PORTFOLIO RATIONALE

MASTERS OF EDUCATIONAL TECHNOLOGY

Boise State University
Heather Arenth, Program Coordinator and Training Specialist
April, 2016

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INTRODUCTION
When one decides to develop themselves professionally they embark on a journey towards
obtaining new knowledge and skills that relate to their occupation, job responsibilities, or work
environment. The ultimate goal of going to and participating in these trainings, webinars, courses, etc. is
to help one take what they learn and apply it to their profession. To achieve this goal, one must engage in
deeper learning where learners relate ideas to previous knowledge, look for underlying patterns, examine
claims critically, and reflect on their own understandings (Januszewski & Molenda, 2008, p. 53).
For the past 8 years, I've been a part of a violence prevention program where I have performed
responsibilities that include: delivering trainings, developing strategies for expanding and implementing
programming, creating and facilitating staff, parent, and childrens lessons, providing outreach and
expansion activities to communities, among others. Making the decision to participate in and complete
the Masters of Educational Technology program at Boise State has allowed me the opportunity to engage
in deeper leaning while enhancing my past experiences.
The current rationale paper will not only demonstrate my abilities to utilize newly acquired
knowledge and skills but also exhibit competencies in meeting Association for Educational
Communications and Technology (AECT) standards. Throughout the paper, I examine works chosen to
align with each AECT standard as well as discuss how my methods to creating and utilizing technology
for instruction has been impacted. Each artifact is briefly described and listed under the standard it
demonstrates then followed by a concise justification.

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STANDARD 1 - CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical
and practical applications of educational technologies and processes.
S1 Indicator 1: Creating
Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches.
503 Instructional Design Project
Landing the Job instructional design project was designed to assist adult learners 18 years and
older to gain the skills necessary to successfully perform during a job interview. This is achieved
through investigation of interview aspects, application interview techniques and strategies to a
mock panel interview via Google Hangouts video chats, and assessment interview performance
using self and peer evaluation rubrics.
The process of designing instruction encompasses a variety of external and internal factors that
work together to influence design choices. Instructional Design (ID) can be defined as the systematic and
reflective process of translating principles of learning and instruction in to plans for instructional
materials, activities, information resources, and evaluation (Larson & Lockee, 2014, p. 8). Within the
course of building our ID project we utilized the systematic ADDIE model of design through
integration of Analysis, Design, Development, Implementation, and Evaluation (ADDIE).
My experience with the ADDIE model was eye opening. I have used a variety of curriculums but
never really understood the magnitude of what a design project entails. The ADDIE model has also
played a huge role in making me more conscious of the details. In the past, I would take a topic and start
creating with the goal of assembling information and making it interactive. Assessing the needs of
learners and being challenged to defend my choice of technology use in the design project, has really
changed how I created instruction in subsequent courses as well trainings in my professional life. In the
future I continue to plan to be considerate of participants needs creating instruction and integrating
technology. Though the amount of time, detail, and energy needed to design using the ADDIE process
can be a challenge, it is essential that we as designers make a conscious effort at least think about aspects
of each phase of the ADDIE model.

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S1 Indicator 2: Using
Candidates demonstrate the ability to select and use technological resources and processes
to support student learning and to enhance their pedagogy.
502 WebQuest
Landing the Job WebQuest is an investigation-oriented web based unit designed to provide
students, enrolled in a career development course, with knowledge and necessary skills to perform
successfully during a job interview. The unit is formatted to effectively integrate internet resources
into instruction with a focus on high cognitive processing achieved by guiding learners through an
instructional process as well as providing a teacher page containing a lesson plan.
When designing successful instruction, it is essential to include a variety of activities to help
facilitate learning. According to Alessi and Trollip (2001), for learning to be effective and efficient the
following instructional activities should occur: (1) presenting information, (2) guiding the learner, (3)
practicing, and (4) assessing learning (p. 7). One way to achieve successful integration is through the use
of an inquiry oriented activity called a WebQuest. The process of developing a WebQuest requires one to
select websites and information to create a webpage that guides the students through five stages Introduction, Task, Process, Evaluation, and Conclusion.
The Landing the Job multipage WebQuest, designed using CSS and HTML, goes a little further
to include a teacher page with lesson plans. The entire process of developing the site took countless hours
of Internet searching to thoughtfully select information and technological resources to be used within the
website. Looking back at the five stages of a WebQuest I feel that they are closely related to going
through the ADDIE model when designing instruction. Learners must Analyze the information, Design
and Develop a final product, Implement a process for completing the task, and go through Evaluation of
their product. What I like most about the Webquest activity is that it is a structured way to provide
learners the information they need quickly. As discussed in Milson & Downey (2001), this helped to
avoid time lost to fruitless searching because students were linked directly to resources they needed
which they could immediately begin to read and interact with (p. 146).
S1 Indicator 3: Assessing/Evaluating
Candidates demonstrate the ability to assess and evaluate the effective integration of
appropriate technologies and instructional materials.

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501 School Evaluation

An evaluation of the technological maturity of County Area School District which is a large
suburban public school district located in the North Hills area of Allegheny County approximately
15 minutes outside the City of Pittsburgh, PA. The evaluation was conducted using the Maturity
Model Benchmarks from the Technology Use Plan Primer.
Nowadays it is not uncommon for children as early as preschool to have their hands on some sort
of technological device. Walk into a classroom or school and you may find iPads, Smartboards, and even
robotics labs. Over the years, many underlying factors have impacted the successful integration of
technologies within classrooms. The same is true today. Hsu (2010) found four barriers to technology
integration which were students lack of computer skills, teachers lack of training in technology,
teachers lack of time to implement technology-integrated lessons, and teachers lack of technical
support (p. 30). Due to the continual struggle for schools to effectively integrate technology it is
important to gain an understanding of the factors contributing to their lack of success.
The School Evaluation project allowed us to achieve this by requiring that we evaluate a school
districts maturity levels of technology integration through use of the Maturity Model Benchmarks. Each
of the benchmarks are based on specific criteria that assess technology use on an organizational and
behavioral level. This rubric really helped me to gain a comprehensive look at my childrens school
districts technology integration on many levels from administrative and curricular to support and
connectivity. The breaking down of characteristics and indicators into different domains made this tool
easy to use. Through this tool I was able to supply the districts technology director with information
regarding technology practices using established benchmarks.
S1 Indicator 4: Managing
Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals.
505 Response to Request for Proposal
An evaluation proposal submitted in response to a provided mock Request for Proposal (RFP) for
Far West Laboratory for Educational & Research Development (FWL) to evaluate its Determining
Instructional Purposes (DIP) training package. The response contains projected evaluation
methods, task schedule, personnel descriptions, and budget.

