Running Head: EDUCATIONAL TECHNOLOGY RATIONALE

Amy Simon
1st Grade Teacher, Knapp Elementary School, Racine Unified School District
February 2015

EDUCATIONAL TECHNOLOGY AECT RATIONALE PAPER

INTRODUCTION
The purpose of this paper is to show mastery of the Association for Educational Communications
and Technology (AECT) standards through my coursework in the Master of Educational
Technology (M.E.T.) program at Boise State University. The paper includes a section for each of
the AECT standards: Content Knowledge, Content Pedagogy, Learning Environments,
Professional Knowledge and Skills, and Research. Within each of the five standards are
indicators, or sub-standards. Samples of my work are provided along with a description of each
artifact and an explanation of how the artifact shows master of the standard.
STANDARD 1 CONTENT KNOWLEDGE
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical
and practical applications of educational technologies and processes.
EDTECH 502: Virtual Field Trip
This website is a virtual tour of four National Landmarks in the United States. Each page of the
site was created using Dreamweaver.
EDTECH 541: Math & Science Simulations and Resources
This webpage contains a combination of four simulations and twenty resources focused around
elementary math and science content.
EDTECH 505: Request for Proposal

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Far West Laboratory for Educational and Research Development (FWL), a fictional company,
has submitted a request for proposals to evaluate its Determining Instructional Purposes
training program. This assignment is a response for the Request for Proposal in which a made-up
evaluator, Rate Expectations, lays out how the evaluation company would complete an
evaluation of the training program developed by FWL and make recommendations for future
marketing of the training modules.
EDTECH 597: Creative Commons
This page shows the Creative Commons Licensing for the blog site created in EDTECH 597:
Blogging in the Classroom. This was my first experience with Creative Commons Licensing and
introduced me to Creative Commons.
EDTECH 502: Netiquette Page
This is a webpage that I created with rules that should be followed by all elementary students
based on recommendations and expectations set forth by my school district. The site includes a
Netiquette Quick Reference in an aside that I was able to code.
EDTECH 502: Copyright Scavenger Hunt
This webpage is designed to teach elementary students about copyright laws and why it is
important for students of any age to know and understand copyright.
Indicators
Creating - Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches (Januszewski & Molenda,
2008, p. 81).
The Virtual Field Trip demonstrates my ability to create learning materials and learning
environments. In this assignment, students work in collaborative groups to visit the White House,

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Statue of Liberty, Mount Rushmore, and the Gateway Arch. At each stop along the tour, students
are expected to find basic information and record it in their travel log. I created the travel log as a
resource for students to demonstrate new information learned on their tour of each landmark.
This assignment showcases my ability to use HTML5 and CSS. Each page of this Virtual Trip
was created in Dreamweaver. Having this knowledge allows me to create other web-based
activities for my students.
In a constructivist classroom, students must be involved and engaged in their learning and
become active participants in their learning. Cooperative teacher-student and student-student
relations share responsibility of creating the classroom culture. Students are expected to
participate in activities that allow the opportunity to learn different perspectives from their own
(DeVries, 2002, p. 6-10). Students are presented with the opportunity to engage in collaborative
learning in the Virtual Field Trip. A similar activity could be created to allow students to learn
about their own cultural background and to visit the countries where their ancestors descended.
Using - Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy (Januszewski &
Molenda, 2008, p. 141).
In my Math and Science Simulations and Resources Page, I had to search and find
numerous simulations and resources that could support and enhance student learning and
engagement in the classroom. The Math and Science Simulations and Resources page has proven
to be a very useful tool. I often refer to the resources found on the page when planning for math
instruction and science integration. This allows me to provide my students with a variety of
resources and activities. In EDTECH 541, I was introduced to a web tool called Symbaloo that
allows me to create a visual menu of resources for my students. This is especially useful with

