RATIONALE PAPER

AFTON THOMPSON
Masters of Educational Technology Program Boise State University Spring 2014
This rationale paper showcases each of the artifacts I selected for my Masters of Educational Technology Portfolio. This paper is a means to provide a clear rationale of why each artifact was selected, how each artifact demonstrates my mastery of the AECT standard it has been mapped to, explains my understanding of the connections between theory and practice, and discusses how my teaching or thoughts about teaching have been impacted as a result of my learning.

INTRODUCTION
I want to be an effective teacher, one who prepares students with the skills they will need to be 21st century learners, professionals and citizens. It is for this reason that I chose to pursue a Masters degree in Educational Technology. Technology has put the world at our fingertips, and has changed the way students are learning and communicating; I want to bring this change into my classroom.

My name is Afton Thompson, and I am a 7th grade Language Arts teacher at Kuna Middle School, where Ive taught for the last seven years. I am also a graduate candidate in Boise State Universitys Masters of Educational Technology program. I have learned so much throughout this program, and I feel that because of my new skill sets I am a more effective, technologically savvy educator who is capable of providing relevant, worldly lessons to students. Because of this program I can do more with technology than I ever thought possible, and incorporate it into my curriculum and learning activities. This Rationale Paper is an integral component of my culminating project, and is meant to explain selected artifacts, the reasoning behind their selection, as well as how each artifact demonstrates my mastery of the skills listed in the AECT standards. Each artifact that I have selected to showcase my achievement is organized by the standard that it satisfies.

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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 learner characteristics.
1.1 Instructional Design System
Instructional Systems Design (ISD) is the gateway between education and instruction, and can be described in many ways. According to the AECT Standards, ISD is a procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. The most common definition of ISD was developed by Seels and Richie (1994) where instructional design is described as the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning (Gustafson & Branch, 2002). However, the definition that I feel more genuinely encompasses the goals of ISD is Brodericks (2001) description: Instructional Design is the art and science of creating an instructional environment and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving (Hanuka, 2006, p. 3). To me, ISD means that one crafts curriculum for instruction with definitive learning targets for specific learners, with set goals, and intended outcomes in mind. The artifact that I have selected to showcase my mastery of this standard is the Instructional Design Project that I created in EdTech 503: Instructional Design. For this project, I wanted students to learn how to create a video broadcast using iMovie for online publication to

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our schools journalism website. To do this, I designed and created a unit of instruction based upon the ADDIE model that integrated major aspects the art, theory, and practices of ISD associated with learner needs and characteristics, instructional context, stated goals, and task analysis. In the early stages of the project, I analyzed student data to determine their computer skills and confidence using technology. From that data I was able to develop instructional goals and detailed learning tasks to assist students in learning how use iMovie to create their video broadcasts. Through the planning and development of this project, I was able to understand implications ISD, as well as how to plan and design units of instruction using ISD principles and the ADDIE model. In the beginning, this project seemed insurmountable. By the end, I had a greater appreciation for all of the data collection, assessment, and analysis that goes into ISD. Because of this class I feel that I am more effective at designing curriculum because I have a greater understanding of the theories and models of which to base its development. Although my Instructional Design Project could be used to show proficiency of several of the AECT Standards, I feel it best exemplifies my mastery of Instructional Systems Design.

1.2 Message Design

Message design involves planning for the manipulation of physical forms of information or directives (AECT, 2005, p. 14). This benchmark focuses on designing graphics that assist learners in understanding instructions and/or acquiring new knowledge. The first artifact that Ive chosen to demonstrate proficiency in message design is the Prepositional Phrases Graphic I created in EdTech 506: Graphic Design for Learning. The design of this graphic required the use

