Rationale Paper for Association for Educational Communications & Technology Standards

Janice Bezanson Master of Educational Technology 5th Grade Teacher Magnolia Elementary School Upland, California

EdTech 592 Spring 2012 Professor: Yu-Chang Hsu, PhD

Introduction
Mark Twain wrote: Twenty years from now you will be more disappointed by the things that you didn t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover. As an educator I feel compelled to instill in my students a love for learning and the yearning to be a life-long learner. I have been teaching for fourteen years and I currently teach fifth grade. Two years ago, when I began this journey, my school district was preparing to convert our old, traditional classrooms to what the district calls SMART rooms. I felt unprepared to take on the challenge of new technology. I was quite content teaching in my familiar ways, but I knew things were changing. As Mark Twain wrote, I had to Sail away from the safe harbor. I wanted to be an inspiration to my students. I wanted to have the knowledge to offer them what they deserve as students. I wanted to give them the chance to Explore, Dream and Discover. This program has prepared me for this endeavor. My portfolio has developed over time. It began with my first class, EdTech 501, Introduction to Educational Technology. I was advised to set up my portfolio and to begin collecting all artifacts related to each class throughout the duration of the program. I heeded this advice. My portfolio has been an ongoing labor of love. It has been a place for me to collect, reflect and build on what I have learned and accomplished. Paris and Ayres (1994) state The overarching purpose of portfolios is to create a sense of personal ownership over one s accomplishments, because ownership engenders feelings of pride, responsibility, and dedication (p.10). Paris and Ayres put into words exactly how I feel about my portfolio.

This Rationale Paper provides the evidence of my mastery of the Association of Educational Communication and Technology (AECT) standards. Each artifact that I have chosen represents my progress and the accomplishments that I have achieved throughout this journey. The body of this paper is divided into five sub-sections under the broad topic, Rationale: Standard 1 Design, Standard 2 Development, Standard 3 Utilization, Standard 4 Management, and Standard 5 Evaluation.

Rationale Standard 1 Design Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

1.1 Instructional Systems Design - Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

My Final ID Project for EDTECH 503 is evidence of mastery for this standard. This project systematically incorporates each step of Instructional Systems Design. The word systematic is used to describe the methodical, carefully planned means to an end. Most instructional design models use a systematic approach to their design. The ADDIE process is a perfect example of a systematic approach used by many instructional designers. Analysis, Design, Development, Implementation, and Evaluation, these steps are systematic. The instructional design process needs to be systematic to function successfully (Smith & Ragan, p. 25). While reflecting on this project I realized that I had to re-evaluate not only the way I teach but also what I teach. For example, as I was learning about cognitive strategies and how critical it is that learners have the prerequisite skills necessary for the required cognitive process, it challenged my current way of teaching. For example, there have been times when teaching a specific math strand that I assumed students knew the basic prerequisite skills. I have taught what I felt was a great lesson with lots of opportunity for

hands-on, collaborative learning, but yet some students still don t grasp what is being taught. Many times I just think oh well, they are just low. This project highlighted the importance of conducting a needs assessment to determine the gaps between what it is the students need and what they actually possess (Smith & Ragan, 2005).

1.2 Message Design - Message design involves planning for the manipulation of the physical form of the message.

The artifact that best demonstrates mastery of this standard is my EdTech 506 Final Project on Physical Science. I created the project using Adobe Fireworks CS4 and Adobe Dreamweaver CS4. Each page of this project involved the manipulation of the message being delivered. This project allowed me to explore and understand the importance of gestalt as presented by Lohr (2007); specifically how message design is intertwined with learning theories. For example, the Extra tab is used throughout the unit and is designed to extend student learning. This activity uses a cognitive approach to learning. Cognitive learning theories are currently the dominant theoretical influence on instructional design (Smith & Ragan, 2005). Cognitive theorists explain learning in terms of cognitive processes (Levine, 2010). The activities represented on this page allow students to process what they have learned through hands--on learning activities. I kept the design of the project simple as learners are often overwhelmed by the number of interactive information elements that are needed to be processed simultaneously before meaningful learning can commence (Paas, VanGog & Sweller, 2010). Also, the web pages are arranged in logical order from left to right. I began using this project in my classroom shortly after creating it. It was amazing to watch my students successfully learn and explore using something I created based on proven theory.

