Jeanne Searfoorce-Rationale PaperV2

8/19/2019 Jeanne Searfoorce-Rationale PaperV2

http://slidepdf.com/reader/full/jeanne-searfoorce-rationale-paperv2 1/20

Jeanne SearfoorceEducational TechnologyBoise State UniversityRationale PaperSpring 2016

!TR"#U$T"!%T&o roads diverged in a &ood' and

(

too) the one less traveled *y'

+nd that has ,ade all the

di-erence./

(Ro*ert rost

hether it is coincidence or serendipity' ve had the opportunity to *e part of

technology innovation fro, the infancy of &e* design and digital ,edia creation

through our present(day hyper(,edia &e* environ,ents. Every innovation see,s ,ore

surreal than its predecessor yet the opportunity to *e part of it is far ,ore e3citing than

the invention itself.

4y reason for enrolling in the Educational Technology progra, at Boise State University

is that it o-ers the %road less traveled/5 cutting(edge learning environ,ents' ne&technology' challenging courses and concepts so engaging every approach spurs

innite ideas grander than the ones *efore.

This rationale paper descri*es' e3plains and highlights ,y co,prehension of the +E$T

standards as they are &oven though ,y artifacts. The artifacts range fro, proposals to

online learning products that sho&case ,y diligence' )no&ledge and integration

e3pertise ac7uired during ,y 4asters in Educational Technology progra, at Boise State

University.



Rationale Paper' Spring 2016 Searfoorce' Jeanne

ST+!#+R# 1 ( $"!TE!T 8!"9E#:E$+!##+TES #E4"!STR+TE T;E 8!"9E#:E !E$ESS+R< T"

$RE+TE' USE' +SSESS' +!# 4+!+:E T;E"RET$+9 +!#PR+$T$+9 +PP9$+T"!S " E#U$+T"!+9 TE$;!"9":ES +!#PR"$ESSES.

Creating - Candidates demonstrate the ability to createinstructional materials and learning environments using a variety of systems approaches.

E#TE$; ==>5 nstructional Soft&are (

• Artifact Description5 This artifact sho&cases a lesson &here*y ,iddle school

students are given a healthy ?10'000 *udget to furnish' decorate and purchasenecessities for their rst apart,ent. Students display their selections on their*log portfolio. The purpose of this pro@ect is for students to understand that their*udget directly a-ects their a*ility to esta*lish a co,forta*le ho,e &ithin theirtastes and preferences. t also introduces students to the concept of a *udgetand the li,its of their nancial resources.

• Justication5 The @ustication for this artifactA Candidates demonstrate theability to create instructional materials and learning environmentsusing a variety of systems approaches.

• Practice and Theory5 nstructional soft&are is technology created or used &ith

the purpose of teaching or reinforcing content is instructional soft&are. Thereare several types including5 si,ulation' drills and practice' tutorial' pro*le,solving and ga,es. or this lesson' si,ulation

• Impact5 ;o& have your teachingprofessional practices have *een i,pactedC

E#TE$; =065 $ontrast' +lign,ent' Repetition' and Pro3i,ity D$+RP

• Artifact Description5 F This artifact displays a lesson &here ,iddle schoolstudents visually learn the alcohol consu,ption li,it of a 120 pound fe,aleperson and she can *eco,e easily into3icated after consu,ing three *eers.Using a ,etaphor of a ,erry(go(round ride ending' the i,age co,pares aninto3icated persons ,otor s)ills slo&ing in the sa,e &ay a ,erry(go(round ridestops.

• Justication5 The @ustication for this artifact is that it conveys the dangers of

consu,ing alcohol to *oth visual and reading&riting learners through thecreation of this graphic. The co,parison of the height of four *eers &ith thestages of i,pair,ent descri*ed co,pared to the height of the &o,an furthere,phasiGes the s,all nu,*er of *everages that cause physical i,pair,ent.HRelated ite,s are close in pro3i,ity.H D9ohr' I>

• Practice and Theory5 Use technology and theories,ethodsstrategies ( Thered color &as used *ecause it refers directly to the H*loodH in *lood alcohol level

2

http://jeannesear.com/2016/01/31/instructional-software/

http://jeannesear.com/2016/02/14/contrast-alignment-repetition-and-proximity-carp-2/

http://jeannesear.com/2016/02/14/contrast-alignment-repetition-and-proximity-carp-2/





and it also provides a star) contrast to the *lac) and &hite *ac)ground.H$ontrast dra&s your eye into a page' it pulls you in. $ontrasting ele,ents guideyour eyes around the page' create a hierarchy of infor,ation' and ena*le you tos)i, thought the vast array of infor,ation and pic) out &hat you need.HDillia,s and Tollett' 126.


Using - Candidates demonstrate the ability to select and usetechnological resources and processes to support student learningand to enhance their pedagogy.

E#TE$; =065 "rganiGation and ntegration F

• Artifact Description5 This artifact presents a lesson &here ,iddle school

students conclude that dressing up a *eer *ottle is as ridiculous as drin)ingalcohol underage. felt that addressing the students &ith hu,or *efore

introducing into3ication facts &ill help the, learn the negative i,plications ofunderage alcohol consu,ption.

