Aect Standards Ecook

Evidence of
Standards
Achievement
ETEC Portfolio
Emily Cook
UNIVERSITY OF ARKANSAS
ETEC Program Standards and Requirements ETEC ETEC ETEC ETEC 6253 ETEC
5013 5243 5373 Distance 6223
Research ID Web Learning Strategic
Methods Design Planning
Content Knowledge
1.1 Creating: Create instructional materials and learning X
environments using a systems approach
1.2 Using: Select and use technological resources and X

processes to support student learning.
1.3 Assessing/ Evaluating: Assess and evaluate the effective X
integration of appropriate technologies and instructional
materials.
1.4 Managing: Manage people, processes, physical X
infrastructures, and financial resources to achieve
predetermined goals.
1.5 Ethics: Demonstrate contemporary professional ethics of X X
the field as outlined by the AECT Code of Ethics.
Content Pedagogy
2.1 Creating: Apply content pedagogy to create appropriate X
uses of processes and technologies to improve learning and
performance outcomes.
2.2 Using: Implement appropriate educational technologies X
and processes based on appropriate content pedagogy.
2.3 Assessing/ Evaluating: Assess the adequacy of learning X
and evaluate the instruction and implementation of
technologies and processes.
2.4 Managing: Manage processes and resources to provide X
supportive learning communities, create flexible and diverse
learning environments, and demonstrate appropriate content
pedagogy.
2.5 Ethics: Design and select media, technology, and X
processes that emphasize the diversity of our society.
Learning Environments Substandard
3.1 Creating: Create instructional design products based on X
learning principles and research-based best practices.
3.2 Using: Select appropriate processes and resources to X X
provide optimal conditions for learning based on principles,
theories, and effective practices.
3.3 Assessing/ Evaluating: Use multiple assessment strategies X

to collect data for informing decisions to improve instructional
practice, learner outcomes, and the learning environment.
3.4 Managing: Establish mechanisms or plans for maintaining X
the technology infrastructure to improve learning and
performance.
3.5 Ethics: Foster a learning environment in which ethics guide X
practice that promotes health, safety, best practice, and
respect for copyright, Fair Use, and appropriate open access to
resources.
3.6 Diversity of Learners: Foster a learning community that X
attends to learners with diverse backgrounds, characteristics,
and abilities.
Professional Knowledge and Skills Substandard
4.1 Collaborative Practice: Collaborate with peers and subject X
matter experts to analyze learners, develop and design
instruction, and evaluate its impact on learners.
4.2 Leadership: Lead peers in designing and implementing X
technology-supported learning.
4.3 Reflection on Practice: Analyze and interpret data and Portfolio Portfolio Portfolio Portfolio Portfolio
artifacts and reflect on the effectiveness of the design,
development and implementation of technology-supported
instruction and learning to enhance their professional growth.
4.4 Assessing/ Evaluating: Design and implement assessment X
and evaluation plans that align with learning goals and
instructional activities.
4.5 Ethics: Demonstrate ethical behavior within the applicable X X X
cultural context during all aspects of their work and with
respect for the diversity of learners in each setting.
Research Substandard
5.1 Theoretical Foundations: Demonstrate foundational X
knowledge of the contribution of research to the past and
current theory of educational communications and technology.
5.2 Methods: Apply research methodologies to solve problems X
and enhance practice.
5.3 Assessing/ Evaluating: Apply formal inquiry strategies in X X
assessing and evaluating processes and resources for learning
and performance.
5.4 Ethics: Conduct research and practice using accepted X
professional and institutional guidelines and procedures.
AECT Standard 1 Content Knowledge
AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to
create, use, assess, and manage theoretical and practical applications of educational technologies
and processes.
1.1 Creating: Create instructional materials and learning environments using a systems
approach
Artifact: ETEC 6253 Adobe Illustrator Blackboard Course
If we want to analyze and understand a teaching/learning situation in a classroom,
school, village or group of young people it is not enough to see it as the product of the
activities of a set of individuals with their own objectives and characteristics: we must regard it
as a system, that is, as a totality more complex than the mere sum of its constituents parts,
because of the interrelationships between them (Leith & Balogun, (1981). Several techniques
were used in the development of the learning management course using the systems approach.
The systems within the course consist of multiple elements. These elements include the
instructor, students and content within the learning management system. The online course was
developed around specific learning objectives and outcomes. These objectives were used to
developed a series of lessons, videos, tutorials and collaboration techniques. The final
blackboard course was created by organizing these educational strategies into a systematic
learning environment.
Using these tools and combining them with planned objectives helps to ensure a solid
foundation within the learning management system. Ensuring that all parts of the learning
process are deliberate and intertwined solidifies each part of the complex educational system.
1.2 Using: Select and use technological resources and processes to support student learning.
A variety of learning management systems are available for use. Some are paid some are
free, some work best in conjunction with face to face instruction and other can stand on their
own. For the distance learning course 100% of the lessons were conducted online. For this
reason, Blackboard was selected as the LMS for the Adobe Illustrator class.
Blackboard supports many different collaborative resources. These recourses ensure a
rich communication experience and prevents student isolation. These tools are dependent upon
solid course design and pedagogical decisions. Within the course multiple tools were utilized to
help ensure student understanding and continually build upon prior knowledge. These tools
include the wiki tool, discussion board, blog tool and screen recording tool. The Wiki tool was
used to help students keep track of alternative software or help them build up a selection of
alternative tool uses. This tool utilizes the power of the entire class to compile information. The
Discussion Board tool allows students to showcase their work and for other students to provide
support and helpful input. The Blog tool was used as a way for students to keep track of their
own personal learning. This tool allowed for student reflection on how skills have evolved and
improved. The screen-recording tool was utilized by students to make and view tutorials. The
screen recorder was also used for presentations to detail their skills and showcase their work. The
discussion board, wiki, and blog supports asynchronous learning as well as the linear course
structure that builds upon prior knowledge. Each unit supports knowledge acquired from
previous projects. The final project allows students to combine the knowledge of everything
learned to create a final project.
1.3 Assessing/ Evaluating: Assess and evaluate the effective integration of appropriate
technologies and instructional materials.
Artifact: ETEC 5243 Instructional Design Model
Evaluate
Feedback Prior
Knowledge
Learners
Evaluate Objectives
Instructional
Design
The cycle learning model is based on the constructivist learning theory. The center of this
model revolves around the learners and continues in a cycle as the learner progresses. One key
important aspect of this model is the ability to repeatedly build upon prior knowledge while
integrating that prior knowledge into new material. This model is designed to be used in
classroom setting, in particularly in a hands on learning environment.
The steps in the model include evaluate prior knowledge, objectives (development and
revision), instructional design, learner evaluation and finally feedback. The progression of this
model is continuous and constant. Built into the model is an instructional design phase. The
designer determines if the technologies and resources support the goals of the learner. The
evaluation phase determines the effectiveness of the instructional design. The feedback step
upholds that evaluation is an ongoing process that happens during every phase of the process.
The model was implemented in an Engineering Technology Education (ETE) course.
Student understanding was measured by collecting data by using the step-by-step process. Since
the ETE is an interactive learning environment carefully designed and executed to ensure
accuracy and validity. Prior knowledge regarding renewable energy was determined using a pre-
test. Using the data gathered by the pre-test, gaps in understanding were uncovered. Objectives
were developed based on the pre-test findings. Activities, assignments and instruction was
developed to assist students in their area of need. A post-test was given and students were
provided additional feedback regarding their understanding and continued areas of struggle. At
this point as students are introduced a new topic the model continues back to the evaluation of
prior knowledge.
1.4 Managing: Manage people, processes, physical infrastructures, and financial resources
to achieve predetermined goals.
Artifact: ETEC 6223 Lakeside Junior High Technology Strategic Plan
My role as a strategic planner was to facilitate the process of planning for future
technology needs at Lakeside Junior High School. A two-year plan was developed to uncovered
potential needs of the institution. The tasks outlined in this project included the development,
implementation and fulfilment of outlined services defined by key stakeholders. The entirety of
this project required management of people, physical infrastructure and financial resources.
Effective people management is key to ensuring strategic plan success. During the
strategic planning process many different communication strategies were utilized. These
methods include project management software, focus group interviews, informal interviews,
nominal group techniques and discussion facilitation. During the strategic planning process
several surveys were conducted using Google Forms. These forms were distributed to the faculty
and responses were automatically recorded. These forms were used to collect data and determine
true needs of the school. Specific tasks related to the planning project were divided up and
managed using calendar notifications and email correspondence. During meetings I would
facilitate nominal grouping techniques, round table discussions and data analysis.
Physical infrastructure was also considered during the strategic planning process.
Constraints such as time money and staff were carefully identified. Other decisions were made
based on server capacity and equipment already in use at the school. The needs assessment
uncovered that most physical aspects of the school were sufficient for heavy technology
implantation. Logistics of physical technology within the school was carefully studied in order to
maximize the vision of the stakeholders. Within the building approximately 700 students are
navigating to and from their Chromebook charging stations. The location of these stations are
dependent upon the students final class of the day, if they remain on campus or if they travel to
another school for sports. Each Chromebook needs returned to its final charging room at the end
of each day. Procedures were put in place for when a student is checked out of school early or if
they check in to school late. Every possible student or device location had to be taken into
account while working on the strategic planning project.
Financial constrains were also discussed during the strategic planning process. A fixed
yearly budget as well as federal funding was included in the development of the two-year
strategic plan. The technology for the building was purchased using a 25 million district wide
grant. The purpose of the grant was the outfit the entire district with 1:1 technology, specifically
Chromebooks. At the time of the strategic planning the district was in its final year of the 5-year
grant. Once the grant expired it was on the district and individual school to pay for the upkeep
and replacement of student devices. Each building in the district is provided $17,000 budget for
building and technology usage. This money was implemented into the project budget to ensure
overspending would not occur as the devices aged or ensured physical abuse.
1.5 Ethics: Demonstrate contemporary professional ethics of the field as outlined by the
AECT Code of Ethics. Individual, Society and profession.
Artifact: ETEC 5373 Technology Website Design/ETEC 5013 Research Paper