1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.

Several of the projects I created during this program would serve as evidence for this standard. One of my favorites is the WebQuest that I created for EdTech 502. This project is a great example of sequencing events and activities within a lesson. This project, although very structured through the sequencing of steps, allows students the freedom to explore and grapple with a higher level of learning based on Bloom s Taxonomy. Students research, collaborate and synthesize newly learned information before making an informed judgment. After creating this project I was able to use it in my classroom. I was able to witness the success of Bernie Dodge s inquiry-oriented learning format. Ultimately I was pleased with their final papers and the justifications for their choices. Another project that I chose for this standard is my M-Learning Activity that I also created in EdTech 502. This web page is designed for use on a mobile device. This instructional activity takes students through a series of steps while studying the night sky. My students love this activity. I use it as an extra credit assignment for students that have access to a cell phone or other mobile device. This hands-on activity has had my students excited about doing extra credit work. I have had positive feedback from several parents about their children wanting to learn more about astronomy because of this assignment. The above two artifacts were created while in EdTech 502. I took this class during my first semester in the program. Initially I felt overwhelmed learning Adobe Dreamweaver and Fireworks but what I discovered while taking this class is that I love creating web pages. What I learned in EdTech 502 has helped me create projects for my other classes but more importantly, I am now able to create web pages and successful projects for my classroom. My next artifact is an example of this learning transference. The Lesson Plan that I created while in EdTech 504 is actually a re-designed lesson that I was currently using in my classroom. I took a lesson and re-designed it using a constructivist approach that uses both technology and learning groups. It is designed to reach the higher levels of Bloom s Taxonomy. They best part of this lesson is the web page that I designed for student use. It is structured with sequencing of events and activities that the students work their way through. My students love this lesson. They really enjoy writing and filming their own short films as the culminating activity for this unit. This activity allows the students to reflect and synthesize what they have learned while working collaboratively.

1.4 Learner Characteristics Learner characteristics are those facets of the learner s experiential background that impact the effectiveness of a learning process.

The artifacts I chose to fulfill this standard are both from EdTech 501. The first is my Final Synthesis Paper. While conducting research for this paper it brought to the forefront the changing role technology is having in how we teach. Research shows a shift from a reductionist approach in teaching to a constructivist approach in teaching. This constructivist approach is allowing students to take an active role and have more control over their own learning (Parette, Hourcade, Heiple, 2000). Research also shows that technology applications can support higher-order thinking by engaging students in authentic, complex tasks, within collaborative learning contexts (Means et al. 1993). After my research for this paper I had to rethink the way I was teaching. Students are growing up with the latest technology and most won t remember life before computers. As an educator I found that to be an effective teacher I needed to embrace my learner s experiential background and assume the role of facilitator and embrace the use of technology applications. It is through this process that I realized students achieve higher levels of learning. The second artifact I chose for this standard was a letter that I wrote to the mayor of Upland on the Digital Divide. While researching facts to use in this letter I learned a new term, Digital Inequity. Digital Inequality refers to the gap in the percentage of homes with wireless access and those without wireless access. While writing this letter I realized that not all students have access to computers to complete homework and research assignments. These learner characteristics or learner s experiential background can impact their learning and success in the classroom. I realized how important it is to structure assignments based on a learner s experiential background and needs.

Standard 2 Development
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.

Appendix A of my Final ID Project was designed to be printed out and used as visual learning material at an in-service for teachers. This artifact was created using Microsoft Word. It looks professional and could be easily updated or modified as needed. This document is an excellent example of print technologies as a way to produce or deliver materials.