• Justication5 The @ustication for his artifact &as *ased on the pedagogy

• Practice and Theory5 or this graphic' focused on the social concept of peeracceptance and students %*eing cool/ &hen they are &ith their friends. Thete,perature related to the o*@ects in the i,age are cold5 cold *eer and penguins.

The color grey also references the grey s)ies in the &inter. The &riters &heel onpage 1=K inspired ,y ideas a*out using di-erent shades of gray. HThe &heelsho&s the *ig picture of &riting as a circular shape that ,a)es an i,,ediatelyapparent that &riting is a cyclical process. The pie(shaped &edges sho& theindividual co,ponents that ,a)e up &riting. Students can thus easily envisionthe &riting process as the su, of individual steps.H D9ohr' 1=I


Assessing/Evaluating - Candidates demonstrate the ability to assessand evaluate the eective integration of appropriate technologiesand instructional materials.

E#TE$; ==>5 nstructional Soft&are

• Artifact Description5 This artifact e3plains ho& ve types of instructionalsoft&are are used &ith the purpose of teaching or reinforcing content isinstructional soft&are. Si,ulation soft&are is soft&are that appears real or

lifeli)e &ith the purpose of giving the user the realistic e3perience of perfor,ingthe tas) in is called si,ulation soft&are. #rills and practice soft&are is soft&arethat appears real or lifeli)e &ith the purpose of giving the user the realistice3perience of perfor,ing the tas) in is called si,ulation soft&are. + tutorial can*est *e descri*ed as &e*site that teaches a particular s)ill step *y step. Pro*le,solving soft&are is a hypothesisconclusion &e*site. :a,es are an ingenious&ay of introducing diLcult or H*oringH content in a fun' interesting &ay.

M

https://jeannesearfoorce.wordpress.com/?p=1509&preview=true







Justication5 This @ustication for this artifact is through the presentation of

each instructional soft&are tool and ho& they can *e used in learning as atechnology integration tool. ith various learners at varied ,astery levelscoupled &ith ,ultiple congurations of learning styles' instructional soft&arehelps each uni7ue learner ,aster s)ills using the instructional soft&areintegrated &ith the core content of the lesson.

• Practice and Theory5 There are seven learning styles5 visual' aural' ver*al'physical' logical' social and solitary. #epending upon its construction and use'each type of instructional soft&are appeals to the various learning styles ,a)ingthe classroo, environ,ent conducive for learners &ith one or ,ore learningstyles.


E#TE$; =065 Typography and Shape

Artifact Description5 This artifact &as created for ,iddle school health

education ,odule &hich focuses on drugs use and a*use. t illustrates thephysical and legal e-ects of ,etha,pheta,ine D%,eth/ use. Then individualsused for the creation of this graphic &ere arrested on at least t&o occasions.hen co,paring arrest photographs' it is i,,ediately apparent that they hadphysical changes due to their drug a*use.

• Justication5 The @ustication of this i,age is visi*le through the use of color.H$olor can create ,oods' add e,phasis' attract attention' organiGe infor,ation'and entertain the vie&er. t can *e su*tle' o*no3ious' ,uted' *right' ,ini,al'overdone' har,onious' distracting' *eautiful' or ugly. t can screa, or &hisper'repel or seduce. $olor can i,prove reada*ility or detract fro, it.H Dilla,s N

Tollett' 100. The color &as chosen to o-set the i,ages. hile you see the colorof the i,ages' you can feel the e,otion *rought forth *y the *lac) and &hitecontrast. The gray *ac)ground &hich is a s,all a,ount of color is a co,*inationof the *lac) and &hite.

• Practice and Theory5 n order to convey the severity of using ,eth' asy,,etryreinforces the un*alance in the life of a drug user. H+sy,,etry is for, that doesnot have *alanced proportions. +sy,,etrical *alance is achieved &hen allele,ents in display are in har,ony' *ut the ele,ents are not sy,,etrical.HD9ohr' 1I0


Managing - Candidates demonstrate the ability to eectivelymanage people, processes, physical infrastructures, and nancialresources to achieve predetermined goals.

E#TE$; =>15 +daptive+ssistive Technology F

>

http://jeannesear.com/2016/01/31/typography-and-shape/

http://jeannesear.com/2016/01/31/adaptiveassistive-technology/

http://jeannesear.com/2016/01/31/typography-and-shape/

http://jeannesear.com/2016/01/31/adaptiveassistive-technology/




• +rtifact Description5

Justication5 Use one or t&o sentences to *rieOy @ustify ho& theartifact de,onstrates your ,astery of the standard. Candidatesdemonstrate the ability to eectively manage peopleprocesses physical infrastructures and nancial resources to

achieve predetermined goals.• !ractice and "heory : Use technology and

theories/methods/strategies


Ethics - Candidates demonstrate the contemporary professional

ethics of the eld as dened and developed by the Association forEducational Communications and "echnology.

E#TE$; =>15 +ccepta*le Use Policy

Artifact Description5 This artifact evaluates an +ccepta*le Use Policy D+UP. The +UP is rena,ed %Technology $ontract/ *ecause those &ho accept its ter,sare *ound *y its lingo and the i,plications of their actions if they are in violationof the contract.