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506 Unit Lesson Plans
A detailed outline providing instructors with instructional objectives of the Digital Camera Basics
web based unit and the procedures to accomplishing them within a blended learning environment.
Managing and leading are two functions that work collaboratively to influence actions.
Managing is fundamentally about control while leading is fundamentally about setting direction
(Januszewski and Molenda, 2008, p. 179). Both are essential to use and can lead towards success. There
may be times though when it is necessary to utilize more controlling functions such as planning and
coordinating while other times it is important to motivate and guide. The Response to the Request for
Proposal (RFP) and Unit Lesson Plans are two examples of this.
Composing a response to a RFP was something that I have never done before. Due to my
inexperience, I found it particularly challenging in coordinating a task schedule as well as planning a
budget. The process of strategically organizing aspects of a RFP was at times difficult but ultimately gave
me practice with effectively planning an evaluation proposal. In my professional life I come into contact
with a lot of RFP proposals mostly via interoffice emails. Before completing this project I would see RFP
in the subject line and quickly delete the email. My new found confidence and perspective on RFPs have
given me motivation to actually look at the proposals to see if there any are relevant and worth pursuing.
Where the RFP employed more managing functions, the Unit Lesson Plans made use of a
leadership function through guidance. This project allowed me to take on managing in a leadership form
to accomplish change by aligning individuals to achieve goals as they are set out (Januszewski and
Molenda, 2008, p. 179). Development of the lesson plans required me to thoughtfully lay out and
provide detailed information on the necessary components to help instructors effectively run the Digital
Camera Basics online course. The detailed nature of this project made me more aware of the importance
of creating lesson plans. There are numerous times when I could have benefited from having a lesson plan
for trainings not developed by me that I performed. Often times I would find myself asking what did you
do for this and how did you go about that. A lesson plan would have minimized the constant
questions and time wasted trying to figure out how the training was to be conducted. In the future, when I
develop trainings I intend to also create lesson plans so that the training can be efficiently ran by others.

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S1 Indicator 5: Ethics
Candidates demonstrate the contemporary professional ethics of the field as defined and
developed by the Association for Educational Communications and Technology.
501 Digital Divide Presentation
A VoiceThread presentation exploring the concept of Digital divide within lower income families
in Allegheny County and Pittsburgh, PA. Areas of concern focus on inequality in the home with
regards to usage, skill level of parents and children, and motivation to use. Each concern is
supported by possibly solutions to decreasing digital inequality.
The Association of Educational Communications & Technologys (AECT) code of professional
ethics supplies a list of commitments to the individual, society, and profession. In section 1 it states that
one way in fulfilling obligations to the individuals is that we guarantee to each individual the
opportunity to participate in any appropriate program (AECT, 2016). The issue of digital divide poses a
challenge to us being successful in demonstrating this commitment. The digital divide project gave me
the opportunity to explore the gap between those who have access to digital technologies and those who
do not within the communities I work with.
In assessing digital divide I found areas of concern one of which curriculums within my program
focusing on the negatives of technology like violence in the media. What I found was that the program I
worked for deepened the divide which troubled me. The nice thing about this assignment was that we
were required to formulate solutions to the concerns we uncovered. Being able to shed light on the issue
of digital divide as well as think deeply about solutions increased my hope that we can make a change.
Prior to this assignment my unawareness to the concept of digital divide added to the gap. With more
awareness and a commitment to professional ethics my belief is that this gap will decrease
For the assignment I used VoiceThread to present slides which was a great tool to enhance
learning. As research has shown, information is encoded and remembered better when it is delivered in
multiple modes than when delivered in only a single mode (Clark & Mayer, 2011, p. 82). The options to
add voice narration to slides allows users to utilize multiple modes to transmit information. Overall,
VoiceThread has the capability to not only make presentations more interesting but is a practical way to
organize instruction and enhance learning.

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STANDARD 2 - CONTENT PEDEGOGY

Candidates develop as reflective practitioners able to demonstrate effective implementation of
educational technologies and processes based on contemporary content and pedagogy.
S2 Indicator 1: Creating
Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes.
502 m-Learning
Take a Hike is a web based activity designed to be used on personal electronic devices. The web
page was created to allow for families to come together to spend quality time through interactive
outdoor activities encouraging exploration and getting active. This is achieved by allowing users to
gain instant access to informational web pages about interactive outdoor activities on can engage in
around Pittsburg and Allegheny County, PA.
534 Resume Quiz App
An educational based app allowing users to access videos about resume writing then answer
questions based on these videos. The Resume Quiz App was designed more for gaining knowledge
rather than grading knowledge. For this reason adult users have the opportunity to access the
informational videos during the quiz if they are unable to remember an answer to one of 8 questions.
With the increased growth in use of mobile devices to educate, many are using mobile learning,
or m-learning, to deliver electronic learning materials anywhere at any time. Emory University recently
went from two available apps to building 60, allowing 24,000 devices for 15,000 students and 28,000
employees on its network at any given time (The NMC Horizon Report, 2016, p. 37). To facilitate
instruction using m-learning, it is important to incorporate multimedia strategies that are information-rich
while designing environments that properly compensate for the small screen size of devices (Ally, 2005,
p.7). The Take a Hike m-Learning project and Resume Quiz App are two examples of how to create
learning environments that apply these principles in a mobile environment.
For the Take a Hike web based activity, we utilized Dreamweaver to create a responsive web
design which makes use of fluid grid layouts that accommodate for decreased screen size that allows
content to remain in the same proportion but shifts around. The goal of the activity is to help users gain
instant access to web pages about interactive outdoor activities to engage in around Pittsburgh, PA and
Allegheny County, PA. The fluid grid design helped to provide this information by organizing images,
links, and text in content boxes that when on a larger screen are separated from informational text about

