Esther Barney Third Grade Teacher

Granite School District Spring 2014

Portfolio Rationale Paper for the EDTECH Program at Boise State University

Upgrading My Sandbox

Introduction

I graduated from Brigham Young University in elementary education. I had

a very influential fourth grade teacher that inspired me at a young age to join the

education profession. I came to love teaching more than I imagined I would when

I selected the profession as a fourth grader. My students were a bit of a handful

at times, as any class of children would be, but I love being able to see the "light

bulb" moment after a student struggles with a concept and finally makes the

connection. After teaching for two years, I transferred to a new school so I would

have the opportunity to become an eMINTS teacher. Through this program I was

able to have one computer for every two students in my classroom. I took a

number of courses to learn various strategies about implementing technology into

the core curriculum. I realized the best job I could ever have would be a position

where I could integrate my two passions: teaching and technology.

The Masters program at Boise State University has helped me with that

ultimate goal in ways that I couldn’t have imagined when I started it in 2012. The

purpose of this paper is to provide an overview of some of the artifacts I’ve been

able to create in various courses. They are organized based on the Association of

Educational Communications and Technology (AECT) standards and include a

brief explanation of what they are and how they align to the AECT standards.

1.1 Instructional Systems Design

The instructional design process is like composing a piece of jazz music. I

love the end products with jazz music. However, I never really considered the

myriad of tasks and knowledge required to create a truly beautiful and melodic

jazz piece. Similarly, I have used and loved many lessons that have been

designed using the instructional design process, but I never considered what

really goes into the creation of one of those lessons or units of study. In EDTECH

503, I was able to experience firsthand the process of instructional design.

Throughout the process of creating my Branches of the Government project, I

came to realize just how important the various steps of instructional design are in

creating student-centered and standards based instruction. I learned that while

most instructional design models are represented with highly linear graphics, the

process is more cyclical, where “many times the steps within a particular phase

may occur concurrently” (Smith and Ragan, 2005, p. 10). In fact, after

implementing various aspects of the unit in two separate classrooms, I

discovered there were design flaws that needed to be addressed. Applying the

principles of good instructional design will allow me to see situations with a new

perspective, much like a mirror helps enhance beauty. The reflection is not a

replacement for a person, but rather a way to enhance their perspective.

Instructional design simply offers a way for me to enhance my expertise through

correct utilization.

Another artifact that demonstrates mastery of this subdomain is my

Learning Theories Paper from EDTECH 504. In researching and writing this paper,

I learned that there is not a single epistemological belief or learning theory that

explains every situation and every individual. The very nature of knowledge and

learning is that it is a complex, multifaceted thing that cannot be explained in just

one way. Therefore, having a firm grasp and understanding of a variety of

learning theories and instructional models is imperative to being a successful

educational technologist. As a result of these lessons, I feel that my teaching will

be impacted in the sense that I will be more aware of the pedagogical approaches

I use. I feel I am better prepared to evaluate and analyze different strategies and

instructional models in terms of my own epistemological beliefs and the learning

theories that help define that belief.

1.2 Message Design

For students who struggle with reading, often times the message a teacher

is trying to share gets lost. In cases like this, a picture can literally become worth

a thousand words. In EDTECH 506, I was able to learn various ways to alter the

physical form of the messages I was trying to share with my students. For

example, with my Push and Pull image I learned that sometimes less is more.

Lohr (2008) explains how using simple shapes, such as rectangles and circles

can help focus attention within a visual. By using simple rectangles with the

vocabulary words, I was able to create a simple image that my coworkers agree

draw attention to the words and clearly portray the meaning of each term.

Another artifact that helped my understanding of message design was my

Newton’s Laws of Motion images. My First Law, Second Law, and Third Law

images were designed based on the ACE process—analysis, creation, and

evaluation. Lohr (2008) explains the ACE process is a cyclical and overlapping

process and how “analyzing, creating, and evaluating tend to happen at the same

time” (p.72). When I began creating my instructional unit, I realized that the

concepts discussed in Newton’s Laws of Motion would be rather abstract for third

graders. As a result, I tried to create an image that would help clarify those

concepts for younger students. However, the design process proved to be much

more complex and overlapping than I originally thought. I ended up having to

analyze, adjust, and evaluate the images several times before I felt they clearly

communicated the meaning I intended.