• Justication5 This @ustication for this artifact is *ased on the pre,ise ofconstructing rules and regulations to prevent ,isuse of technology that can leadto inappropriate content *eing seen or utiliGed *y sta- and students. +ccepta*leUse Policies are the Hla&sH that protect' enforce and e3onerate. Technologyleaders ,ust ensure that these policies pro,ote accepta*le technology usage.

• Practice and Theory5 +fter evaluating four school district accepta*le use

policies' the $a,den $ity Pu*lic Schools +UP &as the closet ,odel to the ve %&/for,at5 &ho' &hat' &here' &hen' and &hy. hen an individual signs the

Technology $ontract' they or their parent or guardian are accepting personalresponsi*ility for their use of the nternet and other technology tools ,adeavaila*le to the, *y their school district.


=






ST+!#+R# 2 ( $"!TE!T PE#+:":<$+!##+TES #EE9"P +S RE9E$TE PR+$TT"!ERS +B9E T"#E4"!STR+TE EE$TE 4P9E4E!T+T"! " E#U$+T"!+9

TE$;!"9":ES +!# PR"$ESSES B+SE# "! $"!TE4P"R+R<

$"!TE!T +!# PE#+:":<.

!#$+T"RS5

Creating - Candidates apply content pedagogy to create appropriateapplications of processes and technologies to improve learning and performance outcomes.

E#TE$; =>15 Teaching Spreadsheets &ith Si,plicity

• Artifact Description5 This artifact focuses on four dyna,ic spreadsheet lessons

engaging hands(on activities. 9uc)y "Spreadsheet introduces ele,entarystudents &ith spreadsheets *y coloring t&o Saint Patric)s #ay the,edspreadsheets. avorite Snac) oods fa,iliariGes ele,entary students to surveysand graphs. The $o-ee Shop :a,e ac7uaints ,iddle school students &ithentrepreneurship. Eat to <our ;earts $ontent allo&s ,iddle school students toanalyGe their calorie consu,ption *y recording three full days of ,eals

• Justication5 Candidates apply content pedagogy to create appropriateapplications of processes and technologies to improve learning andperformance outcomes.

• Practice and Theory5 ntegrating spreadsheet soft&are &hile utiliGing core

content ,ath standards allo&s students to apply their ,athe,atics )no&ledgethrough pro@ect *ased learning. These spreadsheet pro@ects create a connection*et&een theory and practice that enhances learning in t&o content areas.


Using - Candidates implement appropriate educational technologiesand processes based on appropriate content pedagogy.

E#TE$; =22 ( The ,pact of $olor D"nline +rt $ourse (


• Justication5 Use one or t&o sentences to *rieOy @ustify ho& the artifactde,onstrates your ,astery of the standard. Candidates implementappropriate educational technologies and processes based onappropriate content pedagogy.

• Practice and Theory5 Use technology and theories,ethodsstrategies


6

http://jeannesear.com/2016/02/13/spreadsheets-and-databases/


http://jeannesear.com/2016/02/13/spreadsheets-and-databases/





Assessing/Evaluating - Candidates demonstrate an in#uiry processthat assesses the ade#uacy of learning and evaluates theinstruction and implementation of educational technologies and processes grounded in re$ective practice.

E#TE$; =0=5 Re7uest for Proposal5 #eter,ining nstructional Purposes

• Artifact Description5 This artifact is a pro@ect si,ulation &here*y ar est9a*oratory for Educational and Research #evelop,ent D9 has issued are7uest for proposal DRP for evaluating its #eter,ining nstructional PurposesD#P training progra,. The goal of this RP is to deter,ine the ,ar)eta*ility ofthe #P training progra,.

• Justication5 The @ustication for this artifact is identied though the data

gathering' analysis and progra, reco,,endation. #ata gathering &ill *econtained to 8(12 acade,ic institutions in the il,ington #ela&are' PhiladelphiaPennsylvania' and Princeton !e& Jersey regions. + survey of =00 school districts

&ithin 20 ,iles of the epicenter of each of these ,etropolises is conducted. +separate survey to each school ad,inistrator and professional develop,entcoordinator in each of the =00 school districts to deter,ine their specic needs&ithin the #P training progra,. Upon analyGing the results of the survey' &e &illo-er one $oordinator hand*oo) and 10 Unit 1 trials D&ith t&o ,odules to =0districts to those &ho sho& interest in #P.

• Practice and Theory5 or this artifact' a pro@ect ,anage,ent approach &asta)en in order to deter,ine &hich school districts' types of learning institutionsand econo,ic varia*les should *e considered to deter,ine any co,,onalities*et&een districts &ho are interested in the #P progra, and those &ho sho&little or no interest in the progra,. hile this pro@ect &as *ased on the ctitious#P progra,' the steps ta)en to deter,ine feasi*ility are those that &ould *e

ta)en if this progra, &ere *eing ,ar)eted in reality.• Impact5 ;o& have your teachingprofessional practices have *een i,pactedC

Managing - Candidates manage appropriate technological processesand resources to provide supportive learning communities, create$e%ible and diverse learning environments, and develop anddemonstrate appropriate content pedagogy.

E#TE$; =015 #igital ne7uality in the 9and of E7uality

• Artifact Description5 or this artifact' Tea, Beta used :oogle Presentation and:oogle ;angout to present our ndings and conclusions a*out #igital ne7uality.