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of the CARP Model--design elements of contrast, alignment, repetition, and proximity--to convey a clear message to the learners. The users of this graphic are 7th grade Language Arts students. At the 7th grade level, students will have background knowledge of grammar and the parts of speech, so the visual representations should be fitting for their age and skill levels. In the image, repetition is used in the images and the text. The birds and clouds are the same image repeated, and the words bird and cloud are also repeated in the example sentences. Contrast is a design element used to enhance visibility of images or text, and aids in establishing differences between elements in a visual (Lohr, 2008, p. 194). To achieve the element of contrast I used variations in text and image color. The background of the image is also a bright white, making both the image and the text stand out. The element of alignment is used in the vertical positioning of my design. Each example looks like it is staked upon the other. I also made certain that the images and text have a centered justification within the framework of my image (Lohr, 2008, p. 201). Proximity is used through the grouping of images and examples. I grouped each image and its example sentence together, separating them with a thick dark gray line so it would be unmistakable which images and text were related (Lohr, 2008, p. 203-207). I feel my Prepositional Phrase graphic demonstrates proficiency of the message design standard because it uses key components of message design in order to convey information that can be clearly, and easily understood by the user. The second artifact that I have chosen to show mastery of message design is the Types of Sentences graphic I created in EdTech 506: Graphic Design for Learning. The users of this image are 7th grade Language Arts students. At the 7th grade level, students will have background knowledge of grammar and the parts of sentences, so the visual representations

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should be fitting for their age and skill levels. For this graphic, I used horizontal alignment to show that the text on the left is primary, or most important, and the text on the right is secondary (Lohr, 2008, p. 128). I used proximity to show that each item in the image is relative to each other, therefore placing them each equidistant from one another (Lohr, 2008, p. 133). I've also put this in a table format with two distinct columns to make the information clear and easy for learners to understand (Lohr, 2008, p. 135). These graphics demonstrate proficiency of the message design standard because the images utilize key components of message design in order to convey information that can be clearly and easily understood by the user. The graphics also use theories of message design in order to convey information to learners so that it can be easily processed and assimilated. Creating these graphics has helped me to be more aware of the design of the images and media I present to my class as learning tools or instructional aides.

1.3 Instructional Strategies

Instructional strategies are described as specifications used for selecting and sequencing events and activities within a lesson (AECT, 2005, p.14). The sequencing of specific activities is an important component of successful lesson planning and learner achievement. I believe that my Fairy Tale Webquest Webpage successfully demonstrates my ability to meet this standard. The purpose of the webquest was to create a higher-order thinking activity that integrates online resources to assist students in learning about the art and structure of fairy tales. The webquest is successfully completed when students are able to utilize their knowledge of fairy tales to write their own. Multiple web pages were designed to sequence learning activities and

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assist the learner in navigating from one task to the next. Students are introduced to the art and history of fairy tales, and then are given a list of learning objectives that will be met by the end of the webquest. Students start with the task of understanding the basic structure of fairy tales, which leads them to deconstruct a fairy tale, and ultimately prepares them to write their own. I feel the Fairy Tale Webquest demonstrates mastery of instructional strategies because the process of completing the webquest was purposely ordered to increase the students ability to acquire and assimilate information, and incorporate their learning into the task of writing their own fairy tale. This webquest was designed to provide students with an engaging, technology-rich learning experience. When developing curriculum and lesson plans, it is important that students know exactly what the learning objectives are, what tasks they will complete to meet the stated objectives, and how they will be evaluated. This process is important in designing successful learning tasks, as it aids in student achievement. I always consider these principles, and the logical sequencing of learning tasks when creating learning activities and lessons for my students.

1.4 Learner Characteristics

Learner characteristics are described as aspects of the learners experient ial background that impact the effectiveness of a learning process (AECT, 2005, p. 15). Learner characteristics include such things as learning style and ability, background knowledge and skills, behavior, vision, hearing, and motor skills. Aside from these, the most prominent learning characteristic in the realm of educational technology focuses on the ability to use a computer and computer-