1.3 Instructional Strategies

In diverse classrooms, the challenge of ensuring all students have those

necessary critical thinking and 21st century skills is a daunting task for any

educator. With project-based learning, students become more actively involved in

their own learning. Land, Hannafin, & Oliver (2012) explain, “given opportunities

to make choices and pursue individual interests, learners evolve greater

responsibility for their own learning” (p. 9).

One popular application of project-based learning is the WebQuest. Zheng,

Stucky, McAlack, Menchana, & Stoddart (2005) explained, “The WebQuest is

characterized by what Dodge (2001) describes as deep learning that involves

constructing new knowledge through a critical thinking process” (p. 42). The

Creating a Community WebQuest I developed in EDTECH 502 focuses on four

essential questions that require students to analyze information at a deeper level.

In addition, the activities are organized in a sequential way, helping to scaffold

students towards the culminating project that helps them synthesize the

information they have learned.

Another example of a sequential lesson I created is the Communities PBL

Unit from EDTECH 542. This project focuses on different aspects of communities

than the WebQuest, but has some similar characteristics in terms of student-

centered learning opportunities. I created several smaller assignments to help

students process information both individually and in small groups, all of which

helped create a sequential progression towards the final summary assignment at

the end of the project.

When I created these projects, I had changed grade levels, from fifth grade

down to third grade. Not only did the assignments help me create authentic,

scaffolded activities for my students, it helped me synthesize some of the third

grade level curriculum I was still relatively unfamiliar with. In that sense, the

artifacts became a wonderful instructional strategy for me as well.

1.4 Learner Characteristics

Understanding the learners in a situation is an important skill for educators

to have. Smith and Ragan (2005) explain that there are cognitive, physiological,

affective, and social characteristics that should be taken into account when

designing instruction. One artifact I used to help determine the aptitudes and

prior knowledge of the learners was the Needs Assessment I created as part of

my EDTECH 503 Instructional Design unit. Through a short survey, I was able to

evaluate how confident students felt with certain technological tasks that would

be required at different points in the unit. I was also able to determine if the

students had any specific prior knowledge about the unit topic. By conducting

this assessment, I was able to determine what aspects of the topic I should cover,

as well as what technology skills I would need to teach the students in order for

them to be successful within the lessons. I discovered that a needs assessment

can be an invaluable tool in narrowing down what students really need to learn.

With such limited time during a school year to cover so much information, a

needs assessment becomes invaluable in narrowing down what students really

need to learn, rather than spending time covering topics or skills students are

already proficient with.

The Relative Advantage Chart I created in EDTECH 541 also supports this

subdomain. Everett Rogers defines the relative advantage as the benefits of

adopting a new method or strategy over an old one (Roblyer & Doering, 2013, p.

53). Understanding the characteristics of the learners who will be affected by

these decisions is imperative in creating effective learning experiences for

students. A relative advantage chart is a tool to help organize the relevant

information about learner needs and the relative advantage various solutions will

provide. By creating this chart, I was able to determine specific needs my current

students have and locate some potential technology based solutions for each of

these needs. I’ve been able to use some of these solutions in my classroom and

have found the outcome to be just as I expected. Tools like this will definitely

come in handy when attempting to justify the cost of a certain program or

technology tool with the school technology committee.

2.1 Print Technologies

Print technologies refer to printed items used in instruction, such as job

aids and handouts. As part of my Instructional Design project in EDTECH 503, I

created the Branches of the Government Organizer. While technology can be

invaluable in accessing information, sometimes an old-fashioned graphic

organizer is the best way to keep track of the pertinent information, especially for

students who are still learning to sift through the vast knowledge base available at

their fingertips. The students I gave this handout to were able to use it effectively

to organize their information from their research and transfer it to summary

paragraphs that logically flowed from one point to the next.