In order to fulfill commitment to the individual the following codes of ethics are outlined:
Shall follow sound professional procedures for evaluation and selection of materials,
equipment, and furniture/carts used to create educational work areas.
The purpose of the Techno Teach website is to educate and provide tips to anyone interested
in implement technology or just simply learning about technology. The site was designed to
be a safe and inclusive space.
Shall promote current and sound professional practices in the use of technology in
education.
The informative technology website was created in the Website Design course. The
webpage was designed to follow all accessibility standards. These standards included alterative
text, closed captioned videos, heading tags, contrasting colors and descriptive hyperlinks.
Alternative text allows the user to hover over content and gain additional information about the
picture, link or video they are viewing. Closed captioned videos were used to provide text to the
bottom of how to videos. Contrasting colors and specific fonts were used to help distinguish text
from visual elements.
In order to fulfill commitment to society the following codes of ethics are outlined:
Shall honestly represent the institution or organization with which that person is
affiliated, and shall take adequate precautions to distinguish between personal and
institutional or organizational views.
The Techno Teach website was designed for a University of Arkansas course but was not
affiliated or claimed to be affiliated with the University of Arkansas. No views or content were
identified with the University or University branding.
Shall represent accurately and truthfully the facts concerning educational matters in
direct and indirect public expressions.
The vision of the Techno Teach website was to be an informative webpage for teachers
interested in learning about technology and classroom technology implantation. How-to tutorial
videos were included, technology articles and classroom implantation tips were all discussed in a
user friendly webpage. All tutorials, videos and guides were represented in a honest and
transparent format.
In order to fulfill commitment to profession the following codes of ethics are as follows:
Shall strive continually to improve professional knowledge and skill and to make
available to patrons and colleagues the benefit of that person's professional
attainments.
The Techno Teach website was created to help inform the educational community about
tools and techniques available for online or classroom use. The site also provided information
about how to use different software such as iMovie.
Shall conduct research using professionally accepted guidelines and procedures,
especially as they apply to protecting participants from harm.
ETEC research paper was developed around ethically sound practices. These practices
included participant identity protection, participant randomization and disclosure. Below is an
excerpt from the research paper identifying there results of a participant quiz. None of the
participants were identified during or after the study.

AECT Standard 2 Content Pedagogy
AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to
demonstrate effective implementation of educational technologies and processes based on
contemporary content and pedagogy.
2.1 Creating: Apply content pedagogy to create appropriate uses of processes and
technologies to improve learning and performance outcomes.
The TPACK method was used to implement technological knowledge with appropriate
methods and strategies. TPACK, or Technological Pedagogical Content Knowledge, is a model
that helps teachers consider how their knowledge domains intersect in order to effectively teach
and engage students with technology (Koehler & Rosenberg, 2017). The TPACK domains
consist of Technological Knowledge, Content Knowledge and Pedagogical knowledge. The
course was designed to teach adult learners the software Adobe Illustrator and its many
functions. Distance learning allows for a broader group of people to attend and earn an
education. People who were originally separated by distance and time, responsibilities and
economical situations now have an opportunity to seek higher education (Simonson, Smaldino,
Albright, Zvacek, 2011). Combining the available tools with sound pedagogical practices as well
as cultural sensitivity helps to ensure an improved learning experience.
5 Steps to Lesson Plan using TPACK was used to structure how I implemented content
within the Blackboard Learning Management System. The five steps to build a lesson plan using
the TPACK method include choosing learning goals, make pedagogical decisions, select activity
types to combine, select assessment strategies and select tools and resources (Harris & Hofer,
2009).
The learning goals that were developed for the course were designed to support student
learning in the online learning environment. Each lesson was broken down by topic. Within the
weekly lesson objectives were developed and outlined. Pedagogical decisions were developed
around the Eight Corresponding Continua. These continua provide a structure for developing
curriculum that supports student learning goals. The chart below details the Eight Corresponding
Continua:
Harris, J., & Hofer, M. (2009). Grounded technology integration: Planning with curriculum-based learning activity types. Learning & Leading with Technology, 37(2), 22-25.
Depending on topic and skill level each continua was referenced and adjusted to best suit
the weekly lesson. For example; as the lesson progresses and learners are equipped with more
skills, surface comprehension of content is gradually pushed toward projects to support a deeper
understanding of content knowledge.