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young students, and I have received positive feedback from student families that provides safe,
educational options for their childs screen time at home.
Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.
In the Math and Science Simulations and Resources page, I had to search and find
numerous simulations and resources that could support and enhance student learning and
engagement in the classroom. Resources are vast, but not all resources help to support student
learning. I had to explore the resources and find which activities and simulations would make the
most impact on student learning rather than just be a shiny new packaging of the same materials.
While choosing math resources to use for my students, I consider what will help them in Van de
Walles Concrete - Representational - Abstract (CRA) developmental process (Van de Walle,
1990). I tend to choose resources that have a representational model and an abstract approach to
provide some differentiation for my students who are at different developmental levels with each
skill. For example, on the National Library of Virtual Manipulatives (NLVM) site, students can
manipulate base ten blocks. As students advance away from the concrete manipulatives, they can
use these representational models to solve problems and to demonstrate their understanding of
the learning. I often encourage students to use online manipulatives from NLVM during wholegroup teaching and explain how they use the manipulatives to show how they reach their
solutions.
Managing - Candidates demonstrate the ability to effectively manage people, processes,
physical infrastructures, and financial resources to achieve predetermined goals
(Januszewski & Molenda, 2008, p. 178).
In the Request for Proposal, I had to present myself as an evaluator and determine the
process, personnel, and resources needed to conduct an evaluation for Far West Laboratory. I had
to determine how many staff members would be needed for the evaluation, how many days on-

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site would be needed, and travel accommodations for my staff. I also had to determine the most
effective way to collect data from participants including those administering the training program
and those participating in the modules. This proposal shows when and how data would be
collected and analyzed to provide a full evaluation of FWLs Determining Instructional
Purposes training program. While I have not had the opportunity to actually be in a position
where I have needed to manage resources in this way, this assignment allowed me to think about
everything entailed in a management role and to show one way to effectively manage people,
processes, and resources to reach a goal.
Ethics - Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and Technology
(Januszewski & Molenda, 2008, p. 284).
In all of my assignments, I believe I have honored the Association for Educational
Communications and Technology ethics standards. In my first semester in the program, I learned
about the Creative Commons Licensing in EDTECH 597 Blogging in the Classroom, and in
EDTECH 502 I created a Copyright Scavenger Hunt and a Netiquette Page. In these examples
from my first semester of the program, and all the way through the final courses, I have been
expected to not only follow but also promote current and sound professional practices in the use
of technology in education (Association for Educational Communication & Technology). Both
the Copyright Scavenger Hunt webpage and Netiquette Page reflect the AECT Code of
Professional Ethics, section 3.8, which states that professionals shall inform users of the
stipulations and interpretations of the copyright law and other laws affecting the profession and
encourage compliance (Januszewski & Molenda, 2008). Both of these assignments provide
important information to others about the importance of copyright and the rules of ethical usage.

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I have followed these guidelines in each of my assignments in the program by citing all resources
in research papers and in projects.
STANDARD 2 CONTENT PEDAGOGY
Candidates develop as reflective practitioners able to demonstrate effective implementation of
educational technologies and processes based on contemporary content and pedagogy.
EDTECH 503: Instructional Design Final Project
In this project, students create a podcast using Garageband where they record a book talk for a
book they have recently read.
EDTECH 513: Worked Example Screencast
This is a screencast tutorial that shows elementary students how to use Garageband to record a
book talk that can be used in a podcast. I used Jing to record and publish the screencast.
EDTECH 542: Project-Based Learning Final Project
This assignment was completed as a whole-course project. My Project-Based Learning unit,
Healthy Bodies, Healthy Minds, focuses on nutrition and physical activity. I created this
project using Google Sites.
EDTECH 501: Digital Divide / Inequality
This presentation shows three main issues with digital inequality in my community. The three
main issues I researched are: access, socioeconomic status, and educational implications.
Indicators
Creating - Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes (Januszewski &
Molenda, 2008, p. 1).

