Jenifer Crook MET Portfolio Rationale PDF

Portfolio Rationale
A Rationale of M.E.T.
Artifacts in Connection with
AECT Standards
By Jenifer Crook
M.E.T. Candidate
EdTech 592: Fall 2015
CROOK PORTFOLIO RATIONALE 2
Table of Contents
Introduction ................................................................................................................................3
Standard 1 ..................................................................................................................................4
Standard 2 ................................................................................................................................15
Standard 3 ................................................................................................................................23
Standard 4 ................................................................................................................................31
Standard 5 ................................................................................................................................38
Conclusion ...............................................................................................................................44
References ................................................................................................................................45

Introduction
For the better part of my adult life, I have stayed home to raise our four children. I reentered the workforce in 2011 as an assistant kindergarten teacher. After seeing my passion for
education in elementary children, I was encouraged by the principal to pursue a graduate degree.
I took the principals advice and enrolled at Weber State University (Ogden, Utah) with the
intent to receive a Masters of Education. I continued through each of my courses while working
part-time as a small-group reading instruction specialist until our lives took a drastic unexpected
turn and we needed to relocate to Meridian, Idaho. With only two classes and a thesis left before
graduation at Weber State, I was forced to leave and start completely over in August 2014. After
months of research I settled on the M.E.T. program at Boise State.
I was the first individual in my extended family to receive a college education and I will
be the first to receive a graduate degree. I am honored and proud to be a life-long learner and to
have had the opportunity to show my children that education, at any age, is valuable. I am
especially excited to have a degree that not only shows my love and commitment to education
but also in integrating technology into the classroom as I embark on this new chapter of my life
as an educator.
The Boise State University EdTech Mission (n.d.) is to Empower learners to be evolving
digital citizens who advocate cultural understanding and global responsibility. The Master of
Educational Technology (M.E.T.) program is designed to empower candidates by creating and
expanding skills necessary to promote digital-age learning in K-12 and higher education settings.
Each course in the M.E.T. program aligns to five standards established by the Association for
Education Communications and Technology (AECT): content knowledge, content pedagogy,
learning environments, professional knowledge and skills, and research (Januszewski &

Molenda, 2008). Most of my artifacts have been created for my area of expertise, K-8
elementary education. Where appropriate, these artifacts have been designed to not only meet
the AECT standards but to also comply with multiple Common Core State Standards for
elementary education.
The purpose of this paper is to demonstrate mastery of these standards and how they
align with my artifacts. The artifacts I have chosen showcase just a sampling of my work in the
M.E.T. program. All artifacts have been hyperlinked for easy viewing.
STANDARD 1 - CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical
and practical applications of educational technologies and processes.
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502 Virtual Field Trip The virtual field trip is a multiple page website created in
Dreamweaver using HTML and CSS. The virtual field trip is of our nations capital,
Washington D.C. and was designed for Grade 8 students studying the history of the
United States as per Grade 8 core standards.
541 Primary Source Documents This artifact is a series of activities involving primary
source documents. The lessons were created for Grade 4 students studying the Oregon
Trail as per English language arts and social studies core standards.
505 Evaluation Report This artifact represents a formal evaluation of my own virtual
field trip created for EdTech 502. The virtual field trip was created for Grade 8 students
learning about the history of the United States as per social studies core standards.
541 Instructional Software Presentation This presentation is a culmination of research

and links to 10 various types of instructional software in relation to reading instruction
and comprehension skills for elementary students.
505 Request for DIP proposal This document is in response to a fictitious request for an
evaluation proposal of a training program and includes a task schedule and budget.
501 Professional Ethics Paper This paper is a reflection and research of my own teaching
practice and knowledge of the AECT Code of Ethics standards.
541 Assistive Technologies This artifact is a description of assistive technologies and

laws that govern individuals with disabilities in education. Each type of disability is

described and two examples of assistive technologies teachers can use within my focus
content area (reading instruction and comprehension skills).
1.1 Creating
Candidates demonstrate the ability to create instructional materials and learning environments
using a variety of systems approaches.
Rationale for Artifact: 502 Virtual Field Trip
As with most of my artifacts, alignment to Common Core State Standards set the stage
for the development of this virtual field trip (VFT). Strictly aligning instructional material to the
English language arts and history/social studies standards for Grade 8 students is what makes this
a valuable project.
The systems approach method I used in designing the virtual field trip was that of a
standard input/output system. This system is a process of development and on-going monitoring
and evaluation and is a method of analyzing teaching and learning situations (Balogun, Blake,
Kulakarni, Setijadi, & Leith, 1981). I first began by identifying the target audience and the topic
of instruction. As I moved to the second step in the system, I needed to look at the standards for
the Grade 7 students so I could build upon and scaffold learning from the previous year. At this
point I was able to determine appropriate objectives and learning goals based on Grade 8
standards. Selecting appropriate materials was an important task as it is so critical that students
remain in a safe online environment. I perused multiple lesson plan ideas from the Utah
Education Network (UEN.org) to see how other virtual field trips were designed as well as
integrating content from regular classroom lesson plans. I used multiple learning materials as I
included interactive Google Maps, videos, questions, slideshows, and websites to further explore
our nations capital. The VFT is heuristic in nature in that it encourages the learner stimulate
interest on the topic and to discover the learning process on their own.

After all of the features of the VFT were created I was able to offer it to my peers for
review and evaluation. Through the feedback and recommendations of the professor and my
peers, I was able to revise and fine-tune the entire experience. I also took full advantage of an
opportunity in EdTech 505 to formally evaluate this product with actual teachers and students,
which made this an artifact that came full circle from researching materials, creating a plan and
design, executing a formal evaluation, to finally a revision worthy of publication to my peers. I
am still in the revising process; this VFT will be ready to publish prior to the 2016-2017 school
year.
While this virtual tour was initially created as an assignment for EdTech 502 using
HTML and CSS in Dreamweaver, I learned to not only create the instructional materials but also
how to create an aesthetically pleasing activity that my colleagues can use in teaching this
subject to Grade 8 students.
1.2 Using
Candidates demonstrate the ability to select and use technological resources and processes to
support student learning and to enhance their pedagogy.
Rationale for Artifact: 541 Primary Source Documents
The Library of Congress (n.d.) gives three reasons for using primary source documents in
teaching: to engage students, develop critical thinking skills, and to construct knowledge. To
begin this process of selecting primary source documents, I first relied on the Common Core
Standards to guide what was required of Grade 4 students. I then created lesson objectives to
meet those standards. As per Grade 4 English language arts and social studies standards,
students are required to recognize and use primary source documents.

As more and more primary source documents have been digitized in recent years, it is
exciting to have students research hand-written journals, maps, and view photographs and
sketches. Students now have access to the Internet, technology, and information that generations
before have not had easy access to (Roblyer & Doering, 2013).
Part One of this artifact is an exploration and definition of primary source documents and
is divided into four activities. The first activity is an introduction to primary source documents.
In the activity directions there are multiple lesson starters. These lesson starters were
researched online and compiled from a variety of lesson plan ideas from both the Utah Education
Network (http://www.uen.org), The Library of Congress Teachers Resources
(http://www.loc.gov/teachers), and Teacher Resources found on PBS.org
(http://www.pbslearningmedia.org). Through these websites I was guided to an Oregon Trail
Website (http://www.america101.us/trail/Sites.html) that explores 30 famous landmarks. From
this website and the aforementioned lesson plan ideas/teacher resources, I created the second
activity and extension activity. Activity three is an exploration of actual trail diaries. By
comparing and contrasting various individuals diaries, students are able to see how each person
can have differing opinions and views of actual events that occurred. Activity four is a study of
photographs and sketches as primary source documents. Photos for this activity were selected
based on their ability to tell a story. These photos, along with the questions for writing and
discussion, were suggested in the Teacher Resource portion of the Library of Congress website.
Part Two of this artifact is a mapping activity I created using HistoryGlobe
(www.historyglobe.com). I created most of the activity myself, including the screenshots and
steps to build a Google Map (https://www.google.com/maps) with Oregon Trail landmarks
including links to primary source photographs and sketches.