The goal of this pro@ect &as to eli,inate hard&are and soft&are deciencies inlo&(inco,e areas.

• Justication5 The @ustication for this artifact can *e evidenced though our

research and solutions to *ring resources and opportunity in regions &heretechnology and connectivity is lac)ing. "ur reco,,endations include5

o Purchase co,puters for pu*lic li*raries across the state

Q


http://jeannesear.com/2012/11/13/digital-inequality-assignment/


http://jeannesear.com/2012/11/13/digital-inequality-assignment/




o "pen pu*lic schools for longer hours' &ith sta- and resources for pu*lictechnology use

o Provide co,puters to the disadvantaged

o Provide high(speed nternet for all

o Su*sidiGe SP costs for state residents

o Provide infor,ation literacy courses

• Practice and Theory5 "ur group used :oogle Presentation and :oogle 4eetupas correspondence tools. !otes &ere stored and shared using our :oogle #rive.

These integrated technologies allo&ed our tea, to *e organiGed and &e couldeasily share infor,ation. By using this technology' it &as also deter,ined thatlearning in these regions could *e conducted in the sa,e &ay econo,ically.


Ethics Candidates design and select media, technology, and processes that emphasi&e the diversity of our society as amulticultural community.

E#TE$; =>15 $o,,unication

• Artifact Description5 This artifact is co,prised of three audio tal)s e,po&ering

teachers to a*out discovering &ays to reignite their passion for teaching.%nfusing $reativity into nstruction &ith Technology/ e3a,ines teaching fro, adi-erent perspective. %Teaching !e& 9essons ithout ear/ is an introspectivee3a,ination of personal *rilliance &hen sharing )no&ledge and infor,ation. %Bea isionary ith $ondence/ e3a,ines %<es People/ in a di-erent &ay.

• Justication5 The @ustication for this artifact is the use of audio and a &ay topresent technology using the aural learning style. Using an English languageaudio presentation a*out technology presents infor,ation to learners &ithvarious levels of technology accessi*ility and e3perience &here the ,essage is

internaliGed on a personal level *ased on the individual teachers environ,entand e3perience.

• Practice and Theory5 These three audio tal)s &ere recorded and edited using

+udacity' a free audio progra,. The for,at used can *e heard though thenternet or ,o*ile device. The purpose of using this tool &as to utiliGetechnology in a si,pler for, that conveys infor,ation for the purpose ofspar)ing creativity in the listener through their o&n special talents &ithoutsa,ple ,aterials.


E#TE$; =065 $olor' #epth' Space and Selection F

• Artifact Description5 This artifact presents a ,iddle school lesson &herestudents visually learn and understand the negative e-ects of s,o)ing. Thisgraphic encourages students to thin) a*out ho& they appear &hile s,o)ing andho& other people appear as &ell.

I

http://jeannesear.com/2016/01/31/1193/

http://jeannesear.com/2016/02/14/color-depth-space-and-selection-2/


http://jeannesear.com/2016/02/14/color-depth-space-and-selection-2/




• Justication! The @ustication for this i,age is through the infusion of graphicdesign used in an online health education learning ,odule that can *e utiliGedusing various devices &ith nternet capa*ility. ith the nternet *eing u*i7uitous'this graphic achieves appears the sa,e giving learners an identical visuale3perience.

• Practice and Theory5 The s,o)e that e,its fro, a cigarette is gray. H$olor

,ay not *e necessary.H H$hoose colors that help the user see the *ig pictureDgestalt.H D9ohr' 26K. The audience to focus on the s,o)ing ani,als and notthe *ac)ground. or this reason' ,ade the *ac)ground &hite.


K




ST+!#+R# M ( 9E+R!!: E!R"!4E!TS$+!##+TES +$9T+TE 9E+R!!: B< $RE+T!:' US!:'E+9U+T!:' +!# 4+!+:!: EE$TE 9E+R!!:E!R"!4E!TS.

!#$+T"RS5

Creating - Candidates create instructional design products based onlearning principles and research-based best practices.

E#TE$; =>15 irtual $olonial 9ife F

• Artifact Description5 This artifact irtual $olonial 9ife is a #igital 9earningE3perience D#9E. This #9E provides ,iddle school students the opportunity to

virtually e3a,ine life in $olonial +,erica &ith the opportunity i,prove dailycolonial life *ased on a ,odern perspective.

• Justication5 The @ustication for this artifact is the integration of online learning&ith appropriately lin)ed video' activities and infor,ation to achieve the !e&

Jersey U.S. ;istory Standard' %+ll students &ill ac7uire the )no&ledge and s)ills tothin) analytically a*out ho& past and present interactions of people' cultures'and the environ,ent shape the +,erican heritage. Such )no&ledge and s)illsena*le students to ,a)e infor,ed decisions that reOect funda,ental rights andcore de,ocratic values as productive citiGens in local' national' and glo*alco,,unities./ D!J 6.1 U.S. ;istory5 +,erica in the orld. 9esson ,aterials forthe instructor as &ell as the students are availa*le on the #9E &e*site5http5coloniallifedle.&ee*ly.co,.

