Nona Lynn Barker

English-Language Arts (10/20/30) / Media Studies (CTS) Teacher

August 1, 2015
INTRODUCTION
When I enrolled in the MET program at Boise State University in the fall of 2012, I wanted to
become a more effective educator. To make this possible, I needed to understand how student
centred classrooms and technology infused lessons could be utilized to create life-long learners.
Learning today must extend beyond the four walls of a classroom, and the only way to ensure
such learning occurs is through extensive teacher training. Each artifact in this paper documents
my professional and personal growth as an educator and acknowledges the Association of
Educational Communications and Technology (AECT) Standards as required.

INDICATOR: CREATING
EdTech 506 Essay Writing Boot Camp (ELA10-2)
This four lesson writing boot camp supports and educates students who are required to write a
basic critical/analytical essay. Specifically designed graphic images and texts are used to
enhance student learning.
EdTech 506 Lesson 4 Plan (from the Essay Writing Boot Camp unit)
Revising and editing are the focus of this particular lesson plan. To make the lesson more
effective instructional graphics and videos, collaborative activities and games, and online
exemplars have been incorporated.
EdTech 502 Romeo & Juliet Jigsaw Activity
This cooperative learning activity allows grade 10 students to acquire important background
knowledge about the play as well as Shakespeares life and times.

EdTech 542 Heroes Rise: Project Based Learning Unit

Through this PBL unit grade 10 students not only learn what our heroes say about us, they also
write and share their own real or imaginary hero based story.
Content Knowledge
Creating a variety of instructional materials and learning environments is a true passion for me.
Each lesson or unit included here represents an ability to create engaging, interactive, and
instructive materials. The jigsaw activity and the project based learning unit demonstrate how a
guided inquiry can be incorporated to help students become subject experts. The jigsaw activity
Web page provides students with specific Web links on Shakespeares life and times; however,
it is the students who become experts on the topics--not the teacher. Likewise, the Heroes Rise
teaching and learning resource page provides student resources that guide the students
through the inquiry, creative, reflective and presentation processes. Cooperative games in the
form of review quizzes (via Kahoot and Socrative Space Race) engage students while helping
them learn important essay writing concepts like basic essay structure or how to revise and edit
an essay. Instructional visuals and slideshow presentations also help students learn how to
comment coach, write an effective thesis statement or apply transitional words or phrases.

When developing the Essay Writing Boot Camp Lesson 4 Plan, a conscious effort was made to
integrate certain types of activities as well as teaching strategies and learning resources. This
EdTech project strongly reinforced the importance of lesson planning and preparation.

Content Pedagogy
In the jigsaw activity the students gain important background information before they read the
play Romeo and Juliet; and, instead of listening to a teacher lecture or reading information in a
textbook, this process allows them to learn the content first then teach it to others. Hirsch (2014)
notes that the fluid movement, flexible groupings and redistribution of responsibility force
[students] to be more actively engaged in what and how they learn because jigsaw learning

flows freely between group members (para. 8). The same applies to the group presentation
assignment in the Heroes Rise PBL unit. Again the students locate, record, and present the
information to a live audience. They are in charge of their own learning. In both of these learning
situations the teachers role also changes because she becomes the sideline reporter,
monitoring, questioning and analyzing the action, while the students suddenly discover
themselves in supporting and leading roles (Hirsh, 2014).

All of the materials associated with these learning activities are found online as well. This means
the students can access the materials anytime. For example, the Essay Writing Boot Camp
instructional visuals can be revisited whenever the students write an essay. The same applies to
the PBL projects (group and individual). Everything is at the students fingertips. If they need to
refer to assignment guidelines, rubrics, checklists or resources--they can. A calendar is also
available so they can manage their time effectively.

Learning Environments
Teachers use certain learning principles and teaching practices because they want to improve
student performance and learning while meeting specific curricular outcomes and nurturing
lifelong learners. Inquiry based activities like the jigsaw activity or the PBL project nurture
specific skills like critical thinking, collaboration, and self-management as well as habits of mind
and work, perseverance, and/or creativity. Such skills are crucial to students future success
(Larmer, Mergendoller & Boss, 2015).

Educators should also be aware of the cognitive load theory when creating instructional
materials and lessons because our working memory has its limits. Chunking and scaffolding
important content allows students to learn more effectively. Using a combination of words and
pictures encourages more engagement and understanding than words alone (Mayer, 2008, p.

766). Therefore, most of the instructional visuals created for the Essay Writing Boot Camp
lessons combine words and pictures whenever possible.