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based technologies, and the significance that these technologies has on engagement, motivation, and learning outcomes. I selected two artifacts that I feel demonstrate my ability to meet the Learner Characteristic Standard. The first artifact that demonstrates my mastery of this standard is the Digital Inequality Presentation from EdTech 501: Introduction to Educational Technology. I collaborated with a group of peers in creating this presentation. Calling ourselves The Digital Task Force we set out to investigate the discrepancies in student access to technology. The greatest disparity in education today is the digital divide--those who have access to technology and those who dont. This divide is fast becoming inequality, as todays learners need access to technology and need to acquire the skills needed to use those capabilities. Information and technology is no longer considered an extravagance, it is a necessity. Students who do not have access to technology are at an extreme disadvantage. The Digital Inequality Presentation showcases my proficiency of this standard because it explains the biggest learner characteristic in education today--which students have access to access to technology and can utilize it effectively. It is imperative in todays digitized, global society that each student is afforded equal access to learn with todays methods of technology integration. Because of the 1:1 Learning Project at Kuna Middle School where I teach Language Arts, each student has a Chromebook to use during each school day. Chromebooks allow them access to a plethora of online learning tools and activities that enrich lessons and learning experiences in each of their classes. It is important to me as an educator, and as a technologist, that I develop curriculum and educational activities that allow students to further their technological skills so that they are e-literate, and prepared to be 21st century learners,

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leaders, and citizens. The second artifact that I feel demonstrates my proficiency of the Learner Characteristics Standard is my Instructional Design Project. This project required me to evaluate learner characteristics and background knowledge to establish a need for the program, create program goals and learning targets in order to effectively implement the program to its intended learners, and design formative and summative assessments that would appraise student learning and inform me of the programs validity. As mentioned in Standard 1.1 Instructional Systems Design, this project was designed for 7 th and 8th grade journalism students to teach them how to use iMovie to create video broadcasts. A variety of surveys regarding student computer use and technological confidence were administered in effort to determine learner characteristics and need. After analyzing the results of the surveys, I was able to establish that the majority of my students had not created video broadcasts before. This analysis was key in determining a starting point for this unit of instruction, and tailoring its design, learning goals and outcomes based on my understanding of my students. The development of this project has taught me to assess learner characteristics and use the information for designing instruction. The skills gained allow me to tailor any curriculum to meet the needs and abilities of my learners based on their characteristics, or create a unit of instruction entirely from scratch designed for specific learners. This is a skill that I value and use every day in my classroom to ensure that my students receive instruction that is designed solely based on their needs, abilities and learning styles.

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STANDARD 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies
Print technologies are ways to produce or deliver materials such as books and static visual materials through the mechanical or photographic printing processes (AECT, 2005, p. 18). I have chosen the unit of Instruction that I created in EdTech 506: Graphic Design for Learners, to showcase my proficiency of this standard. The unit of instruction, Completing the Four-Level Analysis, demonstrates proficiency of this standard because all of the presentations, notes, assignments, assessments, and graphics presented in each of the five lessons were developed to be reproduced, either photographically, mechanically, or printed directly from the website. The graphics I designed for the unit can easily be printed and used as instructional aids in the classroom. Below is a sample of some of the visuals and documents I created for the unit. Personal Pronouns graphic (Lesson 1) Adverbs Graphic (Lesson 1) Independent and Dependent Clauses graphic (Lesson 3) Types of Sentences Assignment (Lesson 4) Four Level Analysis Final Exam (Lesson 5)

In creating visuals and documents for this unit of instruction, I was diligent in ensuring that everything that could be reproduced was visually appealing, and that its content was easily assimilated for a variety of learners. Documents and visuals that lack sufficient and precise
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design are often confusing to the learner, and muddle instructional details. When creating graphics and documents for student use, I use the techniques that I have acquired from the M.E.T. program to ensure that the design is sound and content is clear.

2.2 Audiovisual Technologies

Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or the use of electronic machines to present auditory and visual images simultaneously (AECT, 2005, p. 18). Audiovisual technology is a key component of developing any lessons and learning tasks that are meant to provide learners with both visual and auditory instruction simultaneously. The artifact that I have chosen to demonstrate my mastery of the Audiovisual Technologies standard is the Synchronous Lesson Presentation on Understanding the Stages of Plot I created in EdTech 521: Online Teaching in the K-12 Environment. This presentation displays instructional content about the stages of plot using both visuals and audio so that students are able to get instructional information at the same time. I used Microsoft PowerPoint to create a presentation on the stages of plot, and then recorded my explanation of the lesson using VoiceThread. Utilizing technology to deliver both visual and auditory messages synchronously aids in learners in acquiring information. Knowing how to use technology to develop audiovisual lessons is an important skill set to have as an educator and a technologist, and a method I use in my class to differentiate instruction to meet the needs of my learners.

