching
between the article and the questions. This may seem inconsequential to most
people, however, the way information is presented can have significant implications
for learning. An understanding of various learning theories and their implications for
learning can help practitioners better manage the learning environment and adjust
accordingly.
Ethics
The Ethics strand of Standard Two requires
candidates to design and select
media, technology, and processes that emphasize the diversity of our society as a
multicultural community.
English Language (EL) Learners are a growing population
in many communities. In EdTech 541 we created
lesson plans
for various subgroups,
including the EL population. We were asked to integrate technology into the lesson
for the EL subgroup, which included choosing tools that are pedagogically
appropriate. I chose a Mad Libs game as a hook because it is relatively simple and
students tend to enjoy the process. The lesson also included videos and interactive
activities that EL students viewed and practiced at their own pace. At the end of the
lesson, students created a magazine page with complete sentences that reflect who
they are and what is unique about them, which helped to facilitate the sense of a
multicultural community within the classroom.
/STANDARD 3: LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective
learning environments.

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Creating
The
final project
for EdTech 506 included a unit plan, lessons, and a
justification paper. We were asked to create elements that demonstrated
consideration for typography, shape, color, organization, hierarchy, and other
features of graphic design. Also taken into consideration were contrast, repetition,
alignment, and proximity; all of which can affect the learners experience. A critical
element of graphic design is the use of space, which "can direct the eye to important
information by chunking and separating instructional elements..." (Lohr, 2008, pg
272). The lesson plans are chunked according to step, task, and relevant links, so
that students or instructors can easily navigate the components of the lesson. The
objectives are separated at the top of each lesson for emphasis and clarity. When I
used the lessons with my classes, most students were able to easily figure out what
they needed to do and kept track of the step they were on. However, it would have
been helpful to have included a checkbox that they could mark when each step had
been completed. Because of EdTech 506, consideration of design principles factor
into every lesson I create.
Using
The
website analysis
completed for EdTech 551 (Technical and Grant
Writing) addresses the using strand of Standard Three by demonstrating the criteria
for evaluating websites. The websites analyzed in the artifact are directly related to
writing because of the course; however, the analysis process can be translated to

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any website. We first looked at how complete the sites were and whether or not
they were accurate. This could be tough to discern depending on a sites content.
We also checked to see how often the sites were maintained and evaluated their
ease of use. Finally, we assessed the reliability of the site by searching for the
publishers, authors, and/or credentials of those who created the content. This
process is useful within the context of the classroom because there are many times I
select online content for my students such as webquests, learning tools, etc. In the
selection process I have to ensure that the content I choose is accurate, reliable, and
engaging for the students.
Assessing/Evaluating
In EdTech 541 we evaluated the relative advantage of
instructional software
.
We looked for software intended for a specific purpose, including: drill and
practice, tutorial, simulations, instructional games, and problem solving. Then we
searched for software designed for each purpose. After evaluating the software we
considered the relative advantage of using it with students. I used the instructional
software evaluation checklist, which takes into consideration the function, package,
pedagogy, content, ease of use, student proof, and fun. Although some of the
software is nice in theory but not realistic due to price, operating requirements, etc.,
I did find tools that I still use today and have shared with colleagues (e.g.
ReadTheory, Quizlet, etc.). The best assessment, as it turns out, is observing
students while using the software and seeing how they interact with it, and
ultimately, how useful it is for them.

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Managing
An important aspect of selecting technological resources is the consideration
of the relative advantage of the resources. In EdTech 541 we identified various
problems within our content areas, researched technologies to address the
problems, assessed the
relative advantage
of using the technology, and determined
expected outcomes. This meets the managing strand of Standard Three because a
key element in selecting technological tools is managing their use by determining
how they will be beneficial within the context of the classroom.
Another aspect of management is anticipating how technological tools will be
used, and the desired instructional objectives. Although it is not always practical to
evaluate the efficacy of all technological tools, it is helpful to have a clearly defined
purpose for their use in order to determine how performance outcomes are
affected. I found that generally, the best assessment of how beneficial a
technological tool is through student feedback. I recently did this for Google Read &
Write, which I was able to purchase last year by applying for Common Core funding
that had been distributed to my school. I was surprised by how many students felt
the Read & Write extension to be helpful and had been using it on their own. I will
use the results of the survey to help decide whether or not to purchase the
extension again.
Ethics

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The focus of EdTech 541 was integrating technology into the classroom,
which included addressing issues such as acceptable use policies, internet safety,
and assistive technology, among others. The
end-of-course blog entry
demonstrates the ethics strand of Standard Three because it included reflections
regarding how each of the elements were addressed. Most organizations that
provide access to internet resources have an acceptable use policy, which usually
serves to protect the organization rather than the users. Prior to enrolling in the
MET program, I had never heard of Creative Commons. Now, it is the first place I
search when looking for images or other materials to use in the classroom. I have
found that many students lack formal instruction in internet safety, which I
addressed in the final project for
EdTech 503
. In practice, I have learned that direct
instruction is critical for each of these topics, as informal discussion does not
always convey the gravity of potential consequences.
Diversity of Learners
As a special education teacher, a significant part of my job entails
empowering learners with diverse backgrounds, characteristics, and abilities. In
EdTech 541 we addressed
assistive technology
for at-risk and gifted-and-talented
students, and those with physical, cognitive, and sensory disabilities. While I have
used many of the tools included in the presentation in the classroom, I have found
that some of them are not always user friendly. Bookshare, for example, cannot be
used on Chromebooks (which are available to students in my classroom).
ReadWriteThink offers several great graphic organizers, but work is often not