I feel that this artifact will be a great learning experience for students, as they will have to
discern between primary and secondary source documents and then integrate technology into the
learning process. While this is an entire lesson on primary source documents, the reliability of
information was the basis for my consideration in resources to be used. Based on the nature of
the Internet, I was careful to only use websites that provided reliable sources for information
(e.g. Library of Congress, government sites, etc.). With this consideration in resources, I feel
that both parts of this artifact, and all of the included activities, demonstrate that I have the
ability to select and use technological resources and processes to support student learning and
enhance my pedagogy.
1.3 Assessing/Evaluating
Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate
technologies and instructional materials.
Rationale for Artifact: 505 Evaluation Report
Our Nations Capital is a free virtual field trip (VFT) I created in EdTech 502 for Grade 8
students learning about the history of the United States as an alternative to an expensive live field
trip to Washington D.C. The VFT has never been used in any real or simulated classroom
settings prior to this evaluation. While I felt that the VFT was well designed and would be a
valuable resource to other Grade 8 teachers, I felt that feedback from both teachers and students
was necessary based on Boulmetis and Dutwins questions of efficiency, effectiveness, and
impact (2011) prior to broad publication.
The VFT evaluation led me to conduct research through a Google Form survey, analysis
of qualitative data, and receive recommendations from K-8 teachers and students. There were
three main objectives/questions I wanted answered in this evaluation: Were Common Core

Standards met? Was the website user-friendly? Was the activity meaningful, engaging, and
worthy using in the classroom? The model selected for this evaluation was goal-based in nature
as the evaluation sought to determine if the program had met the objectives and what, if any,
suggestions were needed for improvement of the VFT prior to publication and sharing.
Although I chose to evaluate my own VFT, I found the information and suggestions I
received from the teachers and students to be valuable in my efforts to adjust and revise the VFT
prior to publication. 100% of the teachers surveyed felt the VFT met multiple standards. More
than 80% of teachers and students felt the website was user-friendly (with the exception of the
Credits page). More than 70% of students reported the VFT to be engaging and meaningful
while 100% of the teachers surveyed felt the VFT was moderately to very engaging for students,
provided an educational experience, and would foster an independent learning environment. All
of the teachers reported that they would use this VFT in their classroom and would recommend it
to their colleagues and team members. Teachers comments can be found on pages 8-9 and
suggested many ways to improve and further evaluate the VFT in the future.
With the recommendations and revisions suggested, the evaluation revealed that the VFT
is an efficient way to teach about our Nations Capital and meets multiple Common Core
Standards. Working through this evaluation process and subsequent report I believe this artifact
demonstrates my ability to assess and evaluate effective integration of appropriate technologies
and instructional materials.
Rationale for Artifact: 541 Instructional Software Presentation

"Instructional software is a general term for computer programs designed specifically to
deliver instruction or assist with the delivery of instruction on a topic" (Roblyer & Doering,

2013, p. 77). I was able to evaluate and assess multiple types of instructional software including
drill and practice, tutorials, simulations, instructional games, and problem-solving software in
relation to reading instruction and comprehension skills. I used Common Core Standards as my
initial guide in evaluating the various aspects of instructional software along with the guidelines
set by the textbook authors Roblyer and Doering (2013). I evaluated and discussed two
examples of each type of instructional software. As I researched various forms of instructional
software I found that many games included far too many ads and external links to be
considered truly educational. A resource I found to be particularly helpful in determining
instructional software appropriateness was Common Sense Medias website
(https://www.commonsensemedia.org/lists/reading-apps-games-and-websites). If teachers are
limited on time for their own research, Common Sense Media is a good place to start in
deciphering if software and games are educational and safe.
For drill and practice software, I started the general weeding out evaluation process
with Common Core standards. If a game or practice didnt meet standards then I moved on until
I found those that did. Once standards could be identified, I looked for games that offered
immediate feedback and motivation, which are necessary components to a good software/game
(Roblyer, & Doering, 2013).
In researching tutorials, I looked at those that provided a self-paced means of instruction
for all students. I also looked for those that repeated instruction on difficult topics. Tutorials offer
instruction options and differentiation opportunities when a teacher is unavailable helping other
students or during small-group interventions. Ultimately, I chose tutorials that could stand on
their own without supplemental assistance based on the recommendations of text authors
Roblyer and Doering, (2013).

In assessing simulation activities, I chose to follow the guidance of the textbook and find
simulation activities that allow repetition with variations and observation of seemingly complex
processes (Roblyer & Doering, 2013, p. 92). Additionally, I chose to look for simulations that
appeared to be fun and engaging. While this isnt a required component of the evaluation
process, I feel that young children have become accustomed to a certain level of
engagement/entertainment in regards to technology and I wanted to find activities that included
some level of fun.
While evaluating instructional games, I chose to follow the textbook guidelines. Roblyer
and Doering (2013) suggest that instructional games add game-like rules and competition to
learning activities. While instructional games often include drill & practice, it is the rules,
competition, challenges, and entertainment aspect that set it apart and make it an instructional
game.
The final aspect of instructional software includes problem-solving software that is
generally designed to focus on fostering problem-solving abilities, or to practice solving various
kinds of content-area problems (Roblyer & Doering, 2013). When evaluating problem-solving
software, I looked to see if it fell under one or more of the four standard types of problemsolving software:
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Opportunities to help students solve problems

Opportunities that challenge students to create solutions to complex problems
Opportunities to develop problem-solving skills (recalling facts, following a
sequence, etc.)
Opportunities to practice solving problems (p. 100).
With this artifact, I feel that I have successfully demonstrated my ability to assess and
evaluate the effective integration of appropriate technologies and instructional materials.

1.4 Managing
Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals.
Rationale for Artifact: 505 Request for Determining Instructional Purposes Proposal
This paper was written to illustrate an example of my ability to respond to a formal
evaluation request. The fictitious training program developed by Far West Laboratory (FWL),
required formal evaluation on the Determining Instructional Purposes (DIP) learning modules
and to provide FWL with information and recommendations to aid in marketing and sales
decisions. The secondary purpose of this proposal was to provide useful information to school
administrators in making purchasing and training decisions in regards to this training program. I
used a variety of evaluation procedures and data sources (qualitative data surveys) through three
randomly selected schools participating in the pilot program over a nine-month time-period.
Competition market research was evaluated including cost of instruction, training, and materials.
A task schedule and budget were created and prove that this project shows that I can effectively
manage people, processes, physical infrastructures, and financial resources to achieve
predetermined goals.
1.5 Ethics
Candidates demonstrate the contemporary professional ethics of the field as defined and
developed by the Association for Educational Communications and Technology.
Rationale for Artifact: 501 Professional Ethics Paper
In EdTech 501 I wrote a paper titled Code of Professional Ethics in Educational
Technology: iPads in the Classroom. This paper was a reflection and study on my use of iPads in
a Title 1 classroom and my objective to stay true to the three sections of the AECT Code of

Professional Ethics: commitment to the individual, commitment to society, and commitment to
the profession.
In this scenario, I discussed the use of iPads and the challenges, benefits, and even my
own failure in regards to the ethical standards. In January of 2014, I came into a sixth grade
Title 1 classroom mid-year. At the beginning of the year, every sixth grade student was issued
his or her own iPad from the district for school use. This was a great tool to use for assessments
and it saved thousands of pages of copied paper but I ran into a number of circumstances that
made me question how effective and useful iPads really were. I used the iPad multiple times a
day to do quick assessments via BubbleSheet or Socrative (iPad apps designed for assessment).
These assessments provided me with quick, real-time data in whether my students were
absorbing the material or not. If the majority of my students appeared to understand the material
based on the assessments, I would move on to the next concept. Because this was my first
opportunity to teach using iPads, I was not prepared to deal with a few very clever 11-year-olds.
Unbeknownst to me this small handful of students would use Google to answer the questions
thus skewing my data and affecting their grades. While each of the students did sign an
acceptable use agreement for technology use, these students either did not understand what
they had signed or simply did not care about the resulting consequences.
This scenario of my failure falls into several different categories under the AECT Code of
Professional Ethics. Section 2.5 and 2.6 states, In fulfilling obligations to society, the member
shall engage in fair and equitable practices with those rendering service to the profession, and
Shall promote positive and minimize negative environmental impacts of educational
technologies. Looking back, I can see that I not only graded the class as a whole unfairly, but I
ultimately failed those students who were not using their technology correctly and skewed their

own individual grades. Not only did this impact the students scores, it also affected the overall
data for the entire class in our weekly data meetings.
From this reflective paper/artifact I discovered ways I could improve and how better to
meet the needs of my students in the future. AECT Code of Professional Ethics 3.6 states, In
fulfilling obligations to society, the member shall conduct professional business through proper
channels. By handling all conflicts professionally and standing behind the school districts
acceptable use agreement, I would not only be conducting myself professionally as a teacher,
but expecting the same behavior from my students.
At the time, my solution was to take the iPads away from everyone for a month. This was
clearly not the right answer and I failed the majority of the students by punishing them for the
actions of a few. Hindsight is said to be 20/20, while I view this experience with iPads as a
failure, I also see it now as a learning experience. As I have spent considerable time reading and
re-reading the Professional Code of Ethics in the past year, I am embarrassed to admit that I was
simply ignorant at that time. However, going forward, I now know how to handle this situation
differently. I believe that through this embarrassing and harsh reflection of myself as a teacher
in new technological environment, I have demonstrated the contemporary professional ethics of
the field as defined and developed the Association for Educational Communications and
Technology.
Rationale for Artifact: 541 Assistive Technologies

