Kimberly Davis

September 25, 2016

EDTECH 592-4203
Dr. Ross Perkins
Artifact Rationale Statements
STANDARD 1 - CONTENT KNOWLEDGE
Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.
1.1 Creating: Candidates demonstrate the ability to create instructional materials
and learning environments using a variety of systems approaches.
EdTech 537 Blogging in the Classroom Personal Finance Blog
EdTech 506 Graphic Design for Learning Unit Project
According to Januszewski and Molenda (2008) creating refers to instructional materials,
learning environments, and larger teaching-learning systems. (p. 81) While this seems
to have been one of the areas where my work was the most prolific, in the end I chose to
demonstrate my practice of standard 1.1 through my blog created in EdTech 537 and my
final unit project from EdTech 506. Both projects involved creating learning materials and
both were self-contained learning environments. Both were created for my Personal
Finance class and were unique systems to disseminate information and use technology
to support student learning. In my blog, I used Edublogs to format a supplemental
classroom experience that would run concurrently with what students learned in the
book and through class activities. In the unit project from EdTech 506, I took the content
and created a process to allow the students to move through a unit where they explored
their own characteristics and personality traits, shared their findings with others through
the presentation of resumes, cover letters, and mock interviews and defined the income
bracket associated with their chosen careers to determine their tax responsibilities.
.
1.2 Using: Candidates demonstrate the ability to select and use technological
resources and processes to support student learning and to enhance their
pedagogy.
EdTech 543 Social Network Learning Curation
EdTech 502 Creating Educational Websites Virtual Field Trip
In reflecting upon use, I chose to highlight the individual part of the collaborative criteria
for curation assignment from EdTech 543 and the Virtual Field Trip I created in EdTech
502. The first assignment had to do with curating a content topic that could be used in
your classroom. I chose to curate, or select with a specific intent, a collection of articles
on the use of technology and apps in the public speaking classroom. This curation on
Pearltrees served as a resource to support student learning in my current Presentational
Communications classroom. The Virtual Field Trip that I created in 502 takes groups of
students through the different types of media that marketers can use in advertising. They
fill out a group worksheet while reading and watching a collection of resources to help in
the completion of specific tasks. While the example from 543 focuses on resource
selection, I believe the EdTech 502 example shows the use of process to support
student learning.

1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and

evaluate the effective integration of appropriate technologies and instructional
materials.
EdTech 543 Social Network Learning Mini-Unit
EdTech 506 Graphic Design for Learning Justification Paper
Throughout my MET experience, peer review has been an integral part of almost every
class. In EdTech 543, which culminated in a group social networked mini-unit, we were
asked to evaluate our the final projects of our peers. I believe this video evaluation for a
mini-unit on High School Social Media demonstrates this criterion. I used a screencast
format to show the unit as I went through the class rubric and assessed the choices of
technology and instructional materials. Another assignment that demonstrates my
mastery of this standard is my justification paper from the EdTech 506 mini-unit on
career and taxes. In this particular section of the website for the unit, I analyzed,
assessed and evaluated the use and effectiveness of the images and their fulfillment of
the ACE, PAT, and CARP models.
1.4 Managing: Candidates demonstrate the ability to effectively manage people,
processes, physical infrastructures, and financial resources to achieve
predetermined goals.
EdTech 501 Introduction to Educational Technology School Evaluation Summary
EdTech 505 Evaluation for Educational Technologists RFP
In the description of this standard, Januszewski and Molenda (2008) said that,
managing is really about dealing with the complex nature of a organization and
delivering on its promises to its customers and stakeholders. (p.184) This was central to
the EdTech 501 School Evaluation Summary that I wrote. In this summary I looked at my
school using five areas of technology planning and use: Administrative, Curricular,
Support, Connectivity and Innovation. The results of my survey were based on
conversations and research with school faculty, administrators and students, as well as
school documented information, in other words, the customers and stakeholders. I found
the process of evaluating the school to be enlightening and informative. Another factor
from Januszewski and Molenda (2008) was that, project management is practiced to
ensure that a discrete project, a set of tasks intended to achieve a specific outcome is
completed on time, on budget, and to the client specifications. (p.183) In EdTech 505
my Response for Proposal, or RFP project, was one of my favorite assignments. In the
RFP I submitted a proposal to Far West Laboratory for Educational Research and
Development (a fictitious company) that included a summary, evaluation methods, a
proposed task schedule, a budget with personnel suggestions. All of this was a response
to the request that outlined the client specifications.
1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the
field as defined and developed by the Association for Educational
Communications and Technology.
EdTech 537 Blogging in the Classroom Blog Disclosure
EdTech 501 Teacher In-Service