The third step is to select activities and lessons to support learning and understanding.
Since the entirety of the course is online many different activities were created to assist the
learning process and extended prior knowledge to draw experiences from.
Selecting assessment strategies is the fourth step in the TPACK method. Assessment
strategies include quizzes, group and individual projects, assignments and presentations. Each of
the assessment methods were chosen to support the developed learning goals outlined within
each lesson of the course.
The final step selects tools to be implemented within lessons. These tools include
discussion board posts, blogs, wikis and group assignments. These tools are used to help students
build upon prior knowledge by sharing different experiences as well as collaborate with other
learners in the course. These lessons build on knowledge and skills acquired from the previous
lesson. As students progress through each project or lesson, information in again revisited and
required to complete the next unit.
2.2 Using: Implement appropriate educational technologies and processes based on
appropriate content pedagogy.
The TPACK method was also used in the development of technological resources within
the Blackboard course. The course was built by ensuring mastery of one skill before moving on
to the next and structured using the TPACK pedagogical method. Different instructional
strategies were utilized during the creation of the Blackboard course to guarantee appropriate
content pedagogy.
According to Bill Pelz, a Professor of Psychology at Herkimer County Community
College there are three Principles of Effective Online Pedagogy. According to Pelz the first
principle is to make students do most of the work (Pelz, 2004). In order to make that happen he
suggests the following tactics:
Student Led Discussions

Students Find and Discuss Web Resources
Students Help Each Other Learn (Peer Assistance)
Students Grade Their Own Homework Assignments
Case Study Analysis
Many different educational mediums were analyzed based on educational effectiveness
and appropriateness for an online learning environment. Some of these include video, such as
Lynda.com tutorials and YouTube. Others include text-based tutorials with pictures and
descriptions. Video and image based tutorials help provide additional support. A wiki page was
developed to be a marketplace of relevant content, graphic design tips and tricks or simply an
environment where students can discuss interesting findings or request assistance.
The second principle outlined by Bill Pelz is interactivity is the heart and soul of
effective asynchronous learning (2004). Student interaction must go beyond simple student
discussion. Leaners must interact with other course members, the facilitator, small group
projects, content discussions or activities.
Within my created blackboard course peer collaboration was an important aspect of the
learning experience. Students participate by adding to their partners artwork or reviewing design
choices. Presentation techniques are also included so participants are successful using the
different educational technologies available and promote a safe environment and positive
critiques. Discussion board activities were created around topics outlined for the lesson and then
required students to build upon their artwork and design decisions as well as critique specific pop
culture designs.
The final principle outlined by Pelz is strive for presence (Pelz, 2004). This can be
accomplished by providing an environment for social, cognitive or teaching presence (2004).
There must be an open door policy that allows for free discourse easily available to
participants. Since the online learning environment is asynchronous participation of members
may not happen in real time. However, structuring the course that allows for convenient
participation encourages learners to be present when the opportunity allows.
At the core of the Adobe Illustrator course is support for social communication, instructor
feedback and relevant topic discourse. Each project encourages student participation and
collaboration. As the course developer and facilitator I present participants many opportunities
and pathways to discuss and ask questions. By implementing the TPACK 5 steps to lesson
planning in conjunction with Bill Pelzs Principles for Effective Online Pedagogy helps to ensure
that the technologies and processes developed for the online blackboard course are appropriate
for participants in the online learning environment.

2.3 Assessing/ Evaluating: Assess the adequacy of learning and evaluate the instruction and
implementation of technologies and processes.
Artifact: ETEC 5243 Instructional Design Model
Evaluate
Feedback Prior
Knowledge
Learners
Evaluate Objectives
Delivery
Method
While this instructional design model is designed around the classroom setting, it can be
applied to a variety of different learning environments and age groups. A constructivist learning
models do not usually have a starting and ending point in the model, designers may begin at any
stage of the process (Teall, 2009)
The premise of this instructional design model is to continually evaluate where the
learner is regarding prior knowledge retained. If the learner is slightly behind on several learning
goals, then the objectives can be better determined and included in future instruction. The idea is
to make sure that holes in overall understanding are addressed and included in the instructional
design. One important aspect of implementing a learning model into lesson design is it provides
opportunity for and support reflection on both the content learned and the learning process
(Wilson, 1996). If students continually reflect on what they learned by building upon mastered
skills, they are less likely to develop knowledge deficiencies within the curriculum. The Cycle
Learning Model addresses reflection by continually revisiting and building upon prior skills. The
evaluation and feedback portion of the model supports learner progress and addresses
deficiencies and addresses gaps in understanding.
The facilitator determines the goals and effectiveness of instruction during the evaluation
phase within the Cycle Learning model. The evaluation phase is a systematic process that
determines the effectiveness of the instructional design. Evaluation is an ongoing process that is
revisited continually throughout the model implementation. A summative assessment typically
occurs first typically in the form of a pre-assessment followed by necessary learning goal
modifications. After lesson modifications, formative assessments are used to complement STEM
educational environment. These assessments are used as instruments in collecting student data.
These formative assessments include observation, discussion, trials, research, engineering design
challenges, questioning, student presentations, and engineering notebooks (learning logs). The
assessment instruments allow for participation by both the facilitator and the learners and
provides valuable insight into the effectiveness of the lesson design. Finally, a post test is given
and from this information and learning gaps or mastery is determined. At this point the model
progresses to the feedback portion of the cycle learning model and learners are provided
constructive feedback based on their performance and understanding.