The Interview Tool I created in EDTECH 521 is another example of print

technologies. Getting to know your students and their families is integral to a

successful school year, whether you are teaching an online course or a face-to-

face class. The Interview Tool was created in an effort to open communication

between the teacher, the student, and the parents or guardians of the students.

While I did not have an opportunity to use it with my students at the beginning of

the year, I did try it with my sister and her daughter. Despite the fact I’m related

to them, I learned some unique facts about them through the use of the interview

tool I wouldn’t have known otherwise.

2.2 Audiovisual Technologies

A big challenge for educators is motivating students to learn. Keller (2008)

explained that motivation to learn is promoted when a student’s curiosity is

piqued, the content to be learned is meaningful to students, students believe they

can succeed, students experience satisfying outcomes, and students are self-

regulated to stay on task. Educators can pique attention by using mystery,

unresolved problems, interesting graphics or animations. Additionally, by

utilizing authentic learning experiences, students see relevance between

themselves and the content. When we can help students become confident in

their ability to succeed academically, they are more motivated to continue

learning. Audiovisual technologies are one way to increase motivation in

classrooms. Throughout my courses in the EDTECH program, I had numerous

opportunities to create audiovisual projects. For example, in EDTECH 521, I was

able to create a Multiplication Methods Video. It uses a combination of visual

images and recorded audio to demonstrate various ways to look at multiplication.

In EDTECH 597, I created a cartoon, Gettysburg Address: Addressed. As an

elementary teacher, cartoons are a huge motivation for students. Being able to

create cartoons with content of my choice turned out to be an invaluable

opportunity. Not only did my students love watching my creation, they were able

to gain some insight into the Gettysburg Address in a unique and engaging way.

2.3 Computer Based Technologies

Computer-based technologies are becoming more and more pervasive in

students’ lives. Marc Prensky (2005) described today’s students as “digital

natives,” because of their native fluency in all forms of technology. Prensky’s

argument is that as teachers in the 21st century, we need to be able to “practice

putting engagement before content when teaching” (p.9) Computer based

technologies are powerful engagement and motivational tools for these digital

natives.

In considering student engagement and motivation, I created a series of

Area Cartoons in EDTECH 597. In this case, I was the one producing the

materials to present information to students. I wanted to focus on a math

concept many of my students struggle with throughout the year—calculating the

area of a triangle. While they understand the idea of multiplying the base times

the height, they always forget to divide by 2 (or multiply by ½). Generally I am a

very “stick-figure” oriented artist, so being able to use a computer to create these

comics was invaluable. I was able to focus more on what I wanted the comic to

portray and less on my inadequate artistic skills. I’ve been able to use the comics

with several groups of students, all of whom understood the concept it was

explaining and appreciated the different delivery method of the content.

Another artifact that represents computer-based technologies is the Virtual

Field Trip I created in EDTECH 502. Using Dreamweaver, I created several linked

webpages that provided a virtual “tour guide” for students to follow in collecting

information about the American Revolution. In turn, the students would be able to

use computer technologies to access the information and create their final essays.

In creating this artifact, I came across a lot of “dry” websites about the American

Revolution. Even I found myself feeling bored and lost trying to sift through the

information. As a teacher who subscribes to many aspects of constructivism, I

realized my project would need to be more engaging if I expected students to

take an active part in their learning. As a result, I tried to make it more of a

multimedia experience, with videos, pictures, and several websites for students to

choose from while conducting their research.

2.4 Integrated Technologies

Part of integrated technologies is creating activities that combine audio,

video, and graphic elements. In EDTECH 501, I worked with several students in

my class to create a Digital Divide Project. This artifact aligns with this standard

because the completed project uses a combination of audio and graphic elements

to create a video presentation. In addition, it required several programs to gain

the desired result. We utilized Google forms and Google docs to collaborate and

gather data for our final project. We also used Google presentations to create

more visually dynamic images to import into our VoiceThread presentation. In

working on this project, I discovered that sometimes one particular program or

technology tool have limitations that are best addressed with a combination of

technology tools. For example, in VoiceThread, it is difficult to create any sort of

dynamic images—such as combining text right onto an image or putting more

than one image on the slide at a time. Using several programs and tools helped

create the final product we were looking for.