In addition to the AECT Code of Ethics, there are laws that govern funding and teaching
standards to individuals with disabilities. Laws and policies govern special education, more than
other areas of education (Roblyer & Doering, 2013). The authors state The Individuals and

Disabilities Education Act (IDEA) in 1997 require that every individualized education program
(IEP) team consider assistive technology when planning the educational program of an
individual with a disability (p. 400).
The purpose of this artifact was to not only define the term assistive technologies but to
also address why they are required legally, and to supply examples to assist individuals with a
broad range of disabilities. My artifact describes each of the areas assistive technology and two
examples for each. The examples are linked and connected to my focus content area (reading
instruction and comprehension skills) for EdTech 541. Because cost is generally a major hurdle
that educators must overcome to fund assistive technology, I found an excellent resource for
teachers on Pinterest (https://www.pinterest.com/simontechcenter/diy-assistive-technology). IEP
and 504 facilitators may use this resource with parents and teachers to deliver assistance to
students with disabilities. This artifact, the research, and examples of assistive technologies,
demonstrates the contemporary professional ethics of the field as defined and developed by the
Association for Educational Communications and Technology.
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.
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502 Web Quest This artifact is a multi-page website lesson for Grade 6 students studying
the solar system. Included are individual assignments, resources, connected core
standards, and assessments. The teacher lesson plan includes the purpose and rationale as
well as prerequisites and objectives.
541 Interactive Presentation This is an interactive homophone lesson created for Grade 4
students to be used individually as a review and/or extra practice using correct
homophones in sentences.
541 Content Choice Activity: Art, Music, & P.E. This artifact includes lesson ideas
integrating art, music, and physical education into the reading instruction and

comprehension skills. All of the lessons revolve around a bigger theme of life on the
Oregon Trail as per Grade 4 Common Core Standards.
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541 Content Choice Activity: eBook/Language Arts This is a series of activities created
combining eBook technology publication and language arts lessons with a central theme
of life on the Oregon Trail.
541 Content Choice Activity: Primary Source Documents This artifact is a series of
activities involving primary source documents. The lesson and activities were created for
Grade 4 students studying the Oregon Trail as per English Language Arts and Social
Studies core standards.
503 Instructional Design Project The lesson was created using instructional design
principles to teach learners the basics of Adobe Photoshop Elements 12 for scrapbooks.
541 Social Networking Lesson Plan This is a unit of instruction for Grade 3 students
studying animal habitats. They are research, writing, and presentation lessons using
conservative and age-appropriate social networking tools.
541 Relative Advantage Chart This chart is a list of ten common reading and
comprehension problems for elementary students along with linked technology solutions
and the relative advantage of each.
2.1 Creating
Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes.
Rationale for Artifact: 502 Web Quest
This artifact is a Web Quest I created for EdTech 502. The Web Quest is six individual
webpages along with a teacher lesson plan. Bernie Dodge, of San Diego State University,
developed the Web Quest in 1995. Dodge believed that Web Quests focus on using information
rather than spending time looking for it (2001). Dodge also believes that it supports a students
thinking at the analysis, synthesis, and evaluation levels of Blooms Taxonomy.
A Web Quest is an inquiry-based activity where students are given tasks with links or
access to online Internet resources to aid in task completion (Hassanien, 2006). Web Quests are

generally viewed as discovery learning tools and usually used to either introduce or conclude a
unit of study. Hassanien (2006) state that there are seven reasons to use Web Quests:
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Students are motivated by e-Learning and research.

Technology is effective and efficient in the learning process.
Students expect technology to be a part of their learning experience.
Current information, resources, and research is plentiful and inexpensive.
Students can use resources they may not normally have access to.
Students have the ability to connect theory to practice.
Students are motivated and responsible for their own learning.
Grade 6 students are required to study various aspects of the solar system and the Web
Quest is an example of an inquiry-based lesson. Pedagogically, this artifact provides students
with safe online environment for research. Higher order thinking skills are listed and detailed on
the Conclusion page of the Web Quest. The Web Quest would be most effective if used to either
introduce students to the solar system at the beginning of the unit or as a review/summary at the
conclusion of the unit. A detailed rubric was designed to assess students knowledge, which can
guide teachers in further instruction on this subject.
Rationale for Artifact: 541 Interactive Slide Presentation

This artifact is an interactive slide presentation on homophones for Grade 4 students in
accordance with Common Core Standards. Jacobson, Lapp, and Flood (2007) suggest that
homophones should be taught through activities that require the students to connect concepts to
pictorial images. Through the connection of images with the written word, students are able to
quickly retrieve the word from their memory. It is important that language be taught explicitly
through explanations, analogies and stories, paraphrasing, referencing context, and scaffolding
background knowledge (Jacobson, Lapp, & Flood, 2007).

This homophone lesson was created using PowerPoint by combining images and labels.
To keep students motivated and engaged, I chose to chunk the information into smaller sections
of most-confused homophones. At the end of each section there is an interactive game, video, or
short quiz to test knowledge throughout the presentation. The presentation concludes with a
Jeopardy-style game for review and assessment.
Presentation software is designed to display information and may include text, images,
audio, and video, within a slideshow format (Roblyer & Doering, 2013). There are many ways to
use presentation software. According to Roblyer & Doering (2013), presentation software offers
educators the following benefits:
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Presentations help organize thinking about topics. This helps the presenter teach,
and the student to learn, the topic in an organized manner.
A presentation product enhances the impact of spoken information by
highlighting key ideas. The presentation supports and supplements what the
teacher says.
A presentation allows collaboration on projects; students can work together on
learning experiences together.
Interactive presentations include sensory engagement through multimedia (p.
128).
These two artifacts are good examples of my ability to apply content pedagogy to create
appropriate applications of processes and technologies to improve learning and performance
outcomes.
2.2 Using
Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy.
Rationale for Artifacts: 541 Content Choice Activity: eBook/Language Arts, 541 Content
Choice Activity: Social Studies, and 541 Content Choice Activity: Art, Music, & P.E.
These three artifacts were created for EdTech 541 as personal choice activities and
connect with my content area of reading instruction and comprehension skills. As per Grade 4

Common Core State Standards, students spend a significant portion of their school year studying
the Oregon Trail. Each of these Content Area Choice activities included the Oregon Trail as the
central theme and revolves around a simulation activity (Meunier & Hamby, n.d.). All three
activities show my ability to implement appropriate educational technologies and processes
based on appropriate content pedagogy. Of all of the artifacts I have created while in the MET
program, these three content choice activities are some I am most proud of. Great detail and
thought went into the development and I believe they enrich the Grade 4 educational experience.
Content Area Choice #1 is the creation of an eBook, which further explores language arts
curriculum. I chose MixBook (www.mixbook.com) as the eBook creator tool. During this
simulation of life on the Oregon Trail, students keep a diary similar to the examples in the
activity. An eBook diary is the final product for this lesson. I created an example using
Mixbook and include it within the lesson. The activity directions contain prerequisite
knowledge, objectives, directions, a rubric, and examples. This lesson is divided into four mini
activities with a final publication to Edmodo (www.edmodo.com). All Common Core Standards
for this activity are listed at the end of this lesson.
Content Area Choice #2 is a social studies learning activity and is divided into two parts.
Part One is divided into four activities and addresses the need to expose students of all ages to
primary source documents and how they differ from secondary source documents through
exploration of a variety or images, documents, diaries, maps, etc. Part One includes objectives,
activity directions, lesson extensions, and needed materials. Part Two of this lesson involves an
activity using Google Maps and linking to information found in the primary source documents.
This activity also includes objectives and very detailed activity directions with screenshots to aid
the learner. All Common Core Standards for this activity are included at the end of this lesson.