INDICATOR: USING
EdTech 597 Isnt it Ironic (or is it?) Lesson
By the end of this lesson grade 9 students should be able to identify three specific types of irony
as well as develop and deliver a digital comic strip that exemplifies at least one type of irony.
EdTech 597 Using a TV Program for Instructional Purposes
A student centred grade 12 lesson that uses a jigsaw activity and a Simpsons episode to
reinforce the following concepts: parody, satire, allusion, irony, and conceit.
EdTech 501 Horizon Report: Tech Trends Lesson
Using an iPad and specifically chosen apps, Grade 11 students develop and deliver an oral,
visual and/or multimedia presentation that utilizes effective persuasive techniques.
EdTech 502 Vlogasaurus m-Learning Activity
This Science 20 mobile learning lesson coincides with a field trip to the Royal Tyrell Museum.
EdTech 541 Relative Advantage Chart
Ten effective technology integration strategies and applications for high school English courses
are showcased in order to meet the needs of diverse learners.
Content Knowledge
Our first responsibility as educators is to select technological resources that meet the needs of
our students. However, Roblyer and Doering (2013) recommend that educators help students
take advantage of these resources so they can use them creatively, purposefully, and
thoughtfully. The technological applications chosen for the irony and persuasion assignments
allow students not only to demonstrate knowledge (types of irony and/or persuasion techniques)
but also to explore new forms of expression by designing elements that best organize and
communicate their desired content or goal (Roblyer & Doering, 2013, p. 193). Utilizing digital
comic makers like ToonDoo or Pixton, as part of the irony lesson, allows students to become
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cartoonists even though they, using their words, cannot draw. Tools like these are equalizers
because they are inclusive. Likewise, the chosen iPad apps and activities in the tech trends
lesson encourage students to express themselves by creating content (written and recorded
rant) that can be shared with others online (via a WordPress blog). Our students want to interact
and learn--and technology resources like these ensure this happens.

Utilizing what was learned in EdTech 502, I developed a lesson based on the jigsaw strategy
while also incorporating an episode from The Simpsons (A Streetcar Named Marge). Grade 12
students must learn specific concepts (eg. parody, satire, allusion, irony, and conceit) as these
are included on their diploma examination. By combining both the strategy and the resource
students are able to learn these important concepts more readily. Another important aspect of
the lesson is that the jigsaw method allows the teacher to group students based on their abilities
and experiences as well. Because some concepts are more subtle, and therefore, more
challenging than others (eg. conceit) certain groupings are necessary.

Content Pedagogy
Educators, myself included, have found that selecting and integrating the right technology
resources fosters student independence (from the teacher) and improves student behaviour.
Choosing technology tools and a project learning approach to lessons means students are more
likely to stay engaged and on task thereby reducing behavioral problems in the classroom
(Edutopia Team, 2008). Both the irony and persuasion assignments are more than busy work;
and because they emphasize expression with purpose, students rise to the occasion.
Based on the NMC Horizon Report (2012), the tech trends lesson relies on an iPad because it is
a feature-rich tool [that replaces] cumbersome devices and equipment (p. 7). This means
students can use them anywhere at anytime for creation and composition purposes (Johnson,
Adams, & Cummins, 2012, p. 11). Incorporating mobile apps, like Notability or Dragon Dictation,

also helps students stay organized [while exchanging] their findings and ideas with peers
(Johnson, Adams, & Cummins, 2012, p. 11).

The Vlogasaurus m-Learning Activity is also designed with specific technology tools in mind in
order to help students learn while on the go. Field trips provide great learning opportunities and
when paired with mobile learning, these experiences become even more meaningful. The
activity involves using a variety of smartphone or tablet applications in order to create a vlog or
video log. The vlog demonstrates what the students learned while meeting specific curricular
outcomes at the same time. This lesson also shows that technology integration and media
literacy are cross-curricular. I intentionally developed this lesson for Science 20 teachers and
their students. As an educational technologist I need to be able to demonstrate that technology
and media literacy can be implemented in other core courses. The lesson was also reviewed by
subject matter experts (SME). One adapted this mobile learning activity for his own course.

Learning Environments
Revisiting the Relative Advantage Chart, which promotes technology integration in the ELA
classroom, reinforces why selecting the right technology resources is essential to both teaching
and learning. In 2012 my peers and I wondered what technology integration might look like in
our classrooms. Today I do not need to ponder that concept at all because I know first hand
what it looks like. According to the Edutopia Team (2008), effective technology integration is
achieved when the use of technology is routine and transparent and when technology supports
curricular goals (para. 2). Today, not only is technology a constant companion, it is a mainstay.
Since the charts creation, my students and I have tested each and every application and the
activities associated with each of them. To encourage discussion, we use Padlet and
Schoology. To facilitate character analysis, we use Pinterest. To create a works cited page, we

use BibMe or EasyBib. To complete our day-to-day work, we use Google Drive and Google
Classroom.