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the website or can shift to the bottom continuing to keep it separated. This allows for quick access to the
links and information necessary to complete the exploration task.
The Resume Quiz App, like Take a Hike, is designed to accommodate for varying screen sizes
but also employs multimedia principles. The app was created using a brief textual introduction to
resumes, directions for the quiz, videos, and images. Decorative images were primarily used on each of
the 8 quiz questions. Due to this quiz being more for gaining knowledge rather than grading knowledge
and knowing what I know about graphic types and their usefulness to enhance learning, I would design
the quiz question screens differently. For example, using interpretive graphics that illustrate a
relationship to the answer for the quiz and the image presented. Overall, the adaptions one can make this
app to enhance learning are limitless. Being able to use voice recordings, videos, pictures, and other
online resources allows users to use technology to learn then quiz oneself all in one place.

S2 Indicator 2: Using
Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy.
513 Screencast
A worked example, using screencasting software, of how to navigate the utellstory slide creator
and create a digital story from start to finish. The tutorial is designed as a supplemental aid for the
Digital Camera Basics web based unit used with 10th-12th grade students enrolled in a Digital
Photography course but is beneficial for any individual using the online multimedia storytelling
tool to create digital stories.
We know from the multimedia principle that people learn more deeply through use of dual
modalities such as a combination of words and pictures or an animation with narration. As cited in
Christoph, Schoenfeld, & Tansky (1998), people learn some 20% of what they see, about 30% of what
they hear, 50% seeing and hearing simultaneously, and 80% when they see, hear, and actively participate
in the program (p. 28). One method utilizing technology to present information through seeing, hearing
and engaging is through use of screencast software to create a worked example. Worked examples are a
step-by-step demonstration of how to perform a task that can be designed to help learners build
procedural skills (Clark & Mayer, 2011, p. 224).

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Through use of the screencast software Camtasia, I produced a worked example on how to
navigate utellStory slide creator using the slide editor. By digitally recording my computer screen I was
able to produce an instructional video that provided a visual example combined with narration to guide
users through the steps to creating a digital story from start for finish. I can relate to the usefulness of
screencasts with an experience I had with a peer in EDTECH 502. I was having an issue that was, in my
opinion, extremely difficult to explain in words. A peer and I were using Google Hangouts Video chat
when she suggested that I allow her to capture my screen so that she could navigate and provide me a
visual example of how to troubleshoot my problem. Hartnett and Thompson (2010) found that by
capturing additional details missed by written and verbal communication, screencasts can reduce or
prevent delay in problem resolution (p.111). Collaborating with my peer and allowing her to navigate
my screen really sped up a process that could have taken a lot longer to fix had I been required to
verbally/textually describe. These types of software tools provide users, creator and viewer, a virtual
experience that simulates physically being in the presence of one another.

S2 Indicator 3: Assessing/Evaluating
Candidates demonstrate an inquiry process that assesses the adequacy of learning and
evaluates the instruction and implementation of educational technologies and processes
grounded in reflective practice.
501 School Evaluation
An evaluation of the technological maturity of County Area School District which is a large
suburban public school district located in the North Hills area of Allegheny County approximately
15 minutes outside the City of Pittsburgh, PA. The evaluation was conducted using the Maturity
Model Benchmarks from the Technology Use Plan Primer.
The School Evaluation project had us employ the Technology Use Plan Primer to evaluate levels
of technology integration. Having the opportunity to evaluate a school's technology use is something that
I never thought I would have the chance to do. With my current position working in the human services
field, I am not in the position of being in a school district. Thankfully the district my children attend
school allowed me to evaluate their technology usage.
The Director of Technology was extremely welcoming and provided me with a wealth of
information that as a parent I would never of dreamed of asking or thinking about. Information was

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obtained through both an interview of the director as well as visits to the various schools within the
district. These informal observational visits consisted of touring of the schools to view the technologies
offered and space allotted for these technologies. I had the opportunity to see computer labs, robotics lab,
Cad/Drafting lab, a Mac Video Production studio, and a virtual classroom providing students with
simulated educational adventures. The opportunity to evaluate our districts technology programs as well
as tour the areas allowed me to gain knowledge about technology use and really gave me an appreciation
of what they are doing to integrate technology into learning. I also got extremely excited when hearing
about the wonderful opportunities my children will have as they progress through the district.
S2 Indicator 4: Managing
Candidates manage appropriate technological processes and resources to provide supportive
learning communities, create flexible and diverse learning environments, and develop and
demonstrate appropriate content pedagogy.
502 Virtual Field Trip
Famous in Pittsburgh is a guided internet based educational tour using web based multimedia and
text resources with the goal of providing one with a vicarious experience. This website was
created for individuals to gain an understanding of influential people that did great things in
Pittsburgh Pennsylvania. This is achieved through exploration of external webpages, videos, online
tools, quizzes, and other multimedia resources.
In generic terms, a field trip is an excursion by a group of individuals to a specified place. For
educational purposes, a field trip provides a way for learners to take what they have learned in the
classroom and experience it firsthand. But what happens when a school doesnt have the money to allot
for these trips or the topic being covered (i.e., outer space) makes it not feasible to go on a trip. To
overcome these barriers teachers in the past have compensated by bringing the real word to students
through inviting a guest speaker, using artifacts, maps, or videos (Klemm & Tuthill, 2003, p. 181). Today
we have virtual field trips. This type of field trip is a one stop shop. In designing a virtual field trip you
control the content and have the ability to invite guest speakers, provide, maps, insert videos, etc.
To create the multi-page Famous in Pittsburgh virtual tour I utilized Dreamweaver to apply
HTML and CSS coding. Knowing that students benefit from filed trip activities which involve
exploring, making observations, experimenting, collaborating, and collecting things I designed my
virtual field trip in the same manner (Klemm & Tuthill, 2003, p. 183). Throughout the course of the tour,

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learners are required to navigate between various topics to obtain information, answer questions based on
information explored, and create artifacts using various online tools. Within my current profession, the
use of virtual tours can be particularly valuable. Many families and schools I interact with come from
low-income areas that dont always have the resources to embark on a field trip. Offering tours virtually
can provide experiences they thought were imaginable or unreachable.