• Practice and Theory5 irtual $olonial 9ife &as created using a &e*site for,at

&here students have the opportunity to co,plete activities related to the colonialperiod' &atch ti,e(period videos' and understand the pro@ect specications and adetailed grading ru*ric. By presenting the student &ith a dedicated learningenviron,ent focusing the pro@ect on 21st $entury S)ills' students can *e creative&hile investigating an i,portant part of United States history.


Using - Candidates ma'e professionally sound decisions in selectingappropriate processes and resources to provide optimal conditionsfor learning based on principles, theories, and eective practices.

E#TE$; =025 e* 2.0' +rchitecture and nterior #esign F

• Artifact Description5 This artifacts presents students &ith the opportunity todesign and decorate their o&n ho,e using a &e* 2.0 progra,. +s ,iddle schoolstudents *egin to investigate careers' this pro@ect e3plores architecture andinterior design.

10

http://jeannesear.com/2016/01/31/digital-learning-experience-virtual-colonial-life/


http://jeannesear.com/2016/02/13/web-2-0-architecture-and-interior-design/


http://jeannesear.com/2016/02/13/web-2-0-architecture-and-interior-design/




Justication5 The @ustication for this pro@ect gives students resources tounderstand the process of *uilding' renovating and decorating their o&n ho,e.+s a ,odeling tool' reconstructed a free online Ooor plan and lin)ed to roo,sfro, the sho&' Sarahs ;ouse DSeason M Dhgtv.co,. Students are re7uired to&atch several episodes of this sho&. The series e3plains the construction andinterior design process. 9in)s are also provided for students to see roo,s in

various styles that &ill help the, their design.

• Practice and Theory5 n a technology la*' resources availa*le usually includethe co,puters provided in the la*. By using the nternet and a e* 2.0 tool' issho&s students ho& to *e resourceful and inventive to co,plete pro@ecto*@ectives. This lessons focuses on integrating STE4 Dscience' technology'engineering and ,athe,atics and 21st $entury S)ills' *oth of &hich are essentialfor the learners cultivating e3ceptional pro*le, solving s)ills.


Assessing/Evaluating - Candidates use multiple assessmentstrategies to collect data for informing decisions to improve

instructional practice, learner outcomes, and the learningenvironment.

E#TE$; =225 9earning +do*e$onnect Using StoryBird.co,


• Justication5 Use one or t&o sentences to *rieOy @ustify ho& the artifactde,onstrates your ,astery of the standard.



Managing - Candidates establish mechanisms for maintaining thetechnology infrastructure to improve learning and performance.

E#TE$; =025 Building Strong $o,,unication S)ills F

• Artifact Description5 This artifact is a three(,odule online co,,unicationcourse &hich introduces students to the *asics of e-ective peer interaction.E-ective peer co,,unication s)ills are i,portant *ecause once students enterhigh school' the choices they ,a)e &ill i,pact their i,,ediate adult future.

• Justication5 n a Student $entered 9earning Environ,ent DS$9E' individuals

have the opportunity to learn at their o&n pace &ith the option to investigate

e3tension activities if they see) further )no&ledge a*out a partical su*@ect.%Building Strong $o,,unication S)ills/ Dhttp5learn2tal).&ee*ly.co, i,proveslearning and perfor,ance *y dividing the topic into three s,aller su*sectionsDnterpersonal S)ills' $onse7uences' $ore Ethical alues each &ith their o&no*@ectives and outco,es.

• Practice and Theory5 The course is structured in a traditional lesson for,at soit can *e used in a guided classroo, setting or for distance learning. By creatingthis course considering ,ultiple learning environ,ents' the content can *eaccessed and utiliGed for various purposes.

11

http://jeannesear.com/2016/02/22/learn-adobeconnect-with-storybird-com/

http://jeannesear.com/2016/01/31/building-strong-communication-skills/

http://learn2talk.weebly.com/

http://jeannesear.com/2016/02/22/learn-adobeconnect-with-storybird-com/

http://jeannesear.com/2016/01/31/building-strong-communication-skills/

http://learn2talk.weebly.com/





Ethics - Candidates foster a learning environment in (hich ethicsguide practice that promotes health, safety, best practice, andrespect for copyright, )air Use, and appropriate open access toresources.

E#TE$; =0M5 ;eart ;ealth Ed

• Artifact Description5 This artifact displays ,iddle school health educationlessons that &ere developed incorporating strong visual graphic i,ages' tactilee3ercises and audiovisual ,edia s)ills. These lessons focus on three healtheducation su*@ects5 alcohol a*use' drug a*use and s,o)ing.

• Justication5 This @ustication for this artifact is rooted in the core content of

;eart ;ealth Ed5 teaching students a*out the dangers of drug and alcohol a*useand the adverse health e-ects incurred *y s,o)ing. By providing students thefacts' resources' and infor,ation to ,a)e healthy decisions' they understand thei,portance of caring for their health. The online learning ,odules can *e found5ihearthealthed.&ee*ly.co,.

• Practice and Theory5 There &ere several learning strategies used for these

,odules5 hu,or' logic and honesty. The i,ages &ere designed to evo)e e,otiona*out avoiding dangerous *ehavior and adopting a healthy lifestyle. The i,agesare used as a &ay to generate curiosity and discussion related to the health topic&hile generating genuine interest fro, the student.