INDICATOR: ASSESSING/EVALUATING
EdTech 506 Justification Paper
This paper justifies design choices by examining how specific graphic design principles and the
graphics themselves scaffold and support student learning throughout a four lesson writing unit.
EdTech 502 The Power of Persuasion: WebQuest
The purpose of this inquiry based WebQuest is to help grade 11 and 12 students explore how
persuasion works and why people utilize it; the students also learn how to use persuasion
techniques effectively at school and in their daily lives.
EdTech 503 Instructional Design Project
A lesson, based on specific instructional design principles, teaches students how to express
themselves (via a role-play activity) using the Twitter platform.
EdTech 503 Learning Objectives and Assessments Table
This table identifies the learning objectives, Blooms Taxonomy classifications, assessment
descriptors, and samples connected to an ID project developed for a grade 12 course.
EdTech 505 A Goal-Based Method Evaluation: English-Language Arts 30-1 PBL Unit
The intention of this evaluation report is to assess a grade 12 project based learning (PBL) unit,
and the assessment is twofold: 1) to determine if the program attained the goals and objectives
outlined by the local school division and the provincial government; and 2) to aid the classroom
teacher as to how this pilot program could be improved.
Content Knowledge
The EdTech 506 Justification Paper explains how eight different instructional graphics
incorporate specific design principles in order to scaffold and support student learning. The
instructional visuals were specifically developed to guide students through the entire essay
writing process. Because ELA 10-2 students cannot process a lot of information at once, I
consciously incorporated the 7 plus or minus 2 rule (Lohr, 2008, p. 125) to avoid chartjunk (Lohr,
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2008, p. 138) by utilizing only what is needed. This can be seen in the writing process and the
PEEL method graphics. According to Lohr (2008), learners prefer color materials (p. 266) as
well so I carefully selected my colour choices for the following instructional visuals: transitions
graphic or the essay writing menu. Throughout the design process, student feedback helped
determine what worked best.

Developing and testing my own instructional visuals taught me how important these visuals are
especially when teaching non-academic students. Previously, I choose instructional visuals
because I liked them; I never really thought about how much the design impacted the learner
before. The Justification Paper also taught me to be more selective because I had to justify my
choice in design principles and content selection for each instructional visual.

Content Pedagogy
The Power of Persuasion: WebQuest is an inquiry-based process that asks students to learn
how persuasion works, and use it themselves in order to fully grasp its power. Right away the
WebQuest poses an open-ended question in order to activate students prior knowledge, create
personal curiosity, inspire investigation, and bring about a robust understanding of the concept
of persuasion (March, 2004). The open-ended question asks students what persuasive power is
and challenges them to use persuasive techniques when creating their own powerful message
(argument). Designing a WebQuest that encourages students to see richer thematic
relationships, to contribute to real world learning, and to reflect on their own metacognitive
processes emphasizes constructivist learning that incorporates critical thinking and knowledge
application (March, 2004, para. 5). The process incorporated in this assignment is structured so
that the students realize how the persuasive techniques work together to build an effective
persuasive argument. You cannot have one without the other. To facilitate reflection and deeper

thinking, students contribute to the class blog and this process, along with the end product, is
evaluated.

Learning Environments
My Instructional Design project incorporates a micro-blogging platform, Twitter, as a form of
creative expression and motivates grade 12 students to participate in collaborative role-play
activity by pretending to be a literary character from a modern play. Instructional Design (ID) is a
rigorous process that helps instructional designers and educators determine what instructional
strategies will work best based on the needs of the students involved. A needs assessment
survey ensures the designer asks the right questions of the right people and [gets] complete
and non-evasive answers (Smith & Ragan, 2005, p. 45). The survey taught me a lot about
student attitudes towards voice and character analysis. More importantly, the survey revealed
underlying issues with regards to voice creation while also indicating students positive attitudes
towards role-playing. In the end the survey confirmed that this collaborative role-play activity
would be an appropriate teaching and learning strategy.

Another aspect of ID is to determine which instructional model should be implemented based on

the students learning and instructional needs. The survey, along with other factors, indicated
that Kellers ARCS model of motivational design would be the most effective approach; mainly
because learner motivation as well as content relevancy and student confidence and
satisfaction are considered when developing lessons.

Professional Knowledge and Skills

The ID projects learning objectives and assessment table is an important component of the
instructional design process. Here the instructor must align each learning objective with both a
task (or activity) and one (or more) of Blooms Taxonomy classifications. This approach ensures
that the instructor can assess the students learning during the lessons and adapt instruction as

needed. Secondly, it confirms that the chosen tasks or activities align with specific learning
goals or outcomes. The table clearly indicates that the ID projects objectives and tasks
emphasize application and synthesis as cognitive domains but also includes analysis and
evaluation as well. According to Smith and Ragan (2005), categorization like this encourages
teachers to aim their objectives toward higher-order thinking, and more mentally demanding
outcomes. This process reinforced how important objectives are when developing new course
materials for learners.

Research
The division superintendent issued a challenge to the teaching staff in August (2014); it was
referred to as The Superintendents Challenge. The purpose of this challenge was to meet the
provincial ministerial order outlined in the Inspiring Education initiative. The administration team
firmly believed a project-based learning unit (PBL) or inquiry-based learning unit (IBL) would
address The Superintendents Challenge. Each teacher was to develop either a PBL or IBL unit
for one class. Most teachers were expected to introduce their unit second term. However, one
ELA teacher piloted her PBL project first term. At the project teachers request, an evaluation of
the program was completed.

The purpose of the evaluation was to determine if the program attained the goals and objectives
outlined in the Superintendents Challenge and Alberta Educations Inspiring Education initiative.
Because of this, I used the goal-based method as a guide as it focuses on stated goals and
objectives of the program (Boulmetis & Dutwin, 2011, p. 109).

