Gail Davis

December 5, 2017
EDTECH 592
Artifact Rationale Statements

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: Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches.

EDTECH 513: Online Security Tutorial

My artifact, an Online Security Tutorial, was created using an online tool, known
as Clarify, and can be used in a variety of learning environments, incorporating a variety
of systems approaches. For example, this security tutorial can be displayed in class as the
learners listen attentively, viewing their own Facebook security profiles, in order to better
secure their accounts. In addition, learners could be assigned to review the tutorial on
their own, then create a tutorial of their choosing using Clarify or another type of free,
multimedia tool. Next, learners that partake in a flipped classroom model could access
the tutorial through their classroom website after school and then discuss the security
tutorial in class the next day, while working within their groups to determine ways that
individuals could protect themselves from cybersecurity incidents, online fraudulent
activities, and more. Essentially, teachers can choose a variety of ways to implement this
artifact into their online, flipped or traditional classroom environment that will engage
their learners through a variety of systems approaches.

1.2 Using: Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.

EDTECH 501: EdTech Definition Graphic

Educational Technology is a term that could be simply defined by stating that it is

educators using technology in class, but its much more than that. Using technological
resources and processes that support the learners growth, academically, is the goal of
Educational Technology and education in itself. I believe that my artifact, EdTech
Definition Graphic, displays the full potential and depth of this field.
As an educator, I must know which technological resources and processes I
should integrate among my learners to support student learning and to enhance their
pedagogy. This isnt simply allowing them to play games on a computer or use social
media in the classroom. Purposeful use of technology in a classroom, whether flipped,
online or traditional, using either project based learning or debate, for example, must be
applied by educators in a way that enhances a students learning and pedagogy.
This Edtech definition graphic depicts the complexity and depth that is
Educational Technology, but at the same time, displays the multiple opportunities that it
possesses for the teacher and the learner. Educational Technology is an iterative process,
meant for learning exploration and growth, rather than stagnant predetermined lessons.

1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.

EDTECH 554: Creating Conscientious Consumers in Our Community

In Blended Learning: Creating Conscientious Consumers in Our Community, I

chose to integrate appropriate technologies and instructional materials, not only to teach
the importance of recycling, conservation, and being a responsible consumer, but to also
provide the lesson to students in a manner that includes technology use and instructional
materials in a purposeful manner, while engaging the students interest in learning. In
fact, I adapted this lesson from an elementary school whom originally created this lesson
in the early 2000s, to include the use of technological collaborative activities, such as
creating, using and updating a groups Google Drive document, spreadsheet or slide,
along with watching, reviewing and creating videos as assignments, rather than simply
writing a paper or completing worksheets. In addition, with the use of technology,
students would also have the ability to skype with local officials or citizens about the pros
and cons of recycling, rather than waiting months for a possible field trip to be refused
due to high costs.
Concerning evaluation, Teachers can easily access these materials periodically to
assess learner growth and provide feedback. For example, students can share their online
materials from their Google Drive with their teacher, and she can then comment on their
work, while also grading completion of specific activities, based upon the assignment
completion timeline.
I firmly believe that allowing technology to be used for teaching & learning in a
meaningful manner, can have profound positive effects for education, including cost
saving, learner safety, deeper and long term understanding, and improved socialization
skills among teachers and learners.

1.4 Managing: Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve predetermined
goals.

EDTECH 503: Instructional Design Project - Parts 2c,d and Part 3 Planning

This lesson effectively manages the learners, processes, physical and virtual
infrastructures, along with appropriate financial resources to afford students a meaningful
problem-based learning activity. Using the problem-based learning method for
instruction will allow students to work in five diverse groups, allowing all students within
 each group the ability to participate in becoming a knowledgeable expert in their specific
area. Students will benefit from this type of instruction, because they will be allowed to
interact with other students in a safe environment, have a voice & choice in their groups
problem solving process and they will be motivated to learn about their specific
problem, while creating a professional and creative presentation for the class. This is
not only motivating, engaging and interesting for the students, but will also allow them to
apply higher thinking methods as they question the problem presented and research,
collaborate and share, to find answers. This context will also allow students to retain
most, if not all, of the information they learn, which will not only transfer to their
everyday life or college prerequisites, but also to success in their future careers.

1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology.

EDTECH 501: Ethics Paper

I believe it is very important for all teachers to demonstrate the contemporary

professional ethics of the field as defined and developed by the association for
Educational Communications and Technology. In fact, for Educational Technology 501, I
wrote a position paper on the AECT code of ethics, specifically concerning AECT Code
1, Number 7, which states, In fulfilling obligations to the individual, the member shall
promote current and sound professional practices in the use of technology in education
(AECT, 2007).
Essentially, teachers must promote the use of technology in a purposeful manner,
rather than simply providing access to technology as a reward for completing
assignments or to simply play games on the computer or chromebook during down time
or during rainy days. Unfortunately, I have been in uncomfortable situations as a
paraprofessional where educators have allowed students to use technology during a short
break, during recess or as a reward, and have not integrated it into their lessons,
appropriately. This is not acceptable and doesnt follow the AECT code of ethics.
In completing this assignment, I found that there may be 3 main barriers affecting
technology integration in schools today: (1) Teacher education or professional
development, (2) Regular collaboration with peers & (3) Access to appropriate
technology, coupled with a lack of network support.

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: Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes.

EDTECH 502: Travel WebQuest

 This artifact incorporates appropriate content pedagogy to create appropriate
applications of processes and technologies to improve learning and performance
outcomes. This travel webquest not only motivates the learner to see and study a new
location, such as a National Park within the United States, but also provides the learner
with the ability to practice pertinent life skills, such as collaborating with peers, using
technology to conduct research and complete assignments, understand and apply time
constraints, create a budget and plan their route of travel, with the goal of completing a
presentation of a trip to their chosen National Park, that they could have the opportunity
to complete with their own families or friends one day. In addition to the variety of life
skills the learners will enhance while working with their peers, learners will additionally
be applying Mathematics, Social Studies, Art and Science. To improve upon learning by
students and also student performance, its crucial that teachers implement appropriate
content pedagogy in a motivational manner, providing the student with a voice and
choice.

2.2 Using: Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.

EDTECH 522: Math Webquest

This artifact implements appropriate educational technologies and processes

based upon appropriate content pedagogy. This Math Webquest online course is
designed for adult learners who are completing Mathematics courses after high school in
order to earn their GED and afterwards, secure stable employment in a field that may
require Mathematics comprehension, unbeknownst to the learner. Most likely, these
adult learners have had negative experiences with Mathematics in school and may not
look forward to completing more Mathematics related assignments. However, this
course will provide learner voice and choice among engaging assignments, in addition to
peer and teacher feedback and forum discussions, allowing the learner to understand that
learning more about Mathematics can ultimately provide financial stability for them and
their families. As a teacher, I believe its important to motivate learners, while providing
them with appropriate content in order for them to succeed in school and ultimately, in
their lives and careers.

2.3 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.

EDTECH 502: Jigsaw Activity

This artifact allows the teacher to 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. With this Jigsaw Activity,
students will conduct research using technology or traditional sources, while the teacher
acts as a facilitator, providing lesson details, constraints and timelines, while periodically
obtaining various assessments of their work and providing feedback, as technology is
used to complete collaborative group work throughout the lesson.
These High School Mathematics students will research four different historic
Mathematicians, collaborating within their own group about one of these famous
Mathematicians and outside of their groups, concerning the other three Mathematicians.
Groups will utilize the Google Drive to save group work and even collaborate and share
with other groups, including the teacher. The project culminates with a classroom
discussion after each group presents their findings and reflections of the activity.
At the completion of this activity, the teacher will be able to access student peer
reviews, self reviews, research notes, and presentation materials to reflect on the lessons
effectiveness. Additionally, as each group completes work in class, the teacher will also
assess student technology, social and research skills, collaboration, and amount of
individual work that contributed to the groups final presentation. After final review of
these materials, the teacher will update the lesson accordingly, based upon student
assessments and feedback to improve upon the lesson for the next students.

2.4 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.

EDTECH 513: Adaptive & Assistive Technologies

I believe it is crucial that teachers manage appropriate technological processes

and resources to provide supportive learning communities, create flexible and diverse
learning environments, and develop and demonstrate appropriate content pedagogy.
Students differ in their learning abilities, and unfortunately, some students inherit
extreme learning disabilities, such as cerebral palsy or autism, for example. As an
educator, it is important to understand how to supplement those students with available
and appropriate tools that will help them learn material along with the rest of their
general education class, according to their Individual Education Plan or IEP.
I created this artifact on Adaptive and Assistive Technologies to inform other
educators about a variety of technological resources that are available to teachers that can
be used to assist learners with disabilities in the classroom. It can be difficult to teach
students that have mental or physical disabilities, and it is important to remember that
these students want the same thing that general education students want, to be treated
with love and respect. Ive found that the special needs students that I work with also
need to be challenged to a certain extent, otherwise they also become bored of mundane,
simple school work and will then find reasons to stay home or go home sick, just as
general education students may do. Its important as educators to collaborate with the
Special Educator to determine what works best for special needs students so they are
provided appropriate content pedagogy.

2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
 EDTECH 501: Digital Divide Presentation

In this Digital Divide Presentation, my group and I discuss the importance of

understanding the divide that exists among students, concerning technology, and ways to
lessen that division. Its crucial that teachers select media, technology and processes that
emphasize the diversity of our society as a multicultural community. However, all
district financial budgets and populations are not created equal, and in education, those
factors determine what resources or technology students will be able to use in class and
also whether the students have previously used technology or understand how to use it.
Furthermore, teachers must look for ways to allow students access to technology, perhaps
through requesting grants or through allowing students to bring their own devices or
perhaps borrow devices from neighboring districts, for example. Unfortunately, there are
still many school districts that do not have wifi, let alone technological support, tablets or
reliable computers or even the knowledge or experience on how to use them effectively
in a classroom. As teachers, we must do our best to ensure that our students, no matter
who they may be or where they are from, are provided stable access and regular use of
technology so they may excel in their future careers in the 21st Century.

STANDARD 3 - LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.

3.1 Creating: Candidates create instructional design products based on learning

principles and research-based best practices.

EDTECH 502: Virtual Field Trip

This artifact was created using instructional design products based on learning
principles and research-based best practices. This lesson was created using coding in the
Dreamweaver software and incorporates a constructivist learning methodology that
allows students to work together in small groups, collaborate, and have a voice & choice
in their final product. Additionally, this project or problem based lesson will motivate
students to learn more about this location, its history or future and perhaps further their
enthusiasm in other related subject areas, such as Science, Social Studies and
Mathematics, based on applying these subject areas throughout the lesson to complete
their final project. In addition, the students will be using technology in an acceptable
manner to research this area, cite resources, and adhere to their AUP guidelines.
Teachers must not only use technology for pertinent lessons in their classrooms,
traditional or virtual, but they must also ensure that they incorporate learning principles
and research-based best practices.

3.2 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.
EDTECH 542: Garden Plots

This project or problem based lesson that I created using Weebly, displays
professionally sound decisions and appropriate processes and resources that provide
optimal conditions for learning based on principles, theories, and effective practices.
Using a Constructivist approach, this lesson will guide students from understanding
where their food comes from to actually developing and growing a garden at their school.
As a teacher facilitates the lesson and mentors students, this lesson will provide students
with appropriate guidance, planning and the materials they need to finally grow a garden,
from initial research and classroom presentations, through hands-on activities and even
asking questions of local gardeners in their community. In addition, this project allows
students of diverse backgrounds, at various levels in their education and of varying
learning abilities, to participate and learn about gardening, plants, nutrition and more.
Its crucial that teachers facilitate project or problem based lessons, allowing their
students to learn through hands on activities and lessons with their peers.

3.3 Assessing/Evaluating: Candidates use multiple assessment strategies to collect data

for informing decisions to improve instructional practice, learner outcomes, and the
learning environment.

EDTECH 542: Garden Plots- Assessments

For this project or problem based lesson, multiple assessment strategies would be
used to collect data and inform decisions to improve instructional practice, learner
outcomes, and the learning environment. The learners will complete a series of formative
assessments in the form of preliminary plans and outlines, use Google Drive to
collaborate and share their work with the teacher, complete an ELA and Science journal,
complete concept maps, save all notes and rough drafts on their Google Drive and
prepare for presenting their final project. Summative assessments will consist of their
final written group product, the groups presentation, along with peer reviews and self
assessments. In addition, the entire class will have created a beautiful garden outside of
the school that can be maintained, with vegetables or fruit from the garden used by the
students to promote healthy food choices, or that can be donated to local families in need.
Standards include ELA, Math and Science, along with ISTE and 21st century life skills.
With the variety of formative and summative assessments available, the facilitator or
teacher will gain a full understanding of each students comprehension of the lessons
objectives and could then improve upon the lesson based on these assessments and
changing standards.

3.4 Managing: Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

EDTECH 541: Acceptable Use Policy (AUP)

 It is crucial that educators establish mechanisms for maintaining the
technological infrastructure required to improve learning and performance. An AUP is a
written agreement between an organization and its information system users, concerning
Acceptable Use Policies, meaning that it details what can and cannot be done while using
the districts information systems. All users should have a written and signed agreement
with the school at which they access technology. This not only protects the informational
infrastructure, but also the users from harm. Common Sense Media states that, An AUP
should protect students while also allowing them access to information systems, such as
the Internet and any applicable networks (2016).
According to Magid, it is important to add additional rules to protect children
from anyone or anything that is inappropriate or uncomfortable, I will tell my parents
right away if I come across any information that makes me feel uncomfortable. I will
never agree to get together with someone I meet online without first checking with my
parents. If my parents agree to the meeting, I will make sure it is in a public place and I
will bring my mother or father along. I will never send a person my picture or anything
else without first checking with my parents (1998).

3.5 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.

EDTECH 502: Copyright Scavenger Hunt

In order to effectively teach learners, educators must 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. It is crucial
that learners appropriately use technology to complete their assignments and that their
teachers keep them accountable for their actions. For this lesson, learners will work
online to research and discover information related to copyright and fair use, ending in a
short quiz on what they learned from their Copyright Scavenger Hunt.
Learners must understand that these laws or policies are in place to protect those
who have worked hard to publish materials online and that it is unacceptable to simply
copy & paste those materials and that they must obtain permission and properly cite
their sources. Otherwise, students may not have open access to resources, which would
hinder their ability to conduct research and learn from others online. In addition,
everyone must adhere to their AUP policies to protect the safety, health and best practices
of Internet use.

3.6 Diversity of Learners: Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.

EDTECH 512: MATH ISAT Prep

This online, self-paced Mathematics course fosters a learning community that

empowers learners with diverse backgrounds, characteristics, and abilities. This course is
 designed for English and Spanish speaking 7th and 8th grade students and their parents to
complete together from home, or anywhere they can access the course. Furthermore, this
course is designed for students and their parents to complete together, for two reasons.
First, students will successfully pass their Math ISAT test as Proficient for their grade,
preparing them for more difficult Mathematical concepts. Secondly, parents will better
understand the Math ISAT and how they can help their children with their Math
homework, that will only get more difficult as their child progresses in school.
Whether students are homeschooled, live in a remote area with little access to
technology or have difficulty with Math, they will be able to complete this course on their
own time, at any location, and on any device that they are comfortable with. This
provides students and parents of diverse backgrounds the ability to succeed in
Mathematics.

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: Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.

EDTECH 505: An Evaluation of the Pack 106 Cub Scouts

For my evaluation project, I chose to evaluate the Pack 106 Cub Scouts in Kuna,
Idaho. As a new Den Leader, I noticed a lack of communication throughout the Pack,
which I believe led to scouts and their families dropping out of the program. As I learned
more about the program and its needs, through discussions with my peers and veteran
Cub Scout Leaders, I decided to focus on three main issues, (1) Financial Sustainability,
(2) Retention and (3) Community Impact. To gain more perspective, I sent electronic
surveys to all scout families, past and present, along with Pack leadership.
I found that most survey participants were ok with the current state of Pack 106,
while a few that did speak-up appeared to be somewhat frustrated with wait times or
chaos levels at monthly Pack meetings. Kuna is a smaller city, and I believe that the
community knows each other quite well, and therefore past or present members may be
reluctant to speak up or others may be worried that they will have to volunteer their free
time to assist the Pack.
Now that I am an assistant Cubmaster, I will continue an annual evaluation of
the Pack to ensure that we are meeting the needs of the scouts, their families and our
community. If we are not, then we will revise the program to design and develop a better
program that meets the needs of our learners.

4.2 Leadership: Candidates lead their peers in designing and implementing technology-
supported learning.

EDTECH 554: Mexican Immigration

 In this digital learning experience or DLE, students will learn about the impact
that Mexican immigration could have on the state of Idahos agricultural community, and
how lower numbers of Mexican immigrants could mean less fresh produce in our
supermarkets or lead to extremely high prices. Additionally, these workers provide
income to their families in Mexico to keep them housed and fed. Therefore, not allowing
these immigrants to work in Idaho agriculture would also cause devastating effects for
their Mexican families.
This online course can be completed as a self-paced course or set to a timeline,
providing flexibility to the learner. In addition, students would complete 5 major
assignments, including an interview with a local Mexican immigrant, a podcast of their
experience, conduct research while collaborating among their group to complete a
research paper on this important national issue, completing a video and finally, sharing a
group presentation on their reflection and findings of their overall experience.

4.3 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.

EDTECH 541: What is Project Based Learning?

EDTECH 541: Social Networking Lesson

According to Edutopia, Project-based learning is a dynamic approach to teaching

in which students explore real-world problems and challenges. With this type of active
and engaged learning, students are inspired to obtain a deeper knowledge of the subjects
theyre studying (2016). Essentially, PBL provides students the opportunity to discover
or explore real world issues and work with their peers to solve them. Students are more
motivated, confident and earn deeper knowledge; more than they would by just receiving
information to memorize, followed by a final exam.
Project Based Learning occurs when a teacher provides a topic for the students to
research, resulting in a product, whereas Problem Based Learning, a forerunner of PBL,
applies when students discover a problem that they want to solve, such as: How can we
promote recycling to reduce the amount of refuse in landfills, oceans and in our drinking
water? Students could then discuss this problem as a class, with the teacher, within their
groups, among groups from other classes or schools, etc. to solve this problem. The final
result: Problem solving strategies applied, deeper knowledge understood, confident
communication and effective collaboration with peers, and finally, a thorough and
professional final presentation (2007).
The Buck Institute for Education (BIE) provides a PBL checklist for teachers,
which includes 8 essential elements. Applying these elements to the curriculum, along
with core standards and collaboration with fellow educators, provides students with a
learning platform that is not only meaningful, but also motivating for the students to do
their best, while acting as an investigator on an engaging topic (2010).

4.4 Assessing/Evaluating: Candidates design and implement assessment and evaluation

plans that align with learning goals and instructional activities.

EDTECH 542: Effective Assessment

EDTECH 541: Internet Learning Activity

Effective Project Based Learning (PBL) assessments are considered to be

progressive, rigorous, and accountable. Meaning that there is no final test for a few
small lessons within a project based lesson, where knowledge gained by the student is
lost after an exam, but where each activity builds upon the previous, leading to more
in-depth knowledge that will not easily be forgotten. In addition, students will conduct
hands-on learning and collaborate with their peers, which also help students retain
information for a longer period of time.
Additionally, as an educator, you should ask yourself, How will I know? How
will I know the students understand and can apply what they have learned to real life
scenarios and what can I do to make that happen. This can be completed through a
variety of effective assessments throughout the lesson, where the instructor can access
and view assignments on Google Drive, for example.
For my Internet Learning Activity, I included a variety of assessments, including
(1) Technology use & account setup, (2) Group work, (3) Presentations using
Voicethread, and (4) Completing Khan Academy tutorials.

4.5 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.

EDTECH 503: Instructional Design Project - Part 2 - Analysis Report/Needs Assessment

For my Instructional Design project on Constellations, I surveyed 7th & 8th grade
Social Studies students, keeping in mind that each learner may have a differing cultural
background and being respectful of their beliefs. The survey begins by asking these
students if they have previously learned about Greek Mythology & Constellations. If
they have not, they were asked to answer what they would like to learn about that
particular subject. Perhaps there could be students that do not believe in Greek
Mythology or Constellations, and I would certainly make accommodations for those
students. Additionally, it is important for students to have voice and choice in their
education, so the design includes their needs and interests as much as possible, without
being redundant, which could quickly deflate a students interest. Furthermore, as an
instructional designer, it is important to understand what students may already know,
 applying the Cognitivism theory, so the newly designed lesson is supplemental, providing
more knowledge and transfer of previous skills to increase their knowledge and
eventually provide everyday life experiences or skills for these students. However,
previous resources used could be revisited, regardless of the survey results, depending on
the students understanding of the subject.

STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and
improve performance.

5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications and
technology.

EDTECH 504: Annotated Bibliography

This course provided me with the opportunity to research a variety of learning

theories. Therefore, I chose to research technology integration and professional
development. In theory, teachers would be provided with opportunities for professional
development, grounding them in the many uses of technology within their course
curriculum. However, as I have worked at a variety of schools, I have found that
technology integration is not the priority and instead, other important topics such as
social interaction, like cyberbullying, tend to take priority. How then can technology
integration be performed effectively and appropriately by teachers when little
professional development is offered?
I believe that teachers simply cannot wait for professional development to occur
at school and must take the initiative to learn more about what tools are available and
appropriate uses of those tools, learn more on current research and practice and also
continue to collaborate with their peers on a regular basis. I understand that equals more
work for the educator, but ultimately, as technology is integrated into the classroom in a
purposeful manner, the learners will interact more effectively, do better in school, enjoy
their schoolwork more and finally other sorts of lessons, such as blended learning or a
flipped classroom could even be implemented within their classroom.

5.2 Method: Candidates apply research methodologies to solve problems and enhance
practice.

EDTECH 541: Walled Gardens

Walled Gardens are an invisible fence that schools inadvertently place between
students and social networking sites to protect their students and their networks from
hackers, viruses and a variety of perpetrators. Students should not be shielded from the
world, and should instead be taught appropriate strategies that will help to protect them
from inappropriate language, people and websites. Educators can implement social
networking into their lesson plans that will allow students to collaborate with other
students, peers and teachers outside of the classroom, while also practicing safe and
appropriate social networking skills. A few strategies that could be used are to (1) Blog
regularly about what they learned in class and reply appropriately to others, (2) Post
pictures of projects for review and update accordingly, (3) Collaborate with others to
solve problems and share solutions and (4) Complete group projects outside of class. Its
crucial that school personnel follow AUP guidelines to protect their networks and
students, mentoring their students along the way.

5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance.

EDTECH 503: Instructional Design Project - ARCS Table

With this artifact, I used a formal inquiry strategy to create an ARCS table that
would assess how my instructional design addressed motivation for learning. First, I
identified the areas of my design that gained learner attention. Then, I identified areas
that demonstrated how the learning was relevant, and finally, I further identified what
aspects of the lesson increased learner confidence and satisfaction. This allowed me to
assess the processes and resources chosen in each area for learning and performance.
Furthermore, this table displays to the instructional designer possible strong and weak
facets of the design before implementation. This table could be used with any lesson, in
order to provide the learners a motivating and well-thought out lesson plan. This will
ultimately help learners to better retain the information, improving their grades, and
would allow the teacher the ability to create more collaborative or imaginative lessons for
her students.

5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.

EDTECH 504: Synthesis Paper

To complete this artifact, I explored different learning theories including

Constructivism, Cognitivism and Connectivism, reflected on my ideas of pedagogy, and
examined the impact these would have on my classroom. Use of technology within the
classroom for either direct instruction, problem solving or collaborative purposes, has
been, and continues to remain available to the majority of both educators and learners. In
addition, outside of the classroom, online asynchronous or synchronous courses are
becoming more mainstream for learners and educators, mainly due to the convenience of
completing or instructing these courses from home. Yet, research is needed to discover
which pedagogical approaches, coordinated with appropriate technology, are most
effective for these learners. This paper presents and discusses various learning theories,
that when applied appropriately in a technology setting, could help to alleviate this
emerging issue.
LIST OF ARTIFACTS

EDTECH 501 - (Introduction to Educational Technology): McGregor, Spring 2016

1. Digital Divide Presentation (2.5)
2. EdTech Definition Graphic (1.2)
3. Ethics Paper (1.5)

EDTECH 502 - (The Internet for Educators): Hung, Summer 2016

4. WebQuest (2.1)
5. Jigsaw Activity (2.3)
6. Virtual Field Trip (3.1)
7. Copyright Scavenger Hunt (3.5)

EDTECH 503 - (Instructional Design for Educators): Perkins, Summer 2016

8. Instructional Design Project - Parts 2c,d and Part 3 Planning (1.4)
9. Instructional Design Project - Part 2 - Analysis Report/Needs Assessment (4.5)
10. Instructional Design Project - ARCS Table (5.3)

EDTECH 504 - (Theoretical Foundations of Educational Technology): Rice, Summer 2016

11. Annotated Bibliography (5.1)
12. Synthesis Paper (5.4)

EDTECH 505 - (Evaluation for Educational Technologists): Thompson, Spring 2017

13. Evaluation Report (4.1)

EDTECH 512 - (Online Course Design): McGregor, Fall 2016

14. Math Webquest (2.2)

EDTECH 513 - (Multimedia): Hall, Spring 2016

15. Online Security Tutorial (1.1)
16. Adaptive & Assistive Technologies (2.4)

EDTECH 522 - (Online Teaching for Adult Learners): Ching , Fall 2016
17. Math ISAT Prep (3.6)

EDTECH 541 - (Integrating Technology into the Classroom Curriculum): Gerstein, Spring 2016
18. Acceptable Use Policy (AUP)(3.4)
19. Project Based Learning (4.3)
20. Internet Learning Activity (4.4)
21. Walled Gardens (5.2)
22. Social Networking Lesson (4.3)

EDTECH 542 - (Technology Supported Project Based Learning): Yang , Summer 2016
23. Garden Plots (3.2)
24. Garden Plots- Assessments (3.3)
 25. PBL - Effective Assessments (4.4)

EDTECH 554 - (Managing Technology Integration): McGregor , Spring 2017

26. Blended Learning - Creating Conscientious Consumers in Our Community (1.3)
27. Mexican Immigration (4.2)