*iversity of +earners - Candidates foster a learning community thatempo(ers learners (ith diverse bac'grounds, characteristics, andabilities.

E#TE$; =015 Tech Trends

• Artifact Description5 This artifact displays

• Justication5 This @ustication for this artifact

• Practice and Theory5 There &ere several learning


12

http://jeannesear.com/2016/01/31/i-heart-health-ed/

http://jeannesear.com/2012/11/03/tech-trends-assignment/

http://jeannesear.com/2016/01/31/i-heart-health-ed/

http://jeannesear.com/2012/11/03/tech-trends-assignment/




ST+!#+R# > ( PR"ESS"!+9 8!"9E#:E +!#S899S

$+!##+TES #ES:!' #EE9"P' 4P9E4E!T' +!# E+9U+TE TE$;!"9":<(R$; 9E+R!!: E!R"!4E!TS T;! +SUPP"RTE $"44U!T< " PR+$T$E.

!#$+T"RS5

Collaborative !ractice - Candidates collaborate (ith their peers andsubect matter e%perts to analy&e learners, develop and designinstruction, and evaluate its impact on learners.

E#TE$; ==>5 #istrict Technology Rollout

• Artifact Description5 This artifact details the evaluation of :reen&ich Pu*lic

Schools D:PS technology rollout. +t the conclusion of the evaluation' it &asdeter,ined it &as feasi*le and highly e-ective.

• Justication5 The @ustication for this artifact is 7uantied though &or) &ith ,ytea,,ate. e concluded that the :PS ti,eline and o*@ectives &ere *old *ut notunattaina*le. The structure for their roll(out &as si,ple yet highly detailed &hich,ade our @o* easy &hen &e chose this districts roll(out as the ,odel for theru*ric.

• Practice and Theory5 4y tea,,ate and evaluated the technology roll(out of

several districts &hich revealed ,any co,,onalities. or this reason' it &asi,perative to use these co,,onalities as a foundation &hen creating the rolloutru*ric. "nce this foundation &as created' uni7ue goals &ere esta*lished for our

ru*ric.• Impact5 ;o& have your teachingprofessional practices have *een i,pactedC

+eadership - Candidates lead their peers in designing andimplementing technology-supported learning.

E#TE$; ==>5 The Pluses That E7ual nnovation

• Artifact Description5 This artifact de,onstrates ,y core co,petencies as an

Educational Technologist. The digital presentation highlights ,y strengths &hichinclude Oe3i*ility and adapta*ility.

Justication5 This @ustication for this artifact... Candidates lead their peersin designing and implementing technology"supported learning.



E#TE$; ==>5 ho +, +s + 9eaderC

1M

http://jeannesear.com/2016/01/31/district-technology-rollout/


http://jeannesear.com/2016/01/31/leadership/

http://jeannesear.com/2016/01/31/district-technology-rollout/


http://jeannesear.com/2016/01/31/leadership/




• Artifact Description5 This artifact details ,y 7ualities as a leader. chose todene ,y ten leadership 7ualities though the use of 7uotations fro, a diversegroup of fa,ous pioneers and leaders throughout history.

• Justication5 The @ustication for this artifact is ,y leadership responsi*ility ast&enty(rst century s)ills teacher and the i,portance of teaching creativity as aninvalua*le s)ill. #esigning content that utiliGes technology &hile incorporating

creativity at various levels challenges the students to *e persistent. t also o-ers,e the opportunity cultivating ne& ,ethods of teaching 21st $entury S)ills in thedigital age.

• Practice and Theory5 +s an innovator' ,y classroo, is an environ,ent &here

ne& ideas are the fa*ric of learning. !o t&o courses are e3actly the sa,e*ecause they are continuously ,odied to incorporate ne& technology andevolving concepts. This evolution encourages students to *e innovative &iththeir pro@ect.


e$ection on !ractice - Candidates analy&e and interpret data andartifacts and re$ect on the eectiveness of the design,development and implementation of technology-supportedinstruction and learning to enhance their professional gro(th.

E#TE$; =>15 ;yper,edia ntegration

• Artifact Description5 This artifact e3a,ines student literacy and the conceptthat students can interpret a story in their o&n' creative &ay and &hen theyaudi*ly e3press the story &ith enthusias,' their o&n interest in reading canincrease. The lesson also teaches students to read &ith enthusias,.

• Justication5 The @ustication of this artifact is derived fro, ,y e3perience

teaching young *i(lingual learns ho& to read stories in English. hileparticipating in an after school progra,' discovered ,any of ,y students didnot read &ell and needed additional assistance &ith literacy. hen they sa& the$ool School 4iss Boo)sy <ouTu*e videos' they &ere engaged and e3cited. Theyreally en@oyed &atching the, and &anted to &atch the, nu,erous ti,es. concluded that students can have fun reading &hen the ,aterial it is introducedin an interesting' entertaining &ay.



Assessing/Evaluating - Candidates design and implementassessment and evaluation plans that align (ith learning goals andinstructional activities.