In order to differentiate the ethics section in Standard 1 from the ethics sections in
subsequent standards, I looked at the actual AECT Code for Professional Ethics that is
divided into three areas: Commitment to the Individual, Commitment to Society, and
Commitment to Profession. I then chose two artifacts from my coursework that
demonstrated aspects of this code. The first artifact is a section of my EdTech 537 final
project. The blog I developed for the class has a disclosure page that states I am not a
financial advisor and that none of the content should be viewed as financial advising. It
also differentiates my personal views from the institutional views of my school, which is a
Catholic institution. It states that nothing in the blog is intended to go against Church
teaching. This demonstrates commitment to society. The blog also offers views from
varying perspectives, which demonstrates commitment to the individual. One of the
criteria in the AECT code deals with sharing continued development of professional
knowledge with colleagues. In EdTech 501, upon first discovering the extensive array of
Google tools available for educators, I created a screencast for Teacher In-service on
the use of Google Drive. At the time, very few teachers were using Google Drive. I
believe the screencast helped introduce the use of that particular technology into our
school community therefore demonstrating commitment to profession.
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.
2.1 Creating: Candidates apply content pedagogy to create appropriate
applications of processes and technologies to improve learning and performance
outcomes.
EdTech 513 Multimedia, Multimedia Principles and Contiguity Project
EdTech 542 Technology Supported Project Based Learning PBL Final Project
In EdTech 513, Multimedia, we focused on contemporary learning principles and how to
incorporate their use into practical technology applications for student learning. One
particularly useful lesson was on multimedia and contiguity principles. In the creation for
Marketing class, I chose pictures that would illustrate and provoke further thought on the
speakers notes that went with each slide. The graphics were relevant to instructional
purpose and not decorative. I used the contiguity principle in setting up each slide. I also
chose to caption each picture with its source rather than have all captions at the bottom
of the screen. I chose to include most of the assessment in question form in the
speakers notes, but did include a slide where the students were asked to name some
familiar logos. All of those choices demonstrate reflective, intentional use of the
principles we read about. Similarly in EdTech 542, Project Based Learning, I applied the
principles of PBL to a Personal Finance project on how to buy a car. Using the
information gleaned from numerous sites, including the Buck Institute for Learning. I built
a blog site to lead students through the experience of buying a car that included
gathering information from family and friends, searching the internet, evaluating needs
vs. wants, and exploring affordability and financing, while giving them access to
resources, both human and technological, to help them in their quest. The project used
21st Century and National Business Education Association standards and followed the
pedagogy of good PBL.

