8/19/2019 Cardey MET Rationale Paper
1/33
Boise State MET Portfolio Rationale Paper:
“My EDTECH Adventure”
Erica Cardey
Instructional Coach
Atwater High School, Atwater, CA
February 7, 2016
8/19/2019 Cardey MET Rationale Paper
2/33
My EDTECH Adventure
2
INTRODUCTION
As an Instructional Coach, I work to help teachers develop best instructional practices to
improve student learning outcomes. Any given day can find me in a range of diverse classrooms
from math to art. In each of these classes, I need to call upon a wide range of skills to help the
teachers I work with leverage the tools that they have available to refine their craft. An
increasing number of these tools are technology based, especially since the school district I work
in has made to transition to 1:1 learning environments over the past 2 years. It is for these
teachers that I work with each day that I have chosen to pursue a Master of Educational
Technology degree from Boise State University. It has been my intention to develop my skills in
technology integration to be a more effective resource for them in their instructional endeavors.
The M.E.T. program at BSU is driven by a set of rigorous standards established by the
Association for Educational Communications and Technology (AECT). Adopted by the AECT
Board of Directors in 2012, the AECT standards establish five areas of educational technology
proficiency: Content Knowledge, Content Pedagogy, Learning Environments, Professional
Knowledge and Skills, and Research. The purpose of this paper is to document and justify how
selected artifacts from my coursework in the M.E.T. program align to and demonstrate mastery
of each of the five AECT standards.
8/19/2019 Cardey MET Rationale Paper
3/33
My EDTECH Adventure
3
STANDARD 1: CONTENT KNOWLEDGE
Indicators
1.
Creating - Candidates demonstrate the ability to create instructional materials and learningenvironments using a variety of systems approaches. (p. 81)
• 542- PBL Unit Project Plan; PBL Project design and development
As part of my coursework in EDTECH 542, I designed and developed a project-based
learning (PBL) unit for high school Earth Science students. This project addresses several Next
Generation Science Standards (NGSS), English Language Arts Standards for Speaking and
Listening, in addition to 21st Century Skills and Information Media and Technology Skills.
Research findings have indicated that project-based science curriculum presents students with an
opportunity to engage in core ideas and science practices in ways that are better aligned to the
recommendations of the NGSS than conventional curriculum (Harris, Penual, Debarger,
D’Angelo & Gallagher, 2014, p.3). The intended outcome of the project is that students create
websites promoting tourism to local geological sites. Within the scope of the larger project,
students must select and research a local geologic area, develop and present a multimedia
presentation to promote that area, create a webpage and engage in reflective journaling
throughout the project cycle.
The scope of this PBL project makes it an excellent reflection of my mastery of the skill
of creating instructional materials and learning environments using varied formats and
approaches. Developing the project website demonstrates my ability to use Google Sites for Web
design. The instructional and assessment materials that I created for this project required using
Google Docs and Google forms for instructional purposes.
https://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learninghttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learninghttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learninghttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/homehttps://sites.google.com/a/u.boisestate.edu/greatvalleyecotourismcardey542/teaching-learning
8/19/2019 Cardey MET Rationale Paper
4/33
My EDTECH Adventure
4
Project Based Learning has recently become a high-interest topic among the instructional
leaders in my school district as an appropriate application to increase rigor and teach students
how to solve “ill-structured problems”. Many see PBL as a means to better prepare students for
the type of extended strategic thinking required by NGSS. In creating this artifact, I have
developed the skills necessary to lead other teachers in the comprehensive planning process of
incorporating a wide range of technological resources to create their own PBL units.
2. Using - Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy. (p. 141)
• 502- Interactive Concept Map
The Interactive Concept Map that I created as a project in EDTECH 502 used Adobe
Dreamweaver to create an Interactive Concept Map addressing the topic of rigor. The target
learners for this artifact are classroom teachers who wish to learn more about the concept of rigor
and how to leverage technology to elevate rigor in their instruction. This interactive webpage
features informational text and clickable hotspots that take the learners to additional web
resources. This artifact addresses three learning goals: defining rigor and how it differs from
difficult, establishing the relevance of rigor in education, and providing the user with digital tools
to increase rigor.
This artifact demonstrates mastery of the “Using” indicator for this standard because it
combines text, images and interactive components to convey an instructional message. Written
text on the screen presents introductory content addressing each of the three rigor subtopics. This
text is paired with clickable icons featuring simple shapes that serve as visual cues for each
subtopic. These visual cues possess an interactive component which allows the learner to click
any of them to go deeper into the subtopic of choice. Each clickable hotspot opens in a new
http://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.html
8/19/2019 Cardey MET Rationale Paper
5/33
My EDTECH Adventure
5
window to improve ease of use for the learner. I also wrote the code comprising this website to
feature a box around the hotspot that has been clicked in order to improve clarity of navigation
for the learner.
This project taught me the importance of a clean, streamlined interface. Clickable
hotspots are an easy way to leverage the power of visual cueing (with icons) to lead the learner to
greater volumes of information while still maintaining a layout that does not overwhelm the user
with information overload. This technique is a more visually engaging method of incorporating
multiple links on a graphic as opposed to simply listing several links (Williams & Tollett, 2006,
p.194).
3. Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.
● 541- Relative Advantage Chart
Technology
Integration holds numerous possibilities to make science instruction more
effective and more engaging. It allows the classroom teacher to capitalize on all of those
wonderful “what-if” questions that spring from the minds of highly engaged science students.
Roblyer and Doering state that, “technology can play an important and integral role in inquiry-
oriented science instruction” (2013). The Relative Advantage Chart that I created for Earth
Science teachers at my school site exemplifies this concept. The Relative Advantage Chart
identifies 10 instructional problems common to Earth Science instruction and 10 tools that hold
the potential to address these problems. The chart also describes the relative advantage of each of
these tools, as well as the expected outcome of implementing the tool.
Creating the Relative Advantage Chart demonstrates mastery of this standard as it
required me to evaluate a multitude of technology tools with a critical eye towards improving
http://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.htmlhttp://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.htmlhttp://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.htmlhttp://edtech2.boisestate.edu/ericacardey/RelativeAdvantageChart.html
8/19/2019 Cardey MET Rationale Paper
6/33
My EDTECH Adventure
6
learning outcomes. Not all technologies are created equal in terms of their relative advantage, nor
does any technology hold equal advantage in all learning contexts.
This project has had a far reaching impact on my professional practice because it
completely changed the way I look at technology. Understanding the concept of relative
advantage has made me keenly aware of simple substitution and has made me the voice
discretion when a sales rep attempts to dazzle my school district with the latest and greatest
technology. Learning to evaluate technology for its relative advantage has been the single
greatest skill that I have gained in this program for honoring the “education” in educational
technology.