Integrated technologies also address levels of learner control and levels of

interactivity. In EDTECH 541 I created a Social Studies Artifact Hunt that allows

students to utilize mobile devices to learn about primary sources and the

indigenous cultures of America. The activity presents various levels of learner

control because students would be able to move through the different artifacts at

their own pace and in whatever order they want. As an extension to the QR

activity in class, students can take mobile devices on a field trip and create their

own artifact hunt from items they see at a local museum. This provides

opportunity for increased interactivity as they use their devices to take

photographs of items at a museum, create their own QR codes, and put together

a printable worksheet for their own artifact hunt. Even without the opportunity to

visit a museum, students can locate images of artifacts from museum websites,

giving them an opportunity to use web browsers on their devices as well.

3.1 Media Utilization

Media utilization refers to using media in a systematic way. Part of using

media systematically is being able to know when to not include media. In

EDTECH 501, I had the opportunity to create an Evolution Glog. The Glogster

website provides opportunities to integrate audio, video, graphics, and text into

one dynamic “poster.” With this many capabilities, it can often be challenging to

determine what is important to include and what can be eliminated. By creating

my own Glog on the evolution of educational technology, I was able to practice

the important skill of sifting through a myriad of media in order to choose the

most educationally effective items.

Another key aspect of media utilization is being able to determine what

technologies are appropriate for a given learning situation. In EDTECH 541, I

created an Instructional Software Presentation that allowed me to evaluate a

number of available software programs in terms of their educational use. By

putting the information I learned into a Prezi presentation, I will be able to easily

share it with the technology team at my school during decisions about programs

to implement.

3.2 Diffusion of Innovations

This subdomain has to do with communicating about different innovations

in an effort to gain adoption within a learning community. One way to encourage

adoption of a given innovation is by informing colleagues or stakeholders about

the value of a given innovation. My Technology Integration Vision Statement from

EDTECH 541 is a good example of using research to support adoption of a given

innovation.

Another aspect of this subdomain is identifying strategies for learning

communities to adopt. While social networking isn’t necessarily a new technology,

there are many people who still hesitate to use things like Twitter and Facebook

in educational settings. In my particular school district, these programs are

actually blocked across the district network. Helping administrators become

aware of the benefits of an innovative social networking tool can go a long ways in

moving towards adoption in schools. My Social Networking Project from EDTECH

541 is an example of how social media can safely be used in a classroom setting.

I created a curriculum-based activity that uses Twitter to connect students with

people in various government positions in an effort to create interest in using

social media in classrooms.

3.3 Implementation and Institutionalization

One of the biggest things from this program that impacted my teaching

was the study of the various theories involved in educational technology. In

EDTECH 504, I had the opportunity to look at constructivism in extreme detail, as

shown in my Educational Application of Constructivism paper. This paper

required me to research the theory and really consider the way I apply the

constructivist theories and principles in my own teaching. Through my in-depth

study of constructivism, I feel I am better prepared to help foster a socially

interactive learning environment with my third grade students. I was surprised to

realize that I do in fact integrate technology differently with younger students.

However, in my research and study for this paper, I realized that the children may

be younger, but they can create and gain knowledge using the same pedagogical

methods as older students. The ideas and insights I gained from writing this

paper will be invaluable in ensuring I am providing relevant and authentic

experiences for my students in theoretically sound ways.

Another example of this subdomain is my Scootpad in the Classroom

evaluation from EDTECH 505. The evaluation itself was conducted with my third

grade students and their performance on various assessments during the 2013-

2014 school year. I made adjustments on the implementation of the app in my

classroom due to the evaluation results. In addition, I’ve been discussing the

evaluation with my administrator who is looking to utilize the mobile devices at

our school in ways that support and encourage student learning.