2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

I created an educational slideshow on California History for EdTech 533. This YouTube was created using Microsoft PowerPoint, iMovie and YouTube. I included closed captioning so a learner can either listen to or read the lesson being taught. This slide show aligns with California State History Standards for both fourth and fifth grades. My students love this slide show. After creating this project, I decided to re-design the project that my students will be creating at the end of the school year for their state projects. Their projects this year will resemble the slide show I created rather than the traditional written report. The use of audiovisual technologies is a great means for conveying material through both auditory and visual methods. I had never created learning material using YouTube prior to taking EdTech 533. I discovered that I loved creating lessons using this format. I can t believe that this video has received 786 views since I created it just last semester. This is a great way for educators to share learning materials. Students all over the world can learn from what I created. Wow! Another artifact that shows mastery of this standard is the Adaptive/Assistive Technology web page that I created for EdTech 541. This page contains many technology-

enhanced strategies that will assist teachers with both adapting and extending learning for students with special needs. There are links to sites for screen readers, tactile keyboards and more. This information will help learners with special needs use audiovisual technologies to obtain information through both auditory and visual means. While I was researching information for this project, I became familiar with many websites that I never knew existed. I am now using sites like Play Kids Games and Book Adventure routinely in my classroom. I also went through the process of having our school approved for ThinkQuest and use this site to extend and challenge the students in my classroom.

2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

I chose my Asynchronous Lesson on the Solar System, that I developed in EdTech 521 to show mastery of this standard. This lesson provides immediate feedback and both formative and summative assessments. Students use multimedia, which includes a computer, their science eBook and Pixie software. All of the activities and assignments are completed using microprocessor-based resources. After creating this lesson, I immediately began using it in my classroom. The students were engaged and on-task. This project allows them to work collaboratively while synthesizing newly learned information. One of my biggest ah-ha moments from this project is when I overheard a student telling another student that he wished he could learn all of his lessons this way.

2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

EdTech 541 provided me with the opportunity to create a Spreadsheet Project that shows mastery of this standard. This project successfully combines several forms of media under the control of a computer. The lesson weaves together the use of: video, Google Docs, a Social Studies eBook, ToonDoo and VoiceThread, while teaching the learner about

climate comparisons of the 50 states. When I first introduced this lesson many of my students had never used a spreadsheet. There was initially a bit of a learning curve for some of my students. However, it was great to observe my students working collaboratively and helping each other to work through the process. I truly felt my position shifting from that of a traditional teacher to that of facilitator while my students worked their way successfully through this lesson. The culminating activity for this project is an oral presentation and some type of visual aid, either a poster or a Power Point. I am considering changing this to have all the students create a Power Point Presentation. Instead of a live oral presentation, I would have the students film each other s presentations using a Flip video camera. They would then be uploaded to the class web page and shared with the class. The students could also share them with their parents by accessing the web site.

Standard 3 Utilization
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making. 3.1 Media Utilization Media utilization is the systematic use of resources for learning.

Technology should not be used for the sake of using technology. These tools should enhance the lesson and become a natural part of how today s students are learning. Many resources are currently available to assist educators in day-to-day teaching activities. There are many technologies that will help with direct teaching, remediation of students and extending the education of students. Technologies can help students achieve their goals. It is important to understand which tools and methods of implementation are appropriate. A Relative Advantage Chart is used for this purpose. The Relative Advantage Chart that I created for EdTech 541 demonstrates mastery of this standard. It systematically identifies the best resources for learning. It identifies problems and designates which technologies can be used for the given problem, the relative advantage of using the specified technology and the expected outcome. I created this chart for use in my

fifth grade classroom. While I was creating it, I understood the value, but I didn t think that I would use it. I was wrong. I find myself consulting it from time to time to help identify the best resource for learning. Doering and Roblyer (2010) offer a list of questions for an educator to examine to help answer the question; Am I effectively using technology tools in the classroom?
y y y y

What is the curriculum-related purpose of the activity? Does the Internet enhance the activity? How will students use online resources (as opposed to just locating them)? Do students have the necessary information analysis/information synthesis skills, or am I including these in the instruction?

Do I have the necessary time and support for the activity? (p. 241)

Another artifact that I chose as evidence of mastery for this standard is the Virtual Field Trip that I created for EdTech 502. This virtual field trip takes the learner through a tour of the Pacific States: Alaska, Washington, Oregon, California and Hawaii. This website successfully incorporates the use of several types of media that are used for learning. This site weaves together the use of, video, music, photo links, Google Maps and more to create a systematic use of resources for learning. In fifth grade we spend a great deal of time learning about the 50 states. I use this site as an introduction to this unit of study. It is my goal to create similar virtual field trips for each group of states.

3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.