4. Managing - Candidates demonstrate the ability to effectively manage people, processes,
physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
● 533- YouTube Playlist Lesson
I created a playlist lesson housed on my YouTube Channel to teach teachers how to set
up a Google Classroom, post assignments and announcements, and how to grade an assignment
within Google Classroom. The entire lesson plan is housed within the playlist description. Each
video in the playlist is aligned with a specific learning objective that is foundational to building
teacher proficiency with Google Classroom. This lesson addresses four learning goals:
(1) Teachers will create a Google Classroom.
(2) Teachers will determine which method of adding students is best, justifying their
choice.
(3) Teachers will post an assignment, an announcement and a Google Form using
Google Classroom.
https://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJhttps://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJhttps://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJhttps://www.youtube.com/playlist?list=PLM5Knpr7jwf6SS-QXIfygZZRh7VRruIiJ
8/19/2019 Cardey MET Rationale Paper
7/33
My EDTECH Adventure
7
(4) Given a video clip on Grading Assignments in Google Classroom, teachers will
demonstrate understanding of how to grade and assign feedback on an assignment using
Google Classroom by completing a quiz at 80% proficiency or higher.
I created a corresponding quiz using Google Forms for each video to check for
understanding of the key concepts within each video. I placed links to each Google Form in the
description of the playlist for easy access by the learner in an effort to improve learner outcomes.
These Google Forms serve as “ongoing formative assessments (which) are vital to reveal student
understanding and misunderstanding” (Wiggins & McTighe, 2005).
This project required the assessment and evaluation of media in determining the most
effective material to include in the project. The playlist structure and associated Google Forms
resulted in an infrastructure to facilitate learning, addressing the management aspect of the
AECT standards. The playlist lesson demonstrates mastery of managing processes,
infrastructures and resources to achieve predetermined learning outcomes because it required the
development of a clearly defined learner outcome. The entire project was then designed towards
achieving that outcome. I combined the structure of YouTube playlists with the interactivity of
Google Forms to create an effective digital learning tool.
5. Ethics - Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology. (p. 284)
I developed a netiquette webpage using Adobe Dreamweaver to educate teachers and
other school staff members about the concept of netiquette. The rules of netiquette that I created
for this project were written specifically for high school teachers, paying special attention to
specific scenarios and considerations that are unique to the high school working environment. I
8/19/2019 Cardey MET Rationale Paper
8/33
My EDTECH Adventure
8
took care to narrow the list of rules down to a concise, essential five best practices. I also
included a “netiquette reminders at a glance” feature by using an “aside” element containing list
items for quick reference.
This was a relevant project to demonstrate my mastery of professional ethics in the field
of educational technology because it highlights ethical best practices to be used by professional
educators in the context of digital communication. This project has served as a valuable training
resource at my school site because all technology training for staff thus far has focused on
operating the technology but not using the technology within an ethical context. There is a false
perception that if a professional is trained to use technology, they will inherently know how to
use that technology in an ethical way. However, ethical use is a separate skill set that needs to be
addressed with professional development resources such as the netiquette web page that I have
created for this project. Netiquette is a specific skill set taught to students in their 9th grade
Digital Citizenship curriculum. However, this is not been an area of focus for teachers in my
district. In developing this webpage I wanted to create a valuable resource to educate fellow
teachers about unethical practices in digital communication.
STANDARD 2: CONTENT PEDAGOGY
Indicators
1. Creating - Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes. (p. 1)
● 503: ID Project- Instructor Guide and Learning Materials- section 3e and 3f.1
As part of my coursework in EDTECH 503, I completed an instructional design project
with the learning goal of teaching 9th grade students how to log into an online platform and
complete a strengths survey. Students then used the results of the survey to add career clusters to
https://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edit
8/19/2019 Cardey MET Rationale Paper
9/33
My EDTECH Adventure
9
their Naviance profile as a component of their career planning portfolio. This unit of instruction
was designed to be implemented by a high-school classroom teacher in a one-hour class period.
The instructor guide and learning materials that I created for this project demonstrate
mastery of the “Creating: indicator for the Content Pedagogy standard. The instructor guide
follows Gagne’s Nine Events of Instruction as a pedagogical framework to effectively guide the
teaching and learning process. Gagne’s Nine Events of Instruction is supportive of an
instructivist pedagogical approach. This approach is sometimes referred to as “direct instruction”
(Larson & Lockee, 2004, p.78). This is an appropriate pedagogical approach for this unit of
instructions because all learners will follow the same basic process to navigate the Naviance
website to complete the learning task. An instructivist approach is also advantageous in settings
where learners have a low degree of prior knowledge (Larson & Lockee, 2004, p.80), as is case
with the target learners: 9th graders will be participating in the unit to access the Naviance
platform for the first time.
The learning materials that I created for this project are an example of leveraging
technology and content pedagogy to improve student performance outcomes because they
feature detailed screenshots and detailed text which model exactly what students need to do to be
successful in the tasks within the tutorial. This project not only gave me the opportunity to
develop my ability to improve student learning outcomes by leveraging the appropriate
technologies, but also the opportunity to benefit my school as this instructional design project
was ultimately used by 9th
grade teachers at my school site to teach students to navigate the
Naviance online platform.
2. Using – Candidates implement appropriate educational technologies and processes based
on appropriate content pedagogy. (p. 141)
8/19/2019 Cardey MET Rationale Paper
10/33
My EDTECH Adventure
10
● 541- Video Integration Project
“Video Integration in Earth Science” is the video integration project that I developed as
part of my EDTECH 541 coursework. This artifact curates a variety of video resources that make
concepts in Earth Science more concrete and more attainable. I also created a lesson plan to
accompany the video library. This lesson requires students to complete a self-paced video-
enhanced lesson about the relationship between convection currents, plate boundaries, and the
resulting volcanic eruptions that occur at each type of plate boundary. Videos are embedded at
four points in the lesson to provide visual context for key concepts in the lesson. The assessment
phase of the lesson asks students to demonstrate mastery of the concepts taught in Part 1 by
creating their own video about convection currents and volcanic eruptions.
This project leverages the relative advantages of multimedia to overcome common
challenges associated with teaching students about abstract concepts and scientific phenomena
that are difficult to observe in real time due to size and scale. This project serves as an important
modeling tool for my work with teachers in developing their own media enhanced lessons
because of the interactive component of the assessment phase of this artifact. Classroom teachers
have easier access to digital video content than ever before, however digital video in itself does
not improve learning outcomes; strategic and purposeful use is critical. Pairing this video archive
with a detailed lesson plan and assessments supports the principle that “pedagogy is the key to
effective use of digital video” (Park, 2010, p.121).