E#TE$; =0=5 ord of 4outh 4ar)eting F

• Artifact Description5 This artifact evaluates the e-ectiveness of &ord of ,outh,ar)eting for t&oshinypennies.co,' a *log dedicated to providing ho,e d&ellersD*oth o&ners and renters &ith infor,ation focused on *udget friendly interior

1>

http://jeannesear.com/2016/01/31/integrating-technology-into-the-classroom/

http://jeannesear.com/2016/01/31/program-evaluation/

http://www.twoshinypennies.com/

http://jeannesear.com/2016/01/31/integrating-technology-into-the-classroom/






decorating solutions. T&oShinyPennies.co, has a pri,ary focus to' %source theinspirations and then search for the contents &hich can *e purchasedAforpennies./.

• Justication5 The @ustication for this artifact is evidenced though the &e*site

traLc ,etrics o*tained through the &e*sites host. Based on this data' the ordof 4outh 4ar)eting ca,paign launched DJuly I' 201>. Results of this ,ar)eting

ca,paign included5 >I6 vie&s' 22 ace*oo) referrals to the *log' four D> sharesthough ace*oo) and three DM shares through T&itter and Q= co,,ents postedto the *log. Roughly half &ere replies to original co,,ents.



Ethics - Candidates demonstrate ethical behavior (ithin theapplicable cultural conte%t during all aspects of their (or' and (ithrespect for the diversity of learners in each setting.

E#TE$; =>15 Safety on the nternet ( + Student :uide for Safety F

• Artifact Description5 This artifact presents a ,iddle school nternet Safety

lesson is directed to&ard technology and social ,edia interaction. The lessonsare directed ,ore to&ard sending or receiving e,ail' *logging' te3ting' ,eetingHstudentsH fro, the nternet in person and posting videos and photos.

• Justication5 The @ustication of this artifact is de,onstrated artifact is lessons

foundation of educating students a*out online safety addressing various topicsand o-er e-ective strategies &hen dealing &ith situations online' on ,o*iledevices or directly &ith their peers.

• Practice and Theory5 The Student one is geared to&ard students &ho are in

fourth through si3th grade Dt&eens and seventh through t&elfth grades Dteens.

This ,aterial can *e utiliGed &ith little or no teacher assistance regardingvoca*ulary. There are videos and handouts are also availa*le for do&nload. Byvie&ing the videos' online content fro, http5&&&.nets,artG.orginternetsafety and co,pleting the printa*le activities' students receive the infor,ation theyneed to ,a)e sound decisions &hen using technology. The videos *elo& addressvarious topics and o-er e-ective strategies &hen dealing &ith situations online'on ,o*ile devices or directly &ith their peers.


1=


http://jeannesear.com/2016/02/13/using-the-internet-for-instruction/

http://www.netsmartz.org/internetsafety


http://jeannesear.com/2016/02/13/using-the-internet-for-instruction/

http://www.netsmartz.org/internetsafety




ST+!#+R# = F RESE+R$;$+!##+TES EP9"RE' E+9U+TE' S<!T;ESE' +!# +PP9<4ET;"#S " !UR< T" E!;+!$E 9E+R!!: +!# 4PR"EPER"R4+!$E.

!#$+T"RS5

"heoretical )oundations - Candidates demonstrate foundational'no(ledge of the contribution of research to the past and currenttheory of educational communications and technology.

E#TE$; =0M5 Blogging5 + Tool for ,proving Student riting

• Artifact Description5 This artifact investigates *logging as a &ay for students

to constructively i,prove their &riting though educator' peer and co,,unity

revie&. By students conveying their thoughts on the *log though a coherent&ritten dialog' *logging can i,prove student &riting. Blogging is the *lend ofco,ponents5 nternet technology and &riting. ithout the co,*ination of *othof these ele,ents' *logging &ould not *e e-ective.

• Justication5 The @ustication of this artifact is evidenced *y the researchregarding *logging and its potential as an e-ective tool to i,prove &riting in theclassroo,. %$lassroo, *logs *ridge the ever(&idening gap *et&een out(of(schoolliteracies and in(school literacies./ D;inch,an et al.' M0>. +s state standardiGedtesting ,oves to&ard an online interface' *logs can *e integrated as apreparatory ,ethod to prepare the, for this ne& testing environ,ent.

• Practice and Theory5 Blogs are %si,ple content ,anage,ent tools ena*ling

non(e3perts to *uild easily updata*le &e* diaries or online @ournals'/ D8a,el etal.' =. hen the *log content is consistent &ith the central purpose' it reinforces

the purpose for &hich it &as created. urther,ore' %a *log' short for &e*log' isan easily edita*le &e*page &ith posts or entries organiGed in reversechronological order./ Da&ilins)i' 6=0. hen classroo, *logs created for thepurpose of i,proving student &riting they are *eing used for their intendedpurpose and to serve as a via*le acade,ic tool.


Method Candidates apply research methodologies to solve problems and enhance practice.

E#TE$; =0=5 ord of 4outh 4ar)eting

• Artifact Description5 This artifact evaluates the e-ectiveness of &ord of ,outh,ar)eting for t&oshinypennies.co,' a *log dedicated to providing ho,e d&ellersD*oth o&ners and renters &ith infor,ation focused on *udget friendly interiordecorating solutions. T&oShinyPennies.co, has a pri,ary focus to' %source theinspirations and then search for the contents &hich can *e purchasedAforpennies./.