2.4 Managing: Manage processes and resources to provide supportive learning
communities, create flexible and diverse learning environments, and demonstrate
appropriate content pedagogy.
Throughout the creation of the Blackboard Course, I organized content and managed
processes and resources. In order to maximize student learning various approaches were
implemented. Additionally, the ADDIE (Analysis, Design, Development, Implementation and
Evaluation) instructional design model was referenced during the construction of the course.
Supportive learning communities were developed by outlining proper netiquette and
course norms in the policies and procedures section of the course syllabus. These course
guidelines included:
Make posts that are on topic and within the scope of the course material.
Take your posts seriously and review and edit your posts before sending.
Always give proper credit when referencing or quoting another source.
Be sure to read all messages in a thread before replying.
Always be respectful of others opinions even when they differ from your own.
When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
Do not make personal or insulting remarks.
These guidelines were used to help guide discussion board, blogs and collaborative wiki
projects. Adherence to the guidelines would help ensure a positive learning environment for all
of those who participated in the course.
Flexible and diverse working environments were created by determining learning goals,
evaluating appropriate content pedagogy, and applying Blackboard tools to the projects. The goal
of the course is to learn the software Adobe Illustrator as well as collaboration techniques related
to the design process. The course was planned to be accessible for any individual interested in
expanding their skill set. The online class was inclusive of any person regardless of race,
ethnicity, sexual orientation, gender, disability or religious perspective. Multiple learning styles
were also included. These styles incorporated visual, auditory, verbal, social and solitary and a
combination of leaning styles into projects to allow for further differentiation.
The Adobe Illustrator Blackboard course demonstrates appropriate content pedagogy by
determining learning objectives and building appropriate assessment techniques to match. Short
multiple choice quizzes were designed to help solidify knowledge of key terms. Projects are
designed as a summative assessment of knowledge and skills. Many different assessment
strategies to demonstrate understanding are included in the assignment breakdown.
2.5 Ethics: Design and select media, technology, and processes that emphasize the diversity
of our society.
Artifact: ETEC 5373 Technology Website Design

The Techno Teach website was designed to emphasize a diverse society. The media,
technology, tools, and processes were chosen specifically to accessible to all users. Web Content
Accessibility Guidelines (WCAG) were implemented during the construction of the website.
Web Content Accessibility Guidelines (WCAG) is developed through the W3C process in
cooperation with individuals and organizations around the world, with a goal of proving a single
shared standard for web content accessibility that meets the needs of individuals, organizations,
and governments internationally (Henry, 2005).
The web content was designed around specific accessibility features. Textual descriptions
were added to pictures, videos and other forms of multimedia. Tutorial videos embedded in the
site included closed captioning. Webpage content was designed using a contrasting color scheme
that can easily be viewed by individuals with color blindness. The text size was also taken into
account as well as image placement and navigational features. The textual content within the site
was also written clearly to avoid confusion while visiting the webpage. The Techno Teach
website was tested using the WCAG and was deemed responsibly created based on the
guidelines. Upholding the Web Content Accessibility Guidelines ensures that all users regardless
of ability, would successfully have full access to all information and content while visiting the
Techno Teach website.

AECT Standard 3 Learning Environments
Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.
3.1 Creating: Candidates create instructional design elements based on learning principles
and research-based best practices.
In order to create effective instructional design, learning principles and best practices
must be identified and implemented. Best practices for online learning include creating a
supportive learning community, outlining specific and clear expectations for students, support a
variety of individual and group work, use both synchronous and asynchronous activities and plan
a good closing and wrap up activity for the course (Boettcher, 2011).
A supportive learning community was developed by allowing students to work with all
members of the course when creating vector artwork. Activities were designed to positively
critique and improve student design and skills. A syllabus was included in the course outlining
how each project would be graded, course description, objectives, syllabus and instructor contact
information. The syllabus was also included inside the blackboard site shell and was very
accessible to students. A final project presentation was developed to allow students the
opportunity to show off their skills to their peers and explain their thought process they went
through when redesigned product packaging. Using these different methods and activities
allowed for solid instructional design of the course as well as followed the best practices for a
student centered online learning. The goal of a learner-centered environment is to highlight the
attitudes, skills, knowledge and beliefs that students bring to an instructional setting. (Brown &
Green p. 117) The instructional strategy for this type of environment needs to expose the
different experiences students have had so they can better relate to new experiences.
In community-centered environment students learn from one another and share their
experiences and knowledge. Cooperative learning is a strategy that was used in online learning
environment. When using the cooperative learning strategy people can be placed in small groups
and presented with different tasks to either solve or discuss. In this environment learners have an
opportunity to teach those in the group who might be struggling with the content or provide an
outlet to share personal experiences. Since cooperative learning provides additional viewpoints it
is a valuable strategy to use in a community-centered environment.
3.2 Using: Select appropriate processes and resources to provide optimal conditions for
learning based on principles, theories, and effective practices.

For the Adobe Illustrator online course, I selected appropriate processes and resources to
create optimal conditions for learning based on principles, theories and effective practices. I
learned how theory influences reality in instructional design.
The Problem Based Learning Theory scaffolds knowledge and skills that are acquired
through ongoing contextual problems. Problem Based Learning at its core lies in collaboration,
as well as in personal reflection, as one of its main objectives is to foster independent and
lifelong learners, where, however, teamwork substantially affects the quality of the work
generated (Pappas, 2014). Several techniques are used to develop a PBL environment within an
online learning course. These techniques include:
Problems serve as a guide that motivates learners and grabs their full attention. The
problems within the course are designed to build upon skill and knowledge as the leaner
progresses. The problems were designed to represent a real life challenge to encourage student
participation and understanding of content. The final project in this course is to redesign product
packaging. The purpose of project packaging is to inform the buy what the product is and
encourage the buyer to purchase that particular product over several similar products. One
method of encouraging buyer decision making is product packaging. Learners are tasked with
designed a new product package using the elements and principles of design. The packaging
must also advertise what the product is and how it is used.
Problems take the form of a test, giving the opportunity to the instructor to determine if
the learners fully understand the concept. The final product packaging project requires student
to redesign product packaging for a company. The projects are assessed using the CARP
(Contrast, Alignment, Repetition, Proximity) graphic design principles. The elements and
principles of design are also taught in the course and used as a rubric for appropriate design
techniques. Integrating graphic design principles with real world problems helps the learner and
instructor understand if the student fully understands the content by demonstrating their
understanding.
Problems are just examples that illustrate the concepts that are being taught. The problem
of redesigning product packaging is the catalyst for reaching a greater understanding of graphic
design methods. As mentioned above the CARP method is the specific graphic design principle
used during the course to help students better develop their knowledge and skills.
Problems serve as a stimulus for activity, which means that they are utilized as a way to
develop the skills required to solve them. Graphic design principles are combined with
presentation skills to further develop student understanding of Illustrator and graphic design. It is
important for students to not only understand how to make digital artwork but also how to defend
and justify creative decisions. It is not enough for students to know how to solve a graphic design
problem. The other half of the battle lies with justifying choices to other members of a team.
3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect data for informing
decisions to improve instructional practice, learner outcomes, and the learning
environment.
Several different assessment strategies were used to collect data while conducting the
evaluation phase of the Lakeside Junior High Strategic Plan. These methods include
observations, pre and post online surveys and focus group interviews.
Observation was a simple technique used to monitor a target location. Specifically,
observations were used to understand how student technology was being implemented in the
classroom by teachers. After an observation took place the observer would record notes and
findings to later evaluate during the quarterly strategic plan meetings.
Online surveys were used to continuously monitor the effectiveness of teacher
professional development. Each survey consisted of a pre-survey and post-survey. The pre-
survey occurred before teacher professional development and the post-survey occurred after. The
pre survey determined what key areas needed addressed during upcoming professional
development. The post survey determined if gaps were filled after professional development took
place.
The results of the survey and observations were discussed during quarterly stakeholder
meetings. To determine the progress of the strategic plan focus group interviews were included
in the evaluation of the strategic plan. The focus group interviews helped decide if stakeholders
were satisfied with progress. These methods combined helped ensure teachers receive relevant
and adequate professional development that fulfills targeted needs.
Observations were used to monitor and improve the learning environment of students
using Chromebooks. The teacher pre and post surveys were used to understand which
instructional practices should be covered during professional development. Finally, data from the
focus group interviews uncovered future learning objectives that should be included in the next
professional development session.