3.
Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the
adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes (p. 116-117) grounded in reflective practice.
● 503- ID Evaluation Plan
http://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdfhttp://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdfhttp://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdfhttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttp://edtech.boisestate.edu/docs/teaching/syllabi/summer15/edtech541_summer15_syllabus.pdf
8/19/2019 Cardey MET Rationale Paper
11/33
My EDTECH Adventure
11
The Evaluation Plan that I developed as a component of my Instructional Design Project
utilized Kirkpatrick's Four- Level Evaluation Model to assesses learner reaction, learner content
acquisition, long-term learner behaviors, and overall program results of students completing this
unit of instruction. This evaluation model was used early on in the design process as a means of
identifying expected learner outcomes. The larger project was then developed using a backwards
mapping process using these expected learning outcomes as a basis. The Evaluation Plan in my
instructional design project also included a post-lesson survey to be completed by students via
Google Form to assess the overall quality and effectiveness of the project. The resulting data
from the Student Survey will be used to inform the project revision process in the future
implementations of the unit of instruction.
Building continuous evaluation into the design process is essential to support ongoing
improvement in the instructional design process. The Evaluation Plan component of the
instructional design project has encouraged me to be a reflective practitioner in my work in the
field of technology integration. This project has taught me that evaluation revision and reflection
are essential components of any educational technology project or initiative.
4. Managing - Candidates manage appropriate technological processes and resources to
provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate appropriate content pedagogy. (p. 175-193)
● 541- Accessibility Features of HP Chromebook Blog Post
“Technology takes yesterday’s disabled students and makes them today’s enabled
students” (TeachThought Staff, 2005). My blog post addressing accessibility features of the HP
Chromebook combines detailed textual descriptions with annotated screenshots to teach readers
about the numerous accessibility features available on the HP Chromebook. These accessibility
https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/https://mrscardey.wordpress.com/2014/11/23/accessibility-features-on-the-hp-chromebook/
8/19/2019 Cardey MET Rationale Paper
12/33
My EDTECH Adventure
12
features can be used to adapt the Chromebook for use by learners with a wide range of
disabilities from visual impairment to processing or other sensory disorders (Schwimmer, 2005).
I chose to focus this accessibility blog post specifically on HP Chromebooks because the
school district that I work in has chosen these devices as the device of choice in our 1:1
implementation program. It is essential for every teacher in my district to understand the
accessibility features of these devices if we are to meet our professional and moral obligation of
allowing special populations of students to learn and thrive in the least restrictive learning
environments possible. The ability to manage accessibility features on school-issued devices is a
critical skill in order to create flexible learning environments that support a diverse community
of learners.
Since developing this blog post as an instructional resource for myself and my
colleagues, I have had numerous opportunities at my school site to work with instructional and
support staff in managing learning environments to accommodate our small population of
visually impaired students. I have used the content in this artifact over the past year to develop
adaptations and modifications for mainstream students at my school in a wide range of learning
environments.
5. Ethics - Candidates design and select media, technology, and processes that emphasize
the diversity of our society as a multicultural community. (p. 296)
● 541-Instructional Software for Earth Science
The Instructional Software for Earth Science presentation that I created in EDTECH 541
required the selection of specific technologies to improve learning outcomes for a diverse range
of students. This project was designed to educate teachers on the five types of instructional
software, providing them with the relative advantage for each and examples of each type of
http://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.htmlhttp://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.htmlhttp://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.htmlhttp://edtech2.boisestate.edu/ericacardey/InstructionalSoftware.html
8/19/2019 Cardey MET Rationale Paper
13/33
My EDTECH Adventure
13
software specific to Earth Science. Many instructional software examples in this artifact
specifically address issues of student motivation, opportunities for differentiation and safe
learning environments (Roblyer & Doering, 2013, p.25). All of these issues are critical areas of
focus as modern educators seek innovative ways to embrace multicultural learning.
STANDARD 3: LEARNING ENVIRONMENTS
Indicators
1. Creating - Candidates create instructional design products based on learning principles
and research-based best practices. (pp. 8, 243-245, 246)
● 513 Worked Example Screencast
The Worked Example Screencast, “Academic Vocabulary” is an example of creation of
an instructional design products based on learning principles and research-based best practices .
The learner audience for this project is high school teachers who wish to learn more about the
concept of academic vocabulary and how to identify academic vocabulary in the courses that
they teach.
This artifact exemplifies the skills of this standard because it encompasses many different
technologies and multimedia principles to create an effective instructional design product. To
create the screencast itself, I used Google Slides, Screencastomatic and a Microsoft Lifechat
external microphone. I also used YouTube Video Editor to splice video segments together and to
add wait time at appropriate times in the screencast. I also used the annotation tool within
YouTube Video Editor to provide effective, explanatory feedback in the form of an interactive
check for understanding. I was able to create individualized feedback for each answer choice in
the check for understanding by linking each answer choice to a separate corresponding video
file. When the learner selects the correct answer choice, the feedback video has a clickable
annotation that links back to the next section of the main screencast. When the learner selects an
https://youtu.be/H5czhSgEyCUhttps://youtu.be/H5czhSgEyCUhttps://youtu.be/H5czhSgEyCUhttps://youtu.be/H5czhSgEyCU
8/19/2019 Cardey MET Rationale Paper
14/33
My EDTECH Adventure
14
incorrect answer, the clickable annotation in the feedback video directs the learner back to the
question to attempt to answer it again. In the full problem assignment at the end of the lesson, I
once again used the annotation feature of YouTube Video Editor to add cues for the learner to
pause the video at appropriate times in their completion of the assignment.
This artifact also demonstrates effective use of the following multimedia principles:
Multimedia Principle Feature or Evidence
Personalization Principle Narration is conversational and learner-centered (using phrasessuch as "your students" when appropriate). While a formal style oflanguage is commonly preferred in academic contexts, a body of
empirical research exists to support the use of conversational
writing and an amiable human voice in e-Learning (Clark & Mayer,2011).
Redundancy Principle Redundant narration and visual text is avoided because researchindicates that “people learn better from concurrent graphics and
audio than from concurrent graphics, audio and on-screen text”
(Clark & Mayer, 2011, p.133).
Segmenting Principle: The full lesson is broken into two smaller chunks with each chunk being followed by a learner-centered interactive activity. Breaking
a lesson down into smaller, manageable segments as an effective
technique to avoid overloading the learner’s cognitive system(Clark & Mayer, 2011).
This artifact has made a tremendous impact on design decisions that I make in creating
instructional materials to use in my work and professional development. Applying multimedia
principles in the use of technology has taught me to avoid bad design decisions that may impede
learner content retention.