The evaluation was carried out by collecting data via two student surveys and interviewing the
project teacher and the principal. Although this process is associated with a summative
evaluation, everything included in the report was formative in nature because the teacher was
interested in how she could improve her PBL program. At her request, the report was shared

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with the school administration and the English-Language Arts Department. The report revealed
that PBL does meet the criteria established by the provincial government. However, we also
learned which aspects of the project worked and which did not.

INDICATOR: MANAGING
EdTech 505 Far West Laboratory Project
This response to a request for proposal (RTF) outlines the evaluation process for a companys
training program.
EdTech 541 Internet Enhanced Lesson: War-pedia
This small group collaborative project (for ELA 30-2 students) involves researching a Canadian
war hero and building a War-pedia or wiki page that educates others about the chosen hero.

EdTech 543 Final Project

A digital communication unit created by my EdTech 543 PLN. Students use social media tools to
connect, communicate, and collaborate while developing an effective and purposeful digital
voice.
Content Knowledge
The Far West Laboratory project involved developing a response to a request for proposal.
Essentially I produced a real world example of an evaluation proposal that ascertained the
marketability and salability of Far West Laboratorys training program. As an evaluator I
determined an evaluation method based on an appropriate evaluation model as well an
appropriate budget, task and payment schedules, and required personnel. The purpose of this
assignment was to demonstrate my ability to manage people, processes, physical
infrastructures and financial resources to achieve predetermined goals. This process also
reinforces why role-play activities are an essential teaching strategy as well. Determining an
evaluation model and selecting specific evaluation methods was completely foreign to me.

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Fortunately this process gave me the skill sets I needed in order to complete an actual program
evaluation at my school. I also learned that schools should conduct program evaluations on a
regular basis.

Content Pedagogy
The War-pedia research project not only meets curricular outcomes it establishes supportive
learning communities and diverse learning environments. The goal of each group is to research
a Canadian soldier from World War I in order to build a informative Wikipedia or War-pedia
page. The project is laid out goal by goal and step by step so that each group successfully
completes the mission. Groups also work together by providing constructive criticism before
publishing occurs. The military language, interactive tools, and process are very engaging and
suited other aspects of the course as well. For instance, the students also wrote a creative
response from the perspective of a World War 1 soldier.

Learning Environments
Developing Digital Voice, a social media unit for high school students, with my Professional
Learning Network (PLN) had a profound impact on me. We utilized Blackboards learning
management system (LMS), titled CourseSites, for our social media unit. The course itself
focuses on the fundamentals of digital communication. Topics include how to develop a unique
digital voice, the differences between personal and professional voices, types of
communications (blog, email, persuasive text), effective communication, and social media and
participant responsibility. Different social media tools are integrated into the units lessons and
specific badges and a contracted title are earned. Although the unit was not test driven, it
encouraged me to use a LMS with my ELA courses the following semester. I test drove
Schoology for an entire year. Now I cannot imagine teaching (or learning) without Schoology.

INDICATOR: ETHICS AND DIVERSITY

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EdTech 543 Social Media Policy (EdTech Learning Log)

This blog entry discusses why a social media policy is necessary and provides resources and
policy exemplars, including my own, in order to help schools develop a social media policy.
EdTech 542 Heroes Rise: PBL Unit / Comparative Study Group Inquiry Project
Posing as cultural anthropologists each team researches a topic, collects and interprets data,
and presents the acquired information to a live audience. In doing so, the students learn the
importance of teamwork as well as research and presentation skill sets.
EdTech 543 Own Your Digital Footprint in 10 Steps
The purpose of this presentation is to encourage individuals to build and maintain a healthy and
active online presence by owning their digital footprint.
EdTech 502 Copyright Scavenger Hunt
This Web page is designed for Canadian educators who require more information about the
Copyright Law (Bill C-11) that came into effect in 2012.
EdTech 541 Assistive Technologies Across the Curriculum
This informative presentation highlights several assistive technologies that educators could
utilize in their high school classrooms in order to meet the diverse learning needs of their
students.
EdTech 502 Web Accessibility Hot Links
A Web page created for CTS students who need to learn about Web accessibility for people with
disabilities before they build their own Web pages / sites.
EdTech 541 Acceptable Use Policy (AUP) and Internet Safety (EdTech Learning Log)
Both of these blog entries stress the importance of student safety as well as responsible use of
the Internet and school technology.
EdTech 501 School Technology Evaluation Summary
This report summarizes an Albertan high school technology evaluation based on the Maturity
Model Benchmarks.
Content Knowledge

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According to the Professional Code of Ethics (2007) developed by The Association for
Educational Communications and Technology, educators should promote current and sound
professional practices in the use of technology education (Section 1, para. 5) and protect the
individual from conditions harmful to health and safety (Section 1, para. 6). This code is even
more pertinent when using social media in the classroom. Writing a social media policy and
reflecting about it, via my edtech learning log, was part of an EdTech 543 assignment. Because
social media is an important component of our daily lives, I developed a positive policy that
promotes respectful and lawful social interaction. I still use this policy today. The entry itself
encourages educators to embrace social media because it engages students, fosters
collaboration, and develops creativity and thoughtfulness. Resources are also provided for
those who would like to create their own policy. In my view, educators should be proactive not
reactive when it comes to social media in the classroom; both of these texts support this
philosophy.