2.3 Computer-Based Technologies

Computer-based technologies are ways to produce and deliver materials using

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microprocessor-based resources (AECT, 2005, p. 18). In EdTech 502 and EdTech 521, I learned a lot about creating lessons and unit of instruction that rely on computer-based technologies. The websites that I created in EdTech 502 (Virtual Tour of Paris, Jane Austen Jigsaw Activity, and the Fairy Tale Webquest) as well as the Completing the Four-Level Analysis Unit of Instruction (EdTech 506) demonstrate my mastery of utilizing computer-based mediums in order to produce and deliver online instruction and learning activities. Another lesson that I created that uses computer-based technologies is the Synchronous Lesson on Creating a Wordle. I developed this lesson in EdTech 521: Online Teaching in the K-12 Environment to teach students how to create a Wordle. Students maneuver through the presentation, and then are able to create and their Wordle online. All of the activities listed show my mastery of this standard because each was completely developed, designed, and delivered using computerbased technologies, and require students to rely on computer-based mediums to complete each learning task. The skills I have gained from the M.E.T. program have helped me to effectively use and plan for the use of computer-based technologies to develop and deliver a multitude of computer-based and media-rich content in my curriculum that I utilize frequently. Students enjoy doing activities like Webquests and creating Wordles because they can maneuver through the lessons at their own pace and create something that is entirely of their own design. In implementing computer-based technologies in my classroom, Ive noticed that not only does technology enrich instructional content; it also motivates students and allows them opportunities to take ownership of their learning.

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2.4 Integrated Technologies

Integrated technologies are ways to produce and deliver materials that include several forms of media under the control of a computer (AECT, 2005, p. 18). The Virtual Tour of Paris webpage that I created in EdTech 502: The Internet for Educators demonstrates my understanding of media utilization. For this webpage, I had to design a web-based learning activity that used multiple web pages and multimedia to guide learners through an online visit to a remote location. Students are introduced to the virtual tour on the start page, and given tasks to complete throughout the guided tour. Students then navigate through Paris to multiple destinations by using the navigation menu at the top right of the page. Each virtual field trip page contains questions students will need to answer after exploring each Parisian venue. In addition to digitally maneuvering throughout the streets of Paris, students are required to keep a travel log as they experience each destination. At the end of the tour, students will use this information to write an essay describing what they learned during their travels to Paris. At each destination in Paris, students are able to click on pictures and text that have been hyperlinked to additional resources that will assist them in obtaining more information about the location. These resources include a Google map of Paris, interactive maps that allow student to digitally walk the palace and grounds of Versailles and the Notre Dame Cathedral, YouTube videos that chronicle the travel to the top of the Eiffel Tower, and links to the official websites of each destination. The use of media and other digital sources in learning activities and lessons will greatly enhance student engagement, motivation, and understanding of the subject matter. The Virtual Tour of Paris website is rich with media and other online sources that allow students

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to be a part of a learning experience that transcends any learning they could achieve from a simple textbook.

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.
3.1 Media Utilization
Media utilization is the systematic use of resources for learning (AECT, 2005, p. 22). The project that I have chosen to showcase my mastery of this standard is the Jane Austen Jigsaw Activity Webpage that I created in EdTech 502: The Internet for Educators. The purpose of this webpage was to create a cooperative learning activity in which students used a variety of online resources to learn more about the life, novels, and time period of Jane Austen. This learning activity was developed from Elliott Aronsons Jigsaw Classroom Model, and is a cooperative learning technique that reduces conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the le arning experience (Aronson, 2000). The Jane Austen Jigsaw Activity was designed for high school sophomores as an introductory lesson to a unit on the works of the famous author. This five day activity is broken into four expert groups. Each group takes on the tasks of researching different aspects relating to Austen, such as: life, published works, time period, and vocabulary. Each expert group will complete the tasks listed in the activity using the corresponding internet resources, and document their findings in a multimedia presentation they will deliver to the class. Each
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presentation is a means of information sharing as it must include a list of resources students used so that they may be referenced throughout the unit. The Jane Austen Jigsaw Activity provides an abundance of resources to assist students in learning specific content; for this reason I feel this project testifies to my mastery of media utilization.