S2 Indicator 5: Ethics
Candidates design and select media, technology, and processes that emphasize the diversity
of our society as a multicultural community.
512 Online Course Design Final Project
A five module, fully online course that integrates technology as a way to produce and deliver
materials incorporating several forms of media. The Strengths-based practice e-Learning course is
designed for frontline workers ages 18+ from a variety of government, private, non-profit &
educational settings who engage with families & individuals in direct service. The purpose of this
professional development course is to ensure trainees obtain the basic knowledge, skills, & values
necessary to facilitate a clients ability to achieve & maintain self-sufficiency.
Professionals working within human, social, & educational fields aim to assist and improve
individual's lives in some capacity. With the shift in practice from deficit-based (whats wrong) to
strengths-based (whats strong), the ultimate goal is to build collaborative partnerships between helpers
& help-seekers. To effectively achieve this one needs the skills & knowledge to be confident they can
successfully build relationships & empower others as well as the ability to respectfully interact with
individuals from diverse multicultural communities.
Upon completion of the course, professionals are to be able to demonstrate Core Competencies
which define the qualities of a strengths-based worker which includes the following: (1) demonstrate
professionalism through commitment to ethical practice, (2) recognize strength in diversity, (3)
understand and utilize clear, non-judgmental communication, (4) demonstrate self-care, and (5) apply
strengths-based principles to practice with families. Module 2 was designed specifically to cover the
topics of communication and cultural competence both of which can be a challenge for direct service
workers. Within this module I chose to insert an online tutorial from PBS Race-The Power of an Illusion
for participants to engage in. This interactive tutorial was inserted to supplement the material and

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promote active engagement with the content in an effort to allow participants to construct knowledge
through the process of active-sense making (Clark and Mayer, 2011, p. 79).

STANDARD 3: LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.
S3 Indicator 1: Creating
Candidates create instructional design products based on learning principles and researchbased best practices.
506 eLearning Unit Final Project
The Digital Camera Basics web unit is designed to assist 10th-12th grade students enrolled in a
Digital Photography course in gaining a better understanding of the manual settings offered on a
digital camera to produce sharper digital images. Upon completion of the unit learners will; (1)
show an understanding of manual settings, (2) create images using each setting, (3) assess images,
and (4) construct a digital story highlighting their images and experience using manual settings.
With the main goal of the Digital Camera Basics web unit being using visuals to communicate, I
had a responsibility to be visually literate through exhibiting the ability to understand, use, and create
images effectively so that I can interpret and create visual messages successfully (Lohr, 2008, p.5). For
the Digital Camera Basics web unit we were required to create nine images using a variety of graphic
design principles while utilizing applications of learning theory. For the unit I focused on concepts of
Constructivism which views participants as active in learning and knowledge as a function of how the
individual creates meaning from his or her own experiences (Ertmer & Newbie, 1993, p. 62).
Throughout the unit, students are introduced to videos, text, and images that aim to enhance
learning. Students also engage in various small group activities and individual tasks requiring them to
apply what they have learned using their digital cameras. According to Kolb, learning is a process
whereby knowledge is created through the transformation of experience (Miettinen, 2000, p.62). Like
Kolb, I too believe that experience is how individuals can learning by doing. It is through experiencing
the manual digital settings that students interacting with the unit can really gain an understanding of the
content. Simply reading materials or looking at an instructional graphic is not enough. We need to
remember to embed activities help learners construct their own understanding by connecting prior
knowledge to authentic experiences.

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S3 Indicator 2: Using
Candidates make professionally sound decisions in selecting appropriate processes and
resources to provide optimal conditions for learning based on principles, theories, and
effective practices.
511 Interactive Flash Tutorial
The Violence Exposure: Big Impact, Lasting Effects is an interactive tutorial designed for adults
ages 18 and older who work in some capacity with children. The goal is to help learners recognize
the impact violence exposure has on children, understand responses and behaviors exhibited by
children, and formulate resolutions to help support the child exposed to violence.
Alessi & Trollip (2001), describe four phases of instruction that should occur for learning to be
effective and efficient: (1) presenting information, (2) guiding the learner, (3) practicing, and (4)
assessing learning (p. 7). These four phases can be addressed using a variety of methodologies to
facilitate instruction one of which is the interactive tutorial. Tutorial programs typically do not engage in
extended practice or assessment (Alessi & Trollip, 2001, p. 89). Therefore, in an attempt to create a good
tutorial, I primarily focused on use of the presentation and guidance phases. Due to this being my first
experience with Adobe Flash I decided on developing a linear tutorial utilizing a format of information
presentation followed by questions or interactive activities. Although branching tutorials are more likely
to be effective than simple linear programs, the simplicity of the linear tutorial helped to increase my
mastery of Flash and meet time constraints of the semester (Alessi & Trollip, 2001, p. 126).
With regards to the use of Adobe Flash, it was brought to our attention at the beginning of the
semester that Adobe discontinued the development of Flash Player for mobile devices. I fully support the
decision to allow us the opportunity to utilize Adobe Flash. The experience of using this tool, though
frustrating at times, helped me to experience something I most likely would never have attempted to do
alone. The guidance and support of my professor and peers not only positively influenced design
decisions but also helped me get through challenges I incurred. Working with Flash can be a challenge
but the results are responsive media and animations that can enhance interactive courseware design.
S3 Indicator 3: Assessing/Evaluating
Candidates use multiple assessment strategies to collect data for informing decisions to
improve instructional practice, learner outcomes, and the learning environment.
503 Instructional Design Project