• Justication5 The @ustication for this artifact is evidenced though the researchand evaluation of &e*site traLc ,etrics o*tained through the &e*sites host.Based on this data' the ord of 4outh 4ar)eting ca,paign launched DJuly I'

16

http://jeannesear.com/2016/01/31/blogging-a-tool-for-improving-student-writing/




http://jeannesear.com/2016/01/31/blogging-a-tool-for-improving-student-writing/







201>. Results of this ,ar)eting ca,paign included5 >I6 vie&s' 22 ace*oo)referrals to the *log' four D> shares though ace*oo) and three DM sharesthrough T&itter and Q= co,,ents posted to the *log. Roughly half &ere repliesto original co,,ents.

• Practice and Theory5 +ll of these co,,ents are positive and indicate that the*log should continue for&ard t&ea)ing areas &here there &as underdevelop,ent

Dthe catalog lac)s store descriptions and the ;o,e Staging area is of greatinterest *ut only contains one *log post. The ;o,e Staging area can dra&interest fro, *oth those &ho are loo)ing for ideas for their o&n residences andthose are loo)ing to sell their ho,es.


Assessing/Evaluating - Candidates apply formal in#uiry strategies inassessing and evaluating processes and resources for learning and performance.

E#TE$; ==>5 #istrict ide Educational Technology :oal5 ePortfolio

• Artifact Description5 This artifact outlines The Eighth :rade ePortfolio

technology goal. The pro@ects are then presented in the students ePortfolio &hichthe capstone pro@ect is highlighting the )no&ledge they have ac7uired fro, thelast eight plus years of their acade,ic careers.

• Justication5 The @ustication of this artifact is evidenced though the theory of

Student 9earning $enter Environ,ent DS9$E &here*y students co,plete fourcore content area pro@ects Dliteracy' ,ath' science and social studies and one oftheir choice.

• Practice and Theory5 ith a digital portfolio as the technology goal' an S$9E

provides a real(&orld environ,ent &here*y the student chooses the content(

specic artifacts' the technology toolDs and the process they &ill use to co,pletethe pro@ect.

• Impact5 4y role as the nstructional Technology Teacher DTT in ,y #es)top

Pu*lishing N e* Page #esign and ord Processing N 4icrosoft "Lce $lass is tointegrate technology Dhard&are' soft&are' &e* 2.0 and M.0' etc. &here itreinforces and enhances core content of the courses. also serve as a s)ills coachand creative ,entor inspiring student i,agination' innovation andresourcefulness. The portfolio co,ponent of these t&o courses have *eene3tre,ely successful.

Ethics - Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.

E#TE$; ==>5 Privacy' Policy and #igital ootprints

• Artifact Description5 This artifact outlines a Social 4edia +ccepta*le Use Policy

DS4+UP for the ctitious :reat E3pectations School #istrict D:ES#. Through thelanguage of this policy' our group *elieves that technology can *e e,ployed for

1Q

http://jeannesear.com/category/artifacts/standard-5-research/method/

http://jeannesear.com/2016/01/31/privacy-permission-and-digital-footprints/

http://jeannesear.com/category/artifacts/standard-5-research/method/

http://jeannesear.com/2016/01/31/privacy-permission-and-digital-footprints/






$"!$9US"!

+s revie& ,y artifacts fro, the *eginning of ,y Educational Technology

DEdTech 4asters progra, through the current use and integration of

technology in ,y classroo,' a, a,aGed at the level of ,astery a, a*le

to teach &ith *ecause of the outstanding opportunity have had at Boise

State. ith each pro@ect that created and designed for ,y courses' have

gro&n ten(fold as an educator. The EdTech progra, has prepared ,e to *e a

highly innovative educator *eyond any previous e3pectations ,ay have

had. urther,ore' a, e3tre,ely prepared for other technology

opportunities presented to ,e *ecause of the dyna,ic courses &as a*le to

co,plete in the EdTech progra,. 4y acade,ics at Boise State have' %,ade

all the di-erence./

1K




REERE!$ES

;inch,an' 8.+.' +lver,ann' #.E.' Boyd' .B.' BroGo' .:.' N acca' R.T. D200M.Supporting older students in( and out(of(school literacies. Journal of Adolescent & AdultLiteracy ' >QD>' M0>FM10

8a,el Boulos' 4.!. and heeler' S. D200Q' %The e,erging e* 2.0 social soft&are5 anena*ling suite of socia*le technologies in health and health care education/' HealthInformation and Libraries Journal' ol. 2> !o. 1' pp. 2(2M.

9ohr' 9. D200I. Creating graphics for learning and performance: Lessons in visualliteracy Dpp. QQ' QK' I>' 1=I' 1I0' 2Q0 $olu,*us' "hio5 Pearson.

a&ilins)i' 9isa. D200K ;"T Blogging5 + ra,e&or) for Blogging to Pro,ote ;igher"rder

Thin)ing. !he "eading !eacher . 62.I. 6=0(661.

illia,s' R N Tollett' J. D2006. !he #on$%esigners 'eb (oo) Dpp. 100 Ber)ley'$alifornia5 Peachpit Press.

20

Documents

Jeanne Searfoorce-Rationale PaperV2