3.4 Policies and Regulations

With the constant advancement of technology and as access to information

becomes easier, it is important to implement specific policies and regulations in

classrooms in regards to technology and information use. The Copyright

Scavenger Hunt I created in EDTECH 502 is a wonderful way for students to learn

about important legal issues that can often be overlooked in classrooms. With

younger students, it can be a difficult topic to cover, so I used sites and

references that are more kid friendly.

Another issue that needs to be addressed with student using technology is

Internet use. In a post about Internet Safety from EDTECH 541, I created an

acronym to help students remember some important guidelines to follow while

online. In addition, my Netiquette Page from EDTECH 502 discusses some proper

behavior students should keep in mind while interacting with others online.

4.1 Project Management

In order to be an effective project manager, you have to be able to plan,

monitor, and budget various projects. My Evaluation Proposal from EDTECH 505

supports this subdomain because prior to having projects to manage, you have to

be able to create proposals showing you know how to manage the overall project.

In response for proposal I had to create a task schedule, a budget, and questions

that would adequately answer whether or not continuing the program would be

feasible and cost effective, all skills that are necessary for good project managers.

Another example that supports this subdomain is the Teaching and

Learning Guide from my Creating and Community Project created in EDTECH 542.

In order to create the overall project, I had to be familiar with the state and

district curricular requirements in social studies and language arts. In addition, I

had to develop a clear plan of how the various aspects of the project would come

together to address each of the driving questions developed based on the core

standards.

4.2 Resource Management

Resource management deals with budget, personnel, supplies, and

resources. My School Technology Evaluation from EDTECH 501 deals with all

these aspects of technology integration at my school. As part of the evaluation, I

had to look at the technology integration from an administrative, curricular,

connectivity, and innovative standpoint. Understanding what resources are

available at a given location and the extent resources are being utilized is an

important aspect of resource management.

4.3 Delivery System Management

An example of the distribution of instructional materials is my Multiply and

Conquer lesson from EDTECH 521. The site includes several different methods

for presenting information to students, from written text to video presentations.

In addition, I included an add-on that will read text to students to ensure all

students can access the information written on the page. In addition, the Weebly

site provided an easy to access and easy to use platform for younger students to

locate all the information and materials necessary to complete the lesson.

I had never thought about combining synchronous and asynchronous

projects together on one lesson site, but this project was a great way for me to

experiment with the two different approaches to lessons. Assignment one

provides opportunity for students to work at their own pace, but assignment two

has students working together to reinforce the main idea of multiplication.

4.4 Information Management

Part of being an educator is being a student. Being able to access and

utilize information for our personal professional development is an important

aspect of being an effective educator. One example of collecting and organizing

professional resources is my Annotated Bibliography from EDTECH 504. This

assignment required me to read and summarize several peer-reviewed articles on

a given topic. Being able to use Google Scholar and several other online

educational journal sites will help me stay up to date on educational theories and

innovations.

Information management also has to do with being able to plan and control

the storage and transfer of information for our students. One of the challenges of

having elementary age students access and locate information are district

policies that prohibit students from accessing sites such as Google and YouTube.

As a result, I am usually required to locate information and figure out how to

provide access to that information in a safe, district approved format for my

students. In EDTECH 541, I created a Video Library for my students to access

during a lesson on folktales. By having them embedded in a separate website

they are allowed to access, they will be able to access the video examples I want

them to without having to find the videos themselves on YouTube.

5.1 Problem Analysis

Problem analysis has to do with collecting, analyzing, and interpreting data

in order to improve instruction. In EDTECH 503, I had the opportunity to practice

each of these skills as part of a Case Analysis. I was given the opportunity to look

at a hypothetical request to an instructional consultant on a program at an

elementary school. While I did not do any of the data collection myself, I was able

to look at and analyze the process the instructional consultant took in addressing

the teacher’s concerns.