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Landing the Job instructional design project was designed to assist adult learners 18 years and
older to gain the skills necessary to successfully perform during a job interview. This is achieved
through investigation of interview aspects, application interview techniques and strategies to a
mock panel interview via Google Hangouts video chats, and assessment interview performance
using self and peer evaluation rubrics.
Within the course of building our instructional design project we utilized the systematic
ADDIE model of design through integration of Analysis, Design, Development, Implementation, and
Evaluation. During the analysis and evaluation phases I created and used multiple assessment tools.
Information obtained from the various strategies influenced the design project in a variety of ways. When
designing the interview module, assessing the needs of participants was one of the first things completed.
Creating and using the Career Development Needs Assessment survey helped to obtain information on
learners knowledge, opinions, learning style, and technology use. Gaining an understanding of
participants learning style and technology use was important to identifying learners characteristics
because it is these characteristics that impact the effectiveness of instruction (Larson & Lockee, 2014
p.45). This is one thing that will always be in my mind when designing future training modules. If you
want your design to have an impact then you must always remember who you are designing for.
Summative assessments were primarily used for evaluation of the interview module. These
assessments were based on Kirkpatrick's Four Level Evaluation Model and were designed with the
intention to see where improvements can be made based on learners reaction, learning, behavior, and
results of participation. Kirkpatricks model helps to analyze the effectiveness of instruction so that
future improvements can be made to increase the impact on future participants. Using Kirkpatricks
model was something new to me. Our program utilizes a lot of curricula that really only touches on the
levels individually. In the future I plan to promote the use of this model because I feel it is something that
will help me to achieve comprehensive assessment of future projects I design.
S3 Indicator 4: Managing
Candidates establish mechanisms for maintaining the technology infrastructure to improve
learning and performance.
511 Interactive Flash Tutorial User Guide
An instructional manual designed to assist users with understanding how to use the Violence
Exposure: Big Impact, Lasting Effects interactive tutorial. This manual includes a description of

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required equipment and software, getting started, and running of the tutorial which includes user
interface with graphic and text explanations.
The field of usability engineering recognizes four problems between user and tool, user and task,
user and other users, and user and environment (Januszewski & Molenda, 2008, p. 146). User and tool
problems have a huge impact on usability by learners and instructors. Frustrations with the hardware as
well as the software created cause many to resist the use of technology and focus more on troubleshooting
and less on learning. To ease the level of frustration it is often necessary to provide help.
Procedural help that discusses operating the system should always be available because without it
a tutorial runs the risk of failing (Alessi & Trollip, 2001, p. 77). This procedural help is extremely crucial
at the beginning of the program. Alessi and Trollip (2001) recommends that help in a print manual be
provided for starting a program since online help would not be useful if a user doesnt understand how to
start the program (p. 77). To keep in line with their recommendations and project requirements I created
a user manual for the interactive tutorial. The User Guide contains the basic equipment and functions
necessary to properly engage in the interactive tutorial. Being one that is first to read directions I found it
interesting being on the other side. Having to create the guide helped me to appreciate the usefulness of
instructional manuals for technology. It is key to remember that when integrating technology into
lessons, there are other potential problems that can occur. To combat these problems I will remain
conscious of not to overlooking the development and use of user guides with future multimedia designs.
S3 Indicator 5: Ethics
Candidates foster a learning environment in which ethics guide practice that promotes
health, safety, best practice, and respect for copyright, Fair Use, and appropriate open
access to resources.
502 Netiquette
The informational webpage Helping Children Be Cyber Friendly was created to help parents and
caregivers become more cyber savvy by gaining an understanding of the rules of online etiquette
so that they can model and teach appropriate online interaction to their children.
502 Copyright Scavenger Hunt
The Copyright Scavenger Hunt is an instructional activity guiding adult learners through the topic
of copyright by way of external informational internet sites and a series of questions to guide
exploration of the sites. The intention is to assist individuals with gaining an understanding of
copyright as well as the importance of obtaining permission when using others property.

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The netiquette project opened my eyes to the topic of etiquette on the internet. As I explored the
topic I came across a website that put things into perspective. The Core Rules of Netiquette site provided
excerpts with elaborations coming from the book Netiquette by Virginia Shea (The Core Rules of
Netiquette, 2011). As I read through each section the topic for my Netiquette page became clear. I chose
to develop a one page web based informational site, to help keep children safe on the internet by
providing caregivers with ways in which they can promote the use of netiquette to combat the continued
growth of cyberbullying. No matter what capacity children or adults engage in online, it is imperative
understand and apply netiquette so that everyone can remain respectful of the other human beings they
interact with via technology.
Another topic that many are knowing or unknowingly violators of is the use of materials found
online. I have to admit that, prior to gaining a thorough understanding of copyright, I was one that would
take a moment to read terms of use agreements, then come out more confused. I also never really gave
much thought into copyrighting materials I have created. The Copyright Scavenger Hunt was a great way
for me to learn more about copyright while guiding learners through exploration of online resources. Due
to the goal of the one-page web based activity being the acquisition of knowledge it was designed using a
Cognitivist approach. Cognitive theories address the issues of how information is received, organized,
stored, and retrieved by the mind (Ertmer & Newby, 1993, p.59). Through the participation in the
scavenger hunt, learners were provided with online resource to explore in an effort to gather and store
information to be retrieved and used to answer topic related questions.
S3 Indicator 6: Diversity of Learners
Candidates foster a learning community that empowers learners with diverse backgrounds,
characteristics, and abilities.
502 Jigsaw
The Understanding Child Development online lesson is designed to assist adult learners with
creating their own learning regarding child development and what to expect from children at
different ages. When using this lesson, instructors assign individuals to different expert groups
with each group exploring a particular piece of the content through collaborative research and large
group discussion.