3.2 Diffusion of Innovations

Diffusion of innovations refers to the process of communicating through planned strategies for the purpose of gaining adoption, and with the intent of discovering how, why, and at what rate new ideas and technologies spread through cultures (Rogers, 2003 , p. 63). In EdTech 597: Edutainment, we discussed many controversial issues trending in educational technology today. One topic that resonated with me was the matter of the digital divide --the separation between the students who have access to computer-based technologies and online content and those who dont. This divide accompanies considerable concerns of the growing digital inequality among our society. To encapsulate my thoughts on this issue, I wrote a Digital Era Summary about the increasing need to bridge the gap of the digital divide. The digital era is a time period characterized by how people obtain, learn, store and utilize information. The digital era affects teaching and learning because students will continue to evolve and grow at such a rapid pace that old-school methods will soon be rendered obsolete (Prensky, 2006, p. 9). After writing this summary, I shared it with my principal and a few colleagues; I knew that integrating technology into our classrooms and ensuring that each student had equal access to technology was a goal that our school was trying to achieve. As educators, we know that access to technology is paramount in teaching students to be computer and

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technologically literate, and will ultimately create 21st Century learners, leaders, and citizens. Although the KMS 1:1 Learning Project was already underway, the summary reinforced a definitive need for the program. The Digital Era Summary demonstrates that I recognize and acknowledge the importance of using innovative technologies to teach educational content, and that I can do my part in ensuring that all of my students have access to computer-based technologies that will enhance their learning and digital citizenship.

3.3 Implementation and Institutionalization

Implementation is described as using instructional materials or strategies in real settings (AECT, 2005, p. 22). Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. Understanding the context and environment of an educational setting is a key component of implementing instructional materials and strategies within a given organization. The primary goal of institutionalization is implementation and integration to achieve set goals or directives. As a means to continue and support the use of technology at my school, I have shared a lot of materials with fellow educators, and quite a few of the artifacts I have created in the M.E.T. program have been circulated among my team of teachers and colleagues within my content area. I share these artifacts for teachers to supplement their existing curriculum or to assist them in integrating technology into their classrooms as quite a few of the teachers at KMS are considered digital immigrants, and are uncertain or overwhelmed by the task of technological use and integration. Some of the artifacts in circulation are:

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Synchronous Lesson on Creating a Wordle (EdTech 521) I use this lesson for a variety of things in my 7th grade Language Arts class. Students use this to demonstrate their knowledge of parts of speech, story elements, and to show reading comprehension.

Copyright Scavenger Hunt Webpage (EdTech 502) This is a lesson that I (and other colleagues) use every year as a prelude to conducting Internet research.

Netiquette Webpage (EdTech 502) This website is used at the beginning of the school year to teach students digital citizenship and the rules of proper netiquette.

Fairy Tale Webquest (EdTech 502) This website is used for advanced learners to teach them the art and structure of fairy tales. This webquest is a challenge for students, but advanced learners thrive on the opportunity to collaborate with peers and the pace of the unit.

Completing the 4-Level Analysis (EdTech 506) This unit of instruction is also used for advanced learners who need less of a review of grammar concepts than most of their peers. In using this unit, students are able to independently complete tasks at their own pace, and master grammar concepts in a technological setting.

Synchronous Lesson on Stages of Plot (EdTech 521) I use this lesson for all students to help them understand the stages of plot. Students have access to this lesson throughout the year for review.