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The Instructional Design (ID) Project contains checklists, anchor charts, and rubrics that I
created for students to use as they are creating their book talks. These can be used by individual
students, or could be used in peer reviews. My Instructional Design Project was created for 1st
grade students, but could be adjusted for any elementary school classroom. In this project,
students create a podcast using Garageband where they record a book talk for a book they have
recently read. The unit was designed using the ADDIE instructional design process. In designing
this project, I considered all five aspects of the ADDIE process: analysis, design, development,
implementation, and evaluation. I consulted with a subject matter expert (SME) for adjustments
and considerations. Then, in my Worked Example Screencast of how to record a book talk, I
show my students step-by-step what application to use, how to access the application, and how to
record their book talk. This video uses a student laptop, so what students see on their screen is
the same. It also allows for students to pause and review the video as they work along with it.
This takes the guesswork out of using a new application and focuses students on the objectives of
their work. These two assignments together show my ability to create appropriate learning
materials and instructional supports.
Using - Candidates implement appropriate educational technologies and processes based
on appropriate content pedagogy (Januszewski & Molenda, 2008, p. 141).
Research on Project-Based Learning (PBL) shows that PBL can increase student
retention of content, can improve problem-solving and collaboration skills, and can improve
students' attitudes towards learning (Vega, 2012). My PBL unit engages students in reflection on
their own nutrition and physical activity levels. Students work collaboratively to learn about
nutritional and physical activity guidelines for kids. They are given several steps that provide
appropriate scaffolding as they reach the ultimate goal of creating a menu and a physical activity
guide for students in our school. After peer reviews and revisions to meet the guidelines of the

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project, students present their menu to school administration or a parent panel, and share their
physical activity guides to classrooms in the school to use for possible recess activities. This
gives students a real-life situation to immediately apply knowledge gained through collaborative
research as well as a public audience for their final products. Students could even make videos to
demonstrate each activity in their physical activity guide so that students and staff in the school
understand how each activity is set up and played.
Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the
adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes (Januszewski & Molenda, 2008, pp. 116-117) grounded in
reflective practice.
My Instructional Design (ID) Project used the ADDIE model: Analysis, Design, Develop,
Implement, and Evaluate. This model of design requires the instructional designers to analyze
student needs in designing and developing the instruction, to be reflective and evaluate the
instruction or unit, and to make revisions to address the changing student needs. Instructional
design with the ADDIE model is cyclical and never stops. My Instructional Design Project was
created for 1st grade students, but could be adjusted for any elementary school classroom.
Students create a podcast using Garageband where they record a book talk for a book they have
recently read. I began by performing a needs assessment survey. This ensured that I created
materials that would meet my students needs. I created a task analysis flow chart that shows
student progression throughout the project. I also created a pre-requisite analysis flowchart that
shows skills needed to complete the project. This also helps the instructor to know where extra
support needs to happen for learners who may not have all of the pre-requisite skills needed to
complete the task. Once the learning objectives were set and materials were created, I also
consulted with a subject matter expert (SME) for adjustments and considerations to the
assignment. From her recommendations, we decided to work collaboratively with a few students

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to create their book talks. We found that students really liked talking about books they were
reading, but needed a great deal of support in writing and recording their podcasts. We ended up
creating some sentence frames for students to use when recording their book talks. We also each
decided to do a weekly book talk to model our expectations with our student groups who were
working on these. This resulted in higher quality recordings by our students, and with practice,
they were better able to self-evaluate and provide peer feedback on their work.
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 (Januszewski &
Molenda, 2008, pp. 175-193).
In my Instructional Design (ID) Project, we followed the ADDIE model: Analysis,
Design, Develop, Implement, and Evaluate. The ADDIE model is a process that continuously
analyzes student needs, design and develop instruction to address those needs, and evaluate how
well the student needs were met and what needs are still evident. Instructors must have flexibility
in addressing the changing student needs, and making adjustments to better meet the needs as the
instruction is implemented in the future. In my ID project, one suggestion that I got from my
Subject Matter Expert was to have students focus on non-fiction text. This suggestion helped to
expand my thinking of this project beyond just text, and last year I started a weekly podcast
where students recorded weekly messages that shared what we were learning in the classroom.
They shared information about our anchor texts from the week in ELA, our main focus in math
for the week, and they also got to share one highlight of the week. My students loved creating
this with me, and they were so excited to publish these on the website for their families to hear.
Allowing students to help with this transferred into a better quality recording for their book talk.
Ethics - Candidates design and select media, technology, and processes that emphasize the
diversity of our society as a multicultural community (Januszewski & Molenda, 2008, p.
296).