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A Jigsaw is a cooperative learning strategy where groups of students work on a particular piece of
content to then teach to their peers. Through use of a jigsaw members become experts through
collectively exploring resources on a specific topic for which they present to the larger group. This is key
because it allows for groups to be arranged in a way that includes individuals with diverse content
knowledge, abilities, and experience with the topic. In the end each individual will become an expert
whether they started out that way or not. The idea is to exploit both cooperation and interdependence in
an attempt to maximize intergroup harmony and educational gain with group members depending on one
another to acquire the composite parts (Walker & Crogan, 1998, p. 382).
When preparing to develop the Understanding Child Development jigsaw activity the first group
of individuals that came into my mind were caregivers. With my professional background I often train
caregivers in various parenting curriculums. Many come from varying degrees of parenting skills yet
each have something to offer to the group as a whole. The idea of placing them into expert groups
where they can collectively learn about information is a great strategy to employ. Another thing to
mention is the social aspect of a jigsaw activity. Social presence is the degree of awareness of another
person in an interaction and the consequent appreciation of an interpersonal relationship (Jonassen &
Land, 2012, p. 273). These relationships revolve around engagement and interactions with peers,
instructors, or humans in general. With this strategy, training participants I employ the jigsaw strategy
with in the future can learn, share, and grow as a cohesive learning community.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS

Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.
S4 Indicator 1: Collaborative Practice
Candidates collaborate with their peers and subject matter experts to analyze learners,
develop and design instruction, and evaluate its impact on learners.
503 ID Project Subject Matter Expert Review
A survey created to evaluate the Landing the Job Interview Module. The survey was designed
with a series of questions to gain insight into a subject matters expertise on the topic of interviews
as well as allow for opportunities to offer suggestions to better improve the module while
validating the use of various activities and information.

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Throughout the EDTECH program we interacted quite often with peers discussing content as well
as offering design and suggestions to improve instructional materials. With regards to collaborative
practice, the ID project specifically the Subject Matter Expert (SME) Review, embodies the notion of
collaboration. Due to working on the ID project alone it was important to consult with a SME that was
impartial and external to the situation but at the same time conscious of the needs and characteristics of
the target audience (Larson & Lockee, 2014, p. 25). To achieve this I consulted with a 20+ year Human
Resource/Payroll Specialist who performed employment interviews for the over 3 years.
The SME lent her expertise through use of an 8 targeted question Interview Module Evaluation
Survey created using QuestionPro. The use of the online survey tool QuestionPro was useful. Because I
was having the SME review the ID project while completing the survey having a sharable link made it
possible to place the ID project as well as the survey link in one email. This made it convenient for the
SME and reduced time wasted having to open multiple emails or documents. Through the course of the
evaluation, the SME reviewed the ID project and provided suggestions that contributed to changes with
the design. Calling in an extra set of eyes from someone intimately familiar with the content really
helped me to make improvements to the instructional project that focused on the learner.
S4 Indicator 2: Leadership
Candidates lead their peers in designing and implementing technology-supported
learning.
503 Leading discussion Voicethread
A VoiceThread presentation, created by myself and 2 peers, with audio commentary analyzing
three case studies chosen by our instructor. The group led a discussion in Moodle with the group
being in charge of submitting three questions for discussion and leading the discussion by replying
to classmates initial answers and making closing comments.
Collaborative learning within an online environment can take on a variety of forms. The Leading
Discussion project was one of many opportunities I had collaborating with my peers within the EDTECH
program. For the project, myself and 2 peers were assigned with the task of creating a presentation with
commentary using the technology tool Voicethread while also organizing questions to lead peers through
a discussion related to instructional design case studies. This project encompasses Siemens theory of
connectivisim which is individuals connecting with each other and with technology in an effort to

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facilitate important information sharing and co-construction of knowledge (Brindley, Watt, &
Blashhke, 2009, p.3).
As we worked on the project we utilized multiple technology tools in the form of Google Slides,
Voicethread, and Moodle. The share editing option within Google Slides contributed to successful
collaboration of creating the slideshow which used as the textual and visual component of our
presentation. Voicethread gave us the capability to cooperate to develop a cohesive presentation while
communicating our individual ideas. Through Moodle discussion threads we built a community of
learners that interacted and worked towards comprehending case and chapter information. Overall,
myself and peers successfully facilitated learning for our larger group. This did come with some
apprehension and stress on my end due to being my first formal collaborative project. I started to stress
over things that were out of my control such as time zone differences and varying schedules. What I
found was that the process went more smoothly than I expected primarily. The technologies used
facilitated this interaction so nicely that I even found myself liking the use of technology to collaborate.
S4 Indicator 3: Reflection on Practice
Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the
design, development and implementation of technology-supported instruction and learning
to enhance their professional growth.
506 eLearning Unit Justification
A composition including descriptions of images created and used within the Digital Camera Basics
unit as well as the intention for their use and design choices all of which are supported by
references.
Visual literacy for instruction and performance support is defined as the ability to work with
tools (type, shape, color, depth, and space) and actions (contrast, alignment, repetition, and proximity) to
influence learning and performance (Lohr, 2008, p.5). To remain visually literate it is important to
analyze how a visual can impact learning. The eLearning Unit Justification gave me the opportunity to
discuss design choices for created visuals and explore resources that supported my decisions.
With the requirement to utilize all tools and actions, I had a chance to gain a comprehensive
perspective and a deeper understanding as to how the use of graphic design elements could impact
learning. One of the major design decisions that I made, utilized for other EDTECH projects, and