3.4 Managing: Establish mechanisms or plans for maintaining the technology
infrastructure to improve learning and performance.
As facilitator I managed the development of the Lakeside Junior High Technology
Strategic Plan. The goal of the strategic plan was to provide a roadmap the school needed to
support the mission of the institution. The purpose of the plan was to develop a framework of
actions that aligned with identified mission and goals, technology initiatives, and technology
needs and constraints.
Since Lakeside is a relatively new institution there was no plan in development to guide
technology implementation decisions. Project timelines, evaluation methods, and accountability
plans were created to ensure plan execution. Quarterly updates were used to reevaluate training
and technology decisions and allow for alterations if needed. The timeline below outlines the
established plan to maintain building technology and improve teacher preparedness in the
classroom.
Project Milestones Date Time Person

Allotted Responsible
Teacher Pre-Survey to solidify technology 01/16/2017 NA Shepherd/Jennings
needs
Tech Observation 01/17/2017 1 Hour Instructional
Facilitators (IF)
Quarter 3 Stakeholder PD Plan Meeting 01/24/2017 1 Hour Dr. Shepherd
Stakeholders meet to discuss observation
findings and organize teacher professional
development. Focus group interview will be
conducted.
Teacher Professional Development Targeting 02/20/2017 8 Hour Day Instructional
found Needs Scheduled PD Day Facilitators/ Dr.
Shepherd
Teacher Post-Survey/ re-evaluation of current 02/21/2017 NA Shepherd/Jennings
technology needs
Observation 02/28/2017 1 Day Instructional
Facilitators
needs
Teacher Interviews 08/02/2017 1 Hour Instructional
Facilitators
conducted.
Teacher Professional Development Targeting 08/14/2017 8 Hour Day Dr. Shepherd/IF
found Needs Scheduled PD Day
Teacher Post-Survey/ re-evaluation of current 08/15/2017 NA Shepherd/Jennings
technology needs
Facilitators
needs
conducted.
Teacher Post-Survey/ re-evaluation of current 11/28/2017 1 Day Shepherd/Jennings
technology needs
Facilitators
needs
conducted.
Strategic Plan Reevaluation meeting 2/26/2018 8 Hour Day Dr.
Shepherd/IF/All
stakeholders
The timeline was used as a pacing guide for the strategic planning process. A responsible
party was included to ensure all mechanisms and plans within the timeline receive appropriate
attention. Adding a responsible person for each specific step helps ensure each part of the
strategic plan is represented.
3.5 Ethics: 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.
Artifact: ETEC 5373 Technology Website Design
Several ethical practices were demonstrated during the development of the Techno Teach
website. Ethical practices included adherence to copyright law, Fair Use, and open access
resources. I ensured accessibility for all users by utilizing the Web Content Accessibility
Guidelines (WCAG), 508 Accessibility Standards and compliance with copyrights and Fair Use
laws. Safety information was also included within the electronic modification tutorials.
Photographs used in the website were personal photos taken specifically as educational
resources within the site. Multiple tutorial videos were created as well as videos borrowed from
other sources. Videos and photos that were referenced were given appropriate credit as well as
expressed permission for use within the Techno Teach website.

Part of the Techno Teach website was dedicated to user upgrades to electronics and
computers. Warnings about electrical shock and static build up within components were outlined
and covered throughout the tutorials. Warnings and information about electrical shock were
intended to protect both the user as well as the electronics. The health and safety of all users was
an important aspect of the Techno Teach website.
3.6 Diversity of Learners: Foster a learning community that attends to learners with
diverse backgrounds, characteristics, and abilities.
My goal during the design and development of the Adobe Illustrator online course was
to support a learning community and supports all participants regardless of background, skill or
abilities. Multiple resources were used to help all learning styles understand and succeed. These
resources were designed to provided information in several different formats. An example
includes a course map which is a visual representation of the course beyond a textual list.
According to Smith, instructors can implement different strategies into their online class
to cater to specific learning characteristics of adults. Online teaching demands that instructors
actively guide the online discourse in a caring, stimulating manner. Online instructors can use a
variety of techniques to enliven courses, such as small group discussions, role-playing, student
presentations, brainstorming, and simulations. Effective distance teachers give individual
attention in private messages and provide summarizing comments in the general discussion to
keep the conversation on course (Smith, 2003). Many different techniques were utilized within
the Adobe Illustrator course to help engage and motivate the adult learners. Communication was
cornerstone to the course and online learning communities were encouraged and supported.
Structure for quick and timely feedback was implemented and lessons were focused with
outlined objectives and tasks. Several projects within the course allow students to call upon prior
knowledge of past experiences. Allowing students to use these past experiences and knowledges
helps to enrich the course and provide an outlet for everyone to participate. Including these many
different learning techniques helped support all participants regardless of background or ability.
AECT Standard 4 - Professional Knowledge and Skills
AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement,
and evaluate technology-rich learning environments within a supportive community of practice.
4.1 Collaborative Practice: Collaborate with peers and subject matter experts to analyze
learners, develop and design instruction, and evaluate its impact on learners.
Artifact: ETEC 6223 Technology Strategic Plan/ ETEC 5013 Research Paper
The Impact on Learning through Pre and Post Assessment research paper was conducted
to analyze student learning. This process used statistical analyses to quantitatively measure
student learning and teacher effectiveness in the classroom.
For the study participants were provided a pretest based on Arkansas Engineering and
Technology Education State Frameworks. The pretest was designed to include questions
spanning the weeklong lesson followed by an identical posttest. Participants scores were
analyzed using the Dependent t-test method in attempts to determine if participant pretest scores
(Xpre) correlate to participant posttest scores (Xpost). External validity threats were also studied
to ensure the efficacy of the study.
This study was conducted using subject matter experts regarding statistics and lesson
design and development. A Project Lead the Way Master Teacher was used as a subject matter
expert. We discussed how to design a lesson that would produce valid results. A lesson was
designed and later found that half of the participants had recently completed a similar topic in
science class. It was then decided to ensure the validity of the study a lesson should be developed
to ensure students would have no prior or recent knowledge of the content. The school
administration helped acquire demographic information that was collected and used within the
study.
The data acquired from the Pre and Post Assessment research paper was used in the
development of future instruction implementation within a technology education classroom and
shared with the school administration. Course curriculum was altered and evaluated based on
information gathered from the statistical analysis.
After having developed the research project, I collaborated with the Master Teacher
(SME) who analyzed the final paper and offered suggestions for improving my instruction. I
considered the feedback, and decided what changes I believed were appropriate to make. This
collaborative process was extremely valuable in offering a new perspective on how to implement
new teaching strategies as well as how to conduct research studies.
4.2 Leadership: Lead peers in designing and implementing technology-supported learning.
The Lakeside Junior High Technology Strategic Plan focuses on implementation of
student-use technology within the building. A vision statement, technology evaluation and
findings plan was developed by several key stakeholders. I acted as the facilitator of the strategic
planning process. My role in the process included encouraging stakeholder discussion when
prioritizing needs, outlining an action plan and developing an evaluation plan. Project
management tools I implemented during the strategic planning process included surveys,
logistical applications (email, google calendar invites etc) and the project management software
Smart Sheet.
I organized interviews and observations. Several needs were uncovered during the
interview and observation portion of the strategic planning process. Those needs are as follows:
Students need interactive technology that supports language acquisition skills and
student collaboration.
Teachers need to build lesson plans to better utilized technology and not retrofit old
lesson plans around the devices.
Teachers need easier ways to assess student work for quick grading feedback to
students. Students also need additional support for basic computer skills such as
typing, file management and email composition.
Teachers need support on how to combine chromebook technologies with their
lessons.
New teachers need Google application training as well a professional development
aimed at all technologies in the classroom i.e. promethean boards, promethean tools
and Google applications.
After helping the key stakeholders uncover needs I facilitated the planning process
needed to fulfill the needs. A series of teacher professional development sessions were organized
and laid out in the plan below.
Teacher Pre-Survey to solidify technology needs