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The Digital Divide research project allowed me to look at my community and my school
through a couple of lenses. First, I was able to see the demographics of my city and my
neighborhood school community. Second, I looked to find socioeconomic status, and what
impact that had on access to technology. In looking at Pew Research Centers data, I found that
the gap between racial groups having access to the Internet is closing, but the types of devices
that people have access to shows some inequality. For example, just over half of AfricanAmerican adults own a desktop computer, but 65% of white adults own one. 70% of AfricanAmericans and Latinos use their cell phones for text messaging, which is at a rate 20% higher
than whites (Smith, 2010). This leads me to believe that whites have a more traditional Internet
connection, and the minority groups rely mostly on a cell phone connection. I was not surprised
with my findings, but allowing me to see that information and understand more about my
families and resources that they have is important to being sensitive to their situation. Sharing
this information encouraged the school to put computers in our Parent Resource Room in our
school for parents to use to look up grades, attendance, and to complete job applications, pay
bills, or allow access for other needs that they have.

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STANDARD 3 LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.
EDTECH 542: Project-Based Learning
This assignment was completed as a whole-course project. My Project-Based Learning unit,
Healthy Bodies, Healthy Minds, focuses on nutrition and physical activity. I created this
project using Google Sites.
EDTECH 505: Evaluation Report
This evaluation report is intended to show whether or not Words Their Way is effective in
meeting the objectives of the program.
EDTECH 551: Grant Application
This grant application is a technology initiative intended to increase student access to technology
in the classroom. The application includes a needs assessment, goal and objectives, budget, and
evaluation plan.
EDTECH 502: Netiquette Page
This is a webpage that I created with rules that should be followed by all elementary students
based on recommendations and expectations set forth by my school district. The site includes a
Netiquette Quick Reference in an aside that I was able to code.
EDTECH 502: Copyright Scavenger Hunt
This webpage is designed to teach elementary students about copyright laws and why it is
important for students of any age to know and understand copyright.

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EDTECH 501: Tech Trends

This assignment looks at one of the trends in technology, mobile learning, and how mobile
learning can be used in elementary classrooms.
Indicators
Creating - Candidates create instructional design products based on learning principles
and research-based best practices (Januszewski & Molenda, 2008, pp. 8, 243-245, 246).
My Project-Based Learning (PBL) Unit is another example of how I was able to create
learning experiences for my students. PBL is a research-based approach to instruction that
engages students in their learning through collaboration and problem solving (Hallermann &
Larmer, 2011, pp. 8-9). Teaching models that allow students to build their thinking skills enable
the workforce to quickly adapt to changing conditions (Clark & Mayer, 2011, p. 339). In PBL
units, students are active participants in constructing their knowledge. They work collaboratively
to learn from peers, and are required to use speaking and listening skills as well as other 21st
century skills. I believe PBL helps to build critical thinking skills in students, which will enable
them to adapt to other challenges in the future. In my project, students must work collaboratively
with a group of students to research nutritional and physical activity guidelines, and then apply
that knowledge in creating a sample kid-friendly menu and physical activity guide. Students then
present their work to an audience of peers, administration, and parents.
Using - Candidates make professionally sound decisions in selecting appropriate processes
and resources to provide optimal conditions for learning (Januszewski & Molenda, 2008,
pp. 122, 169) based on principles, theories, and effective practices (Januszewski &
Molenda, 2008, pp. 8-9, 168-169, 246).
In Project-Based Learning (PBL), the projects are the central part of the curriculum. The
projects are focused on questions or problems that drive the students to construct and discover
new knowledge. Students engage in processes that may include inquiry, design, decision-making,