Content Pedagogy
The group assignment for the Heroes Rise PBL unit is designed to nurture and develop 21st
century skills. Posing as cultural anthropologists hired by an existing company, each team
researches a topic, collects and interprets data, and develops a creative presentation for a live
audience. As part of the PBL process the each team draws up a contract and uses collaborative
Web 2.0 tools like Diigo, Bibme, and emaze in order to help them achieve their goal. The intent
here, as it is with most PBL, is to help the students become better researchers, problem
solvers, and higher-order thinkers (Bell, 2010, p. 42). Furthermore, the PBL process and the
role-play aspect of this group assignment allows students to complete real world activities and
learn skill sets that are transferable beyond high school. In the future students will be judged on
their performance--especially their collaborative, negotiating, planning and organizational skills-so educators like me must prepare them (Bell, 2010, p. 43).

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Learning Environments/Diversity of Learners

Educators often focus on the role of the student in the 21st century but we also have to consider
our own role. According to Winn (2012), the role of the teacher is to model appropriate
behaviour by interacting with students and other faculty; this means teachers should actively
build relationships with others via a communication network. The Copyright Scavenger Hunt is
for Canadian educators who require information about the Copyright Law (Bill C-11) that came
into effect in 2012. At this time I was working as a teacher-librarian for Red Deer College. As
such I was expected to guide teachers through this change in policy. The information and
materials posted on the Web page was an efficient and effective way to communicate these
changes. A link was also provided on our campus LibGuide for future reference.

Originally the How to Own Your Digital Footprint in 10 Steps presentation was completed to
demonstrate what I had learned about an individuals digital footprint based on my own
research. Like many of my edtech learning log posts, I choose educators as my target audience.
The presentation helps educators learn how to actively adopt and promote a positive online
presence. I really like the fact that the presentation promotes best practice and empowers
learners at the same time. Later on, I adapted this slideshow for a parent-teen presentation on
digital citizenship on behalf of the Red Deer College Library.

Like the previous presentation the Assistive Technologies Across the Curriculum slideshow
reflects what I learned about assistive technologies. However, this assignment gave me the
background I needed in order to work more closely with the Special Education Coordinator on
campus. I introduced her to the Read & Write for Google app in 2012. This app helped students
with learning difficulties by boosting their confidence when it came to reading and writing. Based
on our trial run, the school division introduced this app division wide. Today students can readily
access the application via a Chromebook/Chrome browser without installing it. We continued to

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work on other projects because she saw the benefit of these assistive technologies. In fact, we
found that assistive technology helped students become more independent; they also were able
to express knowledge more easily and were more likely to complete assignments and attend
classes (Moore & Pattison, 2008).

Inclusion is an expectation of Alberta Education which means educators must differentiate

instruction and adapt learning materials for special needs students. Because the Web
Accessibility Hot Links assignment focuses on Web accessibility for the visually impaired, it
provided me with a better understanding of the issues certain learners face in the classroom.
Now I am more conscious special educations students needs. Although the main goal of this
assignment was to raise awareness and change teacher practice, it was also developed to meet
specific CTS outcomes for the following modules: COM1055 and COM2055. This resource
page is beneficial to students because it promotes inclusiveness and examines assistive
technologies, government standards, and accessibility evaluation tools--all of which are part of
the CTS curriculum.

Professional Knowledge and Skills

These two artifacts, Acceptable Use Policy (AUP) and Internet Safety, stress the importance of
student safety as well as responsible use of the Internet and school technology. One blog entry
explores what an AUP is and why schools should develop such a policy, while the other focuses
on practical safety measures as recommended by the RCMP and other organizations. More
importantly, these artifacts lead to the development of a special Acceptable Use Policy for a
mobile learning project called Poetry4Now. (FYI: This project is based on a mobile learning
project I originally developed for EdTech 541.) Students were expected to use their own mobile
devices and teacher recommended apps. No other teachers on our campus had done this
before. Because we wanted our students to take the project seriously and understand that we

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were paving the way for other learners, we decided to create our own Acceptable Use Policy
(AUP). Sharing the policy with our students and having them sign it like a real world contract
delivered the right message. We appreciated the fact that students would remind each other
about the policy when they saw others using their devices or the Internet inappropriately. Our
end of the project survey reflected the fact that students saw their devices and the type of
learning they were doing in a different light. Many of them articulated the importance of
appropriate use and Internet safety. The students also realized for the first time that a
smartphone or tablet could be used for work not just play.

Research
The School Technology Evaluation Summary examined technology integration in an Albertan

high school using five Maturity Model Benchmarks: Administrative, Curricular, Support,
Connectivity, and Innovation. Four descriptors were also incorporated in the evaluation process;
these are: Emergent, Islands, Integrated, and Intelligent. Using the five filters and the four
descriptors, I determined that the school earned a technology benchmark ranking of Integrated.
The overall purpose of the evaluation is to indicate to stakeholders which areas of the school
require improvement. This summary was enlightening for all stakeholders. Technology
evaluations like this have not been utilized in our school division, and this summary made us
realize that it is difficult to truly improve if a formal evaluation is not conducted. School divisions
need someone to carry out formal evaluations like this one on a regular basis.