Content Area Choice #3 is a series of art, music, and P.E. learning activities divided into
two parts. Part one includes an interactive poster created with Smore (www.smore.com). I was
required to have a minimum of 10 "arts" resources - with at least 2 from each of the "arts" areas:
art, PE, and music, AND at least three of those links need to be some type of media - video or
audio. Each resource is listed and linked along with a summary of its content. Part Two of this
lesson also includes and expounds upon three of the activities listed in the Smore interactive
flyer. All Common Core Standards for this activity are included at the end of this lesson.
Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates
the instruction and implementation of educational technologies and processes grounded in
reflective practice.
Rationale for Artifact: 503 Instructional Design Project
I teach introductory classes to individuals wanting to learn the basics of Adobe
Photoshop Elements 12 for the purpose of digital scrapbooking. I had previously been asked to
expand my instruction to something that could be delivered to a broad audience in an
asynchronous learning environment. I took this opportunity in EdTech 503 to develop my
instructional materials for this particular audience. I first identified a learning goal and the target
audience. I then demonstrated an inquiry process that assesses the adequacy of learning and
evaluates the instruction and implementation of educational technologies and processes
grounded in reflective practice by conducting a needs assessment survey. I compiled the data
received from this survey into the Analysis Report beginning on page three of the instructional
design (ID) project paper. Through the various part of the ID design process I developed a plan
and learning objectives (as found in the Matrix of Objectives on page 14). The ARCS table on

page 16 is an example of expectations and how this unit of instruction will meet those
expectations in both the learner and the instructor with various motivational strategies.
One important component to this design project was the expert review. At every level of
learning and instruction, the focus is always on improving instructional practice and raising
student achievement (Stull,Varnum, Ducette, Schiller, & Bernacki, 2001). Formative
assessments are generally an on-going process that helps the teacher meet the needs of the
students through feedback. While it is common to assess students, Stull et al. (2001) report the
necessity of assessing instructors as they create learning materials. As I created this project, I
knew that I needed the guidance of a subject matter expert to provide me with feedback required
to fine-tune lessons. I emailed a survey created in Word and requested her response for
suggestions. The results from this survey were very informative and helped me to revise the ID
project and make it more appropriate for the target audience. Without the subject matter expert
review I would have been missing an important aspect of this standard. The questions asked and
suggestions received show my ability to inquire and assess learning grounded in reflective
practice.
2.4 Managing
Candidates manage appropriate technological processes and resources to provide supportive
learning communities, create flexible and diverse learning environments, and develop and
demonstrate appropriate content pedagogy.
Rationale for Artifact: 541 Social Networking Lesson Plan
The first part of this assignment is a VoiceThread presentation about various aspects of
using social media in the elementary classroom. The second part is a lesson plan created for
Grade 3 students in preparation for compiling research and writing animal reports as per
Common Core Standards (listed at the end of the lesson). This particular portion of the research

report was conservatively designed for schools and classrooms where devices and bandwidth are
limited. While social networking is engaging and fun for students, not all districts and
schools/classrooms have the same level of access. The actual lesson for students includes an
interactive Padlet map, Google Doc outline for research, access to Edmodo for posting photos,
publication to the class blog including commenting opportunities, and final assessment through
Socrative. While there are notable risks to using social networking tools in the classroom, there
are multiple benefits as well, these include:
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Attractive, interactive, and engaging to students

Opportunities for self-expression and creativity
Opportunities for friendship-building within and outside of the classroom
Creates an environment and platform for safe Internet-use
In an effort to reduce the use of paper, many assignments can be submitted electronically
providing immediate feedback opportunities. Socrative is an example of a formative assessment
tool that can be used either as a quick exit quiz or a full-length unit exam and provides the
teacher with real-time immediate feedback. This important feedback can guide the teacher
immediately of any re-teaching that may need to be done.
This artifact demonstrates my ability to manage appropriate technological processes and
resources to provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate appropriate content pedagogy. I have shown this to
be true in creating the content and processes appropriate for Grade 3 students and have tied all
learning experiences to Common Core Standards.
2.5 Ethics
Candidates design and select media, technology, and processes that emphasize the diversity of
our society as a multicultural community.

Rationale for Artifact: 541 Relative Advantage Chart
Reading is a very complex process, which requires decoding, vocabulary, fluency and
comprehension. Decoding alone is also a complex process involving many sub-skills, including
alphabetic knowledge, phonemic awareness skills, phonics skills, and sight word recognition
(English Language Learners, n.d.). This process is vital for successful reading, as struggling
readers will have difficulty in most other curriculum content areas.
While ELL students are often at a disadvantage, so are learning-disabled students. For
this particular artifact, I chose to focus on common learning problems in relation to reading
instruction and comprehension skills. I created a Relative Advantage Chart identifying ten
common learning problems and linked possible technology solutions and the relative advantage
of each along with expected/desired outcomes. Learning-disabled and ELL students are often
found at a disadvantage especially when it comes to reading instruction and comprehension
skills. As a diverse and multicultural society, it is paramount as educators to address these
concerns on a daily basis. Through this relative advantage chart I believe I have demonstrated
my ability to design and select media, technology, and processes that emphasize the diversity of
our society as a multicultural community.
STANDARD 3 - LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.
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503 Instructional Design Project This is a lesson created using design principles to teach
learners the basics of Adobe Photoshop Elements 12 for scrapbooks.
542 PBL Project This project-based learning website contains the contents of my PBL
unit on animal habitats for Grade 3 students as per Common Core Standards. It includes a
reflective journal, graphic organizer activities, collaborative group work, research, art,
research writing, oral presentations, peer evaluations, and a full guide for teachers.

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542 PBL Assessments This is a detailed list of the assessments used throughout the PBL
project.
502 Netiquette This artifact is an example of a visual reminder for students of Internet
Safety
502 Copyright Scavenger Hunt This is an online scavenger hunt to help students define
copyright and fair use. It includes a downloadable worksheet as well as links to
sources for the answers.
502 Jigsaw Activity This is a jigsaw activity created for Grade 6 students learning about
the transfer of heat.
3.1 Creating
Candidates create instructional design products based on learning principles and researchbased best practices.
Rationale for Artifacts: 503 Instructional Design Project
In EdTech 503 I was responsible for creating an entire instructional design project that
could be taught in one to three hours. According to Larson and Lockee (2013), Successful
instructional design projects are both planned and managed effectively (p.223). Successful
instructional design employs seven essential and common tasks. These tasks include
examination of current materials, project management requirements, production tasks, safety
standards, assessment, guided implementation, and evaluation.
For the ID project I chose to focus on a subject I have been asked to expand upon by my
colleagues in the digital scrapbooking profession. In the past I have taught introductory classes
to individuals wanting to learn the basics of Adobe Photoshop Elements 12 (PSE) for the
purpose of digital scrapbooking. These instructional sessions have always been face-to-face
instruction and often stretch my time and are difficult to schedule. The classes must remain small
and are very time consuming. I had repeatedly been asked to expand my instruction to
something that could be delivered to a broad audience in an asynchronous learning environment.

I took the opportunity in EdTech 503 to develop my instructional materials for this
particular audience. In order to create this product I needed to identify my audience and their
needs through a needs assessment survey. The results of this survey helped me evaluate the
content throughout the design process (Larson & Lockee, 2013). The needs of the audience
drove what the exact objectives of the project should be. I could not expect a student to
understand how to use a complicated software program if they did not understand some more
basic tools and operations on the computer itself. Education should be student-centered, taking
its cues from the learners interests, previous background knowledge, concerns, and questions
(Zemelman, Daniels, & Hyde, 2005).
Prior to the design of this instructional unit, I had planned to make it a partially
synchronous learning experience. After I received the results from the needs assessment survey,
I felt it was best to change the lesson instruction asynchronous to reduce cognitive load for those
individuals who may not be at the same skill level as their peers. This self-paced learning
environment consists of multiple research-based best practices for the learner including
experiential and hands-on learning, and more student choice and responsibility.
While this course is designed for a very basic PSE introduction to create a simple
scrapbook page, learners will be able to extend their knowledge of PSE to create invitations,
newsletters, photo editing, resizing images, creating art, word art, unique PowerPoint
backgrounds, and so much more. Confidence in learning the basics is an important foundational
component all learners must have before attempting more difficult projects.
Approximately 80% of the lesson is supplantive. The instructor/tutorial/written
instruction models and guides students through the steps needed to create basic page in PSE 12.
The remaining 20% of the lesson will be generative as students are given opportunities to