While taking EdTech 501, I developed a Technology Use Plan. This project exemplifies the breadth of my understanding and mastery of this standard. A Technology Use Plan is created through planned strategies for the purpose of gaining adoption. The goal was to create a plan that took into consideration; the planning team, each step of the planning process, a vision statement and goals and objectives based on both current and future needs. This plan also includes a needs assessment, suggestions for staff

development and a two-year plan for ongoing evaluation and research. This project gave me an appreciation for all of the work and planning that school districts go through to create an effective Technology Use Plan. I now understand the importance of having clear guidelines that give direction and focus to a school district.

3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.

The Community Building project I created in EdTech 541 is evidence of mastery for this standard. This assignment allows students to collaborate with peers and teachers around the world. Students are learning and working in community building links such as flickr groups, MixedInk, ThinkQuest and Wikispaces. Students are using instructional materials and strategies in real settings. This social networking assignment takes place over the course of a month and includes nine steps. This assignment can be repeated each month using new vocabulary words. What I like most about this project is how it demonstrates that collaborative online learning makes the world a smaller place. 3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. The first artifact that I chose that exemplifies mastery of this standard is a Copyright Scavenger Hunt. Fifth graders struggle with the fact that they cannot copy straight from the source. The Copyright Scavenger Hunt that I created in EdTech 502 answers the questions students have regarding plagiarism. I started the school year with this project. It was a huge success. The video that is embedded on this web page captures the learner s attention and immediately makes them aware that policies and regulations do exist about copying work. I changed this slightly when I used it in my classroom. I have the students work through each step with their shoulder partner rather than alone. This activity has alleviated a lot of questions that I usually get throughout the year about whether it is okay to copy something for a report. With all the information that is available to students on the

web it is important for them to understand that plagiarism affects information obtained not only from books but also from information obtained from the Internet. Another artifact that I chose to demonstrate mastery of this standard is a Legal Mash Up video that I created for EdTech 533. This video was created by mashing together legal media. This is a great example of following policies and regulations through a diffusion and use of Instructional Technology. I created this video for elementary students to help them compare and contrast their daily lives with those of their parents and grandparents. My students love this video. Our school is not far from Olvera Street and this video begins with an old clip from this location. This video is far more engaging than reading about what life was like years ago out of a textbook. The Netiquette Project that I created for EdTech 502 was one of the first projects that I created using Adobe Dreamweaver. It is simple in design but an effective page to communicate expected rules and actions when students are communicating over the Internet. This page is further evidence of mastery of this standard. I have used this page the past two years at the beginning of the school year as an introduction prior to students using the class computers. This page acts as springboard to class discussions about potential dangers students can encounter on the Internet.

Standard 4 Management
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects.

The project that best demonstrates mastery of this standard is my Final Project that I created in EdTech 505. I chose to evaluate the eInstruction CPS Pulse Response System. The purpose of choosing this particular evaluation was to determine if the CPS Pulse Response System is effective in facilitating learning and engaging the learner. I gathered

data using a variety of techniques. I created two surveys, a teacher version and a student version; I attended three classroom observations; and held six interviews to collect necessary data. The study took place over a two-week period, from November 8, 2010 through November 19, 2010. Participants in the study included three sixth-grade teachers and 88 six-grade students. The experience of creating an evaluation project has made me aware of the many intricacies involved in preparing an evaluation report from start to finish. The project I was involved with was small by comparison to most projects. Yet, I felt overwhelmed from time to time trying to make sure every step was taken care of, and juggling what needed to be accomplished within the established time frame. This project was worth all of my efforts. My principal was so impressed with this report that she found the necessary funds to buy response clickers for each of the fifth grade classrooms at my school!

4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services.

The Far West Proposal that I created in EdTech 505 demonstrates mastery of this standard. This project was an evaluation proposal for a fictional company called Far West Laboratories. While developing this proposal I found that each step of an evaluation is a necessary means to a logical end and each step is determined by the information that has been gathered. If you look at an evaluation from beginning to end, it appears to be a series of information-gathering steps used for problem analysis. It is the level of expertise at which this is done, that determines if an evaluation is successful. The final report of this evaluation was based on quality data that had been properly created, gathered and analyzed. I have included the Technology Use Plan that I created in EdTech 501 as further evidence of mastery of this standard. A Technology Use Plan is a key component for school districts to successfully manage technology resources within the district. Creating the plan gave me an appreciation for the scope of details and the number of stakeholders involved in this undertaking. Although I have not been involved in creating an actual Technology

Use Plan, after creating a fictitious one, I understand that its creation involves planning, monitoring, and controlling resource support systems and services.