2.2 Using: Candidates implement appropriate educational technologies and

processes based on appropriate content pedagogy.
EdTech 502 Creating Educational Websites Webquest
EdTech 537 Blogging in the Classroom Blogroll
According to Januszewski and Molenda (2008), in this context, using is understood as,
examining the theories and practices related to bringing learners into contact with
appropriate learning and resources. (p.141) Nearly every course in my program of
studies included selecting appropriate resources for use. This standard is evident in
much of my work in EdTech 502, Creating Educational Websites and EdTech 537
Blogging in the Classroom. In EdTech 502 I created a Webquest, or higher order thinking
activity that integrates online resources. At the time, I was teaching religion so the
Webquest was titled, What is happiness for a Christian? In the task section of the
Webquest there is a curated selection of links to information that helps students explore
the concept of happiness in general and the idea of happiness within religion. In
Blogging for the Classroom I needed to be able to present my Personal Finance
students with resources beyond our book, supplemental videos and their parents.
Thankfully there are a lot of great blogs with solid advice that I was able to direct
students to by having a blogroll on my homepage. I was also able to link students to
external resources for most of the content blog posts.
2.3 Assessing/Evaluating: 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.
EdTech 503 Instructional Design ID Project
EdTech 505 Evaluation for Educational Technologists Final Evaluation Project
The best example of evaluating instruction and implementation in my course work can
be found throughout the Instructional Design final project from EdTech 503. Specifically
in the section of the design plan entitled Formative Evaluation Plan. This part of the
project included and assessment by another teacher, a one-on-one review with a
student, a small group evaluation and a field trial of using the app Snapguide for
demonstration speeches in Presentational Communications. The feedback provided
excellent content for reflection that was used to make a project that I still actively use in
class to this day. My final project in 505, an evaluation of the support program for
transfer students at our school, also gathered information and feedback for evaluation
that resulted in practical suggestions for helping transfer students have a better
orientation experience. The evaluation was conducted over the period of two weeks in
April 2016. Thirty-three current transfer students, defined as any student who did not
start at the Academy as a freshman, participated in surveys and focus groups in an effort
to gather opinions on whether the objectives of the program satisfied their needs in the
areas of information, technology skills, and relational support.
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.

EdTech 537 Blogging in the Classroom Personal Finance Blog

EdTech 542 Technology Supported Project Based Learning PBL Final Project:
Project Overview, Products and Performances section
One of the courses where I created a flexible and diverse learning environment was in
EdTech 537 Blogging in the Classroom. In the creation of my blog for Personal Finance,
I set in place a structure that would allow for supplemental class information to be
shared, but also for communication between students and the outside world, including
parents. The blog includes places for parents/teachers to post advice on buying a car,
information on how their career choices developed, and for students to discuss important
concepts with each other and me. Another learning environment created to give
students choice in their learning and to support them in their research was my EdTech
542 PBL project on how to buy a car. There were various options and paths for the
students to follow in forming their decision. As good PBL always results in the publication
or sharing of products, ultimately they were supported in their final choices through the
sharing of their products on Google Drive where they would be able to leave comments
and praise for one another. The Products and Performance section of the project is a
good example of this.
2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
EdTech 502 Cognitive Web Accessibility Links page
EdTech 513 Podcast Assignment
Because there are so many unique learning differences it can sometimes be difficult to
put strategies to help students in place, however there are some basic tools that can
help. Over the years we have learned how to structure tests, projects, and the classroom
environment to suit the needs of learners with differences. As we move into the 21st
century, technology has presented us with new challenges and opportunities. Cognitive
web accessibility deals with ways to help make information on the web more available to
people who learn differently. In my page I created for EdTech 502 on this subject I
explore the principles of Cognitive Web Accessibility and give links to ways to implement
those principles. One such area of accessibility has to do with access to alternative
forms of information. For people who struggle with reading information or need an audio
option, podcasts can be a good solution. In EdTech 513 I created a podcast that
reviewed the information presented in a weeks worth of classes. This was particularly
useful for my students with learning differences who have accommodations for audio
books or oral testing.
STANDARD 3 - LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective
learning environments.
3.1 Creating: Candidates create instructional design products based on learning
principles and research-based best practices.
EdTech 513 Multimedia Worked Screencast
EdTech 503 Instructional Design Final ID Project