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In addition to these artifacts, I have also shared my EdTech 592 Portfolio, as students at KMS are also creating learning portfolios to demonstrate their learning of specific standards and learning targets throughout the year. Not only have I shared my EdTech Portfolio with my principal and colleagues, I have also shared it with my students to show them that I, too, have to demonstrate mastery of my learning. As more and more academic institutions forfeit standardized testing as a means for determining proficiency of learning, the process of showcasing work samples, explaining how those artifacts demonstrate mastery of learning targets, and reflecting upon acquired knowledge will be a requirement for students as they continue their education. And technology will be their method of expression. As KMS attempts to integrate technology into classrooms and assist teachers in learning how to use it to create lessons that enhance learning experiences, its imperative that educators collaborate in order to achieve our goal of providing students with a technologically rich education. Implementation and institutionalization of technology use within schools will greatly enhance learning and achievement no matter the skill or capability of the student. My ability to implement the aforementioned artifacts into my classroom and assist teachers in doing the same demonstrates my mastery of AECTs Implementation and Institutionalization Standard.

3.4 Policies and Regulations

Policies and regulations refer to the rules and actions of society that affect the distribution and use of Instructional Technology (AECT, 2005, p. 22). Policies and regulations are an important aspect in creating order and digital citizenship within a classroom of budding

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technologists. Fundamental concepts regarding technological policies and regulations are copyright laws and the proper use of netiquette while utilizing online venues. I have chosen the Copyright Scavenger Hunt and the Netiquette Webpages I developed in EdTech 502: The Internet for Educators to show my proficiency of the Policies and Regulations Standard. The Copyright Scavenger Hunt was created for middle-school students who are surfing the Internet for information and media to use during research. This webpage will assist learners in understanding copyright rules to avoid infringement and/or plagiarism when using digital sources. This lesson takes students through a series of activities to help them understand the rules and regulations surrounding copyright and copyright law so that they are better able to find and use reliable internet sources, and maintain their digital citizenship while doing so. This is a lesson that I use every year in my classroom as a prelude to conducting Internet research. The Netiquette Webpage was designed for middle school students who are learning digital citizenship and how to communicate effectively in the digital world. This website provides rules and guidelines to follow that promote internet safety, honesty, and integrity--three fundamental skills needed for online communication and collaboration. I use this website at the start of every school year to teach students digital citizenship and rules of proper netiquette. As an educator, it is important that I set proper rules and regulations for my students when using technology and online resources. These two websites are fundamental in promoting an effective and collaborative online environment in my classroom, and help my students to become better digital citizens.

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STANDARD 4: MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects (AECT, 2005, p. 25). In EdTech505: Evaluation for Educational Technologists, I conducted an evaluation in a Response to Request for Proposal (RFP) for Far West Laboratories to determine if the company should continue to be a monetary stakeholder in the development of training programs. In completing the RFP, I learned how to plan ahead to assure the program evaluation was completed on time, monitor proceedings to ensure that each player was completing tasks on time, and manage monetary resources in a budget. Completing the RFP for Far West Labs taught me how to break down a program into its systematic components in order to prepare, audit, and manage its resources as a means of evaluating its functionality.

4.2 Resource Management

Resource management involves the planning, monitoring, and controlling of resource support systems and services (AECT, 2005, p. 25). The artifact that I feel demonstrates my mastery of the Resource Management Standard is the School Technology Use Evaluation Summary I created in EdTech 501: Introduction to Educational Technology. For this assignment, I conducted an evaluation of a schools use of technology and wrote a summary of my findings. This summary evaluated the current status of technology integration within a school district,
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and outlined methods that would allow for the continued growth and development of technology integration within the school. Since the school had future plans to implement the growth district-wide, planning for and monitoring technology use within the school was essential to ensuring that the schools long-term goals could be effectively executed and achieved. Completing the School Technology Use Evaluation Summary provided me with the opportunity to learn how to manage resources, plan ahead for upcoming tasks or pending goals so that I may best monitor and assess the current progress of a program. Learning how to manage resources is a skill that allows me to facilitate the achievement of a program no matter its scale, and one that I use to accomplish both personal and professional ambitions.