4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling the method by which distribution of instructional materials is organized . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.

The YouTube Education Channel that I created while in EdTech 533 is a powerful teaching tool and demonstrates mastery of this standard. Before taking this class, I never viewed YouTube as a method by which distribution of instruction materials is organized I quickly learned how efficient and effective YouTube can be when used as a delivery system for teaching. I am able to create playlists that incorporate videos made by other people and I am able to create videos that target specific learning concepts that might otherwise be difficult to teach. Three of my playlists included videos that address teaching in three different cognitions; the psychomotor domain, the affective domain and the cognitive domain. A good film engages most of our senses and pulls at our heart, something even the best lecture can rarely accomplish. Using video to engage a variety of cognitions can awaken a student at a deeper level. Hopefully, this will help the student feel connected to what they are learning and give more meaning to what they are learning. When I was in elementary school I rarely saw a film clip. The only film I can still remember in detail was The Red Balloon. This movie pulled at my heart as a young child. I think it is a great example of using a film to spark the affective domain. My Instructional Software Resoures project that I created while taking EdTech 541 is further evidence of mastery of this standard. The successful integration of technology into the classroom can be accomplished with effective software. Pablo Picasso is quoted as saying: Computers are useless. They can only give you answers (Doering & Roblyer, 2010, p. 137). According to Edutopia the use of effective software will move classrooms from a behavioral approach to a more constructivist approach. Teachers will change they way they teach as they recognize computers as problem-solving tools. One of the most important

things I learned while creating this project is that engaged learning does not happen by chance. It requires architectural engineering by the instructor (Conrad & Donaldson, 2004, p. 13). Determining the relative advantage of educational software is a large part of the architectural engineering needed by today s classroom teacher.

4.4 Information Management - Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

I chose the Zotero Class Library that I helped to created while in EdTech 501 as evidence of mastery of this standard. Zotero allows group members the ability to share, add notes, and also attach files. One feature of Zotero is that it stores bibliographic information and will format it into APA style for later use as references within a paper. Zotero is a powerful tool that I have shared with many of my previous students that are now in high school and college. Another artifact that shows understanding and mastery of this standard is the Resources page that I created as part of my EdTech 541 final project. This page provides a wealth of resources for learning. It is divided into easily navigated topics which includes: Technology Tools, Downloads, Research, Productivity Tools, Instructional Tools, Chat Tools, Assistive Technology Tools, and Video/Multimedia Resources. This page has proved invaluable in my day-to-day teaching. I have saved a short-cut to my desktop so that I can quickly consult it to find a given link. I have shared it with my colleagues who also find it very useful.

Standard 5 Evaluation
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

5.1 Problem Analysis - Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

I chose the School Environment Evaluation that I created while taking EdTech 501 as evidence of mastery for this standard. I created this evaluation on a fictitious school I named Hogwarts Elementary School. The problem for this evaluation was that Hogwarts did not have its own Technology Use Plan. I had to go through the steps of informationgathering and I also had to use decision-making strategies throughout each step of this evaluation. The one topic that stood out to me throughout the creation of this document is data. It is key to the success of an evaluation. As an educator I have learned that assessments drive instruction. That is how I see data. Data drives evaluations. Another artifact that shows mastery of this standard is my Far West Proposal that I created in EdTech 505. This project taught me that an evaluator deals with problem analysis throughout an evaluation. One of the first steps in an evaluation is deciding which evaluation model to use. The decision on which model to follow can only be reached after gathering the necessary information and following proper decision-making strategies. Throughout each step of an evaluation an evaluator must make informed decisions based on information that has been gathered. An evaluator creates the evaluation design; collects data; analyzes and draws conclusions from data; and ultimately makes decisions regarding a program (Boulmetis & Dutwin). Each step of an evaluation is a necessary means to a logical end and each step is determined by the information that has been gathered. If you look at an evaluation from beginning to end, it appears to be a series of information-gathering steps used for problem analysis. What I learned from this process that it is the level of expertise at which this is done, that determines if an evaluation is successful.