Both EdTech 503 and EdTech 513 gave me multiple products that I used with my
students in Presentational Communications. In EdTech 513, I learned how to use
multimedia principles, along with the contiguity and coherence principles to create
alternative ways for my students to use technology to learn. One example was with a
worked screencast. Instead of using class time, I assigned the screencast as homework
and the students used it to learn how to create Google Forms on the iPad. Watching it
now, I am reminded of how quickly technology changes and grows. There are directions
that if I used it today, would no longer be necessary! In EdTech 503, one section of the
final ID Project dealt with using the ARCS table to identify areas in which the curriculum
satisfied the requirements of Attention, Relevance, Confidence and Satisfaction in
regards to giving motivation to the students. It was important to make sure that
throughout the Snapguide project, these motivations were addressed.
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.
EdTech 542 Technology Supported Project Based Learning PBL Final Project
EdTech 543 Social Network Learning Mini-unit
When looking at using learning environments, the PBL project from EdTech 542 and the
Social networked mini-unit from EdTech 543 come to mind. Both projects were selfcontained units that students could use to work their way through content while creating
products to demonstrate understanding. Both projects included ways for students to
connect and communicate with teachers and each other. The PBL project used
Wordpress as a platform to organize content and give instructions, while the social
networked mini-unit used Weebly to create a website. Both learning environments also
connected to other platforms. Google Drive was the preferred way to share products in
PBL, while the social networked mini-unit used sites like Edmodo, Facebook and Twitter.
Both sites were useful in a high school classroom setting and my students enjoyed them.
3.3 Assessing/Evaluating: Candidates use multiple assessment strategies to
collect data for informing decisions to improve instructional practice, learner
outcomes, and the learning environment.
EdTech 503 Instructional Design Final ID Project Assessment and Evaluation
sections
EdTech 506 Graphic Design for Learning Final Unit Plan and Lesson Plans
Many of the capstone projects for classes contained sections that dealt with assessment
and evaluation. The best examples of assessment and evaluation in my work come from
the EdTech 503 Final ID Project and the EdTech 506 Unit Plan. The ID Project includes
a list of assessments, with justification for technology tools, and a complete evaluation
plan to be implemented within the learning environment of the Presentational
Communications classroom. These can be found on pages 23-25 of the PDF. In the final
unit plan in 506, the learning environment is a website through which students work their
way to completion. It is designed to be used by individual students within a classroom so
the unit plan also includes a lesson plan tabs with instructions to the teacher for creating
the environment as well as topics for assessment and evaluation.

3.4 Managing: Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.
EdTech 501 Introduction to Educational Technology School Evaluation Summary
EdTech 501 Introduction to Educational Technology EdTech Challenges
The School Evaluation Summary project was an eye opening experience. I found when
working through the Maturity Model Benchmark Rubric from The Technology Use Plan
Primer by Peter H.R. Sibley and Chip Kimball, our school was more advanced than I
once believed. The benchmarks looked at five areas of technology planning and use:
Administrative, Curricular, Support, Connectivity and Innovation. I evaluated the
technology plan, how much people knew and understood it, its implementation and
connectivity issues that have since been fixed. I was also able to look at how to further
plan for technology use and integration through the EdTech Challenges assignment. In
this reflection I researched integrating online learning to give our students better access
to classes they might want to take but couldnt. I also created an xtranormal video
posted to Youtube that discussed specific challenges of implementation at my school.
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.
EdTech 502 Creating Educational Websites Copyright Scavenger Hunt
EdTech 543 Social Network Learning Digital Footprint Plan
Because I teach Marketing, I frequently need to teach the practice of ethics in regards to
creating content for on social media. In EdTech 502 I created a copyright scavenger hunt
website that leads students through information about copyright in regards to music and
images for use in our class. Another area of safety and best practice that my teen
students need to become aware of is the idea of a digital footprint and an online
reputation. In order to facilitate a better understanding of this, I wrote a blog post
detailing my own results when investigating my digital footprint and created a video
aimed at helping students and peers maintain a positive online reputation.
3.6 Diversity of Learners: Candidates foster a learning community that
empowers learners with diverse backgrounds, characteristics, and abilities.
EdTech 506 Graphic Design for Learning Universal Design
EdTech 501 Introduction to Educational Technology Digital Inequality Video
Empowering learners of diverse backgrounds and abilities is more important than ever in
todays world. Examples of how I have done this in my work include the weekly
assignments that were integrated into my final EdTech 506 unit plan and the video I
created in EdTech 501 to explore what is known as the digital divide. In the text for
EdTech 506, Lohr (2008) stated, The goals of universal design focus on making
information and learning accessible in the broader sphere of life for all people. While this
is a lofty goal, there are a number of universal design principles that make it easier to do
this. (p.8) Each of the weekly exercises on my main EdTech 506 page were designed to
focus on the principles that go with the visual parts of universal design, thus empowering
the students who used my final unit plan that included many of those designs. In creating
my video for EdTech 501, I found that the digital divide didnt really apply to my school as
much as the idea of digital inequality. While most of our students had no problem gaining