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accessible to be retrieved due to the format used for saving work. Despite technical
constraints, there are several tools that help to support learners with diverse needs.
As previously mentioned, last year, I applied for funding to purchase Google
Read & Write for students receiving special education services and English
Language learners. I have also been able to create graphic organizers for students in
Google Drive and share them through Google Classroom. I have been able to share
and learn from colleagues as we discover new technological tools and ideas for
usage. For example, for students who have difficulty with fine motor skills, I have
them use the voice-to-text feature of Googles Read and Write. Students with
dyslexia who struggle with reading usually benefit by changing the color of the
background or text in Google Docs. For those who are determined and creative,
there are limitless possibilities to support diverse learners.
/STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning
environments within a supportive community of practice.
Collaborative Practice
For the
final project
in EdTech 505, I evaluated a program that helps students
with disabilities transition from high school to postsecondary training and
education. The evaluation process required collaboration with other teachers in my
department, Workability staff, and students who have participated in the program.
First, I contacted my colleagues and asked them to administer a survey to current
students regarding their perception of the services provided. Then, with the help of

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staff in our department, I contacted former students to determine their educational

and employment status, and whether or not Workability services contributed to
their current status. Because of the evaluation process, I was able to work with my
colleagues and counseling staff to design a transition course for students who are
on track to earn a certificate of completion versus a high school diploma.
Workability services are provided through the transition course, as well as
curriculum that helps students to prepare to participate in postsecondary training
and education.

Leadership
In EdTech 551, Technical and Grant Writing, we searched for and wrote
grants to support professional goals and needs. For my
final project
I wrote a grant
to purchase 150 student accounts for Google Read & Write. The process helped me
to define objectives and complete a comprehensive application for Common Core
funding. This Fall, I was able to coordinate the purchase of the 150 student
accounts and disseminated the Read and Write extension to all students receiving
Special Education and English Language services at our site. Part of the process
included organizing a training for Special Education and English Language teachers,
who subsequently trained their students on how to use the extension. I recently
surveyed my students and found that most feel that they benefitted from many of
the tools available through the extension and that they are capable of using the
extension independently. Prior to the purchase, our districts technology staff had

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not conducted a mass release of an app or extension on the Chromebooks, so there

were some glitches. I met with district technology staff to resolve the issues with
the release of the extension, and
created a guide
for teachers and students who try
to access the extension through their accounts. The process has gone much more
smoothly and helped us to troubleshoot issues with other apps and extensions.
Reflection on Practice
Before EdTech 522 (Online Instruction for Adult Learners) I was unfamiliar
with the term andragogy, but felt well versed in it upon completion of the course.
This course began with exploration into
adult learning theory
and six key
assumptions about adult learners. The six assumptions included: the learners need
to know, self concept, experience, readiness, orientation, and motivation (Taylor &
Kroth, 2009). We then used a LMS to
design a course
for adult learners. I choose to
use Moodles Sandbox, which I initially found frustrating but eventually appreciated
it as a tool for course design once I figured it out. Prior to the enrolling in EdTech
522 I had only used Blackboard, which is not as user friendly as Moodle. I reflected
upon my experience in the
planning blog
for EdTech 522. The culmination of the
course required us to evaluate our online course using
various rubrics
and evaluating
the areas of learning objectives, assessment, instructional materials, learner
interaction/engagement, technology, support, and accessibility. I found the
evaluation process to be disconcerting, in that one of the courses I evaluated only
met about 55% of the criteria based upon the
quality matters rubric
. I liked the

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simplicity of the quality matters rubric and feel that it is a thorough,

straight-forward approach to course evaluation.

Assessing/Evaluating
The
Transition to Adult Living
course created for EdTech 512 (Online
Course Design) meets the assessing/evaluating strand of Standard Four because it
reflects the comprehensive evaluation process for instructional design. In fact, one
of the first steps in the design process was
evaluation planning
. In planning for
evaluation we had to consider effectiveness, efficiency, appeal, and the sources that
would be used to assess the course outcomes. We also had to determine specific
questions for the evaluation of goals, content, technology, and message design.
Then, we determined the stakeholders and formative evaluation for our courses.
After our courses had been designed we reflected on the outcomes through
summative evaluation
and developed a timeline for our projected data collection. I
was surprised with how much time and work goes into the planning and evaluation
process when designing a course. There are many different perspectives to consider,
including the students, stakeholders, subject-matter experts, etc. Given the various
stakeholders and effort involved, it was clear that evaluation is a critical component
of the process.

