Rationale Paper

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Dec 10, 2013 (3 years and 8 months ago)

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Running Head:
M
EETING THE
S
TANDARDS AND
M
AKING THE
G
RADE





Meeting the Standards and Making the Grade

Stefanie Brimacomb

Boise State University Educational Technology

2





Introduction



When signing up for Boise State University’s Master of Educational Technology
(MET) program, I imagined the courses on ed
ucational technology and instructional design
would be similar to curriculum development
. As our district’s IT director and a secondary
classroom teacher, I
hoped to develop some skills in training
my colleagues how

to integrate

technology i
nto their cont
ent areas while helping to create curriculum that aligned to the
National
Common Core State Standards.

The program has
taken me further than I could have imagined, and offered me myriad
opportunities to share innovative technologies with my students and pe
ers. In the past two years,
I have learned to troubleshoot networks and program mobile apps for teaching and learning. Just
as we are aligning our curriculum with

the

National standards, Boise State University requires
that the program’s graduates demonstr
ate mastery of AECT standards.

My reasoning behind this degree is to continue on in the Ed.D.
Program

and ultimately be
qualified to help others in their endeavors to grow. As a professional technical educator with
multiple academic endorsements and an acc
idental tourist in the IT department, I know a lot
about educational theory, teaching in a classroom, IT issues and design techniques but I don’t
know much about the unique climate of the very population I want to serve


adult and teen
students in an on
-
l
ine learning environment, with a focus on those who are incarcerated.

3


This document provides a rationale for the course artifacts that I have selected
towards
that purpose
, and is organized sequentially according to
AECT’s five standards and their
respecti
ve subcategories.

AECT Standards

STANDARD 1 DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for
learning by applying
principles

of instructional systems design, message design, instructional
strategies, and learne
r characteristics.

Standard 1.1 Instructional Systems Design

The projects that I selected to demonstrate
my ability to procedurally
analyze, design, develop, implement, and evaluate instruction are
found in
artifacts from
two

different courses addressing
online, print, and mobile device
instruction.

The first

example is
EdTech 503


ID Project


which demonstrates my use of analysis,
design, development, implement
ation, and evaluation (ADDIE) model

(Smith, 2005)

when designing
instruction. The lesson is the cumulating activity in a unit that teaches speech or language arts students
how to use Microsoft Live Moviemaker to finalize a public service announcement. The

lesson plan was
different from a classroom lesson plan because I was creating it for another teacher to be delivered in a
“blended” environment. I had to take a systematic approach when developing the activities. The feedback
from the students and the cla
ssroom teacher gave valuable input as to how the lesson met the objectives,
and I modified the sequence of activities and the instructional delivery tasks accordingly.

Through this lesson, I learned that
developing
a learning environment using multi
-
media

and
graphic design tools

requires attention to every aspect of the course goals and instructional
delivery
. Whether designing or teaching a course, it is important to know the intended outcomes.
Designers can create assessment tools, but
d
esigning the les
son from both the instructor’s and
learners’ viewpoints was a unique experience and led me to incorporate a formative pre
-
assessment
survey to determine the learners’ needs, and a summative evaluation from the instructor.
I believe
this is
4


the area where
instructors

have an advantage with face
-
to
-
face instruction, a quick verbal quiz


body language


subjective measures all add up to
formative

assessment
s

that continue to
challenge the online course designer.

An iOS user, I was thrust into the Android rea
lm and found that my ability to
procedurally
analyze, design, develop, implement, and evaluate instruction was stretched to the
limit on every assignment! One of my favorites was the
EdTech 597
Quiz Bowl

assignment
, in
which I

had to spend extra time
analyzing my content needs
to find Creative Commons pictures that
would be applicable to this app.
After evaluating the app with a student, I decided that the first version
update will i
nclude a variety
of “
correct" answers, since the app is prone to unforgiving syntax errors. To
counter that problem

in the course version
, I added the correct ans
wer to the "incorrect" message to help
student
s recognize whether or not their response

was cl
ose

Standard 1.2 Message Design

Message design involves planning for the manipulation of
the physical form of the message, such as the appearance or layout.
Prior to taking
EdTech 506
I was
unaware that selecting font attributes and graphics placement had
a significant
impact on learning and
student achievement.
This
course
met the standard in every assignment, but the one that most stands
out is the lesson on the