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continue to be conscious of today is keeping my website header image and layout consistent for the
homepage as well as corresponding lesson pages. Repetitive elements allow users to get the most out of
a site because they dont have to learn their way around on every new page (Williams & Tollet, 2006 p.
122). The goal is for learners to learn the material not how to seek out the information on each page.
Inconsistencies in course design will not only produce a sloppy project but will most importantly impact
learners in a negative way.
S4 Indicator 4: Assessing/Evaluating
Candidates design and implement assessment and evaluation plans that align with learning
goals and instructional activities.
512 Online Course Implementation Plan
A design document containing elements incorporated in the designing of instructional materials for
use within The Strengths-based practice: Making the shift from whats wrong to whats strong
e-Learning course. This includes but not limited to: (1) front-end analysis, (2) mapping the course,
(3) design prototyping, as well as (4) formative and summative assessment.
Careful selection of materials is critical to how useful technological resources will be for
learning. Dependent upon many factors, the focus of materials selection is to determine if resources are
suitable for an audience and purpose (Januszewski & Molenda, 2008, p. 142). Materials selection takes
more than putting a lesson into a technological application. It takes careful thought, planning, and
evaluation. Many educational theorists, along with myself, believe that instructors along with designers
should begin planning for lessons by focusing on learners and lesson objectives then move on to materials
selection (Januszewski & Molenda, 2008, p. 144). This is crucial to the success of educational
technologies usefulness in educational settings. Equally important is the use of formative assessment
which allow designers to gain feedback into what extent he or she is creating instructional materials that
are aligning with learning goals and learner needs.
The Online Course Implementation Plan put us through very rigorous process of designing our
course. Throughout creation of the course we first had to complete a section of our plan before moving
on. For example, before I could start designing I had to create a course map aligning each module with
course outcomes, learning objectives, Blooms Level of Thinking, and assessment strategy to evaluate

P a g e | 21
learning. I particularly liked this section of the implementation plan. Being able to align the learning
objectives with specific assessment strategies really forced me to provide an assessment of each objective.
I think that this is something missing from curriculums we use within our program.
Also embedded in the implementation plan were formative evaluation that I employed during
course development as well as formulation of future summative evaluation plans. Formative assessment
focused on course structure such as flow of the course, ease of navigation, and design choices as well as
addressed instructional activities created and used throughout the course in terms of promotion of
interaction, relevancy, alignment with goals and content, and course workload. To gain feedback and a
more in-depth understanding of the four reviewers attitudes, a 10 question Google Forms survey was
designed using open response questions as well as yes/no questions paired with questions to further
explore the yes/no response. Utilizing Google Forms as a platform for the survey was chosen due to ease
of accessibility, the ability email the survey to reviewers, & gain feedback quickly. The later reason was
of great importance because a requirement for the evaluation was to analyze the data and plan or make
revisions based on data. Gaining quick feedback from all four assessments allowed me to thoughtfully
analyze the data and make changes accordingly before the final project was due.
For the most part learning is generally evaluated with no thought to focusing on each specific
learning objective. I believe this is something that can easily be achieved because an assessment of
learning does not always have to be an extensive strategy. It can be as simple as a topic discussion. Also,
the utilization of formative assessment, when thoughtfully designed can contribute to successful
adaptations to design that target learning objectives.
S4 Indicator 5: Ethics
Candidates demonstrate ethical behavior within the applicable cultural context during all
aspects of their work and with respect for the diversity of learners in each setting.
501 Elements of Educational Technology
The current definition of educational technology encompasses many elements that influence
technology based education. Through literature review and discussion of real world applications
the elements of learning, using, and performance are examined in great detail throughout the
Essential Elements of Educational Technology composition.

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For the Elements of Educational Technology paper we were asked to dig deeper into the AECT's
current definition of educational technology by assessing elements that encompass the definition, choose
three of importance, and compose a paper. Choosing the three I felt were important; which were learning,
using, and performance was not that difficult for me. The influential nature of these elements on one
another along with their interconnectivity allowed me to think deeply and relate my professional
experience with these elements.
One of my biggest successes in writing this paper was being able to relate the elements to my
work with diverse groups of individuals from direct service professionals to lower income families and
children. One area that I see many discrepancies between the various groups I train is with regards to
aptitude particularly among parents and children. Though not always the case, often times the
technological abilities of these two groups vary tremendously mainly due to unequal access and use of
digital technologies. Children often interact with digital technologies outside of the home within schools
while parents continue have limited access and exposure to technologies their children are experiencing.
Because of this I have found myself tailoring lessons and instructional activities to address both
parents and children. For example, I run a series of lessons with teens and parents using Common Sense
Medias (CSM) Digital Citizen and Literacy curriculum. During lessons I incorporate media-rich,
project-based collaborative activities using CSMs Digital Bytes that require participants to use media to
reflect on learning and create products. To increase participants familiarity and skills with digital media,
creation of reflections are documented using some form of media of their choice. The choice differences
I see between the teens and parents are amazing.

The teens are able to choose a variety of platforms to

use while parents stick with familiar things such as PowerPoint. I find myself adapting my approaches to
both groups. For teens I allow them more freedom of choice where as for the parents it is necessary to
provide more restricted choices. I often give parents a list of platforms to use with walk through
directions to guide and increase exposure to different media.
As I continue training diverse groups of individuals I always need to remain conscious of how
different my audiences are. Keeping learners in mind as contributors to educational technology and not

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just consumers will allow me to create instruction that is more appealing and respectful of human
values and relevant to the diversity of learners (Januszewski & Molenda, 2008, p. 55). Over the course
of writing this paper I found it rewarding to actually grasp why these elements were important to me.

STANDARD 5: RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and
improve performance.
S5 Indicator 1: Theoretical Foundation
Candidates demonstrate foundational knowledge of the contribution of research to the past
and current theory of educational communications and technology.
504 Final Synthesis Paper
Examination of multimedias impact on learning through providing of a technology based
constructivist environment. Learning theories discussed embrace the ideas of constructivism
focusing primarily on conventional perspectives of situated learning theory and technological
viewpoints of social agency theory. Included are results and implications from various studies
discussing the impact of authentic, active participation, and social interactions on learning.
Educational Technology is the purposeful development and application of techniques and tools
that facilitate and stimulate learning in order to improve an individuals performance beyond the learning
environment. Through analysis of past and present instructional strategies I was able to examine learning
theories and multimedia applications that have and continue to influence the field of educational
technology.
To better understand how to develop purposeful applications to facilitate and stimulate
learning I discussed ways to create and foster constructivist learning within multimedia environments
using both conventional and emerging views. I thoroughly discussed usage of multimedia to foster
constructivist environments by employment of concepts from situated learning and social agency theories.
Learner characteristics that influenced the implementation of instructional multimedia was also explored.
Examination of learner characteristics was probably the most influential aspect of this paper.
As I looked at learners impact on the effectiveness of learning within multimedia environments,
two important things emerged; (1) the importance of learner-content control and (2) learner self-efficacy.
Zheng, McAlack, Wilmes, Kohler-Evans, & Williamson (2009) found that interactive learner-content
control promoted constructive, active learning which in turn enhanced learners engagement in problem