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discovery, and problem solving. Students drive the learning in PBL, and problems are real. PBL
is one of the best ways to be sure 21st century skills are explicitly taught, because well-designed
projects require them (Hallermann & Larmer, 2011, p. 9). PBL is connected to the
constructivist theory of learning. Constructivism is based on the idea that learning is problem
solving based on personal discovery, and the learner is intrinsically motivated (Cooper, 1993, p.
17). Providing opportunities for students to be engaged in constructing their own knowledge, and
applying their learning to real-life situations is a central benefit to PBL. Knowing the research
and theory behind PBL allows me the confidence needed in implementing this instructional shift
in my school. In my PBL unit, students learn about ways to stay healthy through nutrition and
physical activity. They create useful materials for others and present their ideas to adult and peer
audiences. Products created and presented in this unit could have a variety of possibilities, and
products could be implemented throughout the school community. Students could have a great
impact on student health through products created in this project.
Assessing/Evaluating - Candidates use multiple assessment strategies (Januszewski &
Molenda, 2008, p. 53) to collect data for informing decisions to improve instructional
practice, learner outcomes, and the learning environment (Januszewski & Molenda, 2008,
pp. 5-6).
In my Evaluation Report, I use several methods of assessment to evaluate the
effectiveness of the phonics-based program Words Their Way. Forms of assessment include tests,
interviews, scales, and sentence completion (Boulmetis & Dutwin, 2011, pp. 119-145). I chose to
collect data from student test data, student feedback from a survey, teacher feedback from
interviews, and teacher feedback from surveys. Not only did this data allow me to see the
effectiveness of the program, but it also allowed me to see some variance in how teachers had
implemented in their classroom. The student surveys provided useful information about which
aspects of the program they liked and suggestions they had to keep it engaging for them.

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Managing - Candidates establish mechanisms (Januszewski & Molenda, 2008, p. 190) for
maintaining the technology infrastructure (Januszewski & Molenda, 2008, p. 234) to
improve learning and performance (Januszewski & Molenda, 2008, p. 238).
My Grant Application seeks to acquire devices for K-2 classrooms. The goal of this
initiative is to increase the opportunities for students at my school to use technology to produce
quality work that shows how they are applying their knowledge. I think the budget in the grant
application demonstrates how I would plan for maintaining technology infrastructure to improve
learning and performance. The budget specifically plans for professional development for
teachers learning how to implement the device as well as maintenance of the devices. I think that
financial planning for the future is such a crucial part of the successful implementation of
technology that often gets overlooked. Showing in my grant application how I would set aside
money in the grant devoted for updating, maintaining, and implementing the devices shows
mastery of this indicator.
Ethics - Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice (Januszewski & Molenda, 2008, p. 246), and respect
for copyright, Fair Use, and appropriate open access to resources (Januszewski & Molenda,
2008, p. 3).
The Netiquette Page is a guide created for students, colleagues, and families to serve as a
resource to promote safety, respect, and appropriate usage of technology. This page incorporates
the three principles of our districts Positive Behavior Intervention Supports (PBIS) code of
conduct so that it is familiar to students: be responsible, be respectful, be safe. It also
incorporates much of my districts user agreement in a brief, student-friendly six-guideline
resource. The Copyright Scavenger Hunt is a student-friendly activity that allows students to
learn and explore expectations for copyright and Fair Use. This activity would make a good
introduction or refresher for students regarding their responsibilities with appropriate technology
use.

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Diversity of Learners - Candidates foster a learning community that empowers learners

with diverse backgrounds, characteristics, and abilities (Januszewski & Molenda, 2008, p.
10).
Tech Trends discusses an emerging technology of mobile learning. With the new
generation of learners, instructional approaches need to change to make learning relevant to our
students. This includes not just engaging students with devices that many already have, but
empowering students to use those devices for learning. In addition to incorporating devices that
my students are familiar with, providing opportunities for my students to use technology and
applications that they use outside of the classroom is another way to address the diverse needs of
my students. The Classroom Blogging Activity allows students to have a public platform to share
their thinking and learning with others in a safe, controlled environment. Many students already
use social media, so incorporating that into classroom instruction can be a powerful tool.
STANDARD 4 PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.
EDTECH 503: Instructional Design Final Project
In this project, students create a podcast using Garageband where they record a book talk for a
book they have recently read.
EDTECH 597: Classroom Blogging Activity
In this assignment designed for 1st grade students, the class works collaboratively to create and
maintain a classroom site devoted to sharing about books they have read.
EDTECH 542: Project-Based Learning