experiment with layout options, fonts, font-size, etc. While this particular introductory PSE
lesson is supplantive in nature, the end goal is for students to take their knowledge and apply it
on their own in the future. While there is room for personalization and experimenting
(Constructivist learning), this introductory lesson is primarily Instructivist in nature.
I believe that this artifact shows my ability to create instructional design products
through the project itself and is based on learning principles and research-based best practices.
3.2 Using
Candidates make professionally sound decisions in selecting appropriate processes and
resources to provide optimal conditions for learning based on principles, theories, and effective
practices.
Rationale for Artifact: 542 PBL Project
In EdTech 542 I created a project-based learning project for Grade 3 students as an
extension to their study of animal habitats. For students, this PBL project includes a field trip, an
ongoing reflective journal, graphic organizer activities, collaborative group work, research, an
artistic representation, writing activities, an oral presentation, and peer evaluations.
Differentiated instruction is outlined for teachers as well as the inclusion of all checklists and
necessary tools and resources to execute this PBL project in the classroom. A detailed
student/teacher learning guide connects Common Core Standards, 21st Century Learning Skills,
assessments, and instructional strategies to each product in this PBL project.
According to an Edutopia article by John Larmer (2014), project-based learning follows a
series of steps involving a presentation of an open-ended problem, a defined problem,
assessment of background knowledge and what is needed to know going forward, list of possible
solutions, self-directed or coached learning, and finally the sharing of solutions. I believe that
this PBL project is an excellent example of a student-centered learning environment. Project-

based learning can be described as student-centered instruction that occurs over an extended time
period, during which students select, plan, investigate and produce a product, presentation or
performance that answers a real-world question or responds to an authentic challenge (Holm,
2011, p.1). I chose this artifact to demonstrate my ability to make professionally sound decisions
in selecting appropriate processes and resources to provide optimal conditions for learning
based on principles, theories, and effective practices.
Candidates use multiple assessment strategies to collect data for informing decisions to improve
instructional practice, learner outcomes, and the learning environment.
Rationale for Artifact: 542 PBL Assessments
I believe that the best assessments are those that serve as a means of gathering critical
information on what I taught well and how I need to improve my delivery. Oftentimes, this
information-gathering process is not a sophisticated process. As in all learning environments,
not all students perform best on a summative end-of-unit test, not all students are prolific writers,
and not all students have confidence in collaborative group work or oral presentations. For this
purpose I chose to include a variety of assessment tools in this PBL project to demonstrate the
use multiple assessment strategies to collect data for informing decisions to improve
instructional practice, learner outcomes, and the learning environment. The purpose for my
PBL project was for my students to demonstrate and use their knowledge of animal habitats and
animal features (taught prior to this project) to create the ultimate animal. They must use what
they have learned to research and create a fictitious animal that could out-survive all other
animals. Students are required to put their previous learning to the ultimate test. While this PBL
project is truly the grand assessment at the end of the entire animal habitat unit, multiple

assessment opportunities are built in to the project itself. The formative assessments include a
reflective journal, graphic organizers, rough draft writing, checklists, and notecard writing. The
summative assessments (with corresponding rubrics) include a five-paragraph essay, oral
presentation, final project, peer evaluation, and publication to the classroom website. A final
PBL project rubric is provided to streamline the assessment process for teachers.
I have come to really appreciate the following two quotes by Thomas Guskey (2003),
Teachers who develop useful assessments, provide corrective instruction, and give students
second chances to demonstrate success can improve their instruction and help students learn,
and, If a concept or skill is important enough to assess, then it should be important enough to
teach. And if it is not important enough to teach, then there's little justification for assessing it
(p.6).
3.4 Managing
Candidates establish mechanisms for maintaining the technology infrastructure to improve
learning and performance.
Rationale for Artifact: 503 Instructional Design Project
As I noted in previous rationale statements, this ID project was designed to not only
introduce Photoshop Elements 12 (PSE) to a broader base of users but also to establish keyboard
shortcut and saving habits. The intended learners are individuals desiring to use PSE for digital
scrapbooking family photos and basic photo editing. Based on the needs assessment survey, most
of the learners have a laptop or personal desktop computer but are not necessarily familiar with
navigating folders, saving options, keyboard shortcuts, etc. While this course was designed for
very basic PSE introduction, learners will be able to extend this knowledge in a multitude of
ways after completing the instruction. PSE can be used to create invitations, newsletters, photo

editing, resizing images, creating art, word art, unique PowerPoint backgrounds, and more. The
majority of this lesson is supplantive in nature. The end goal is for students to take their
knowledge and apply it on their own in the future (generative). The instructor/tutorial/written
instruction model and guide students through the steps needed to create a basic scrapbook layout
in PSE 12. This ID project is designed to learn through doing and establishes mechanisms that
will allow learners to extend their knowledge in other environments and projects thus
maintaining the technology infrastructure to improve learning and performance.
3.5 Ethics
Candidates foster a learning environment in which ethics guide practice that promotes health,
safety, best practice, and respect for copyright, Fair Use, and appropriate open access to
resources.
Rationale for Artifact: 502 Netiquette
The netiquette (Internet-etiquette) webpage was created for students in Grade 4-8 and includes
examples and reminders to be respectful and careful in their online interactions through five
easy-to-remember Be statements. As parents and educators it is our duty to teach students the
potential dangers of the online world. Taking an active role in your kids' Internet activities will
help ensure that they benefit from the wealth of valuable information it offers without being
exposed to any potential dangers (Dowshen, 2015, Warning Signs, para. 3). This artifact
demonstrates a practice that promotes health, safety, and best practice.
Rationale for Artifact: 502 Copyright Scavenger Hunt

In the parent-teacher resource page of Copyrightkids.org, it states, Copyright is the
protection provided to the creators of "original works of authorship." Copyright gives the creator
exclusive rights to sell or license his or her works and reward his or her efforts. It is important for

anyone who creates and/or uses copyrightable materialsincluding childrento understand
what the U.S. copyright law permits, what it restricts, and why.
I created this copyright scavenger hunt for EdTech 502. The intended audience is Grade
6 students, however the content is also appropriate for Grade 5-8 students. The scavenger hunt
defines copyright and fair use and includes a downloadable worksheet for students to fill
out. Each question is linked to a source for the answers. At the conclusion of the scavenger
hunt, students can check their work with the answer key in the treasure chest. The scavenger
hunt concludes with an online game at Cyberbee (www.cyberbee.com).
The netiquette webpage and copyright scavenger hunt together are evidence of my ability
to foster a learning environment in which ethics guide practice that promotes health, safety, best
practice, respect for copyright, Fair Use, and appropriate open access to resources. These
artifacts are an example of my commitment to establish a fair, equitable, and accessible learning
environment for all as outlined in Section 1.8 of the AECT Professional Code of Ethics
(Januszewski & Molenda, 2008, pp. 296-7).
3.6 Diversity of Learners

Candidates foster a learning community that empowers learners with diverse backgrounds,
characteristics, and abilities.
Rationale for Artifact: 502 Jigsaw Activity
Created in the 1970s, Elliott Aronson developed the jigsaw classroom as a cooperative
learning technique to reduce racial conflict among school-aged children, promote better learning
and learning environments, assist in improving student motivation, and increase the overall
enjoyment of the learning experience. Students work together to teach each other something.
The small groups are given an overall assignment, and each student in each group becomes an

'expert' on a smaller part of it. When each student has taught what he knows to another group
member, they have together learned the overall assignment and completed the jigsaw, similar to
a puzzle (Firestone, n.d.).
I created this jigsaw activity in EdTech 502 for Grade 6 students learning about the
transfer of heat in direct correlation to Common Core Standards. I have used the technique
suggested by Professor Aronson and divided the activity into three expert groups. Each
expert group will research and conduct an experiment as per the downloaded Google document
that accompanies each topic. Through the research, activities, experiments, and links I have
demonstrated my ability to foster a learning community that empowers learners with diverse
backgrounds, characteristics, and abilities.
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS

Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.
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503 Instructional Design Project This is a lesson created using design principles to teach
learners the basics of Adobe Photoshop Elements 12 for scrapbooks.
505 Evaluation Report This artifact represents an evaluation of my own virtual field trip
created in EdTech 502. The evaluation sought to determine if the virtual field trip was
worthy of publication to colleagues and involved research, collaboration with teachers
and students, data analysis, and critical thinking skills.
541 Spreadsheet Use and Lesson This is a lesson and example of using spreadsheet
software as a graphic organizer.
541 Instructional Software Presentation This presentation is a culmination of my research

on 10 various types of instructional software for reading instruction and comprehension
skills. Additionally, there is a rubric and checklist for teachers to use when researching
appropriate instructional software for their classroom.
541 Resources This webpage is a compilation of linked resources collected through

EdTech541 that integrate technology with reading instruction and comprehension. It also
includes links to Internet safety, disability accessibility, and more.