access to the internet, or accessing a device with which to go online, we did have
students with extreme variations in skill levels. My creation examined the difference
between the digital divide and digital inequality, looked at the National Educational
Technology Plan for 2012, and proposed solutions specific to dealing with digital
inequality at my school.
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning
environments within a supportive community of practice.
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.
EdTech 543 Social Network Learning Professional Learning Networks
EdTech 537 Blogging in the Classroom Guest Blogger
One of the concepts that I have come to believe is of vital importance in educational
technology is collaboration with peers. Whether in content, pedagogy, design, or other
areas, no person should be an island in education. While the idea of personal learning
networks played a role in many of my classes and assignments, including my synthesis
Paper for EdTech 504, I created an explanation and illustration of how I collaborate with
my PLN for my EdTech 543 class. After describing my illustration I was able to analyze
and compare PLNs with my peers. I am able to analyze learners, develop and design
instruction, and evaluate the impact of my instruction better because of the interaction in
my PLN. In a different vein, I collaborated with an expert in the field during my EdTech
537 Blogging in the Classroom class when I worked with Natalie Kaelin, a lawyer for the
Kentucky Bankers Association on a guest blog post on credit myths. While she
ultimately wrote the blog post as a guest blogger, we worked together to design topics
and important concepts in Personal Finance to address for the students
4.2 Leadership: Candidates lead their peers in designing and implementing
technology- supported learning.
Professional Experience using EdTech 503 Instructional Design Final ID Project
EdTech 543 Social Network Learning Social Networked Mini-unit
In my work at Sacred Heart Academy, I collaborate with two other teachers in the design
and development of the Presentational Communications course. We use a curriculum
design program called Atlas for this. After creating my final ID project in EdTech 503, I
shared it with these teachers and together we adjusted it to fit what we needed for our 3rd
unit project on the demonstration speech. We have used it successfully for the past two
years and will continue to do so. Another project that included working with my peers
was the Social Networked Mini-unit. From start to finish two other students, along with
myself created a mini-unit on the use of social media in Marketing. Each of us took
charge of leading the others through their areas of expertise, which for me, in this
project, was the content. I am currently in the process of integrating this mini-unit into my
Marketing classroom.

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.
EdTech 503 Instructional Design Learning Log Reflections
EdTech 543 Social Network Learning Curation Assignment Criteria
EdTech 503 was a course in which I was exposed to a lot of new content. Every part of
this new content was applicable to my work and therefore needed to be integrated
appropriately. To help facilitate this, I wrote weekly reflections each week on the lessons
and how they fit into my old and new ideas of curriculum design. I also reflected on how
that content could be applied to already existing curriculum. This process helped me
grow as an educator. Another way that I grew was through the collaboration process on
the Curation Criteria assignment in EdTech 543. After sifting through many ways to
curate information, as well as analyze its applicability and usefulness, my group and I
developed a system to help us evaluate our individual curations for success.
4.4 Assessing/Evaluating: Candidates design and implement assessment and
evaluation plans that align with learning goals and instructional activities.
EdTech 537 Blogging in the Classroom Final Blogging Activity
EdTech 505 Evaluation for Educational Technologists Final Evaluation Project
Designing and evaluation that meaures whether learning goals have been met is also
like designing and evaluation on which you can measure whether program goals have
been met. In both my final blogging activity that I created for EdTech 537 and my
evaluation of the student transfer orientation program, I did those things. In the blogging
activity I started with objectives that I wanted the students to achieve and set up
assessments to measure their progress. In the evaluation of the Sacred Heart Academy
transfer student orientation program I looked at the objectives of the program and
assessed whether those objectives had been met through surveys and interviews.
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.
EdTech 543 Social Network Learning Social Media Policies
EdTech 501 Introduction to Educational Technology EdTech Challenges
In EdTech 543 I researched various social media policies for high school classes. Our
school already has a strict policy because of our 1:1 program, however, our
administration recognizes the need for social media within Marketing. Therefore some of
the policies created for the class that deal with ethics and respect for diversity are: (1)
Students should give appropriate credit and use creative commons in posts, (2) All post
should respect the diverse nature of the human race and should not contain anything
that could be interpreted as putting down and individual or group for their race, religion,
socio-economic background, or sexual orientation. (3) We are a private Catholic school.