4.3 Delivery System Management

Delivery system management involves planning, monitoring, and controlling the means by which instructional materials are distributed and organized (AECT, 2005, p. 25). Delivery Systems management is also described as means and methods by which instructional content is presented to the learner. In EdTech 506: Graphic Design for Learning, I created a unit of instruction to help 7th grade Language Arts students utilize their background knowledge of grammatical concepts to analyze a sentence and deconstruct it into four main components. This unit, Completing the Four-Level Analysis establishes my mastery of this standard. During development of this site, I was aware that design was critical, and would affect how students interacted with the site. Using Wordpress as the platform for this unit, I created a navigation menu at the top of the page, and included links to each of the five lessons to guide students

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throughout the course. I also created graphics, documents, and tasks, and arranged them in a way that allowed for clarity of instructional content and assimilation of essential concepts of the unit. In planning for the organization and layout of this course, I considered my users and conditions that would facilitate and accommodate their learning when deciding how to deliver the instructional content of the course.

4.4 Information Management

Information management refers to the planning, monitoring and controlling of the storage, transfer, or processing of information in order to provide resources for learning (AECT, 2005, p. 25). The artifact that I feel best showcases my mastery of this standard is the Annotated Bibliography on Mobile Learning I created in EdTech 504: Theoretical Foundations of Educational Technology. In creating this bibliography I was required to conduct research on a topic that was applicable to technology and how its used in educational settings. I chose to research information on mobile learning and how students and educators are using mobile devices to support learning in the classroom and beyond. Because of mobile learning, students are able to engage in educational content and/or complete homework while outside of the typical learning environment using their mobile devices. Technology has made education portable and opened up new modes and environments for learning. Since there is a vast plethora of information available on mobile learning, its uses, implementation, pros and cons, I needed a way to organize my research; in creating the annotated bibliography I was able to manage this information. My bibliography on mobile learning includes a direct link to the resource, as well as a detailed summary of the information provided by each source. As the use

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of mobile devices such as iPads, Smart phones, and tablets are becoming more widely accepted for learning within and outside of the common learning environments, it has been valuable to be able to access this bibliography and refer back to my previous research. This bibliography demonstrates my mastery of the AECTs Information Management Standard because its creation allowed me to be able to find, collect, organize, and deposit this valuable information for current and future access. With this information I am able to provide a cache of resources for learning.

STANDARD 5: EVALUATION Candidates demonstrate knowledge, 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.
5.1 Problem Analysis
Problem analysis is the process of determining the nature and parameters of the problem by using information-gathering and decision-making strategies (AECT, 2005, p. 28). In EdTech 505: Evaluation for Educational Technologists, I created a Needs Analysis Survey to collect, analyze and interpret data on whether the learning objectives of the 7th grade writing curriculum were being met. Participants were a random sampling of 7th grade students. They were required to complete a survey on SurveyMonkey.com after they completed the first quarter of the writing program. My intentions for the survey were to determine what percentage of students learned the instructional content of the program and achieved proficiency on the summative assessment. After analyzing the data, I found that over 70% of

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learners did in fact learn the stated objectives and were proficient on the assessment. The data concluded that the 7th grade writing curriculum was effective, but also indicated areas where students would need modification of learning activities to increase comprehension and skill.

5.2 Criterion-Referenced Measurement

Criterion-referenced measurement refers to techniques for determining learner mastery of pre-specified content (AECT, 2005, p. 28). In order to determine a students mastery of concepts or performance-based tasks, teachers evaluate their work and assign grades based on achievement. Data has shown that students achieve higher scores if they know how their learning will be evaluated. As an educator, I often provide my students with rubrics that show how their assignments will be graded and on what criteria. For EdTech 502: The Internet for Educators and EdTech 503: Instructional Design, I created two rubrics to assess student learning. Each rubric was designed to accompany the specific learning tasks. The Fairy Tale Rubric evaluates a students ability to write a fairy tale that demonstrates their acquired knowledge of the structure and characteristics of fairy tales, and includes components of story elements and the writing process. The iMovie Broadcast Project Scoring Rubric I made in EdTech 503 was an evaluation tool I developed to score student iMovie Broadcasts in relation to set learning objectives. This rubric evaluates the students ability to meet the specified learning targets, and rates their performance as either outstanding, proficient, or basic. The part that I like best about this scoring rubric is that it allows students to reflect on their own learning and explain strengths and weaknesses of their project.