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503 Synthesis Reflection This is a paper written to reflect on the ID Project design and
synthesize research-based learning principles and theory.
Learning Log The Learning Log is a compilation of reflections and assignments through
most of my coursework in the MET program.
542 PBL Assessments This is a detailed list of the assessments used throughout the PBL
project.
504 Synthesis Paper This paper addresses educational technology and how it merges with
Howard Gardners Theory of Multiple Intelligences. Each intelligence is described as
well as multiple ways in which educational technology can be incorporated into the
elementary classroom.
4.1 Collaborative Practice

Candidates collaborate with their peers and subject matter experts to analyze learners, develop
and design instruction, and evaluate its impact on learners.
Rationale for Artifacts: 503 Instructional Design Project and 505 Evaluation Report
Collaboration has played an important role in many of my projects throughout the MET
program. While I have received feedback from my peers for many of these projects, the subject
matter experts (SME) were the most valuable in my design and evaluation in the Instructional
Design (EdTech 503) and the Evaluation Report (EdTech 505). These two artifacts gave me the
valuable opportunity to collaborate with peers and subject matter experts to analyze learners,
develop and design instruction, and evaluate its impact on learners. The ID report required me
to collaborate with a SME during the formative review process. The feedback received helped
me to assess and refine my project so that it would best meet the needs of my learner. The
Evaluation Report provided me with an opportunity to survey 11 teachers and 10 students. The
information received from this survey proved to be very beneficial to me in my evaluation of the
virtual field trip I had created for EdTech 502. Based on the survey, the virtual field trip
received favorable reviews by students and teachers as well as some very helpful
recommendations for improvement.
4.2 Leadership
Candidates lead their peers in designing and implementing technology-supported learning.
Rationale for Artifact: 541 Spreadsheet Use and Lesson
I have designed and created multiple lessons that support technology in the elementary
classroom. Those that I am most proud of have come from EdTech 541. I have included many
of those lessons in previous rationale statements. For teachers still getting used to using
technology on a daily basis, I created a lesson for implementing spreadsheet technology into
organizing information when writing a persuasive essay as per Grade 5 Common Core
Standards. This Google Sheet would be easy to change to any topic a teacher might want to use
in future persuasive essay writing. Teachers using Google Sheets in the classroom have an
advantage of being able to use it as a rubric for the essay but also to give assistance
asynchronously if needed.
I have already had the opportunity of sharing this artifact with a second grade team. The
lead teacher has adapted the spreadsheet to fit the Grade 2 persuasive writing standards.
Rationale for Artifact: 541 Instructional Software Presentation

Another artifact I am particularly proud of is the Instructional Software Presentation. I
took the opportunity to assess multiple types of instructional software including drill and
practice, tutorials, simulations, instructional games, and problem-solving software in relation to
reading instruction and comprehension skills. I feel that this research saves my colleagues time
in wading through the limitless instructional materials found online.
I am currently in the process of creating a website that will host all of my instructional
materials, including this one, with plans to publish prior to the 2016-2017 school year. The

website will be free of charge and made public through email to teachers I know and through
social media. The website will be divided into grade level and subject content. Each lesson will
include objectives, state standards, materials needed, instructions for lesson execution, and a link
to any outside resources that may facilitate the lesson.
Rationale for Artifact: 541 Resources

This artifact is a compilation of all resources I found that relate to integrating technology
into learning within my focus content area (reading instruction and comprehension skills for
elementary students). The list of resources/links include general information, technology
integration, spreadsheets and databases, Internet safety, disability accessibility, instructional
software, Blooms Taxonomy, presentation helps, images, educational websites, website design,
acceptable use policies, networking, and social media. All resources are linked and are
appropriate for elementary teachers. As stated in the previous artifact rationale, I am in the
process of creating a website with all of my instructional materials and resources. The links
within this artifact will be included in the new website.
The combination of these three artifacts demonstrates my ability to lead my peers in
designing and implementing technology-supported learning.
4.3 Reflection on Practice

Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design,
development and implementation of technology-supported instruction and learning to enhance
their professional growth.
Rationale for Artifact: Learning Log
Through the course of my time in the MET program, I have been given the opportunity to
reflect on nearly every single course and most assignments. This reflection has given me an

opportunity to link my current knowledge with new learning experiences through the scaffolding
process. Reflection has many facets. For example, reflecting on work enhances its meaning.
Reflecting on experiences encourages insight and complex learning. We foster our own growth
when we control our learning through reflection and also means applying what we've learned
to contexts beyond the original situations in which we learned something (Costa & Kallick, n.d.,
Learning Through Reflection section, para. 2).
I have compiled many reflections together in my EdTech Learning Log. I have greatly
appreciated the opportunity I have had to truly integrate what I have been taught into my own
life as an educator. I have completed this entire program in just 4 semesters so the time has gone
very quickly and I have often been overwhelmed with assignments. Without these reflections I
would not have any way of remembering the things I have learned. In reviewing my Learning
Log, I am able to remember how many articles I have read, the research I have done, and how it
all comes together for the benefit of my learning professionally. I feel that this Learning Log is
an excellent example in my ability to analyze and interpret data and artifacts and reflect on the
effectiveness of the design, development and implementation of technology-supported instruction
and learning to enhance their professional growth.
Rationale for Artifact: 503 Synthesis Reflection

The synthesis reflection in EdTech 503 was a great example of making connections
between new learning and previous knowledge. I was able to connect the seven essential and
common tasks of instructional design to a topic I am familiar with, photography. I was also able
to honestly respond to the nature of instructional design and how difficult I felt the process was.
This honesty was humbling but also refreshing to be able to express openly.
Candidates design and implement assessment and evaluation plans that align with learning
goals and instructional activities.
Rationale for Artifact: 542 PBL Assessments
In general, assessments should show how well a student has learned what we want them
to learn through the instruction process. The Teaching Excellence & Educational Innovation
center at Carnegie Mellon University (n.d.) suggests, Assessments, learning objectives, and
instructional strategies need to be closely aligned so that they reinforce one another. If
assessments are misaligned with learning objectives or instructional strategies, it can undermine
both student motivation and learning.
Based on the Carnegie Mellon guidelines and those at the Buck Institute for Education, I
created rubrics for every task of the EdTech 542 PBL project. These rubrics demonstrate my
ability to design and implement assessment and evaluation plans that align with learning goals
and instructional activities. With adoption of the Common Core Standards, teachers are making
an effort to align their instruction and assessments with the standards more than ever before.
While many rubrics exist online, I had to make some adjustments to better align them to my own
objectives for the project. This PBL project is a series of activities that allows students to show
mastery about animal habitats based on the core standards for Grade 3. Through the use of
reflective journals, graphic organizers, essay writing, checklists, notecard writing, and
presentations students are able to demonstrate their knowledge in this final project.
As per the Buck Institute of Education (BIE) rubric guidelines, I created a final rubric to
streamline the assessment process for teachers. I added all of the items students needed to be
accountable for and then followed the Rubric for Rubrics on the BIE website
(http://bie.org/object/document/rubric_for_rubrics). Each row consists of the task to be assessed;

the columns indicate the levels of distinction; the language is clear and concise to communicate
expectations to the students. A fourth level of distinction was added to show if the student had
exceeded the standard. A fifth column allows the teacher to add grades from previous task
rubrics and to keep a running total for the final PBL project grade.
4.5 Ethics
Candidates demonstrate ethical behavior within the applicable cultural context during all
aspects of their work and with respect for the diversity of learners in each setting.
Rationale for Artifact: 504 Synthesis Paper
In the Edutopia article, Big Thinkers: Howard Gardner on Multiple Intelligences (2009),
teachers are reminded that if all children had exactly the same kind of mind and there was only
one kind of intelligence, then every child could be taught and assessed in virtually the same way
and it would be fair. Over the years I have come to appreciate the different ways in which
children learn. Through my studies of Constructivist Theory, I have come to understand that
most students educational needs are met when the students themselves are actively engaged in
creating, understanding, and connecting to knowledge (Smith & Throne, 2007, p.7).
This synthesis paper demonstrates ethical behavior within the applicable cultural context
during all aspects of my work and with respect for the diversity of learners in each setting. In
every lesson I create, I have tried to remember the diversity and strengths/weaknesses of each
learner. Through this paper I have suggested multiple ways in which technology can be
integrated to meet these diverse needs of students. I address each of the nine intelligences and
back my findings with peer-reviewed references. I love the concluding paragraph and quote in
my paper, Gardner states:

We have this myth that the only way to learn something is to read it in a textbook or hear
a lecture on it. And the only way to show that we've understood something is to take a 13
EDUCATIONAL TECHNOLOGY AND MI THEORY short-answer test or maybe
occasionally with an essay question thrown in. But that's nonsense. Everything can be
taught in more than one way. And anything that's understood can be shown in more than
one way. I don't believe because there are eight intelligences we have to teach things
eight ways. I think that's silly. But we always ought to be asking ourselves Are we
reaching every child, and, if not, are there other ways in which we can do it?
STANDARD 5 RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and
improve performance.
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504 Synthesis Paper This paper addresses educational technology and how it merges with
Howard Gardners Theory of Multiple Intelligences.
504 Triarchic Intelligence Theory This is a paper written to explain and connect Robert
Sternbergs Triarchic Intelligence Theory with educational technology.
504 Mobile and ELearning Annotated Bibliography This artifact is a series of ten peerreviewed studies on Mobile and ELearning in connection with learning theories.
542 PBL Project This project-based learning website contains the contents of my PBL
unit on animal habitats for Grade 3 students as per Common Core Standards. It includes a
reflective journal, graphic organizer activities, collaborative group work, research, art,
research writing, oral presentations, peer evaluations, and a full guide for teachers.
501 Tech Trends Analysis This three-part artifact includes a presentation, tri-fold
brochure, and analysis of integrating iPads into the classroom for teachers.
" 501 Beginners Guide to iPad Integration Brochure
" 501 Beginners Guide to iPad Integration Presentation
501 Virtual Manipulatives Annotated Bibliography This is an annotated bibliography of

research on virtual manipulatives.
505 Evaluation Report This artifact represents an evaluation of my own virtual field trip
created for EdTech 502. The evaluation sought to determine if the virtual field trip was

worthy of publication to colleagues and met the needs of both students and teachers in
regards to core standards, engagement, usability, and appropriate content.
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501 Code of Professional Ethics Analysis This paper is a reflection and research of my
own teaching practice and knowledge of the AECT Code of Professional Ethics.
541 Vision Statement My vision statement about integrating technology in elementary

education as an example of proper APA referencing and citation.
5.1 Theoretical Foundations

Candidates demonstrate foundational knowledge of the contribution of research to the past and
current theory of educational communications and technology.
Rationale for Artifacts: 504 Synthesis Paper, 504 Triarchic Intelligence Theory, and 504
Mobile and ELearning Annotated Bibliography
Through the course of my studies in the MET program, I have been given many
opportunities to connect learning theory with technology. Each of these three artifacts
demonstrates foundational knowledge of the contribution of research to the past and current
theory of educational communications and technology.
In the EdTech 504 synthesis paper, I used the Multiple Intelligence Theory by Howard
Gardner as an example. In every lesson I have created, I have tried to remember the diversity
and strengths/weaknesses of each learner when considering differentiated instruction. Through
this paper I have suggested multiple ways in which technology can be integrated to meet these
diverse needs of students. I address each of the nine intelligences and back my findings with
peer-reviewed references.
The Triarchic Intelligence Theory by Robert Sternberg (1997) suggest that teaching for
all types of intelligence through differentiation is important for three main reasons. First,
students should have the opportunity to capitalize on their strongest abilities at the same time
they work to develop their abilities in weaker areas. Second, students' strongest abilities are
directly connected to their most amenable learning styles. Third, because varying abilities exist

there should be diverse assessments of school achievement, not just those that focus on
traditional analytical abilities. The ultimate goal of teaching should be to reach all students.
Research has indicated that learning, in at least partially matched conditions, is significantly
superior to that in mismatched conditions. People are successfully intelligent to the extent that
they capitalize on their strengths in these areas and correct or compensate for their weaknesses
(Sternberg, Grigorenko, & Zhang, 2008).
In researching connectivism learning theory and technology, I chose to include the
Mobile and ELearning annotated bibliography as an artifact that demonstrates my knowledge of
theoretical foundations. I chose ten related peer-reviewed articles to include in this annotated
bibliography. Each article was slightly different in approach and learning theory but all of them
together gave me great insight into the diversity of the current research.
5.2 Method
Candidates apply research methodologies to solve problems and enhance practice.
Rationale for Artifacts: 542 PBL Project and 504 Triarchic Intelligence Theory
Through the design process of this PBL project, I wanted to integrate some of the theories
I had studied in EdTech 504. The Triarchic Theory of Intelligence is similar to Howard
Gardners Multiple Intelligence Theory and predicts that as intelligent people, we will know
our own strengths and weaknesses. This knowledge helps us to make the most of our strengths
and compensate for our weaknesses (Sternberg, 1997). Even as early as the third grade, students
have already identified the subjects and areas they are most interested in and are good at. It only
takes a short time in the classroom to notice the students who are confident in front of a crowd
versus the student too shy to answer a question. Similarly, there are students that enjoy working
alone versus those that thrive in a collaborative group setting. As I designed this project, I

wanted to make sure that there were a variety of activities that allowed students to showcase their
strengths while practicing and gaining confidence in their weaknesses (Sternberg, Grigorenko, &
Zhang, 2008).
The PBL project includes art, writing, research, collaborative work, presentation practice,
a field trip, and self-reflection. This artifact in conjunction with the research on The Triarchic
Intelligence Theory shows my ability to apply research methodologies to solve problems and
enhance practice.
Rationale for Artifacts: 501 Tech Trends Analysis, 501 Beginners Guide to iPad Brochure, and
501 Beginners Guide to iPads Presentation
This artifact contains three parts. In the analysis report I wrote about my experience
using iPads in a Title 1 Grade 6 classroom. Both the class and I were new to the 1:1 iPad
experience. I learned a lot in the process and felt that as a new teacher integrating iPads for the
first time, a simple presentation at a faculty meeting could have been a useful resource. I took
this idea and created a short presentation and tri-fold brochure to share the apps I felt were most
useful in the beginning stages of iPad implementation.
I believe that these two artifacts demonstrate my ability to apply research methodologies
to solve problems and enhance practice within my own classroom and those of my colleagues.
Candidates apply formal inquiry strategies in assessing and evaluating processes and resources
for learning and performance.

Rationale for Artifact: 501 Virtual Manipulatives Annotated Bibliography
Bouck and Flanagan (2010) define virtual manipulatives as a computer-based simulation
of physical manipulatives (p.187). This annotated bibliography explores six peer-reviewed
journal articles on virtual manipulatives. The articles share research regarding effectiveness,
advantages, disadvantages, appeal to teachers in elementary classrooms, and uses for best
practice. This artifact demonstrates that I am capable of applying formal inquiry strategies in
assessing and evaluating processes and resources for learning and performance.
Rationale for Artifact: 505 Evaluation Report

The Evaluation Report is an evaluation of Our Nations Capital, a virtual field trip (VFT)
I created in EdTech 502 for Grade 8 students. The purpose of this evaluation was to formally
determine if the virtual field trip (VFT) met the needs of students and teachers in regards to core
standards, engagement, usability, and appropriate content. This evaluation process represents a
formal inquiry to assess and evaluate the processes and resources for learning and performance
of the virtual field trip. The survey questions were developed to meet an objective or sub-goal of
the evaluation with answers needed from both the students and teachers perspectives. This
survey included one dichotomous question, Likert scale response questions, multiple choice
response questions, and multiple choice/multiple response questions. The questions provided
both quantitative and qualitative data. This evaluation sought to determine if the VFT was
worthy of publication and sharing to a broad base of teachers and what/if any changes could
make the VFT the most valuable to teachers and students in the future.