Any posts should reflect Catholic values and have no political connections. Also, in
EdTech 501 when I created the EdTech Challenges reflection I decided to incorporate
the reasons connected to digital inequality that might have influenced a possible online
learning program at my institution. The conversation between colleagues created on
xtranormal voiced those ethical concerns.
STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance
learning and improve performance.
5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge
of the contribution of research to the past and current theory of educational
communications and technology.
EdTech 504 Theoretical Foundations of Educational Technology Learning Theory
Paper
EdTech504 Theoretical Foundations of Educational Technology Final Synthesis
Paper
In my work for EdTech 504 I applied the methods of inquiry related to writing an APA
style research paper. My first attempt was a small paper on Constructivism, its
contributors, major principles, and applications. The conclusion I drew from my research
was that with the overlap of sociological and psychological understandings of
Constructivism and the addition of situativity theory and its classroom applications, it is
an exciting time to be a teacher. I followed this paper with a final synthesis paper that
looked at Virtual Communities of Practice and Professional Development for Teachers.
In it I explored how they can be utilized in teacher professional development, what a
community of practice is, as well as what make a community of practice suited for
teacher professional development. It looks at how virtual communities of practice work
and the pros and cons of using them in a teacher professional development setting. To
do both of these papers I began with an annotated bibliography to organize my work.
5.2 Method: Candidates apply research methodologies to solve problems and
enhance practice.
EdTech 543 Social Network Learning Curation of Social Media Integration in the
Marketing Classroom
EdTech 501 Introduction to Educational Technology Annotated Bibliography on
Catholic Moral Theology

In EdTech 543 and EdTech 501 I used Curation and research to work
towards solutions in my classroom. In Marketing I really wanted good
and practical project examples so I used research to create a Curation
on Pearltrees.com of projects that used social media in learning
environments. While I teach high school Marketing, many of the
projects involving the use of social media that I found were part of
college classes. However, I found when looking at them that they could
all be fairly easily adapted for use in the high school classroom. When I
began the program in 2013 I was teaching religion. As a teacher of
Catholic Moral Theology in an all girls high school, I noticed a lack of