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This assignment was completed as a whole-course project. My Project-Based Learning unit,

Healthy Bodies, Healthy Minds, focuses on nutrition and physical activity. I created this
project using Google Sites.
EDTECH 541: Accessibility / Adaptive Technologies
The site offers a list of resources for students with cognitive, physical, and sensory disabilities. It
also offers resources for at-risk students and gifted and talented students.
Indicators
Collaborative Practice - Candidates collaborate with their peers and subject matter experts
to analyze learners, develop and design instruction, and evaluate its impact on learners.
In my Instructional Design Project, I had the opportunity to ask a Subject Matter Expert
(SME) review my literacy plan. This was the first time I had formally asked for a review of my
work. I approached a Title 1 Literacy teacher at my school to review my unit, and she offered
some feedback and suggestions. She offered to come in the classroom and help with the project,
too. We have been working closely together to plan and implement interventions for struggling
students that she works. It was a great opportunity for me to build a connection with an
invaluable resource right in my own building.
Leadership - Candidates lead their peers in designing and implementing technologysupported learning.
Many colleagues are a little fearful of using social media with elementary students. I
introduced my idea of creating a classroom blogging site for students to discuss and evaluate
books they have read, and a couple of classrooms are actually using this approach this year. My
Classroom Blogging Activity shows one way social media can be incorporated into classroom
learning and can increase student collaboration. I have tried to incorporate blogging into my
classroom through the use of KidBlog. KidBlog is fairly new to the staff in my school. Students

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can interact with each other and leave feedback for peers. I have used this in solving math
problems where students have to defend their solutions, and I have used this with reading where
students can present book reviews to their peers, or respond to text they have read. With many
initiatives being introduced in my district, it is challenging to implement yet another new
approach, but blogging can be used as simply as an online journal in which students can interact
and respond to each other. I was also selected to join a program called Classroom Champions
this year. In this mentorship program, I post monthly summaries on a Google+ community, I
create and share several videos throughout the year, and my students and I get to video chat with
our Olympic Athlete mentor. Using Google Apps and video chats with students is also new to my
school, and has received positive attention and inquiry on implementing these tools by my
colleagues.
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.
The Instructional Design (ID) Project was created based on the ADDIE Model. This
model follows a cycle of analysis, design and development, and evaluation to constantly take
student needs into consideration. There was an emphasis on developing instruction with a
particular audience in mind, rather than developing instruction around content and finding an
appropriate audience (Smith & Ragan, 2005, p. 58). A portion of this assignment was the
Information Processing Analysis and the Prerequisite Analysis. Reflecting on what students need
to know and be able to do help to ensure that students are provided with the opportunity to learn
everything they must learn to achieve that goal (Smith & Ragan, 2005, p. 83). The evaluation
piece provides valuable data in making revisions to improve future instruction. Working with the
Subject Matter Expert (SME) to revise the project required reflection of how to improve the

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design and implementation. She and I spent a lot of time discussing how to implement this with
the students we worked with. I finally decided to introduce podcasting first through a classroom
podcast where students would work with me each week to record our learning for the week. In
hindsight, this was a great way for me to assess student proficiency in working with Garageband
and it helped me know who my student helpers would be for the whole class project. It also
allowed me to provide support where students needed it, and encouraged me to record a
screencast of how to create a podcast. This screencast is also highlighted in my portfolio.
Assessing/Evaluating - Candidates design and implement assessment and evaluation plans
that align with learning goals and instructional activities.
In my Project-Based Learning unit, students are provided with checklists and rubrics for
self-review and peer-review throughout the process. This ensures that students have a clear
understanding of the expectations and how their work will be evaluated. In this project, students
also have several opportunities to share what they have learned. They create two artifacts, but
have options on how to create their final product. This allows for some differentiation, and
allows students to use their strengths and interests while creating their artifacts. Students also
present to a public audience, again with options of presenting via a prepared video, or with an
oral presentation in front of their audience.
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.
In my Accessibility/Adaptive Technologies page, I list resources to address the needs of
diverse learners in the classroom. I was able to compile a list of resources to address the needs of
students with cognitive, physical, and sensory disabilities as well as at-risk and gifted students.
Educators need to be prepared to address the needs of each student in his or her classroom, and
being aware of some resources available is a professional responsibility of an educator. Many of