EdTech 506
Three C’s

(Lohr, 2008). Lohr references Mayer (2001) who has
identified seven characteristics of effective instructional visuals, but these three
(
concentrated,
concise
, and concrete
)

relate
to the cognitive task of selection. Concentrated emphasizes key

graphical and textual elements, concise strips away all but the most basic information, and concrete
refers to visual cues and elements in the design that make the message easy to visualize. I am proud
that the resulting artifact is not only used for trai
ning

volunteer Emergency Medical Technicians
, but
it
is also displayed on the wall of our ambulance for quick reference in critical situations. Because I
took the time to implement these three principles into my design, it makes the protocol selection easy

during stressful transport situation.

5


Standard 1.3 Instructional Strategies

I found
EdTech 504
Building a Framework for Lifelong
Learning

to be a valuable
resou
rce

for thinking about why I subscribe to certain pedagogical theories
when selecting and sequencing events and activities for instruction and delivery. I feel my
research

best reveals my viewpoint on designing instruction.
This
paper describes my
belief t
hat teachers
construct the learning environment with the instructional strategies they choose to use to
optimize learning
. Although I am describing my face
-
to
-
face class, the activity brought me to
consider how I might revise those instructional strategie
s should the goal be to educate and
reform juveniles and adults who are incarcerated.
My possible solutions were
to “
1) change the
way instruction is delivered to become more personalized 2) use technology simulations to
reshape the learner’s world view, a
nd 3) educate the instructors with their peers (who share in
their teaching experience) how to incorporate the use of technology into curriculum in order to
set the same goals and expectations for their learners
” (Brimacomb, 2012)
.

This research helped me
to realize a shift in my thinking about instructional design, and
made me recognize the importance of teacher training with
like
-
minded
colleagues. For example,
how might Idaho best train its correctional facilities instructors for technology integration a
nd
web 2.0 tools when Internet availability is prohibited to those who are incarcerated.
Providing
specialized professional development for these educators may result in “thinking outside the
box” and gaining new
insights about incarcerated learners.

Stand
ard 1.4 Learner Characteristics

Learner characteristics are those facets of the
learner's experiential background that impact the effectiveness of a learning process. Every learner
processes new information in a unique and personal manner, while at the sam
e time, using tools of
their time. Today’s learners share an aptitude for social media and shared experiences. The challenge
posed by
EdTech 541
Considering the Outcomes

was not on
ly discovering what innovative
6


technologies were proven tools of instruction, but how each could benefit social learners with
individual needs while complying with various state and federal mandates and local policies and
procedures. My paper
examines inst
ructional technology from three viewpoints that all come back to
today’s learners.
This concept is evident when teaching volunteer Emergency Medical Technicians. The
learners range from high school students to “empty
-
nesters” all with different backgrounds

and learning
habits.


EdTech
541’s video

library

activity helped me to plan
for a variety of adult learners who are
taking a basic EMT course. These Internet resources are easily accessible and

present the information in
different ways that will appeal to different learning styles.

STANDARD 2 DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional
materials and experiences using print, audiovisual, com
puter
-
based, and integrated
technologies.

Standard 2.1 Print Technologies

My
EdTech 512 Lesson Overviews

were designed as print
materials.
The overviews were used by middle school math students as

they completed the online
activities in my blended classroom. I received feedback from the students asking to modify the overviews
to include more specific instructions and standardize the instruction so they knew at a glance where their
lesson preview a
nd activities could be found.


Word got around among the students and the remedial math
teacher asked me about the course and asked if I could extend it to his learners as a beginning of course
refresher.