Tech Observation
Quarter 3 Stakeholder PD Plan Meeting
Stakeholders meet to discuss observation findings and organize teacher professional
development. Focus group interview will be conducted.
Teacher Professional Development Targeting found Needs
Teacher Post-Survey/ re-evaluation of current technology needs
Observation
Teacher Interviews
Observation
Observation

Strategic Plan Reevaluation meeting
The above information reflects when professional development will be planned and when
professional development will be provided to teachers. Each professional development will cover
a topic related to proper implementation of technology in the classroom. Professional
development gives teachers the opportunity to expand their pedagogical knowledge and provide
support for better technology implementation strategies in the classroom.
4.3 Reflection on Practice: 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.
Artifact: ETEC 5981 Final Portfolio
See final portfolio for this artifact.

4.4 Assessing/ Evaluating: Design and implement assessment and evaluation plans that
align with learning goals and instructional activities.
The Adobe Illustrator Blackboard course was created based on several different learning
goals. The course was structured so that the weekly instructional activities would align with the
outlined objectives. In the example below Lesson 1 provides the learner an overview of the
week. Within the overview the weekly objectives are included followed by an assignment
preview, content material, due dates and assignment submission. The course structure was
duplicated for each week.

The objectives were developed to align with instructional activities and assessments. The
objectives outlined for the first week of the Adobe Illustrator Course are:
Identify tools located in the workspace navigational area
Demonstrate ability to use and manipulate shapes using the transform tool
Discuss how tools are used to create specific shapes and images in illustrator
Objectives were used to guide the content that would be presented and covered each
lesson. The content was assessed using different activities so learners would have multiple
opportunities to practice and demonstrate their learning. Different assessment and evaluation
techniques were also used to determine if the weekly objectives had been met. These assessment
tools include rubrics, discussion board topics, blogs, quizzes, wikis and projects. Student
learning would be evaluated and quickly provided constructive feedback. Additionally, these
assessment tools will allow for instructional design adjustments in order to continually improve
student understanding.
4.5 Ethics: 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.
ETEC 6223 Strategic Planning/ ETEC 5373 Technology Website Design/ ETEC 6253 Adobe
Illustrator Blackboard Course
The Techno Teach website was created to meet accessibility requirements taking into
those with special needs, adherence to content copyright or Creative Commons licenses.
Following accessibility standards allows for every site visitor a positive experience regardless of
ability. Building trust and relationships is core to the website design as well as the Adobe
Illustrator course because the topics are intended encourage learning in a safe and supportive
environment. Supporting a community of online learners is key, so activities were designed to
create a space where projects are community driven and publicly evaluated in a respectful
manner. Weekly wiki entries are shared by students to help create an environment of trust and
open exchanges are encouraged.
The Lakeside Strategic planning committee developed a vision statement that would
match the learning culture of the school. The vision statement is as follows: Lakeside Junior
High School will become a community of learners that uses technology to transform learning.
The spirit of the vision statement is to involve everyone in the learning process. Student
demographics at Lakeside are extremely diverse. The majority of the student body is Hispanic or
Marshallese. It was decided during the initial strategic planning meeting that the vision must be
inclusive of all students regardless of language, ethnicity, ability or socioeconomic status.

AECT Standard 5 - Research
AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of
inquiry to enhance learning and improve performance.
5.1 Theoretical Foundations: Demonstrate foundational knowledge of the contribution of
research to the past and current theory of educational communications and technology.
Artifact: ETEC 5243 Instructional Design
The following is a portion of a research paper written in the ETEC 5243 Instructional
Design course outlining how educational theories were intertwined through the development of
an instructional design model:
My instructional design model is based on constructivist theories
(Vygotsky,1978) of learning. While I do find aspects of the behaviorism (Watson, 1913)
and cognitive (Piaget, 1936) learning theories worth implementing into instructional
design (Mergel, 1999), I find that constructivism to be more favorable. Much of the
learning that occurs in my STEM classes requires hands on learning and in depth
investigation. This it is especially challenging for adolescent students. Essentially the
goal is to teach students how to learn and how to investigate.
Piaget contends that the current state of knowledge is temporal, changing as time
passes as knowledge in the past has changed, it is not a static instance; it is a process
(Kim, 2005). Learning is a process for everyone, and we all are at different points in the
process. Instructional design models are intended to help the instructional designer create
instruction that consistently expands leaning. Its a step-by-step process, a checklist of