The skills that I mastered in the creation of this artifact have had long reaching effects in
my professional practice. As an instructional coach, my work revolves around helping teachers
improve student learning outcomes they making their teaching practices more effective, more
efficient, and more engaging. Multimedia has an ever-increasing presence in the classroom as
8/19/2019 Cardey MET Rationale Paper
15/33
My EDTECH Adventure
15
teachers leverage newly available technology to achieve these instructional goals. Creating
effective instructional products using multiple principles and technologies has given me the
necessary skills to work with teachers in the creation of their own effective digital instructional
resources.
2. Using - Candidates make professionally sound decisions in selecting appropriate processes
and resources to provide optimal conditions for learning (pp. 122, 169) based on principles,
theories, and effective practices. (pp. 8-9, 168-169, 246)
● 501- mLearning Activity
I created an Instructional Emergency Tool Kit to be used by teachers at my school site in
the event of an Internet outage as my mLearning Activity in EDTECH 501. My target audience
for this project is high school classroom teachers at my school site who teach technology
dependent lessons and need an emergency backup plan in the event of an Internet outage. I
created this artifact for teachers at my school to use on a mobile device such as a smartphone or
tablet (connected to an external cell network) to ensure that normal protocols and quality
instruction take place in the event of a technology failure.
I used Adobe Dreamweaver to create a web page utilizing a fluid grid layout so that it
could be easily viewable on a wide range of mobile devices in a variety of learning
environments. This was done to ensure that a user can easily access the Emergency Instructional
Toolkit in order to adapt and continue instruction using their mobile device connected to an
external cellular network. This artifact contains content and links to external resources to allow
teachers to take attendance, engage students using technology free lesson and closure activities
that are adaptable to a wide range of learning contexts, and a link to submit an electronic work
order if the technology problem is a hardware failure. This artifact combines multiple digital
http://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.htmlhttp://edtech2.boisestate.edu/ericacardey/502/conceptmap.html
8/19/2019 Cardey MET Rationale Paper
16/33
My EDTECH Adventure
16
resources to be used in order to adapt technology-dependent instruction to a less than ideal
learning environment.
Since my school district has moved to 1:1 learning environments in all of its school sites,
teachers and students have become heavily dependent on Internet connectivity for teaching and
learning. This artifact served as a valuable resource at my school site while the campus was
undergoing Wi-Fi upgrades on campus which resulted in periodic Internet outages (Wi-Fi or
entire network outages) as the contractors worked on those upgrades. These outages created a
climate of uncertainty and “uncertainty… keeps people away from the equipment” (Fuller,
2000). I saw a need for creating an Instructional Emergency Tool Kit because it became evident
that instruction and learning would come to a grinding halt any time an intermittent outage
would occur on campus. Teachers needed a support to combat the uncertainty associated with
technology to ultimately increase student interactions with technology (Fuller, 2000).
My principal had me present this artifact at a faculty meeting, showing all teachers who
possessed smartphones how to bookmark this artifact and install it as a widget or shortcut on the
home screen of their smartphone. After that point, a larger number of teachers were able to adapt
their technology-dependent lessons using the resources in the Toolkit, submit online attendance
and submit work orders electronically so that issues could be resolved when technology failures
occurred.
3. Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect datafor informing decisions to improve instructional practice, learner outcomes, and the learning
environment. (pp. 5-6)
● 503- Needs Assessment Survey Parts 2a-2c
https://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edit
8/19/2019 Cardey MET Rationale Paper
17/33
My EDTECH Adventure
17
I developed a Needs Assessment Survey and accompanying Needs Analysis to inform the
program planning phase of my Instructional Design Project in EDTECH 503. To develop this
artifact I conducted a comprehensive needs assessment of the target learner audience for the unit
of instruction. Assessing and prioritizing needs is an essential early step in the instructional
design process because most instructional design projects are intended to fulfill a need (Larson &
Lockee, 2014, p.21). The results of this needs assessment was used to develop learner outcomes
for the larger instructional design project and also informed design decisions about instructional
components and the learning environment in which the unit of instruction would be implemented
in order to improve learning outcomes.
The final project was a unit of instruction to be used by classroom teachers to teach ninth
grade students how to take an aptitude survey. The needs of the intended learners needed to be
assessed and evaluated prior to development of the project’s instructional materials in order to
ensure effective support of the intended learner outcomes of the unit of instruction. Students
were asked to reflect on their frequency of computer use, troubleshooting preferences,
proficiency with technology, reading levels and academic success. A separate section of the
survey required students to self-assess their college and career awareness. The survey was
completed by approximately 7.75% of 9th graders at my school site. This data was used to
inform the design process of the larger Instructional Design Project to develop an effective
learning environment, implementing instructional best practices to achieve the desired student
learning outcomes.
4. Managing - Candidates establish mechanisms (p. 190) for maintaining the technology
infrastructure (p. 234) to improve learning and performance. (p. 238)
● 533- YouTube Channel
https://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwAhttps://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwAhttps://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwAhttps://www.youtube.com/channel/UCHiOSMIM6p8lkGlohrthKwA
8/19/2019 Cardey MET Rationale Paper
18/33
My EDTECH Adventure
18
The YouTube channel I created titled “Best Practices for Technology Integration” is a
prime example of improving learning and performance by managing a technology infrastructure.
I developed this artifact to curate and archive videos focusing around the topics of technology
integration and instructional best practices. The target audience for this artifact is educators
interested in growing their skills in instructional technology. I created several playlists geared
towards specific topics within the realm of technology integration such as Google Classroom,
Website Building, Google Extras and Google Docs.
One of the many benefits YouTube possesses for educators is that it provides the
user with easy access to “vast quantities of free public video on a broad spectrum of topics”
(Snelson, 2011, p.160). This vastness however, can impede the resource’s usability. Organizing
video content into playlists is an effective way to manage the infrastructure of a YouTube
channel to maximize ease of use for the learner, making it a more effective instructional tool. A
well-organized YouTube channel can be a valuable resource for educators needing just-in-time-
instruction on a variety of topics. Well-curated YouTube channels are an especially effective
professional development resource for busy classroom teachers who need a wealth of resources
at their fingertips readily available at the moment of implementation.
5. Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and
appropriate open access to resources. (p. 3)
● 502 Fair Use Scavenger Hunt
I created a Fair-Use Scavenger Hunt as part of my coursework in EDTECH 502 using
Adobe Dreamweaver to write the HTML code and CSS to write the style sheet. I created this
page for high school teachers to assist them in understanding and implementing fair use practices
as they develop digital curriculum for use with their students. The Scavenger Hunt Activity
introduces the concept of fair use and then directs the learner to a series of three websites
http://edtech2.boisestate.edu/ericacardey/502/scavenger.htmlhttp://edtech2.boisestate.edu/ericacardey/502/scavenger.htmlhttp://edtech2.boisestate.edu/ericacardey/502/scavenger.html
8/19/2019 Cardey MET Rationale Paper
19/33
My EDTECH Adventure
19
addressing concepts associated with fair use. This artifact includes a scavenger hunt worksheet
for download, links to the three websites in which learners will “hunt” through to answer specific
questions and a link to an answer key.
The websites featured in this artifact deal with fair use basics as well as fair use
guidelines as they specifically apply to educators. In general, classroom teachers have a very low
level of knowledge about copyright and fair use as it pertains to their work in education (Shane,
2001, p.3). There is a prevalent false assumption that educators are given free rein to use
intellectual property without restrictions or attribution requirements in the name of education.
This is a dangerous knowledge gap for teachers to have as advances in educational technology
make sampling and remixing easier than ever. Fair use is an important concept for educators to
understand in their own professional practice but this issue becomes even more critical when
considering the fact that students learn about digital ethics from their teachers (Shane, 2001, p.3).
This artifact has been a useful tool to help educate the teachers that I work with as well as
serving to educate myself on the issue. This artifact has had a lasting impact on my professional
practice as I now possess the skills and information necessary to model fair use of intellectual
property in every professional development that I facilitate.
6. Diversity of Learners - Candidates foster a learning community that empowers learners
with diverse backgrounds, characteristics, and abilities. (p. 10)
● 541- Assistive Technologies Presentation
For my “Assistive Technologies in Earth Science” project, I developed a slideshow
addressing assistive technologies suitable for implementation in Earth Science instruction. I
created this artifact as a resource for high school Earth Science classroom teachers grappling
with ways to modify digital learning environments for students with a wide range of cognitive,
http://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.htmlhttp://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.htmlhttp://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.htmlhttp://edtech2.boisestate.edu/ericacardey/AssistiveTechProject.html
8/19/2019 Cardey MET Rationale Paper
20/33
My EDTECH Adventure
20
physical and sensory disabilities. This artifact also addresses assistive technologies suitable for
special populations of learners such as at risk and gifted students.
Technology poses a compelling relative advantage for educators in the realm of being
able to differentiate instruction for students with varying needs (Roblyer & Doering, 2013). This
artifact will serve as a basis for future professional development that I provide for teachers at my
school site addressing best practices for leveraging technology to differentiate for diverse student
populations.
STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS
Indicators
1. Collaborative Practice - Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.
● 503- Evaluation Plan with SME- Section 4b “SME Review”
In creating my Instructional Design Project, I worked collaboratively with a subject
matter expert to evaluate the project. The Instructional Design Project in its entirety consists of a
unit of instruction designed to teach students how to navigate an online strengths survey as part
of their career planning portfolio. This unit of instruction is designed to be delivered in a
synchronous independent format.
The subject matter expert (SME) who I collaborated with for this artifact is a member of
the leadership team at my school site that is responsible for developing the school’s plan for
college and career readiness. I created an evaluation survey using Google Forms which consisted
of 8 open-ended questions. These questions were designed to solicit feedback from the SME
assessing the project scope, thoroughness, ease of use, and comments or suggestions for revision.
https://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edit
8/19/2019 Cardey MET Rationale Paper
21/33
My EDTECH Adventure
21
This collaborative work with the SME facilitated the process of designing more effective
instructions and visuals than if they had not been informed by collaborative input. Collaborative
project evaluation with the SME ensured that the project was sufficiently developed to allow
students to complete the lesson independently. The SME also served as a valuable source of
insight to ensure that the objective and outcome of the unit of instruction aligned cohesively.
The opportunity to work collaboratively with a subject matter expert in order to develop
and design this unit of instruction taught me a valuable lesson about the importance of gaining
multiple perspectives on the accessibility and thoroughness of instructional design products if
learners are to be impacted in a valuable, meaningful way. Working with a third party on this
artifact helped me to understand the role of a content specialist as a separate entity from the
instructional designer and as “an impartial SME who is, preferably, external to the situation yet
aware of the needs and characteristics of the target learners” (Larson and Lockee, 2014, p.26).
When instructional design products are created by the subject matter expert themselves the
thoroughness and detail of the instructional design product can suffer due to the subject matter
expert being too close to the content.
2. Leadership - Candidates lead their peers in designing and implementing technology-supported learning.
● 501- Tech Trends: Flipped Teaching Resource Website and Corresponding Blog Post
I created a Flipped Teaching Resource Website for my Tech Trends Project in EDTECH
501 for teachers wishing to explore the concept of flipped instruction. The development of this
artifact began with reading the 2014 Horizon Report. This publication identifies and analyzes six
up-and-coming technology trends in education. These trends are grouped into three time frames
for implementation: short-term trends, mid-range trends and long-term trends. This project
required me to choose one trend to explore further as a basis for the project. I chose to explore
http://falconflip.weebly.com/http://falconflip.weebly.com/http://falconflip.weebly.com/http://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://edtechcardey.blogspot.com/2014/07/tech-trends.htmlhttp://falconflip.weebly.com/
8/19/2019 Cardey MET Rationale Paper
22/33
My EDTECH Adventure
22
hybrid learning designs with a specific focus on flipped instruction. Using insights gained from
the Horizon Report, I created a resource website for high school teachers who may be
considering flipping their classrooms. This artifact features information on flipped teaching at
three distinct depths: an overview of the concept of flipped instruction for those just getting
started, a checklist of essentials for flipped instruction success for learners wishing to dig deeper,
and some specific tools to get started for teachers ready to embrace the practice.
This artifact exemplifies the use of professional knowledge in a leadership capacity
because I developed a digital resource for other teachers based on the knowledge I acquired from
the Horizon Report. I used the information from the Horizon Report to develop a professional
development resource for other teachers that could be usable by individuals with a wide range of
prerequisite skills. To do this I implemented the concept of “right-sized instruction”,
differentiating resources to meet the diverse needs of stakeholders (Larson & Lockee, 2014,
p.12). This website allows teachers to go as deep into the topic as they feel ready for and when
they're ready to dig deeper the information is available to them via this resource website.
This artifact has served as a valuable resource for my work with other teachers as an
Instructional Coach. Investigating the concept of flipped instruction is of great relevance to my
school site as we have recently concluded a massive professional development initiative to
prepare our teachers to go 1:1 school-wide. In response to their newly acquired technological
skills, and all students having 24/7 access to Chromebooks, many teachers that I work with are
now looking towards the idea of flipped learning as the next step in their teaching practice.