Standard 2.2 Audiovisual Technologies

Audiovisual t
echnologies present auditory and
visual messages

through mechanical devices or electronics
.

I had to overcome my
dislike

for
creating
live
video and
audio

presentations
with t
he

EdTech 513
Fil
e Management

project. The
resulting

screencast

use
s

audio and images to create effective instructional materials. The
project

7


was designed in such a way that using technology was a natural fit for
this

lesson
. I

found this
presentation useful (albeit emba
rrassing)

in teaching staff members how to develop a
custom file
organization system. What was
most

beneficial was
when I used it to show a teacher some
possibilities, and
the teachers’ response


“how did you do that?” M
y ability to help my
colleagues get

out of their comfort zones and extend their instruction with the myriad web 2.0
tools th
at incorporate audio and visual made my discomfort worthwhile.

I found the
EdTech 501


Digital
Divid
e
paper
provided

an enlightenment that gave me a
deeper understanding of the difficulties that present themselves when creating a collaborative multimedia
project in an online environment.


Even with today’s audio/visual communication opportunities,
colla
boration across time zones proved to be challenging.

Standard 2.3 Computer
-
Based Technologies

Computer
-
based technologies are ways to
produce or deliver materials using microprocessor
-
based resources.
I chose the
EdTech 513
What
Matters
PodCast

for its audio component, both in the develo
pment and delivery of the content on test
anxiety
.
The PodCast was the first experience I had with recording my voice for Internet distribution, and
I found the ex
perience difficult, having to revise the recording multiple times. I am still uncomfortable
with recording my voice, but doing so gave me the ability to help others do the same.

The
EdTech 502
JigSaw
lesson

on
Cyberbullying

incorporates multiple computer
-
based
technologies and has group activities that allow students to form a group of four (or equal to the number
of available sub
-
topics). Each group member researches a specific subtopic and becomes t
he “expert”


reporting back to the group members when done. I find a lot of value in the JigSaw activity and have used
it for instruction several times in my current position at a middle and high school level as well as for staff
professional development
days.


Standard 2.4 Integrated Technologies

In
tegrated technologies are ways to produce and
deliver materials which encompass several forms of media under the control of a computer. The
assignments within this standard demonstrate my use of current and eme
rgent technologies into my lesson
8


plan development. Of all the assignments that I have completed in the EdTech program, the
EdTech 597
Final Project

is the one I struggled with mo
st. I am very proud to know that I successfully completed the
Android App development with a product that may ultimately be of value in a pre
-
hospital care
environment. This app is complex in its design because it moves between screens and features an
inte
ractive component. The use of a complex algorithm determines the estimated time of

patient

arrival

at
the Emergency Room
. Developing this app gave me enough confidence to integrate app design into my
course work and use new technologies in every facet of m
y life.


Other projects that I would like to highlight for this standard are the
EdTech 502 Virtual Field
Trip

and the
EdTech 522
Googl
e Lit Trip
. S
imilar in development and deployment, I have used these
two assignments to show classroom teachers how integrated technologies can enhance teaching and
learning even though they differ in design. The
former (field trip) is for a set grade lev
el while the latter
is designed to span across grade levels (Lit Trip). The field trip integrates Internet resources to
purposefully guide the learner on a tour of the virtual destination. The Google Lit Trips integrates
photography, Google Maps
, Satellite

imagery, text, and audio in an interactive manner, allowing the
learner to be the guide.

Finally, I used the
EdTech506 White Space

to revise an earlier project
focused on
research
ed
-
based
design

principles that optimize learning and performance in instructional
technology
.


In the
lesson
I further developed a
previously submitted design

using ACE/PAT design

components for a unit on bleeding control and shock management to be delivered online to adult learners.

Taking Lohr's suggestion to weed ou
t extraneous design elements (
89) was made more difficult
because I felt the text
ual elements were

necessary.


Neve
rtheless,
I analyzed the original design for
clarity and began removing design elements one by one until only the basic message was remaining to
facilitate attention and retention. The resulting design clarified the remaining text,
the circular shape
brin
gs unity,
and
horizontal and vertical
spaces create

the illusion of organizing lines
. Together
the elements

provide the balance that is so critical in online delivery.