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solving (p. 799). Active engagement paired with learner control allowed individuals to become more
comfortable with the technology thus increasing their self-efficacy which is extremely influential on
motivation and the likelihood of engagement with multimedia materials. Looking at self-directed
learning in online environments, Song (2005) found that learners comfortable with online technologies
reported less anxiety associated with learning and engaged more actively (Hill, Song, & West, 2009, p.
96). From the beginning of the EDTECH program we were trained to focus on learners. This paper really
drove home the importance of this due to the fact that their characteristics can really impact the successful
use of multimedia within instruction.
S5 Indicator 2: Method
Candidates apply research methodologies to solve problems and enhance practice.
501 Research in Educational Technology Bibliography
A bibliography focusing on research in educational technology based on the following instructional
objective: Upon completion of the lesson, mental health professionals will identify and create a
project demonstrating an understanding of 6 ways electronic media usage positively impacts
childrens development by obtaining a score of 3 or above on the Holistic Critical Thinking
Scoring Rubric. Articles contained within the bibliography focus on the impact of technology on
learning through the use of Web 2.0 tools.
With constant criticisms to the benefits of technology to enhance learning, research in educational
technology is essential to providing a convincing body of evidence to its usefulness in the classroom.
This research can also provide recommendations as well as the barriers of technology implementation.
The understanding and practice of educational technology requires continual knowledge construction
and refinement through research and reflective practice (Januszewski & Molenda, 2008, p. 1). For our
EDTECH Research project we were asked to use various online tools to conduct research then produce an
annotated bibliography following APA formatting.
As I began constructing the Research in Educational Technology Bibliography I soon realized it
was not like others that I have created. The idea of using an instructional objective as the topic for
exploration was different. I found this to be an interesting technique in that the articles I was exploring
and using served a purpose other than disseminating information. I was working towards creating a
comprehensive list of citations that would support and validate my objective to use technology to enhance

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learning. The use of pre and post discussions helped me to focus my topic (pre-discussion) then reflect on
what I found in terms of how I can use the information (post-discussion). Although this project took a lot
of time to complete, it really opened up my eyes to the complexities that go into creating annotated
bibliographies as well as the benefits. This project also assisted me in gaining a wealth of information
from specific frameworks along with reliable data, which will assist me in building a strong argument for
implementation of technology into future trainings.
S5 Indicator 3: Assessing/Evaluating
Candidates apply formal inquiry strategies in assessing and evaluating processes and
resources for learning and performance.
505 Evaluation Report
A brief, concise report of an evaluation commissioned by the Safe Program and Parents Raising
Kids (PRK) Coordinator of Western County Pennsylvania to measure the effectiveness of the PRK
facilitator workshop and to what extent PRK objectives are being accomplished.
Evaluation is the systematic process of collecting data that help identify the strengths and
weaknesses of a program or project (Boulmetis & Dutwin, 2011, p.3). To systematically evaluate a
program one must utilize various strategies both formal and informal. One formal strategy I applied was
through the development of an Evaluators Program Description (EPD). During development of the EPD I
met with the Safe Program and PRK Coordinator to discuss the programs objectives, measurement tools,
program processes, etc. Through this process I was able to increase my understanding of program aspects
to gain a clearer view of the program which ultimately impacted the direction of the evaluation.
The use of questionnaires was the primary strategy employed to collect data and evaluate the
programs processes and impact on performance. This data source consisted of Pre/Post-Workshop
Evaluation surveys designed using a Likert scale to assess participants level of preparedness with regards
to tasks related to the PRK program and educating parents in early violence prevention. Having a close
relationship with the PRK Coordinator and trained in the program, the use of formal strategies to evaluate
the PRK program helped me to maintain a high level of professionalism and separation from the program
through the evaluation process.

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S5 Indicator 4: Ethics
Candidates conduct research and practice using accepted professional and institutional
guidelines and procedures.
504 Annotated Bibliography
The Multimedia: Use of technology to create constructivist learning environments annotated
bibliography includes seven articles each containing descriptive, evaluative paragraphs discussing
the usefulness of multimedia as a contributor to self-efficacy and social learning as well as a tool to
promote knowledge acquisition.
During the past two decades, new frameworks for designing learning environments have
emerged in response to constructivist-inspired views of learning (Jonassen & Land, 2012, p.3). To
continue to enhance practice, the multimedia annotated bibliography was designed to inform readers of
the relevancy of using technology to create constructivist learning environments as well as emerging
multimedia theories stemming from constructivism.
A major requirement for the annotated bibliography was to only use articles that were peerreviewed. This at times posed a challenge mainly due to the topic I chose being very specific and my
goal to use citations with more recent publication years. I found it somewhat difficult to find articles that
hit on both requirements. Although challenging, I really understood the importance of using peerreviewed citations. The level of expert knowledge weaved within the articles and knowing that each
article is reviewed several times by experts in the field made me feel confident that the content I was
reading and passing along was of high quality. The creation of this annotated bibliography using peer
reviewed research is vital to the formation of a collection of information promoting best practices for the
use of technology to create constructivist learning environments.

CONCLUSION
As I look back, I have known from the beginning the program was a great fit for me. In my
personal statement I reflected on the fact that the program looks past the use of technology to teach, to
using technology to support learning. Having experienced this first hand I know this to be true. As a
result of course readings, peer sharing experiences/feedback, and assignments I am now more aware of
how impactful learning theories and design choices are on the learning process. As I continue to grow as

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a training and future instructional designer I will always remember that learning is in the hands of learners
and that instructional design takes more than whipping together a lesson plan covering content.

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