In her 2003 article, “Learning and unlearning: the education of teacher educators”, Mary
Cochran-Smith asserts that “those who teach the teachers- are now the linchpins in educational
reforms of all kinds” (p.5). In order to effectively lead peers in their exploration of technology-
8/19/2019 Cardey MET Rationale Paper
23/33
My EDTECH Adventure
23
supported learning, it is essential to have multiple safe entry points to accommodate a wide range
of teacher proficiency levels and comfort levels.
3. Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect
on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
● 503- ID Project Reflection Synthesis Paper
The Reflection Synthesis Paper I wrote as part of my larger Instructional Design Project
in EDTECH 503 exemplifies the practice of reflection for the purpose of improvement. This
paper was an opportunity to reflect on many facets of the instructional design process: the role of
an instructional designer, the process of project analysis and challenges and insights encountered
in the development of my instructional design project. The analytical thinking that was required
to create this artifact has helped me to grow as a reflective practitioner. Often in the course of
day to day work, as soon a project is completed or an initiative is rolled out, I (and the larger
organization that I work in) simply move on to the next challenge without ever looking back. I
understand now that reflection on practice is an essential part of any technology-supported
learning initiative and I will take steps to make sure that this is incorporated into the program
planning cycle of all future projects that I am involved with.
4. Assessing/Evaluating - Candidates design and implement assessment and evaluation
plans that align with learning goals and instructional activities.
● 533- Media Literacy Lesson
The media literacy lesson that I created as part of my coursework in EDTECH 533 titled,
“Propaganda or Science?” is a lesson I developed that is housed entirely within a Google Form. I
created this lesson to be used by high school Earth Science teachers to introduce the concept of
propaganda and to give students practice analyzing media messages pertaining to the issue of
climate change. Students must evaluate the credibility of messages pertaining to climate change
https://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edithttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/a/u.boisestate.edu/forms/d/1NqQ3lyxtuFcQ8lO0_wkJeF6FGTAqDwGeZAVZOdfBrvk/viewformhttps://docs.google.com/document/d/1TdX-MufTgrOfE37AAxfAVYdPjmbzFkWhIZ5SGcDTcAs/edit
8/19/2019 Cardey MET Rationale Paper
24/33
My EDTECH Adventure
24
within the context of this lesson. This lesson addresses Earth Science content as well as
Common Core State Standards for literacy in science and technical subjects. This artifact
includes three videos with accompanying questions for students to answer as they view each
video. The first video and accompanying questions are designed to give students a working
definition of the term propaganda. The second and third videos contain media messages about
climate change and the accompanying questions require students to evaluate the credibility of the
media message citing evidence to justify their evaluation.
Creating a media literacy lesson gave me the opportunity to develop my skills in the
competencies of analyzing and evaluating media messages. This project demanded critical
thinking to assess the credibility of messages. As a teacher developing the lesson for students, I
had to engage in the analytical and evaluative thinking that I would want my students to engage
in to complete the lesson.
Most of the teachers at my school site do not currently integrate media literacy into their
curriculum so I plan to offer a series of professional development sessions that build teachers
skills in the area of media literacy, using this artifact as a basis from which to develop these
professional development offerings. My long term intention is to support teachers in the
instruction of media literacy in their courses. Today’s learners are exposed to media messages at
an unprecedented frequency. Teaching youth to deconstruct those messages and analyze them
critically is not only a rigorous academic endeavor, but a highly relevant life skill that empowers
learners and strengthens their decision-making ability (Draper, M., Appregilio, S., Kramer, A.,
Ketcherside, M., Campbell, S., Stewart, B., & ... Cox, C., 2015, p.15)
5. Ethics - Candidates demonstrate ethical behavior within the applicable cultural context
during all aspects of their work and with respect for the diversity of learners in each
setting.
8/19/2019 Cardey MET Rationale Paper
25/33
My EDTECH Adventure
25
● 501- Digital Divide Presentation
The Digital Divide presentation that I created for EDTECH 501 delves into the issue of
digital inequality in California’s Central Valley. This region is home to some of the state’s
poorest counties. This artifact examines the direct correlation between socioeconomic risk
factors and the digital divide. The presentation identifies three issues contributing to the digital
divide at the Central Valley high school where I work and proposes viable solutions to each. In
this artifact, I contend that access to hardware is only part of the solution to bridging the digital
divide. Students need reliable, affordable broadband access both at school and at home if they
are to fully leverage the power of technology in education.
I gained a much more comprehensive understanding of the issue of the digital divide
from the research articles I read as part of this assignment. While I had previously been aware of
our demographics and their implied challenges for some time, I never fully grasped the
magnitude of the digital divide and how it impacts the populations my school serves. Among
Americans, the rural poor report the lowest incidence of computers and Internet connectivity in
the home (National Telecommunications and Information Administration, 1995). This
demographic comprises the majority of students at my school, making the digital divide a highly
relevant, yet largely unaddressed issue at my school site.
I think the most valuable part of creating this artifact, and the aspect I will use most in the
future, was the solutions component. So often in education, we focus on problems with little
opportunity as learners to explore solutions. I am so appreciative that this assignment pushed us
past the point of simply describing problems and into the more productive endeavor of
developing possible solutions. This solution-oriented mindset will definitely help me in the
future as I work with my school and district on issues of access in the future. This artifact will
https://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharinghttps://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharinghttps://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharinghttps://docs.google.com/presentation/d/1z7VPslSl0wEk35Yb76n0oqt68Bsuhq5FSrooVSqGrFQ/edit?usp=sharing
8/19/2019 Cardey MET Rationale Paper
26/33
My EDTECH Adventure
26
also serve as a valuable resource in my work in the area of technology integration in my school
district for years to come as I advocate for our diverse learners and their unique needs that put
them on the wrong side of the digital divide.
STANDARD 5: RESEARCH
Indicators:
1. Theoretical Foundations - Candidates demonstrate foundational knowledge of thecontribution of research to the past and current theory of educational communications and
technology. (p. 242)
● 504- Annotated Bibliography
As part of my course work in EDTECH 504 I created an annotated bibliography
presenting research on the topic of educational technology and constructivism. The selected
research within this artifact examines constructivist learning theory and its implications for
modern educational technology. This research presents the relative advantages and potential
pitfalls associated with implementing educational technology in constructivist learning contexts.