9


STANDARD 3 UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to

use processes and
resources for learning by applying principles and theories of media utilization, diffusion,
implementation, and policy
-
making.

Standard 3.1 Media Utilization

Media utilization is the systematic use of resources for
learning. The two
arti
facts
that I chose to represent the standard were those from media
-
rich courses.
My
EdTech541 Final Reflection

emphasizes my viewpoint on using available resources and assistive
media
to address the needs of students with exceptional needs. While developing the
EdTech 506 CARP
assignment
, I realized that my lessons rely on visual representation in the form of presentation software
.
Here
c
ontras
t
,

a
lignment
, r
epetition, and
p
roximity

(
CARP)

design elements are used to better
communicate a lesson or message through visual representation. Each of these elements impacts learning,
a
nd a good design will improve the course content. I chose grey
-
scale for my design, planning a contrast
punch with black and white text and graphics. I chose the organized feel of rectangle shapes and
symmetrical rows and columns they create, while using
repetition to lighten the tense lines in the image.
Each row a different color, but the proximity of clone like text boxes reveals the concepts therein are
connected. In the end, I'm pleased with that decision feeling like I have met the first course goal
-

"to
apply principles of visual literacy o the design of instructional messages."

Standard 3.2 Diffusion of Innovations

Diffusion of innovations is the process of communicating
through planned strategies for the purpose of gaining adoption as the
EdTech 501 Digital Divide

group r
esearch assignment proposed.
This presentation is the result of a
scenario in which we were
members of a Task Force to the State Superintendent of Publ
ic Instruction with the task of evaluating
instructional technology alternatives, possibly suggesting other alternatives, and giving recommendations
on which alternatives the State should adopt. As a technology leader in the state of Idaho, I frequently
wo
rk with the administrators in school improvement planning and communicating ideas for the purpose
of gaining adoption
, so this activity was relevant and purposeful
.

10


Standard 3.3 Implementation and Institutionalization

Implementation is using instructional

materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine
use of the instructional innovation in the structure and culture of an organization.
Jonassen and Land
contend that the educational shift towards stu
dent centered learning is the breeding ground for a
wide variety of theories (e.g. project and problem
-
based learning and constructivist learning
environments), and although they may have some differences in the way they are carried out

in
real settings
, t
hey share the concept of
l
earner
-
cent
ric
environments
(
Jonassen, 2000)
. Although
s
ome approaches rely heavily on technology to support simulations and experimentation, others
stimulate the learner to use a variety of learned skills for determining the bes
t approach
necessary to solve problems (Brimacomb, 2011).

Such instructional innovation is found in the
EdTech 504 Final Project

which examines the
implementation of instructional

tech
nology, course

materials
, and

teaching
strategies in the culture of
juvenile and adult correctional facilities.
My study found that o
ftentimes implementation of online or
innovative

instructional methods is postponed because of the distinct professional de
velopment needs that
arise due to instructors being isolated from their like
-
institutional peers.


Outside the penal system,
I

am currently part of a team that determines how to best implement

the

educational

technologies

and
instructional
strategies in my

K
-
12 public school setting.

I
plan and deliver
staff training projects,
share technology publications, and mentor my colleagues in the effective use of
instructional technology so that
together
we can bridge the digital divide

(Brimacomb, 2011).

Standard

3.4 Policies and Regulations

Policies and regulations are the rules and actions
of society (or its surrogates) that affect the
diffusion and use of Instructional Technology. The Maturity
Model Benchmark Impact Table provided in EdTech 501 offered a means
of analyzing the
impact of
technology efforts on specific components of the organization. Five key areas are identified:
Administrative, Curricular, Support, Connectivity and Innovation. Each area is an important
11


ingredient in attaining high levels of tech
nological maturity and as such needs to have in place
policies and regulations as addressed in the
EdTech 501 School Evaluation

Summary
.