Another example of problem analysis is my Force and Motion unit from

EDTECH 506. This project required me to determine an instructional need and

analyze the best way to present the required information based on principles and

theories of visual literacy. The design choices I made for my images were based

on the “It Depends” rule described by Lohr (2008). She explained, “What should

you do? It depends . . . on the learner, the content, the task, the environment,

other elements in the visual, and your level of skill. Design decisions do not take a

cookbook approach. That is why design is considered an art and a science. (p.

226).” Visual design is more than simply creating instructional images, it is being

able to analyze a problem and determine the best approach to solve the problem

based on the available information in a given situation.

5.2 Criterion-Referenced Measurement

Smith and Ragan (2005) define criterion-referenced assessment

instruments as “instruments designed to assess competence or identify gaps in

learning” (p. 105). Examples of this type of instrument would be my Branches of

the Government Project Rubrics from EDTECH 503 and my Language Arts Lesson

Rubric created in EDTECH 541. In each case, the rubrics set very clear

expectations about what students need to do in order to show competence at a

desired level of mastery.

5.3 Formative and Summative Evaluation

Formative evaluations use information to determine if adjustments need to

be made in a program or in instruction while the program or instruction are in

use. An example of a formative evaluation is my School Technology Evaluation

from EDTECH 501. The opportunity to perform this particular formative

assessment was very beneficial in determining appropriate ways to increase the

effectiveness of our school technology plan. I am hoping that in the future, I will

have the opportunity to increase the support and training at my school. I firmly

believe that is one of the areas we are lacking the most, and one of the areas

where a little effort could make a big difference.

Summative evaluations generally occur at the end of instruction or a

project and help determine if the program or instructional materials were

effective. My Scootpad in the Classroom evaluation from EDTECH 505 is an

example of summative evaluation because rather than collecting data to make

adjustments while the program was being implemented, the information and

conclusions I came to will be used to alter implementation of the program with

future classes.

5.4 Long-Range Planning

Long-range planning should be strategic and focus on a time period of

several years. Throughout the EDTECH program, I had many opportunities to

hone my skills as a strategic planner. For example, my Technology Use Planning

Overview from EDTECH 501 allowed me to look at and define the concept of long-

range planning in a way that would be easily implemented at my school. I used

one of the articles I read to create a graphic that would be beneficial in explaining

the concept and the approach I would like to take in implementing some changes

in our school technology plan to administrators. In addition, it allowed me to

develop some insights and ideas on technology use in schools that are based on

research, which will help in pitching ideas to administrators and district

personnel in the future. Having a clear purpose and a specific strategy in outlining

a school technology plan to administrators will be invaluable in gaining support

for various initiatives and ideas.

In addition, gaining support from various stakeholders will be easier if

initiatives and approaches are based on sound learning theories. My opinions and

viewpoints about technology education were changed and refined as a result of

my Educational Application of Constructivism paper from EDTECH 504. This will

definitely impact my teaching in the long term as I try to implement more of the

constructivist approaches to technology integration in my classroom and my

school as a whole.

Conclusion

The EDTECH program at Boise State has been an incredibly rewarding

experience. I have been able to create artifacts that strongly support the AECT

standards and develop skills that will help me continue to improve my own

teaching practice for the remainder of my career.

References

Keller, J. M. (2008). First principles of motivation to learn and e3 –learning. Distance Education. 29(2), 175-185.

Land, S. M., Hannafin, M. J., & Oliver, K. (2012). Student-centered learning

environments: Foundations, assumptions, and design. In D. Jonassen, & S. Land (Eds.), Theoretical Foundations of Learning Environments (2nd ed., pp. 3-25). New York, NY: Routledge.

Lohr, Linda, L. (2008). Creating graphics for learning and performance. Upper Saddle River, NJ: Pearson.

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology

into teaching. (6th ed.). Boston: Allyn and Bacon.

Smith, P. L., & Ragan, T. J. (2005). Instructional design. (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2005).

WebQuest learning as perceived by higher-education learners. TechTrends, 49(4), 41-49.