INDICATOR: COLLABORATIVE PRACTICE

EdTech 501 Digital Inequality in Tennessee

Examining issues, as they pertain to both the Digital Divide and Digital Inequality, this report
explains how the state of Tennessee could (and should ) overcome digital inequality.
EdTech 543 Real Time & Live Virtual Professional Development

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This Google presentation highlights my professional development experiences with webinars

and Twitter chats.
Professional Knowledge and Skills
The digital inequality report is the result of an EdTech 501 cohort. Together the five of us
participated in a role-play activity. We formed a task force that researched digital inequality in
Tennessee and prepared a formal report for the Tennessee Governor and the Department of
Education Commissioner (DOE). The DOE provided our task force with seven options; it was
our job to assess each option and rank it according to its advantages, disadvantages, and
feasibility. In the end we concluded that the most important option was providing high-speed
Internet and mobile access for all citizens. According to the State Educational Directors
Association (SETDA) the federal government, states, and local districts must take steps to
improve broadband access in schools and extend universal broadband access to homes,
libraries and community centers (Murray, 2012). Broadband access is even more important
today with the widespread adoption of mobile devices, which also means the benefits of online
learning are no longer limited to the confines of the classroom (Murray, 2012). Before this
project was assigned I can honestly say I gave very little thought to either the digital divide or
digital inequality because the province I reside in and the school division I work for are
technology rich in many ways. Of course our group was completely dependent on technology in
order to accomplish the task at hand. Every person in our group lived in a different state or
province yet we were able to work together because we had access to the Internet and
Googles cloud based tools. Both of which allowed us to collaborate more readily. In this case
we definitely were the haves, not the have-nots. Sadly, this project reinforced how misfortunate
others are. As both educators and citizens, we must do everything in our power to lessen the
digital divide and close the inequality gap.

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Live webinars and Twitter chats have completely changed the way I look at professional
development. Although I took EdTech 543 in 2013, I continue to rely on these mediums for
professional and personal growth. More importantly, professional development in a connected
world is not only more engaging but also more beneficial than other types of professional
development. Live webinars allow peers to interact with each other as well as the presenter. At
first chatting and backchanneling seemed strange--almost disrespectful. However, as I attended
more live webinars I found the experience to be more profound because the learning was so
active and interactive. Furthermore, I met wonderful mentors (Gwyneth Jones and John Shank)
in the process. To this day, I still interact with them via Twitter.

Live Twitter chats for librarians and educators are also very effective PD. I check my Twitter feed
first thing in the morning and after dinner. I am constantly seeking lesson ideas, teaching
resources, or new tech tools and trends. Of course, this kind of PD must be reciprocal;
participants should also share their expertise, knowledge, and resources. Clearly this type of PD
allows educators to form their own professional learning network (PLN). Moreover, successful
PLNs like these must fulfill three primary tasks such as building connections, maintaining
connections, and activating connections with selected persons for the purpose of learning in
order to be effective (Rajagopal, Joosten-ten Brinke, Van Bruggen, & Sloep, 2011).

INDICATOR: LEADERSHIP
EdTech 541 Hypermedia Integration: Video Library for ELA Teachers
The videos in this library provide ELA teachers with excellent teaching resources.
EdTech 503 Instructor Guide (Part 4)
The instructor guide for the ID project (Character Role-Play Using Twitter) walks the instructor
through each phase of the teaching and learning process. It also provides hyperlinks to each
lessons resources (how to tutorials, video clips, checklists, rubrics, and so on).

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Professional Knowledge and Skills

As an educational leader and mentor, I firmly believe that educators should share resources.
Sharing definitely improves teaching and learning. The video library and the other lessons I
completed for EdTech 541 were shared with all of the ELA teachers on campus. At the time of
the course I was working as a teacher-librarian for Red Deer College (RDC). This video library
assignment inspired me to create video libraries for other courses (eg. Art, CTS, Math). [The
campus LibGuide was an efficient way to share the video libraries.] Although I no longer work
for RDC, I still update the original ELA video library and continue to share these materials with
other ELA teachers. Now that YouTube encourages users to create video playlists, video
libraries are becoming even more popular. Dunn (2014) identifies several reasons why YouTube
videos should be utilized in schools, these include: students are more engaged through visuallystimulating videos, educational lessons are easily shared across the globe, students can create
and upload their own videos to demonstrate understanding, videos can supplement lessons,
teachers will have a library of free information to help explain almost anything. The updated
video library also includes a tutorial on how to create YouTube playlists and provides
educational exemplars.

The instructor guide (and the entire EdTech 503 project) for the role-play activity was reviewed
by a subject matter expert (SME) from the school. Not only did she provide great feedback, she
wanted to test drive the instructor guide and its resources the following semester. Using the
instructor guide, she taught Phase 1 and 3 on her own. [We taught Phase 2 together.] After all
three phases were completed we met for a debriefing session. Both of us thought the activity
would be engaging but we were unsure as to how much learning would occur, and whether or
not the activity would improve the use of voice / persona on the Personal Response to Text
(PRTT) assignment. The grade 12 students were also unsure about the role-play activity

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because they truly believed social media tools like Twitter were for entertainment not learning. In
the end, all of the parties involved were pleasantly surprised that the activity achieved what was
intended. Using Storify to curate the session also provided useful because students used the
online resource to help them write their PRTT assignment. This experience has taught me that
educators are more likely to try something new if they have someone to guide them through the
process. As an instructional designer or an educational technologist, I am able to help others
effectively integrate technology into their classrooms.