I developed

the

EdTech 502
Netiquette


p
age

as instruction
to elementary and middle
-
school learners of basic rules of Internet use. I incorporated the school’s “Salmon River Savage”
mascot to further personalize the message. The lesson is
now
u
sed in orientation during the first
three days of the school year and is delivered in conjunction with signing the district’s Network
Use Agreement.
This standard is further met on the backend.
I used the W3C
html and css
validation tool
s

to ensure that I
designed my instruction

in a manner
that is
available

to everyone
following accessibility protocols.

The most beneficial aspects of this
project

were learning to use
CSS and finding out how to check my web pages with W3C tools. CSS is a time saving tool
w
hich allows me to separate the formatting appearance from the HTML structure. I have used it
extensively when updating my personal and school’s website. It makes websites easier to update
and supports accessible Web design.

STANDARD 4 MANAGEMENT

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

Standard 4.1 Project Management

Project manag
ement involves planning, monitoring,
and controlling instructional design and development projects. This standard was met time and again
over the past two years
, but I have found one
open
-
source research utility
to be invaluable in

managing
research compon
ents such as citations and .pdf files. I liked that I could integrate it into Microsoft Word
or Open office. Once the add
-
on is downloaded, I

can quickly add sources and citations to my
Zotero

f
older, including
the citations I used for
an
EdTech 501

group project.

I now have well over one hundred
sources and citat
ions added to my Zotero folder.

12


EdTech 554


iPad Training

was a successful

teacher professional
development opportunity

for
the teachers at my district. The project was

designed with
SMART goals
(specific, measurable, attainable,
realistic, and time
-
bound)
. Three primary goals of this

training
were to

improve all students’ learn
ing
,
improve teacher effectiveness, and
differentiate

the learning
.


My administrators and I planned to use a
two
-
day teacher in
-
service for this training to allow the teachers the opportunity to compare their use of
laptops
and iPads

in an instructional s
etting. The t
eachers had been
integrating the laptops in their
instruction,
but the

iPads

were distributed

as “rewards” rather than instructional devices. Students viewed
them as gaming devices, but not much more. After this training, teachers reported

mor
e confidence in
using the devices, and building administrators observed a marked increase in iPad integration as part of
the instruction and
assessment
.

Students are eager to access the instructional apps and report more interest
in learning.

Standard 4.2
Resource Management

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

Key resources are allocated to assistive
technologies, so I selected my

EdTech541 assistive technologies resource page

t
o demonstrate my
understanding of this standard.
I serve as a volunteer advanced EMT on a rural ambulance. During my
eight years of service, I have experienced exhilarating triumph and painful tragedy. Wi
th each call I
become more acutely aware of both the fragility and the resilience of human life. I have learned that it
takes only one act

(intentional or unintentional)

or one bodily systems failure to change lives. A stroke
may leave an individual unable

to use his right arm. In most activities, this impairment may be minimal


but in other activities which require the use of both arms, this loss puts our friend at a disadvantage with
others


it becomes a disability

(Brimacomb, 2011)
. If the impairment o
r disability inhibits the individual
from fulfilling a role, it becomes
a handicap

(Robleyer, 2010)
. Educational technology provides the
means to level the playing field, and when considering resource management, assistive technology is an
absolute element
.


Standard 4.3 Delivery System Management

The

EdTech541 Integrating Technology Across
13


the Content

project demonstrates how d
elivery system management involves planning,
monitoring and controlling '
the method by which distribution of instructional materials is
organized' . . . [It is] a combination of medium and method of usage that is employed to present
instructional information to a learner.

The project integrates many social and web 2.0 tools to
promote learning.

Rather than pushing against the tide, schools can embrace the benefits of social
networking technology in a safe and controlled environment designed specifically for the unique needs of
K
-
12 education. These tools help support diversity a
nd the development of communities through safe user
friendly platforms that encourage dialogue and the sharing of perspectives, ideas and events.