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these tools can be useful with students who do not have the specific needs they are designed for.
For example, in working with 1st grade students who are non-readers and beginning readers,
doing research and using web-based resources pose a challenge since many web-based resources
are presented with text. Screen-readers and knowing about text-to-speech features are a daily
lifesaver for my students and I. These tools allow me to create activities and assignments without
the pressure of my students having to read all of the directions and information. It makes more
activities much more accessible to the young students.
STANDARD 5 RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and
improve performance.
EDTECH 504: Final Synthesis Paper
This paper focuses on the relationship between the constructivist theory of learning,
connectivism, and the use of educational technology in the classroom.
EDTECH 505: Evaluation Report
This evaluation report is intended to show whether or not Words Their Way is effective in
meeting the objectives of the program.
EDTECH 501: Evaluation Summary
In the Evaluation Summary, I analyze the districts administrative, curricular, support,
connectivity, and innovative use and access to technology.
EDTECH 504: Annotated Bibliography

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This assignment challenged me to create a list of peer-reviewed resources focused on learning

theories, and to provide a brief annotation for each resource. This bibliography was used to
complete research for my Final Synthesis Paper. All citations follow APA guidelines.
Indicators
Theoretical Foundations - Candidates demonstrate foundational knowledge of the
contribution of research to the past and current theory of educational communications and
technology (Januszewski & Molenda, 2008, p. 242).
In my Final Synthesis Paper, I completed research to show how Constructivism and
Connectivism support Educational Technology in the classroom. I found it interesting to see how
the foundational learning theories are still prevalent in our 21st century classrooms today. KurzMcDowell and Hannafin report a more significant barrier to technology integration is the
national trend toward greater teacher accountability and the curriculum pressures applied by the
adoption of state-mandated standardized tests in elementary grades. The introduction of statemandated standards and tests has surely affected the day-to-day instruction in the classroom,
(Kurz-Mcdowell & Hannafin, 2004, p. 99). This is certainly true in my school as we are
identified as a priority school due to past student performance on state standardized tests. There
is much pressure to find a way to engage our students in academics to improve test scores, but
there is little room for teachers to try and implement instructional methods that may improve
student engagement. Instead, there has been increased pressure to implement four different
technology programs totaling 270 minutes each week that each individual is expected to be
working on these technology programs. This leaves little extra time for incorporating projectbased learning, or using technology to create authentic work. My 1st grade colleague and I have
certainly had to get creative in finding time for each of our 27 students to meet their required
minutes with just 14 student laptops in addition to allowing student to use the devices to learn

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and practice the essential 21st century skills. In my research, I found that despite barriers to
integrating educational technology, incorporating multimedia technology into a constructivist
learning environment can lead to innovative teaching and learning methods for the improvement
of classroom learning, (Neo & Neo, 2009, p. 256). I know that through instructional approaches
such as Project-Based Learning, this goal of incorporating multimedia can be achieved, and am
hopeful in being a leader in transforming the way we educate this generation of students.
Method - Candidates apply research methodologies to solve problems and enhance practice
(Januszewski & Molenda, 2008, p. 243).
In the Final Synthesis Paper, I address some challenges of integrating Educational
Technology into the classroom. In my research, I found that two categories of barriers to
technology integration are given: First-order barriers that are external to the teacher, such as not
having access tocomputers or training, or not having enough time to plan; and second-order
barriers that are internal to the teacher, such as beliefs about educational practices, (KurzMcDowell & Hannafin, 2004, p. 99). Identifying and addressing the first-order barriers are much
easier than the second-order barriers. Teacher ability to finding solutions to the first-order
barriers is directly related to the second-order barriers, too. Even the way that teachers use
technology in the classroom varies widely based on their beliefs. In a study conducted by Ertmer,
Addison, Lane, Ross, and Woods (1999), teachers shared various reasons they use technology in
their primary classrooms. Some shared they use technology as additional or supplementary to the
existing curriculum, others used technology to motivate students because it was exciting, and
still others used technology to help prepare students for the future to develop 21st century skills.
Researchers found a strong correlation between teachers who view technology as merely
supplementary aids and second-order barriers (Kurz-McDowell & Hannafin, 2004, p. 99).
However, simply experiencing learning with the use of technology in professional development