sorts that once the designer reaches the end is sent back to the beginning again. As an
instructional designer it is important to step out of the box and think of learning as ever
changing. This idea is central to the constructivist approach to learning, and why my
model focuses on understanding where the learner is prior to learning new information
and attempts to continually build upon that knowledge.
My instructional design model revolves around the constructivist approach to
learning and is specific to the junior high setting. It is important to note how to use this
model with different age groups and learning situations. Constructivist teachers need to
adapt their teaching style, approach, and content to the specific developmental stage of
the child (Matthews, 2003). The evaluating prior knowledge step of the model is
intended to help the teacher evaluate where the learner stands regarding not only prior
knowledge but gauge developmental progress as well.
In addition to constructivism the Cycle Learning model was built using a combination of
elements from several different instructional design models. These models include the ADDIE
model, Dick and Careys Systems Approach model, and Kemp, Morrison, and Rosss
Instructional Design Plan. According to Kemp, Morrison, and Ross (2004), the round shape of
the model represents a design process that is cyclical and allows for different phases of the
design process to be revisited at any time. The Kemp Design Model is nonlinear and circular in
structure, whereas the ADDIE model is circular but each step is designed to be sequential. The
circular structure and sequential order was used as influence when designing the Cycle Learning
Model. As a designer, I wanted to create a model that allowed for more freedom to adjust and
revisit steps as well as maintain structure within the instructional design process. The elements of
the ADDIE model are arranged in an oval diagram, with interconnecting lines and arrows. The
sequence, however, does not impose a strict linear progression through the steps. Educators,
instructional designers and training developers find this approach very useful because having
stages clearly defined facilitates implementation of effective training tools (Forest, 2014). The
Cycle Learning Model attempts to combine ideas from both a linear approach and a cyclical
approach by integrating concepts from the ADDIE Model.
5.2 Methods: Apply research methodologies to solve problems and enhance practice.
ETEC 5013 Research Paper
The Impact on Learning Through Pre and Post Assessment Research Paper analyzed
quantitative data to determine correlations. This data was used to understand how different
teaching methods relate to student summative assessment performance in a technology education
classroom. Data for this study was collected via a pre and posttest that was administered to
students before instruction and after instruction.
For the study, participants were chosen from a Technology Education class. The class
contained a total of 17 students. 14 Caucasian students, 2 Hispanic and 1 African American. 2
students are in Gifted and Talented, 3 with behavior modifications and 2 IEPs. The
socioeconomic status of this class ranges from very high to very low. There were 6 female
students and 11 male students. The data was analyzed using a number of statistical tests which
included a dependent t-test, validity test, Pearsons correlation method and standard deviation
calculations. Results were reported and further explained in the outcome summary and sections
describing comparisons to prior experiences, limitations of the study, and conclusion.

The statistical conclusion of the t-test was the rejection of the null, or there was a
significant difference in participant scores before and after lesson implementation. The students
average quiz scores significantly increased after participation in instruction. t(16) = 2.120,
p<.05. Teaching effectiveness in this case was beneficial for the participants in learning the
lesson.
5.3 Assessing/ Evaluating: Apply formal inquiry strategies in assessing and evaluating
processes and resources for learning and performance.
Artifact: ETEC 5243 Instructional Design
During the evaluate phase of the Cycle Learning Model the designer determines if each
phase of the model is thoroughly completed. The evaluation phase is included in a systematic
process that determines the effectiveness of the instructional design. Similar to the ADDIE
model the Cycle Learning Model upholds evaluation as an ongoing process that is continually
revisited. When evaluating learners, it is important determine level of understanding before any
new material is introduced. The evaluation of prior knowledge step allows for the instructor to
gauge where instruction should begin, so proper instructional design can be appropriately
developed.
The following is an expert from the instructional design integration paper outlining how
each step of the cycle learning model is used to assess student learning.
The objectives phase of the model includes not only the objectives that must be
covered during new instruction but if needed past objectives that still require mastery.
The objectives phase is how prior knowledge becomes integrated with future knowledge.
Without the objectives phase proper focus on the learners needs becomes lost and
misguided.
The instructional design phase takes into account not only the actual construction
of the ID but the environmental concerns and actual delivery of the instruction. This step
is the most flexible in that creative instructional design is encouraged to cover a variety
of learning styles. The environment of instruction is a very important aspect of ID.
Knowing where the learning will be located is very important so proper instruction can
support and add to the learning environment.
The evaluation phase should include student evaluation and effectiveness of the
instructional design. Students need to be evaluated of their understanding however the
instructional designer see fit and the instruction itself needs to be evaluated on its
effectiveness, creativity, engaging quality and delivery method of success. Since this
model is a cycle the evaluation phase should be continually revisited.
The feedback phase allows time for students to review over the learned material
after evaluation. This phase is intended to be an additional learning opportunity for both
the learner and instructional designer. If a concept was not well grasped by the learners,
then this step also allows for re-evaluation of the ID and a chance to fix any deficiencies.
The assessments included various research-based instruments to assist in collecting data.
These strategies included observation, surveys, questionnaires, interviews, and testing. The
methods used to gather the data was detailed in a step-by-step process and was be carefully
designed and executed to ensure accuracy and maintain student understanding and achiement.
The Cycle Instructional Design model was implemented into an 8th grade STEM course.
In the course students were expected to complete a shop safety unit. The Cycle learning model
was used to develop the curriculum and assess student progress. The following objectives were
developed and assessed throughout the instructional design process.
Demonstrate understanding of basic shop and machine safety
Identify parts of the band saw, scroll saw and drill press
Distinguish the intended purpose of each machine
Demonstrate proper machine safety standards
Student learning was supported was provided by reviewing shop safety procedures, in class
discussion, video training, live modeling and individual hands on experience. Safety guidelines
were posted at every machine to serve as a reminder and reference while students interact with
the tools. Assessments were conducted via pre and post-test in addition to ongoing practice. A
passing score of a 100% was required before students were signed off and allowed full access to
machines. At that point independent work on projects was allowed as I continually monitored
safety and student progress.
Feedback was provided to students with time specifically set aside for the review and
discussion of the tests. This was done as a way to help those who were struggling and
reinforcement for those students who did well. Also, since students must pass with a 100%
additional time and guided support was provided before retaking the test. The nature of
machinery usage is potentially dangerous so adequate time and training must be reserved for
review, demonstration, assessment and performance feedback.

5.4 Ethics: Conduct research and practice using accepted professional and institutional
guidelines and procedures.
ETEC 5013 Research Paper
Following accepted professional and institutional guidelines and procedures as outlined
by the American Educational Research Association I conducted a research analysis regarding
teacher impact on student learning in the classroom. Five principles served as guide for my
research project. These five principles include;
Professional Competence
Education researchers strive to maintain the highest levels of competence in their work; they
recognize the limitations of their expertise; and they undertake only those tasks for which they
are qualified by education, training, or experience (AERA, 2011). I was a licensed educator in
the state of Arkansas while conducting a research project in the state of Arkansas regarding
teacher effectiveness in the classroom.
Integrity
Education researchers do not knowingly act in ways that jeopardize the welfare of others.
Education researchers conduct their professional activities in ways that are worthy of trust and
confidence (AERA, 2011). Participants in the study were informed and any and all identifiable
information about the student was omitted from the study. Student name, age, gender and
ethnicity was replaced with a single identifying number randomly generated to ensure
anonymity.
Professional, Scientific and Scholarly Responsibility
Education researchers adhere to the highest scientific and professional standards and accept
responsibility for their work (AERA, 2011). I evaluated each source referenced in the study
based on the quality of research and data gathering techniques. The research document was
formatted using best practices. Document structure content and research methods adhered to
professional standards and accepted practices.
Respect for peoples Rights, Dignity and Diversity
Education researchers strive to eliminate bias in their professional activities, and they do not
tolerate any forms of discrimination based on race; ethnicity; culture; national origin; gender;
sexual orientation; gender identity; age; religion; language; disability; health conditions;
socioeconomic status; or marital, domestic, or parental status (AERA, 2011). Participants in the
study were sampled from a diverse group of people. No gender, social economic status, ethnicity
or ability was excluded from the study resulting in a heterogeneous sample of participants.
Social Responsibility
When undertaking research, they strive to advance scientific and scholarly knowledge and to
serve the public good (AERA, 2011). As a teacher and public servant it is important for me to
enhance pedagogical methods buy evaluating practice. Continually evolving and honing my craft
proves to directly benefit learners in my care.

References
Boettcher, J. V. (2011, May). Ten Best Practices for Teaching Online Quick Guide for New
Online faculty. Retrieved February 18, 2017, from
http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
Code of Ethics. (n.d.). Educational Researcher, 40(3), 145-156. doi:
10.3102/0013189X11410403
Dick, W. (1991). An instructional designer's view of constructivism. Educational Technology,
May, 41-44.
Forest, E. (2017, March 09). ADDIE Model: Instructional Design. Retrieved April 17, 2017,
from http://educationaltechnology.net/the-addie-model-instructional-design/
Harris, J., & Hofer, M. (2009). Grounded technology integration: Planning with curriculum-
based learning activity types. Learning & Leading With Technology, 37(2), 22-25.
Henry, S. L. (2005, July). WCAG Overview- Web Accessibility Initiative. Retrieved February
18, 2017, from https://www.w3.org/WAI/intro/wcag.php
Koehler, M., & Rosenberg, J. (2017). TPACK.ORG. Retrieved February 18, 2017, from
http://www.matt-koehler.com/tpack/what-is-tpack/
Leith, G., & Balogun, T. (1981). A systems approach to teaching and learning procedures: a
guide for educators in developing countries (2nd ed.). Paris: Unesco.
McLeod, S. A. (2015). Jean Piaget. Retrieved from www.simplypsychology.org/piaget.html

Mergel, B. (1999, May). Instructional Design & Learning Theory [Scholarly project]. Retrieved
from http://etad.usask.ca/802papers/mergel/brenda.htm
Payne, C. R. (2009). Information technology and constructivism in higher education: progressive
learning frameworks. Hershey, PA: IGI Global (701 E. Chocolate Avenue, Hershey,
Pennsylvania, 17033, USA).
Pelz, B. (2004). (MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY. JALN,
8(3), 1-14. Retrieved April 21, 2017, from
https://www.ccri.edu/distancefaculty/pdfs/Online-Pedagogy-Pelz.pdf.
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
Simonson, Smaldino, Albright, Zvacek. (2011). Teaching and learning at a distance: Foundations
of distance learning (5th ed., p. 40-45). Boston, MA: Allyn & Bacon, Incorporated.
Smith, N. (2003). Characteristics of Successful Adult Distance Instructors for Adult Learners.
Inquiry, 8(1), 1-11. Retrieved March 1, 2017, from
http://files.eric.ed.gov/fulltext/EJ876834.pdf
Teall, E. (2009). Constructivist alternatives to ADDIE. In B. Hoffman (Ed.), Encyclopedia of
Educational Technology. Retrieved October 19, 2012, from
http://eet.sdsu.edu/eetwiki/index.php/Constructivist_alternatives_to_ ADDIE. San
Diego, CA: SDSU Department of Educational Technology
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes Cambridge, Mass.: Harvard University Press.
Watson, J. B. (1913). Psychology as the behaviorist views it. Lancaster, PA: Psychological
Review Company.
Wilson, B. (1996). Constructivist learning environments: case studies in instructional design.
Englewood Cliffs, NJ: Educational Technology Publications. Retrieved from
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135&dq=constructivist learning
theory&ots=sXebBhdYPi&sig=vYRPvqKi210IEVtrzBDqfo-5Pv4

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Evidence of

1.2 Using: Select and use technological resources and X

3.3 Assessing/ Evaluating: Use multiple assessment strategies X

AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to

Artifact: ETEC 6253 Adobe Illustrator Blackboard Course

If we want to analyze and understand a teaching/learning situation in a classroom,

Artifact: ETEC 6253 Adobe Illustrator Blackboard Course

Blackboard supports many different collaborative resources. These recourses ensure a

learned to create a final project.

technologies and instructional materials.

Artifact: ETEC 5243 Instructional Design Model

classroom setting, in particularly in a hands on learning environment.

The model was implemented in an Engineering Technology Education (ETE) course.

to achieve predetermined goals.

Artifact: ETEC 6223 Lakeside Junior High Technology Strategic Plan

account while working on the strategic planning project.

AECT Code of Ethics. Individual, Society and profession.

Artifact: ETEC 5373 Technology Website Design/ETEC 5013 Research Paper

equipment, and furniture/carts used to create educational work areas.

be a safe and inclusive space.

from visual elements.

institutional or organizational views.

identified with the University or University branding.

direct and indirect public expressions.

available to patrons and colleagues the benefit of that person's professional

about how to use different software such as iMovie.

Shall conduct research using professionally accepted guidelines and procedures,

especially as they apply to protecting participants from harm.

included participant identity protection, participant randomization and disclosure. Below is an

participants were identified during or after the study.

AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to

demonstrate effective implementation of educational technologies and processes based on

contemporary content and pedagogy.

technologies to improve learning and performance outcomes.

Artifact: ETEC 6253 Adobe Illustrator Blackboard Course

methods and strategies. TPACK, or Technological Pedagogical Content Knowledge, is a model

consist of Technological Knowledge, Content Knowledge and Pedagogical knowledge. The

as cultural sensitivity helps to ensure an improved learning experience.

understanding of content knowledge.

learning process and extended prior knowledge to draw experiences from.

each lesson of the course.

required to complete the next unit.

2.2 Using: Implement appropriate educational technologies and processes based on

appropriate content pedagogy.

Artifact: ETEC 6253 Adobe Illustrator Blackboard Course

According to Bill Pelz, a Professor of Psychology at Herkimer County Community

suggests the following tactics:

Student Led Discussions

Many different educational mediums were analyzed based on educational effectiveness

environment where students can discuss interesting findings or request assistance.

projects, content discussions or activities.

accomplished by providing an environment for social, cognitive or teaching presence (2004).

participants. Since the online learning environment is asynchronous participation of members

participation encourages learners to be present when the opportunity allows.

for participants in the online learning environment.

implementation of technologies and processes.

Artifact: ETEC 5243 Instructional Design Model

stage of the process (Teall, 2009)

deficiencies and addresses gaps in understanding.

revisited continually throughout the model implementation. A summative assessment typically

constructive feedback based on their performance and understanding.

communities, create flexible and diverse learning environments, and demonstrate

appropriate content pedagogy.