This artifact includes seven annotated references from peer reviewed journals examining
the issue of integrating these two seemingly incompatible concepts. This is a highly relevant
issue in modern education as the modern school system has remained relatively unchanged since
the Industrial Revolution when instructivist learning outcomes were sufficient to prepare
students for careers in factories. “Career readiness”, however has changed drastically since that
time, with an increased emphasis on constructivist learning outcomes. Modern education is
coming to terms with the reality that “knowing and doing” are inextricably linked, and that
learners must construct meaning through experiences (Barab & Duffy, 2015, p. 32). This is
drastically different from the “empty-vessel” view of learning that dominated the era in which
American public schools were established. This artifact will serve as a valuable information base
https://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edithttps://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edithttps://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edithttps://docs.google.com/document/d/1VxuVYFuk9I5pIB2CpZ-lKpoHNP-PDFlfQe0bn8SBntw/edit
8/19/2019 Cardey MET Rationale Paper
27/33
My EDTECH Adventure
27
for my school’s instructional leadership team as we work towards constructivist goals in our
efforts to implement the Common Core State Standards.
2.
Method - Candidates apply research methodologies to solve problems and enhance practice. (p. 243)
● 501- Annotated Bibliography
The Annotated Bibliography that I developed in EDTECH 501 presents research from
credible sources on the topic of flipped instruction. I included five annotated references from
peer-reviewed journals, an instructional objective, as well as pre-research and post-research
discussions. The research represented in this annotated bibliography investigates identifying
characteristics common to successful flipped learning environments and elements that are
essential to creating a supportive infrastructure for teachers practicing flipped instruction.
Developing this annotated bibliography required the integration of multiple critical thinking
skills: assessing the credibility of each source; selecting research from credible peer-reviewed
journals and careful evaluation of each source for relevance to the central topic of educational
technology and constructivism.
As teachers at my school site begin to embrace educational technology, their interest in
flipped learning has skyrocketed. I created this artifact to be used as a resource for professional
development planning for the high school teachers that I work with at my school site. Molenda
and Robinson contend that “research provides the bedrock of practice” (2008, p. 242). It is
essential that any technology innovation is backed by solid research to ensure the innovation's
relative advantage in student learning outcomes. This annotated bibliography serves as a
comprehensive resource to allow teachers and school leadership to make informed decisions
https://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharinghttps://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharinghttps://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharinghttps://docs.google.com/document/d/1yZuc88u6I0BZjjdRgsHGVAGBvoOBvQ--64Uolr9jsQM/edit?usp=sharing
8/19/2019 Cardey MET Rationale Paper
28/33
My EDTECH Adventure
28
about whether or not flipped instruction is an appropriate strategy within any given learning
context.
3. Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance. (p. 203)
● 505- Evaluation Project
I conducted a comprehensive program evaluation of the professional development
program implemented at my school site to prepare teachers for the district’s transition to 1:1
learning environments at all school sites. This artifact assessed the long-term impact of the
program by examining the technology integration practices of classroom teachers who have
graduated from the program approximately twelve months after completing the program. This
evaluation assessed instructional behaviors such as frequency of Chromebook use, frequency of
troubleshooting episodes that impede instruction, and the prevalence of instructional norms being
implemented in technology enhanced learning environments. Development of this artifact
included meeting with program designers to articulate program objectives, developing a
stakeholder survey to assess mastery of program objectives, creating and distributing an
anonymous survey to program participants, collecting and analyzing survey data and synthesis of
the final evaluation report.
The results of this evaluation will be used by instructional leaders at my school site to
develop areas of growth and revision for the future implementation of this professional
development program. Developing this artifact caused me to reexamine what I had previously
thought I knew about the evaluation process. All of my prior experiences with evaluations had
led me to believe that evaluation is external and reactionary. Developing this project has taught
me that this view is completely oppositional to what evaluations could and should be.
Evaluation should inform stakeholders about a program’s efficiency, effectiveness and impact as
https://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharinghttps://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharinghttps://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharinghttps://drive.google.com/file/d/0BxN64XDcvO-dT2VfWHE3WE5CQTA/view?usp=sharing
8/19/2019 Cardey MET Rationale Paper
29/33
My EDTECH Adventure
29
well as to inform future planning decisions relative to the program being evaluated (Boulmetis &
Dutwin, 2011).
4. Ethics - Candidates conduct research and practice using accepted professional (p. 296)
and institutional (p. 297) guidelines and procedures.
● 504- Final Synthesis Paper
To develop my Final Synthesis Paper, “Leveraging Technology for Constructivist
Learning Within an instructivist System”, I researched the issue of implementing educational
technology to achieve constructivist learning outcomes in a traditional instructivist classroom
setting. This artifact demonstrates my ability to evaluate sources for credibility and relevance. I
also used accepted professional and institutional guidelines as evidenced by adherence to
American Psychological Association APA guidelines in formatting and citation in academic
writing.
The American educational model lends itself to a teacher-centered instructivist
environment. Such a learning environment emphasizes the “passage of information and
knowledge” (Onyesolu, Nwasor, Ositanwosu & Iwegbuna, 2013, p.40) from teacher to student
in line with the behaviorist school of thought. Research indicates that deep learning is actively
constructed by the learner (Herrington & Standen, 2000, p.202), supporting a constructivist
approach to learning. Common Core State Standards (CCSS) and an emphasis on 21st Century
Skills have placed increasing importance on student-centered learning environments and
constructivist learning outcomes. This artifact has allowed me to develop a well-rounded
perspective on the premises upon which the current educational model was built, and how
educational technology can be leveraged to adapt it to fit the needs of 21st Century learners.
CONCLUSION
https://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edithttps://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edithttps://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edithttps://docs.google.com/document/d/1q8_bVoo2m8YCyDoPBlktWwmCXI19SB6odChQOHl1sbQ/edit
8/19/2019 Cardey MET Rationale Paper
30/33
My EDTECH Adventure
30
Completing the MET program at BSU has transformed me into a multi-dimensional
instructional leader. This experience taught me that all technology is teachable through effective
instruction and quality instructional materials. This is a valuable lesson as I move forward in my
work as a professional, breaking down barriers and developing safe entry points for a multitude
of learners.
Prior to the MET program, I was a champion of technology integration at my school site,
but my efficacy was limited by my lack of foundational knowledge. I have a new understanding
of the role of technology in the context of learning theory, giving me a more well-rounded
perspective on technology integration. This program has given me a wealth of insight into how
people learn, which allows me to be a better resource to the teachers of my school that I support
in perfecting their craft.
REFERENCES
NOTE: Parenthetical page references are to:
Barab, S. & Duffy, T. (2012). Theoretical foundations of learning environments. Jonassen, D. &
Land, S. (Eds.). New York, New York: Routledge.
Boulmetis & Dutwin. (2011). The ABCs of evaluation: Timeless techniques for program and
project managers. San Francisco, CA: John Wiley & Sons.
Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators.