INDICATOR: REFLECTION ON PRACTICE

EdTech 504 Being Connected (EdTech Learning Log)
The blog entry briefly explains the theory of connectivism and persuades teachers to build their
own networked classroom by incorporating social media and mobile technology.
EdTech 543 From Spark to Flame (EdTech Learning Log)
This final reflection post explores how EdTech 543 (Social Media) has changed the way I teach
and learn.
Professional Knowledge and Skills
Reflection has always been a part of my teaching experience. It began when I was a preservice
teacher at the University of Alberta and continues today. I appreciate that the MET program
requires a formal reflection process via the EdTech Learning Log. Danielson (2009) states
Because of their ability to reflect, great teachers know not only what to do, but also why (para.
2). The word great might be unsettling for some; nonetheless she is right. Reflection does
improve practice. The entry, Being Connected, is a good example of how I reflect. I write for my
own edification but I also write for a specific audience. This entry also resonates because it
explores connectivism as a learning theory. Connectivism fascinates me and I enjoyed learning
more about it when writing my EdTech 504 paper: Connectivism and the ELA Classroom. I think
this theory more than any other has influenced my teaching.

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As a course draws to a close, learners are often asked to reflect on their learning experiences.
In EdTech 543 this was achieved via a final learning log entry. The post, From Spark to Flame,
epitomizes what I have learned, and what I continue to learn about the importance of social
media in the classroom and out. Although I learned all about twitter chats, curation tools, social
media tools / policies, and connectivism--the greatest lesson learned was what it is like to be a
networked teacher and how one can parlay networked experiences into better teaching
practices. Integrating curation tools like Scoop.It or Pinterest into learning activities and projects
allows my classroom to be more student centred. Tools like these also help achieve important
curriculum outcomes (research and collaborative skills) while engaging students. Pinterest is so
flexible it not only helps my students complete a thorough character analysis it also helps me
curate and implement new lesson ideas and technology tools. More importantly, the classroom
evolves into a networked classroom that allows students to form their own PLNs. This course
literally turns theory into practice.

INDICATOR: THEORETICAL FOUNDATIONS

EdTech 504 Connectivism and the ELA Classroom
This paper explores the interrelationship between connectivism, educational technology, and
instructional strategies, and recommends that teachers consider this interrelationship when
implementing teaching and learning strategies and/or assignments in their ELA classrooms.
EdTech 597 Five Important Learning Theories & Venn Diagram
Throughout this course learners studied different learning theories, both old and new. This
particular assignment briefly analyzed: constructivist theory, flow theory, motivation theory,
situated learning theory, and activity theory model.
Research
When I wrote my EdTech 504 paper two years ago, connectivism as a learning theory seemed
to be an island unto itself. Few researchers and educators considered it to be a valid theory.

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Mobile learning (along with social media tools and learning management systems) has shifted
peoples thinking and now more educators are seeing connectivism as a valid theory. Using
learning management systems like Schoology and Google Classroom this year showed me that
networked students need networked teachers. In our division, teachers and students use
Googles educational platform on a daily basis. Many nights I would be marking student work via
Google Drive or Classroom, and my students would see that I was online. Often they would ask
for assistance or they would chat with me as I comment coached their paper using Googles
comment feature. This experience was enlightening because these chats enabled us to become
networked teachers and learners. I would point things out, and so would they. They would ask
for clarification, and so would I. The difference here is that we were not in a physical classroom,
we were in a networked classroom. When I wrote my paper two years ago, I believed
connectivism could drive teaching and learning in the ELA classroom. The difference now is that
connectivism is not just a theory anymore it is a living, breathing entity in my networked
classroom.

The Five Important Learning Theories assignment introduced me to an older learning theory
known as flow theory. Although flow theory was introduced in the 1990s, this was the first time I
had become conscious of it. Over the years I had witnessed flow theory in real time but I did not
know what it was or how it could be achieved. According to Csikszentmihalyi (1990) learners
achieve optimal flow when they are so involved in an activity that nothing else matters. This
means the learner is enjoying the experience so much so that time and space are not important.
In the Media Studies course I teach, students are so focussed on what they are doing that they
become totally oblivious to their surroundings. They also arrive to class early and leave late.
Because this course involves both project work and personal choice throughout, students are
highly motivated. Now that I am aware of this theory, I consciously develop activities and
projects that will help students achieve flow. For example, this semester I created a

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collaborative but competitive activity using Padlet for an ELA 20-1/20-2 class. Students were so
involved they did not hear the bell sound, and they kept coming back throughout the day to see
if they had solved the puzzle correctly. When an educator is consciously aware of a learning
theory, it is easier to incorporate that theory into her everyday teaching practice. I keep a copy
of the venn diagram I created for this assignment in my planbook as a reminder to construct
lessons with not only learning outcomes in mind but learning theories as well.