Such
environments can be found with educational vendors such as Gaggle.net (2011)

which offers portals and
sa
fe YouTube viewing.
In their Learning and Leading with Technology article
Save the World with Web
2.0
, the authors maintain that human narratives merge well with the ethical questions to form an “activity
framework for preparing students for global citize
nship” (34).
“Sample activities include having learners
research the importance and impact of an issue prior to promoting their cause on social networks, blogs,
wikis, global networking, and other Web 2.0 venues to raise awareness and save the world”(Cifu
entes,
2010).

Standard 4.4 Information Management

EdTech 554’s Tech Plan Analysis

was the impetus to
developing a new technology plan for the district in which I work
, and I feel this ar
tifact
appropriately represents how i
nform
ation management involves planning, monitoring, and
controlling the storage, transfer, or processing of information in order to provide resources for
learning.

Ware states, "Aligning appropriate technology tools an
d resources within the
continuous improvement planning process positions technology leaders to engage in dialogue
with system and school leaders who are working toward the common goa
l of student and school
success
"

(Ware, 2009).


Performing the tech plan a
nalysis
helped our trustees, administration,
14


and other stakeholders define what they wanted education to look like within our district. From
there they were more open to developing the new technology plan.

STANDARD 5 EVALUATION

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

Standard 5.1 Problem Analysis

Pro
blem analysis involves determining the nature and parameters
of the problem by using information
-
gathering and decision
-
making strategies. I used
the EdTech
501
Maturity Benchmarks Model

as th
e foundation
to
the school technology summary described in
Standard 3.4.
The Maturity Model relates to four benchmark stages:

1) The Emergent Stage

2) The Islands Stage

3) The Integrated Stage

4) The Intelligent Stage


I performed
the

school maturity bench
marks evaluation to determine the nature and paramete
rs of
our technological maturity and the stages of technology.

The purpose of this

benchmark is to link
the technology resources to their use in every learning

environment. In this way,
our committee
det
ermined
the existing level of support for students, teachers and

support staff. The premise is
founded on the theory that both

resource availability and behavioral changes are required to
improve educational

outcomes

(Boise State University Educational Tec
hnology 501, 2011)

The project
, along with a project in EdTech 554,

was the impetus of a district wide
conversation that resulted in a restructuring of our district technology plan
, which was approved by
the Board and State of Idaho
.

15


Another project from
which our district benefitted was the
EdTech 505 Project Evaluation
.
Teaching and learning are as essential to education as are speaking and listening to
communication. When we are hired t
o evaluate a program, it is critical that we identify early on
what it is that is being evaluated, and for what purpose the summary and recommendations are to
serve.

My school district

had purchased instructional technology a number of years ago that was
n
ever integrated. Teachers had
unused

five
-
year old student response pads sitting in their stock
closets. Some had tried to use them over the course of one quarter, but most had never installed the
AA batteries into the devices. Working with the administrat
ive staff and teachers, we deployed a
Survey Monkey survey based off the CDW teacher survey (2010
).
We

identified

two distinct needs
:

1)
teachers’ comfort level

and 2) the

need for data
-
driven education
.


As

an inside

consultant,
I
worked with the adminis
tration to

perform the tasks, collect the data, and
analyze

the results
. T
he
information
gleaned was
used for program changes

and
decision making
. I found that
programs
repeatedly create shifts in the educational climate
,
and

evaluators must understand wha
t it is they
are evaluating.

What I gained from
these

projects is that a
fter all is said and done

survey
and

assessment instruments are developed, measurements are observed, interviews are conducted,
attitudes are assessed and every last piece of data is
collected, disseminated and reported

if
we

evaluators
do

not take the time to fully understand the background, purpose, and implementation
of the program studied, we will
arrive with

biased results.

(Brimacomb, 2012)

Standard 5.2 Criterion
-
Referenced Measu
rement

Criterion
-
referenced measurement involves
techniques for determining learner m
astery of pre
-
specified content such as the rubric created for
EdTech 554 Microsoft Live Moviemaker softw
are evaluation
. The
project

was a group
endeavor
in which we

developed the rubric for classroom teacher
s

to evaluate
instructional software.