involvement in religious life outside of the classroom. It seemed as if

students are less likely to be an active part of their parish, less likely to
receive the sacraments, and less likely to self identify as Catholic. To
explore ways to counter this I wanted to use digital storytelling in the
classroom. I felt this would connect students with their Catholic
communities outside of the classroom and to give them a way to self
identify elements of faith in their personal histories. To see if this would
work I created an annotated bibliography.
5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in
assessing and evaluating processes and resources for learning and
performance.
EdTech 501 Introduction to Educational Technology Annotated Bibliography on
Using Online Mentoring in Business Classes
EdTech 543 Social Network Learning Online Professional Development Using
Twitter
As part of my research in EdTech 501, I wanted to see if including online mentoring
through Skype or other programs would be of use in mentoring the girls in our
Entrepreneurship class. Having successfully completed one annotated bibliography, I
chose to do another to see what research already existed on using this process in the
classroom. While I did not implement it at the time, the research showed me it is a
worthwhile endeavor and it is still a goal for that class. Another example of wanting to
understand if a process would be useful or not was in EdTech 543. We were required to
try professional development through social media channels. In my reflection on this
after the fact I concluded that the use of Twitter for online professional development was
particularly worthwhile.
5.4 Ethics: Candidates conduct research and practice using accepted
professional and institutional guidelines and procedures.
EdTech 504 Theoretical Foundations of Educational Technology Learning Theory
Paper and Synthesis Paper
EdTech 505 Evaluation for Educational Technologists Final Evaluation Paper
The papers written for EdTech 504 had to adhere to the requirements on using APA from
the EdTech program at Boise State University. The university has an ethical code that
students must follow in research. Likewise, the final evaluation paper for EdTech 505
had its own set of guidelines and procedures that we became acquainted with
throughout the course. Those guideline and procedures came from American Evaluation
Association. They dealt with being unbiased in the preparation of and the execution of
the evaluation, as well as in the recommendations provided at the end.
LIST OF ARTIFACTS
501 Introduction to Educational Technology, Spring 2013, Dr. Barbara Schroeder
1. School Evaluation Summary 1.4, 3.4
2. Teacher In-Service 1.5

3. Annotated Bibliography Catholic Moral Teaching 5.2

4. Annotated Bibliography Online Mentoring in Business Classes 5.3
5. EdTech Challenges 3.4, 4.5
6. Digital Inequality Assignment 3.6
502 Creating Educational Websites, Summer 2013, Stacey DeLoose
7. Virtual Field Trip 1.2
8. Webquest 2.2
9. Cognitive Accessibility Links 2.5
10. Copyright Scavenger Hunt 3.5
503 Instructional Design, Spring 2014, Dr. Yu-Hui Ching
11. Final ID Project (whole) 2.3, 3.1
12. Final ID Project Evaluation and Assessment sections 3.3
13. Course reflections 4.3
14. Professional Experience using and adapting Final ID Project 4.2
504 Theoretical Foundations of Educational Technology, Fall 2014, K. Diane Hall,
Ed.D
15. Learning Theory Paper 5.1, 5.4
16. Final Synthesis Paper 5.1, 5.4
505 Evaluation for Educational Technologists, Spring 2016, Dr. John T. Thompson
17. RFP 1.4
18. Final Evaluation Project 2.3, 4.4
506 Graphic Design for Learning, Fall 2013, Dr. Tae Jeon
19. Unit Plan (whole) 1.1
20. Unit Plan Justification section 1.3
21. Unit Plan Lesson plans 3.3
22. Weekly Universal Design Reflections 3.6
513 Multimedia, Summer 2014, K. Diane Hall, Ed.D
23. Podcast 2.5
24. Worked Screencast 3.1
25. Multimedia and Contiguity Principles 2.1
537 Blogging in the Classroom, Summer 2016, Michael K. Barbour
26. Personal Finance Blog (whole) 1.1
27. Blog Disclosure 1.5
28. Blogroll 2.2
29. Post on Buying a Car 2.4
30. Guest Blog Post 4.1
31. Final Blogging Activity 4.4
542 Technology Supported Project Based Learning, Summer 2015, Dr. Kerry Rice
32. Final PBL project (whole) 2.1, 3.2
33. Final PBL Project Overview section 2.4

543 Social Network Learning, Summer 2016, Jackie Gerstein, Ed.D

34. Curation of Projects: Collaboration on Criteria Assignment and Curation 1.2, 4.3
35. Curation of Social Media Integration into the Marketing Classroom 5.2
36. Social Networked Mini-unit Peer Review 1.3
37. Social Network Online Professional Development Using Twitter 5.3
38. Social Networked Mini-unit (Final Project) 3.2, 4.2
39. Positive Digital Footprint Plan and Video 3.5
40. Professional Learning Network Reflection 4.1
41. Social Media Policies 4.5
REFERENCES

Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with

commentary. New York, NY: Lawrence Erlbaum Associates.
Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual
literacy (2 ed.). Upper Saddle River, NJ: Merrill.