5.4 Ethics
Candidates conduct research and practice using accepted professional and institutional
guidelines and procedures.
Rationale for Artifact: 501 Code of Professional Ethics Analysis
The Association for Educational Communications and Technology (AECT) is an
organization of thousands of educators whose mission is to improve and facilitate teaching
through technology. AECT members are requested to follow a code of ethics. In section 1 of the
Code of Ethics Preamble it states, The Code of Professional Ethics contained herein shall be
considered to be principles of ethics. These principles are intended to aid members individually
and collectively in maintaining a high level of professional conduct (AECT, 2007).
Over the past four semesters of work in the MET program, I have been given countless
opportunities to demonstrate my ability to conduct research and practice using accepted
professional and institutional guidelines and procedures. The very first assignment given in
EdTech 501 was to research and analyze the AECT Code of Professional Ethics. This
assignment became a resource every time I created an artifact in each course that followed. I feel
that I have done my very best to not only demonstrate ethical practices in my studies and
research but I have also done my best to conduct research using professionally accepted
guidelines and procedures as outlined in Section 3.10 of the Code of Professional Ethics (Dean
et al., 2008).
Rationale for Artifacts: 501 Virtual Manipulatives Annotated Bibliography,

504 Mobile and ELearning Annotated Bibliography, and 541 Vision Statement
Through every assignment, and especially in the annotated bibliographies, I feel that I
have given accurate credit to those whose work and ideas are associated with publishing in any
form as dictated in Section 3.5 of the Code of Professional Ethics (2007). I have done my best

to make sure that each reference, in every artifact, has followed current APA guidelines as
outlined in the Publication Manual of the American Psychological Association (2010).
Conclusion
As I commented in my Vision Statement for EdTech 541 (Crook, 2015), technology is a
tool to achieve more meaningful learning experiences, and No technology is a panacea for
education (Roblyer & Doering, 2013, p.10). Devices, hardware, software, and apps are nothing
more than tools that have the ability to enhance learning. I have striven to become a
knowledgeable educator as stated in the EdTech Conceptual Framework. I have worked to
integrate complex roles and dispositions in the service of diverse communities of learners. I
believe that all children can learn. As an educator, I am dedicated to supporting that learning. I
am continually striving to use effective approaches that promote high levels of student
achievement. Going forward, I will work to create environments that prepare learners to be
citizens who contribute to a complex world. As an MET graduate, it is my duty to serve learners
as reflective practitioners, scholars and artists, problem solvers, and partners.
Every artifact listed in this document is representative of the knowledge I have gained
through the MET program and how it is aligned to each of the 2012 AECT Standards. I have
given careful consideration to learning theories and principles as I have created and rationalized
each artifact. While my professional future is unknown at this time, I have great confidence that
the skills and knowledge gained in this program have prepared me to create, use, assess, and
manage technology to support education in the 21st century classroom.
References
Align Assessments, Objectives, Instructional Strategies: Teaching Excellence & Educational
Innovation - Carnegie Mellon University. (n.d.). Retrieved from
https://www.cmu.edu/teaching/assessment/basics/alignment.html
APA Manual (Publication manual of the American Psychological Association) (6th ed.). (2010).
Washington, DC: American Psychological Association.
Aronson, E. (n.d.). The jigsaw classroom. Retrieved from https://www.jigsaw.org/
Association for Educational Communication & Technology. (2007). Code of ethics of the
Association for Educational Communication & Technology. Retrieved from
http://aect.site-ym.com/members/group_content_view.asp?group=91131&id=309963
Balogun, T., Blake, C., Kulkarni, S., & Leith, G. (1981). A systems approach to teaching and
learning procedures: A guide for educators. (2nd ed.). Paris: Unesco Press. Retrieved
from http://tinyurl.com/ovrk9rv
Big Thinkers: Howard Gardner on Multiple Intelligences. (2009). Retrieved from
http://www.edutopia.org/multiple-intelligences-howard-gardner-video#graph4
Bouck, E. C., & Flanagan, S. M. (2010). Virtual manipulatives: What they are and how teachers
can use them. Intervention in School and Clinic, 45(3), 186-191.
doi:10.1177/1053451209349530
Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation: Timeless techniques for program
and project managers. San Francisco, CA: Jossey-Bass.
Costa, A., & Kallick, B. (n.d.). Learning through reflection. Retrieved from
http://www.ascd.org/publications/books/108008/chapters/Learning-ThroughReflection.aspx

Crook, J. (2015). Vision Statement. Retrieved from
http://edtech2.boisestate.edu/jencrook/541/visionstatement.html
Dodge, B.J. (2001). FOCUS: five rules for writing a great Web Quest. Learning & Leading with
Technology. Retrieved from http://tinyurl.com/nwh6sfg
Dowshen, S. (2015). Internet Safety. Retrieved from
http://kidshealth.org/parent/positive/family/net_safety.html#
EdTech Mission. (n.d.). Retrieved from https://edtech.boisestate.edu/about/mission/
English Language Learners. (n.d.). Retrieved from
http://www.readingrockets.org/helping/questions/english-language-learners
Firestone, M. (n.d.). Jigsaw activities. Retrieved from http://study.com/academy/lesson/jigsawactivities-examples-classroom-applications-quiz.html
Guskey, T. (2003). How classroom assessments improve learning. ASCD, 60(5), 6-11. Retrieved
from http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/HowClassroom-Assessments-Improve-Learning.aspx
Hassanien, A. (2006). An evaluation of the web quest as a computer-based learning tool.
Research in Post-Compulsory Education, 11(2), 235-250.
doi:10.1080/13596740600769230
Holm, M. (2011). Project-based instruction: A review of the literature on effectiveness in
prekindergarten through 12th grade classrooms. InSight: Rivier Academic Journal, 7(2).
Retrieved from
http://bie.org/object/document/project_based_learning_a_review_of_the_literature_on_ef
fectiveness

Jacobson, J., Lapp, D., & Flood, J. (2007). A seven-step instructional plan for teaching Englishlanguage learners to comprehend and use homonyms, homophones, and homographs.
Journal of Adolescent & Adult Literacy, 51(2), 98-111. DOI: 10.1598/JAAL.51.2.2
Januszewski, A. & Molenda, M., Eds. (2008). Educational technology: A definition with
commentary. New York: Taylor & Francis. Retrieved from https://aect.siteym.com/...7_16_2.pdf
Larmer, J. (2014). Project-based learning vs. problem-based learning vs. X-BL. Retrieved from
http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer
Larson, M., & Lockee, B. B. (2013). Streamlined ID: A practical guide to instructional design
[Kindle version]. Taylor and Francis. Retrieved from Amazon.com
Meunier, A., & Hamby, S. (n.d.). Oregon Trail. Retrieved from
http://www.medford.k12.or.us/Files/Unit_5_Oregon_Trail.pdf
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into teaching. (6th
ed.). [Kindle version]. Retrieved from Amazon.com.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K5 classrooms.
International Society for Technology in Education. Retrieved from
http://www.iste.org/docs/excerpts/DIFFK5-excerpt.pdf
Sternberg, R. J. (1997). Successful intelligence. New York: Plume.
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doi:10.1111/j.1745-6924.2008.00095.x

Stull, J., Varnum, S. J., Ducette, J., Schiller, J. & Bernacki, M. (2011). The many faces of
formative assessment. International Journal of Teaching and Learning in Higher
Education, 2(1), 30-39. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE851.pdf
Why Use Primary Sources? (n.d.). Retrieved from
http://www.loc.gov/teachers/usingprimarysources/whyuse.html
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and learning in America's schools (3rd ed.). Portsmouth, N.H.: Heinemann. Retrieved
from http://www.heinemann.com/shared/onlineresources/e00744/sample.pdf

Jenifer Crook MET Portfolio Rationale PDF

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Portfolio Rationale

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STANDARD 1 - CONTENT KNOWLEDGE

541 Instructional Software Presentation This presentation is a culmination of research

541 Assistive Technologies This artifact is a description of assistive technologies and

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Rationale for Artifact: 541 Instructional Software Presentation

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Opportunities to help students solve problems

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Rationale for Artifact: 541 Assistive Technologies

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STANDARD 2 - CONTENT PEDAGOGY

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Students are motivated by e-Learning and research.

Rationale for Artifact: 541 Interactive Slide Presentation

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Attractive, interactive, and engaging to students

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STANDARD 3 - LEARNING ENVIRONMENTS

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Rationale for Artifact: 502 Copyright Scavenger Hunt

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3.6 Diversity of Learners

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STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS

541 Instructional Software Presentation This presentation is a culmination of my research

541 Resources This webpage is a compilation of linked resources collected through

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4.1 Collaborative Practice

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Rationale for Artifact: 541 Instructional Software Presentation

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Rationale for Artifact: 541 Resources

4.3 Reflection on Practice

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Rationale for Artifact: 503 Synthesis Reflection

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501 Virtual Manipulatives Annotated Bibliography This is an annotated bibliography of

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541 Vision Statement My vision statement about integrating technology in elementary