The
16


rubric focuses on technical elements, functionality, program design, adaptability, and freedom
from bias.
I f
ound the rubric useful as a technology director, and asked my staff to complete it
voluntarily with regard to their use of Microsoft Live Moviemaker. One of 14 teachers agreed to
assess the software using

a 4 point Likert
rating, and determined that

the so
ftware was a good fit
for his classroom

video projects
.

I was disappointed at the lack of volunteers, and would like to
use this rubric again during a staff development day tied to Digital Storytelling.

Standard 5.3 Formative and Summative Evaluation

Forma
tive evaluation involves
gathering information on adequacy and using this information as a basis for further development.
Summative evaluation involves gathering information on adequacy and using this information to
make decisions about utilization.

I dev
eloped the
EdTech512


Evaluation Chart

d
uring

my first
semester as an EdTech student. In retrospect,
creating this artifact

prepared me for developing
instructional technology and provided a strong

foundation for subsequent coursework.

My
EdTech
505
summative evaluation

on the value of certain web sites for math instruction
used three common measures: 1) Facilitates Navigation (load time,

appearance,
and working

hyperlinks); 2) Pertinence to Field (Education) Likelihood of Revisit/Bookmark. I used a Likert
rating from 1 (low) to 5 (high) to determine my top five sites.

This is an excellent critical thinking
activity for students in any cor
e content area, and also for web design students.

Standard 5.4 Long
-
Range Planning

I feel that the
artifact

that best demonstrates long
-
range planning that focuses on the organization as a whole (strategic planning) is my work on the
EdTech 501
-

District Technology Survey
. The survey helped us to focus on what instructional
and support technology we have now, and where we want to be in three to five years. During
strategic planni
ng, managers are trying to decide in the present what must be done to ensure
organizational success in the future. The completed project gave my employer, the Salmon River
17


Joint School District 243 a base from which to work when developing our District Tec
hnology
Plan (now approved by the State of Idaho). I was proud to be able to use my coursework to make
a real difference in planning a project of this magnitude. A state approved technology plan is
mandated for federal funding, and that requirement was ful
ly met with no revisions necessary.

Conclusion

In the changing landscape of technology, it seems no matter how much I learn, there is always
more to know in my current role as IT coordinator and technology teacher for a small district
with a demand for up
-
to
-
date technology to provide its students a quality and competitive
education, and a budget that is unable to support more than one staff member to cover all aspects
of instructional, network, and management technologies.

I am working towards a higher go
al, but have decided to pursue the M.E.T. before
continuing on for the Ed.D. I am
feeling my age (51 at this time)
, and I feel somewhat of an
anomaly in the tech world
-

but here I am, and looking forward to learning with my younger
colleagues.
18


Resources:

Brimacomb, S. (2011, July 26).
Extraordinary Times for Extraordinary Needs
. Retrieved from
EdTech Learning Log: brimaponder.com/2011/07/26/extraordinary
-
times
-
for
-
extraordinary
-
needs/

Jonassen, D. a. (2000).
Theoretical Foundations of Learning Environment
s.

Mahwah: Lawrence
Erlbaum Associates.

Luppicini, R. (2005). A systems definition of educational technology in society.
Educational
Technology & Society, 8
(3), 103
-
109. Retrieved from http://www.ifets.info/journals/8_3/10.pdf

Robleyer, M. a. (2010).
Educa
tional Technology Into Teaching

(5th ed.). Allyn and Beacon,
Pearson.

Smith, P. a. (2005).
Instructional Design

(3 ed.). United States of America: John Wiley & Sons,
Inc.

Ware, A. (2009). Unlocking Excellence with Keys to Quality.
Learning and Leading with

Technology
, 22
-
23.

Wesch, M. (Performer). (2007, January 31).
The Machine is Us/ing Us.

Retrieved from
http://www.youtube.com/watch?v=6gmP4nk0EOE