INDICATOR: METHOD
EdTech 504 Annotated Bibliography
This annotated bibliography contains scholarly resources that demonstrate my view that there is
an interrelationship between connectivism and the use of collaborative digital tools, and that this
interrelationship does affect literacy instruction in the present-day ELA classroom.
Research
A good annotated bibliography encourages the researcher to think critically about the content of
the works being used and their place within a field of study, and establishes the competency of
the researcher and the validity of the chosen sources (UNC College of Arts and Sciences, n.d).
The EdTech 504 annotated bibliography definitely reinforced my desire to study the
interrelationship between connectivism, collaborative digital tools, and literacy instruction. The
scholarly sources influenced me beyond the scope of the assignment itself. For example,
Hamilton (2012) and Lester taught their course using the same resources the students were
expected to use when learning. I also adopted this approach when teaching my students how to
use applications like Scoop.it or Weebly. Kop and Hills article (2008), unlike the rest, came to
the conclusion that connectivism is not a true learning theory because it is not driving
educational curriculum yet. This article piqued my interest and encouraged me to prove that it
was a true learning theory because it should and could directly affect educational curriculum,
especially in ELA teaching and learning.

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A completely unexpected result of this annotated bibliography was the fact that it earned me
street cred with campus students when I, as a teacher-librarian, taught them how to write an
annotated bibliography using citation makers (Bibme or EasyBib). Of course, this example also
ties back to Hamilton (2012) and Lesters theory that instructors should use the same resources
the students are expected to use.

CONCLUSION
As you can see, the artifacts discussed here represent my personal and professional journey
through the MET program. When I started at Boise State University, I wanted to be reawakened.
I wanted to be challenged. I wanted to be a better teacher and learner. My worst fear then was
that I might become stagnate, uninspired, or apathetic. Dare I say--a burnout? Fortunately for
me, this program rekindled the fire within. Now technology integration is second nature to me. It
is as natural as breathing. This does not mean that I do not think critically. In fact, I am more
critical than ever of what technology is selected and how it is used. The difference now--I think
like an educational technologist. The difference now--I am an educational technologist.

All is possible. Nothing is impossible. I am a possibilitarian! The learning, the sharing, the
mentoring--will continue.

References
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House, 83(2), 39-43. doi:10.1080/00098650903505415
Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation: Timeless techniques for
program and project managers. San Francisco, CA: Jossey-Bass Publishing.

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Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience (Vol. 41). New
York, NY: Harper & Row.
Danielson, L. M. (2009). Fostering reflection. Educational Leadership, 66(5). Retrieved
from http://www.ascd.org/publications/educationalleadership/feb09/vol66/num05/Fostering-Reflection.aspx
Dunn, J. (2014, November 20). How (and why) you should use YouTube in the
classroom. Retrieved from http://dailygenius.com/youtube-in-the-classroom/
Edutopia Team. (2008, March 16). Why integrate technology into the curriculum?: The
reasons are many. Retrieved from http://www.edutopia.org/technology-integrationintroduction
Hirsch, J. (2014, February 6). Teaching empathy: Turning a lesson plan into a life skill.
[Web log post] Retrieved from http://www.edutopia.org/blog/empathy-lesson-plan-life-skilljoe-hirsch
Johnson, L., Adams, S., & Cummins, M. (2012). The NMC horizon report: 2012 higher
education edition. Retrieved from http://www.nmc.org/pdf/2012-horizon-report-HE.pdf
Larmer, J., Mergendoller, J., and Boss, S. (2015). Gold standard PBL: Essential project
design elements. Retrieved from
http://bie.org/object/document/gold_standard_pbl_essential_project_design_elements
Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual
literacy (2nd ed.). Upper Saddle River, N.J: Pearson Education, Inc.
March, T. (2004). The learning power of webquests. Educational Leadership, 61(4), 4247. Retrieved from http://tommarch.com/writings/ascdwebquests/
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the
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doi:10.1037/0003-066X.63.8.760

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Moore, B., & Pattison, C. (2008, November). Using assistive technology, differentiated
instruction, and professional learning teams. CODE Chronicles. 1, 2-3. Retrieved from
http://ontariodirectors.ca/CODE_Chronicles/files/CODEchronicles1.pdf
Murray, C. (2012, May 30). A new digital divide? Retrieved from
http://www.edtechmagazine.com/k12/article/2012/05/new-digital-divide
Rajagopal, K., Joosten-ten Brinke, D., Van Bruggen, J., & Sloep, P. (2011). Understanding
personal learning networks: Their structure, content and the networking skills needed to
optimally use them. First Monday, 17(1). doi:10.5210/fm.v17i1.3559
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th
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Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: J. Wiley & Sons.
The Association for Educational Communications and Technology. (2007). Code of
professional ethics. Retrieved from
https://www.aect.org/Intranet/Publications/ethics/ethics04.html
UNC College of Arts and Sciences. (n.d.). Annotated bibliographies. Retrieved from
University of North Carolina at Chapel Hill website:
writingcenter.unc.edu/handouts/annotated-bibliographies/
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id=EJ954323

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