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In criterion-referenced measurement, it is essential that learners are informed of these evaluation tools and have access to them early on in the units of instruction so that they can reference it throughout their learning. This allows students to be certain that they are not only meeting the set learning goals, but the rubric also affords them the opportunity to ensure that they include all required criteria on their assessment. Criterion-based measurement informs both the student and the teacher of their achievement of learning tasks. As both of the rubrics I created successfully meet the requirements of criterion-based measurement, I believe they establish my mastery of this standard.

5.3 Formative and Summative Evaluation

Formative evaluation involves the gathering of information regarding program adequacy and using this information as a basis for further development. Summative evaluation involves the gathering of similar information, but for the purposes of making decisions about utilization. In EdTech 505: Evaluation for Technologists, I demonstrated my mastery of formative and summative evaluation in my final evaluation report, Evaluation of the 7th Grade Writing Curriculum. In this report, I conducted a comprehensive evaluation of the effectiveness of the writing curriculum at Kuna Middle School where Ive taught for the past seven years. During this evaluation, I administered both formative and summative evaluations to assess whether the program was meeting its stated goals, and to determine if any changes within the curriculum should be implemented. As a teacher of this curriculum, I was personally and professionally invested in its design, data, and outcome. After setting evaluation objectives and methods, I set out to collect data for both formative and summative assessment procedures. At the close of

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the evaluation, I found that the 7th grade writing curriculum at KMS does indeed meet its stated goals, and that the majority of students demonstrated proficiency on a performancebased task at the end of the quarter. At the end of EdTech 505, I am better prepared to look at a program in its entirety and evaluate its effectiveness and validity in relationship to set goals and objectives.

5.4 Long-Range Planning

Long-range planning that focuses on the organization as a whole is strategic planning. Long-range refers to a future period of three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. The first project that I feel demonstrates my mastery of the Long-Range Planning Standard is the School Technology Use Evaluation Summary that I wrote in EdTech 501. This summary evaluated the current status of technology integration within a school district and set goals for future plans for further district-wide implementation. These long-range plans included resources that would be necessary to assist in the implementation and integration processes and secure the success of the program. The second artifact that shows my mastery of long-range planning is the Technology Use Plan I drafted in response the way that Ive used technology in my classroom in previous years, and the way Id like it to be used in the future. In planning for future technology goals and its integration into my classroom and curriculum, I had to set clear goals for implementation. After defining the parameters of the plan, I was able to develop a long-range, continuous and comprehensive strategy that could be monitored, managed, and adapted over time to ensure

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that it continued to meet my goals of technology use. Though this task was intimidating at times, it helped understand the framework and importance of long-range planning so that I could make and maintain future technology goals.

CONCLUSION
I have learned so much throughout the course of the Masters of Educational Technology (M.E.T.) program from web and message design to educational theories to using edutainment to enrich learning activities. Educational technology increases student engagement, learning, and performance. Knowing the theories and methodologies behind the art and practice of educational technology has made me a better educator, and a confident educational technologist. The skills that I have acquired as a student in the M.E.T. program have piqued my interest for developing and designing web pages for my curriculum that incorporate a variety of computer-based, print, audio-visual technology integration. It is my future goal to design and develop secondary and post-secondary English Language Arts curriculum for both traditional and online settings that is innovative and incorporates a variety of technologies and technology-based platforms. I feel that this program has prepared me to be a highly effective teacher, both in my content area and as an educational technologist.

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REFERENCES
Aronson, E. (2014). The jigsaw classroom: A cooperative learning technique . Retrieved from http://www.jigsaw.org Association for Educational Communications and Technology. Standards for the accreditation of school media specialist and educational technology specialist programs. (2005). Retrieved from http://aect.org Gustafson, K. L., & Branch, R. M. (1997). Survey of instructional development models(3rd ed.). Syracuse, N.Y: ERIC Clearinghouse on Information Resources. Kanuka, H. (2002). Instructional design and e-learning: A discussion of pedagogical content knowledge as a missing construct. Retrieved from http://www.ascilite.org.au/ajet/ejist/docs/vol9_no2/papers/full_papers/kanuka.htm Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall. Prensky, M. (2006, December/January). Listen to the natives. Educational Leadership, 63(4), 813. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press. Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: J. Wiley & Sons.

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