Ethics

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The issue of
digital inequality
was first introduced in EdTech 501. The digital
inequality project meets the criteria for the ethics strand of Standard Four because
we took into consideration the cultural context regarding reasons for the digital
divide, and how to address the diverse needs of various communities. In the
collaborative project with our groups, we had to consider a specific region and how
the lack of digital tools impacts access to resources. Since so much is done online,
not having access to the internet can affect the ability to get a job, attend school,
find housing, etc. for many, particularly in rural areas. This issue has been brought
to light in recent years due to net neutrality and whether or not the internet should
be considered a
utility.
Regardless, if the infrastructure does not exist, it is
impossible for people to access online resources. We learned through the digital
inequality research that access is only one reason for the digital divide.
Socioeconomic status and knowledge play a significant role among various groups
and their ability to access digital resources. Although libraries and public schools
help to bridge the gap in available technologies for many communities, there are still
several areas and groups who do not have the resources and/or ability to access
digital tools.
/STANDARD 5: RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance
learning and improve performance.
Theoretical Foundations

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In EdTech 504 we had the opportunity to research a variety of learning

theories. While I was familiar with some of these theories such as constructivist,
cognitivist, behaviorist, to name a few, I learned there are also several theories
within the theories themselves. For the final
research paper
, I collaborated with
another student to study cognitive load theory and how instructional strategies and
technological tools could support effective instructional design. Cognitive load
theory is based on the idea that working memory is limited, therefore instruction
should be designed to reduce the extraneous cognitive tasks, such as
split-attention, redundancy, transiency, etc. in order to optimize learning. Although
the focus of our research was cognitive load, we learned about several other
theories through the weekly readings and the peer review process. I ultimately
realized that there is no right or wrong learning theory, but rather, that different
theories may be applicable in different situations.
Method
The method strand of Standard Five requires that candidates apply research
methodologies to solve problems and enhance practice. In EdTech 513 (Multimedia)
we learned about
contiguity principles
, which suggest that,

forgetting is due to interference rather than the passage of time; stimuli

become associated with new responses. Previous conditioning can also be
changed by being associated with inhibiting responses such as fear or fatigue.
The role of motivation is to create a state of arousal and activity which
produces responses that can be conditioned (Culatta, 2013).

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My artifact demonstrates this through the use of limited text and the emphasis of
visuals. One mistake that is commonly made when creating presentations for
instruction is putting an overwhelming amount of text on the slides, which interferes
with the learners ability to process. I revised a
previous presentation
on the same
topic to reflect the application of contiguity principles. My first presentation was
text heavy and not visually appealing. The revision included better images and less
text, and was more comprehensible. Since taking the multimedia course, I am more
cognizant of the need to apply principles of multimedia learning when designing
instruction.
Assessing/Evaluating
In EdTech 505, we conducted a
gap analysis
prior to completing the
evaluation for our final project. The gap analysis demonstrates the
assessing/evaluating strand of Standard Five because it was the first step in a
formative evaluation of a process or program (I chose the Workability Program at
our school, as it provides transition services to students with disabilities). Once I
was able to establish gaps in the Workability program I collaborated with my
colleagues to establish objectives for the program. Although the gap analysis was a
small component of a larger, more comprehensive evaluation, it was critical in
helping to distinguish between where the program was and where we wanted it to
be. Ultimately, the evaluation helped us to improve services and outcomes for
students.

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Ethics
One of the first assignments for EdTech 503 was a
reading quiz
, which
included visual metaphors. To find images I searched creative commons and used
only those that were labeled as free to use or share. While it is more difficult to find
usable images and materials within the creative commons, it is professionally ethical
because it helps to ensure that copyright will not be violated. I continue to use
Creative Commons when creating instructional materials for my class and have
asked students to search the commons as well. For example, in my reading class I
asked students to include images that represent the
vocabulary words
for each unit.
Prior to the first unit I taught them how to search the Creative Commons and which
permissions to look for. I have found that most students are unaware of copyright
issues and accustomed to using whatever they find on the web. I know that my class
will not prevent them from engaging in piracy, however it helps that they are aware
of the issue and know about available resources to help avoid using copyrighted
materials.
/CONCLUSION
I began my EdTech journey wondering how I could use technology in the
classroom. As a result of my experience, I discovered that I was asking the wrong
question. Instead, I learned to ask myself, how
should
I use technology for
learning? And, more importantly, how should
my
students be using technology for
learning? Completing the Masters in Educational Technology program at Boise

24

State has been invaluable with regard to answering those questions. I am both
humbled and empowered by the fact that in order to continue to provide answers
that are timely and relevant, I must continue to learn. After all, I need to help
prepare students for a world beyond Power Points in air-conditioned rooms.

/REFERENCES
Belland, B. (n.d.). Association for Educational Communication & Technology.
Retrieved February 8, 2015, from
http://aect.site-ym.com/members/group_content_view.asp?group=91131&id=309
963
Culatta, R. (2013, January 1). Contiguity Theory (Edwin Guthrie). Retrieved
February 10, 2015, from
http://www.instructionaldesign.org/theories/contiguity-theory.html
Lohr, L. (2008). Creating Graphics for Learning and Performance (2nd ed.). Upper
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