5.2 Criterion-Referenced Measurement - Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.

My WebQuest Rubric that I created while in EdTech 502 demonstrates mastery of this standard. This rubric clearly identifies the learner mastery level of this assignment. I understand how important it is for learners to have a clear understanding of what is expected of them in any given assignment. A well-designed rubric establishes exactly what the learner must accomplish to achieve a particular grade. I have found that by passing out a rubric at the beginning of an assignment and reviewing it with my students, I receive a higher quality of work. This project helped me to realize that students will work to the level of expectation and a well-designed rubric establishes that level. The Instructional Design Project 1 that I created for EdTech 503 is further evidence of mastery of this standard. This project is a teacher in-service designed to teach the integration of a SmartBoard into lesson plans. Part 5 of this project provides for the Assessment of Learning. There are both informal and formal assessments included in this project that includes a rubric to evaluate the level of mastery for this project. This project helped reinforce the importance of being able to determine learner mastery of prespecified content.

5.3 Formative and Summative Evaluation - Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.

My Final Project for EdTech 505 is evidence of mastery for this standard. This project was a CPS Pulse Response System Evaluation. The use of a structured evaluation process, allows for decisions to be made based on data instead of instinct. The goal-based model was used for this evaluation as this model is designed to gauge the effectiveness or the impact of a program or product. A goal- based model is concerned with stated objectives rather than ancillary items (Boulmetis & Dutwin, 205). Before taking EdTech 505, I had not considered what was involved in conducting an evaluation. When I think of all the different programs and products purchased by school districts, some successful and

some not successful, I now understand the importance of conducting evaluations. I wonder how many decisions or purchases have been made by instinct rather than by data. My Instructional Design Project 1 that I created for EdTech 503 is further evidence of master for this standard. This teacher in-service follows the Smith and Ragan Model of Instructional Design. This model has three different phases broken into eight steps. The first step of the final phase of this evaluation is to conduct a formative evaluation. Both of these projects taught me that an evaluator can use formative and summative evaluations and there are limitations and considerations in all evaluations. I have learned that the one thing all programs have in common are data. It appears that all steps of evaluations are based on data and that there are a myriad of ways to collect data and report data. The ultimate goal of the entire process is to improve or continue a program or project.

5.4 Long-Range Planning - Long-range planning that focuses on the organization as a whole is strategic planning .Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.

I am again using the Technology Use Plan that I created while in EdTech 501 as an artifact as evidence of mastery of this standard. No one can truly understand the myriad of complexities that go into the development of a viable Technology Use Plan. While creating this presentation I was just beginning to understand the totality of all that it took to design a workable plan. Recently I was talking to the superintendent of our school district about the severity of the budget cuts and the impact it will have on our districts Technology Use Plan. As I reflect back to the time when I was creating this presentation I recognize my naivety in my comprehension of the process.

Conclusion
I believe the above artifacts mapped to the AECT standards provide evidence of mastery to each of the standards and supports my candidacy for a Masters in Educational Technology. My time at Boise State has passed swiftly. I have grown professionally during

my stay here. I will take with me a deep understanding of educational theories. This program has challenged the way I teach and caused me to reflect on how I deliver instruction to my learners. I am forever changed and for that I am grateful. I want to thank each of the professors that guided my journey. You have each armed me with the knowledge, skills and confidence to guide my students far into the twenty-first century. I am very proud of all that I accomplished and I look forward to whatever the future holds for me.

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specifications, and integrated research perspectives. Educational Psychology Review, 22(2), 115--121. Retrieved from http://dx.doi.org/10.1007/s10648--010--9133--8 Paris, S & Ayres, L. (1994). Becoming reflective students and teachers. American Psychological Association Parette, H. P., Hourcade, J. J., & Ginny S. Heiple, J. J. (2000). The importance of structured computer experiences for young children with and without disabilities. Early Childhood Education Journal, 27(4), 243. Smith, P. L., & Ragan, T. J. (2005) Instructional Design (3rd ed.), Hoboken, NJ: John Wiley & Sons, Inc.