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sessions can facilitate change in teaching beliefs to align more with constructivist approaches
(Levin & Wadmany, 2005, p. 285). I see this struggle on a daily basis in my school. While we
certainly have severe limitations on our technology usage this year because of pressure to have
each student get their 270 minutes of tech time on their technology programs, we will have
opportunities to allow students to practice the essential 21st century skills. One example of this is
with utilizing the SMARTboard in each classroom to allow students to work collaboratively to
solve a math problem of the day. Using the SMARTboard, students can capture their thinking
throughout the prolem-solving process. This can occur during our center time where some
students are on laptops meeting their required minutes, and others are working on more
differentiated independent activities. Identifying barriers are first-order or second-order barriers
can often help lead to a solution.
Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance (Januszewski &
Molenda, 2008, p. 203).
I completed an Evaluation Summary of technological resources in my school. Using the
Maturity Model Benchmark Survey, I analyze the districts administrative, curricular, support,
connectivity, and innovative use and access to technology. This report shows where the district is
adequate, and where the district has room for improvement in its technology use. My evaluation
found that there is ample access to technology for students and staff, but the support in
maintaining, repairing, and implementing these resources is lacking severely. In order for
technology to be implemented and utilized effectively, the gap between access and support needs
to be addressed.
Ethics - Candidates conduct research and practice using accepted professional
(Januszewski & Molenda, 2008, p. 296) and institutional (Januszewski & Molenda, 2008, p.
297) guidelines and procedures.

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In my all of my assignments, the Final Synthesis Paper and Annotated Bibliography in

particular, I followed all APA guidelines giving accurate credit to those whose work and ideas
are associated with publishing in any form (Januszewski & Molenda, 2008). I also conducted all
research using professionally accepted guidelines and procedures (Januszewski & Molenda,
2008). This includes using APA citations in all research papers, bibliographies, and giving credit
for all photographs and images used in my webpages and presentations. I learned how to conduct
searches that filter results for images based on their license for use. This is helpful to know what
images can be reused and/or modified. I now use this search tool all the time when searching for
images to use for my professional work.
CONCLUSION
In compiling the artifacts in my portfolio and aligning the assignments to these new
AECT standards, it is evident how much I have learned throughout this program. I not only have
a much greater knowledge base, but I am able to incorporate technology more confidently in my
classroom knowing that I have the research to defend my decisions.
I like how this program is designed to give a broad view of educational technology, and it
has definitely sparked interest in areas I felt unskilled before the program, such as blogging in
EDTECH 597, or HTML5 and CSS in EDTECH 502. All of the research in EDTECH 501,
EDTECH 503, and EDTECH 504 has built a good base for defending my decisions in how I
integrate technology into my classroom and has gained a great deal of confidence in my
educational practices. I have more options in creating and developing units that will be more
engaging for my students, and that will result in a product that my students can be proud to share
with a broad audience, such as EDTECH 541, EDTECH 542 and EDTECH 513. My work in
EDTECH 505 and EDTECH 551 has given me confidence in my ability to contribute to

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technology planning committees and in acquiring new technology for my students. I look
forward to opportunities to bring in some innovative teaching strategies to my students and my
colleagues.
My ultimate career goal is to become an instructional coach in helping students to
effectively integrate technology into their everyday teaching practices. I think technology is still
used as shiny new packaging for the same old instruction. It is my goal to see technology used as
a tool rather than just a strategy to engage students. I think collaboration plays a huge piece in
making this happen. I hope to someday make a large impact for students and teachers alike in
transforming how education is delivered to meet the demands of 21st century learning.

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