Teaching and Teacher Education, 19(1), 5-28. doi:10.1016/S0742-051X(02)00091-4
Clark, R. C. & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning. San Francisco, CA: John Wiley &
Sons.
http://dx.doi.org/10.1016/S0742-051X(02)00091-4http://dx.doi.org/10.1016/S0742-051X(02)00091-4http://dx.doi.org/10.1016/S0742-051X(02)00091-4
8/19/2019 Cardey MET Rationale Paper
31/33
My EDTECH Adventure
31
Draper, M., Appregilio, S., Kramer, A., Ketcherside, M., Campbell, S., Stewart, B., & ... Cox, C.
(2015). Educational intervention/case study: Implementing an elementary-level,
classroom-based media literacy education program for academically at-risk middle-
school students in the non-classroom setting. Journal Of Alcohol & Drug
Education, 59(2), 12-24.
Fuller, H. (2000). First teach their teachers: Technology support and computer use in academic
subjects. Journal of Research on Computing in Education. 32(4), 511-537.
doi: 10.1080/08886504.2000.10782295
Harris, C. J., Penuel, W. R., DeBarger, A. H., D’Angelo, C., & Gallagher, L. P. (2014).
Curriculum Materials Make a Difference for Next Generation Science Learning.
Retrieved from:
http://bie.org/object/document/curriculum_materials_make_a_difference_for_next_gener
ation_science_learning
Herrington, J. & Standen, P. (2000). Moving from an instructivist to a constructivist multimedia
learning environment. Journal of Educational Multimedia and Hypermedia, 9(3), 195-
205. Retrieved from http://www.editlib.org.libproxy.boisestate.edu/p/8084/
Januszewski, A. & Molenda, M., Eds. (2008). Educational technology: A definition with
commentary. New York: Taylor & Francis. Retrieved from
https://c.ymcdn.com/sites/aect.site-
ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf
Larson, M., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional design.
New York, New York: Routledge.
https://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf
8/19/2019 Cardey MET Rationale Paper
32/33
My EDTECH Adventure
32
Molenda, M & Robinson, R. (2008). Educational technology: A definition with commentary.
Januszewski, A. & Molenda, M. (Eds.). New York: Taylor & Francis.
National Telecommunications and Information Administration. (1995). FALLING THROUGH
THE NET: A Survey of the "Have Nots" in Rural and Urban America. Retrieved from
http://www.ntia.doc.gov/ntiahome/fallingthru.html
Onyesolu, M. O., Nwasor, V. C., Ositanwosu, O. E., & Iwegbuna, O. N. (2013). Pedagogy:
Instructivism to socio-constructivism through virtual reality. International Journal of
Advanced Computer Science and Applications, 4(9), 40-47. Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.404.1039&rep=rep1&type=pd
f
Park, J. (2010). "Editorial: Preparing Teachers to Use Digital Video in the Science Classroom".
Contemporary Issues in Technology and Teacher Education, 10(1), 119-123.
Association for the Advancement of Computing in Education (AACE). Retrieved from:
https://www.learntechlib.org/p/34124/
Roblyer, M.D. & Doering, A.H. (2013). Integrating educational technology into teaching.
Boston, MA: Pearson Education, Inc.
Schwimmer, Joan. (2005). Ensuring the accessibility of your content. Retrieved from
http://iceberg.org/userfiles/file/Newsletters/2005-issue1.pdf
Shane, S. L. (2001). A study on teachers' knowledge about multimedia and copyright: The
problem and some possible answers. Techtrends: for Leaders in Education &
Training, 45(6), 3.
http://www.ntia.doc.gov/ntiahome/fallingthru.htmlhttp://www.ntia.doc.gov/ntiahome/fallingthru.htmlhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.404.1039&rep=rep1&type=pdfhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.404.1039&rep=rep1&type=pdfhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.404.1039&rep=rep1&type=pdfhttp://iceberg.org/userfiles/file/Newsletters/2005-issue1.pdfhttp://iceberg.org/userfiles/file/Newsletters/2005-issue1.pdfhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.404.1039&rep=rep1&type=pdfhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.404.1039&rep=rep1&type=pdfhttp://www.ntia.doc.gov/ntiahome/fallingthru.html
8/19/2019 Cardey MET Rationale Paper
33/33
My EDTECH Adventure
33
Simon, H. A. (1973). The structure of ill structured problems. Artificial Intelligence, 4(3-4), 181-
201. Retrieved from:
https://geolserv.geol.queensu.ca/faculty/harrap/teaching/geol463/GradDown/files/0_Simo
n_illstrucprobs_AI_1974_pr.pdf
Snelson, C. (2011). YouTube across the disciplines: A review of the literature. MERLOT Journal
of Online Learning and Teaching. 7(1), 159-169. Retrieved from:
http://jolt.merlot.org/vol7no1/snelson_0311.pdf
TeachThought Staff. (2005). The role of assistive technology in supporting disabled learners.
TeachThought . Retrieved from: http://www.teachthought.com/technology/the-role-of-
assitive-technology-in-supporting-disabled-learners/
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA. Association
of Supervision and Curriculum Development.
Williams, R. & Tollett, J. (2006). The non-designers web book (3rd
ed). Berkeley, CA: Peachpit
Press.
https://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://geolserv.geol.queensu.ca/faculty/harrap/teaching/geol463/GradDown/files/0_Simon_illstrucprobs_AI_1974_pr.pdfhttps://geolserv.geol.queensu.ca/faculty/harrap/teaching/geol463/GradDown/files/0_Simon_illstrucprobs_AI_1974_pr.pdfhttps://geolserv.geol.queensu.ca/faculty/harrap/teaching/geol463/GradDown/files/0_Simon_illstrucprobs_AI_1974_pr.pdfhttp://jolt.merlot.org/vol7no1/snelson_0311.pdfhttp://jolt.merlot.org/vol7no1/snelson_0311.pdfhttp://www.teachthought.com/technology/the-role-of-assitive-technology-in-supporting-disabled-learners/http://www.teachthought.com/technology/the-role-of-assitive-technology-in-supporting-disabled-learners/http://www.teachthought.com/technology/the-role-of-assitive-technology-in-supporting-disabled-learners/http://www.teachthought.com/technology/the-role-of-assitive-technology-in-supporting-disabled-learners/http://www.teachthought.com/technology/the-role-of-assitive-technology-in-supporting-disabled-learners/http://jolt.merlot.org/vol7no1/snelson_0311.pdfhttps://geolserv.geol.queensu.ca/faculty/harrap/teaching/geol463/GradDown/files/0_Simon_illstrucprobs_AI_1974_pr.pdfhttps://geolserv.geol.queensu.ca/faculty/harrap/teaching/geol463/GradDown/files/0_Simon_illstrucprobs_AI_1974_pr.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf