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Anna-Marie Robertson Online Mathematics Instructor Richard McKenna Charter High School March 12, 2012

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My EDTECH Rationale Paper


Introduction
I spent the first twelve years after high school working in the Accounting industry as that's where I felt my talent with understanding numbers would best be utilized. As each of my three children came along, I began to realize that this path was not for me. I was unsure which direction I should follow so I tried substitute teaching in my children's schools. It was the day that a young girl looked at me with a wide expression and declared, "I get it! Oh thank you!" that I realized I wanted to teach mathematics. In the spring of 1996 I received my Bachelor of Science in Secondary Education degree and began my teaching career the following fall. I was fortunate enough to begin at a time when my home district was in the process of starting a new alternative school. I was hired to help open this school. Teaching in an alternative setting become my new passion until my principal handed me a brochure for online teaching at a new charter school that was set to open its doors in the fall of 2000. He knew I was very interested in all things Internet. I began teaching part-time online while I was full-time in the classroom. This lasted for about four years until my desire to be a full-time online teacher took over and I left the confines of a brick and mortar school forever. I have been teaching full-time for Richard McKenna Charter High School Online for over twelve years now. About two years ago I met a man at a conference in Austin, Texas from Boise State University and began to discuss the Educational Technology program. He helped me see that earning my Masters of Educational Technology degree wouldn't be far different from what I was already doing every day. I surmised, "I might as well earn a degree for doing what I'm already doing." So I started the EDTECH program in the spring of 2010. What follows is a list of all of the artifacts I've chosen to define my EDTECH ePortfolio and the rationale for choosing each one. These are listed according to the Association for Educational Communications and Technology (AECT) Standard they fill.

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1.1 Instructional Systems Design


Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction(Seels & Richey, 1994, p. 31). Within the application of this definition, design is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD. EDTECH 512: Online Course Design and Implementation Project I chose this project, Online Course Design and Implementation, to represent this standard because it incorporates all of the areas of Instructional System Design. The main focus of the course in which this project was developed was the process one goes through to fully implement an online course as described in the definition above. I used a process called Web-Based Instructional Design (WBID) to implement this process. One of the first things accomplished within this project was the Problem Analysis. This was done by working through a series of questions designed to develop the framework for the course as well as answer several foundational questions about what was to be designed. This filled the analyzing part of this standard. The Learning Task Map (LTM) shows how the various parts of the course will interact together and gives an overall view of the structure. This learning task map is the basis to begin the designing phase. The process of design was strengthened through creation of several guidelines, interfaces, and storyboards. These documents would make it possible for anyone on the design team to follow and implement the outlined parameters for this course. These documents can be found on the Concurrent Design page within this project. The Task-Objective-Assessment Item Blueprint (TOAB) is a document that is the backbone of the entire course. It took many hours of brainstorming to align the objectives and assessment items in this document, which would later make development flow much easier. Planning for evaluation within the course consisted of a Project Timeline, an Evaluation Planning Document, and an Evaluation Matrix. These documents provided the skeleton for the
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formative evaluation that would be built in to the online course. They can be viewed collectively on the Evaluation Planning page within this project. According to Davidson-Shivers and Rasmussen (2006), "The implementation stage of the WBID Model brings the results of previous stages to fruition. Implementation procedures begin after concurrent design activities are completed. The major focus of implementation is creating the learning community, however it is designed. For implementation to be a success, each member of the learning community must understand online teaching and learning and must employ appropriate facilitation and management strategies." (p. 277) In my project this was accomplished by creating a Time and Budget Allocations document, a Preparing for Implementation of WBI spreadsheet, and a Day-To-Day Management of the WBI document, all of which can be viewed on the Implementation Plan page within this project. The finale of the online course design project was to plan for summative evaluation of the course. This course was designed for more than just a project to fulfill a master's level class. This course was actually commissioned by my employer at RMCHS who needed a new course to fill a requirement mandated for all seniors in the state of Idaho beginning in 2013. The plan for this course included a beta test in the spring of 2012 and would be followed by a summative assessment, which would provide important insight to be used to revise the course and prepare it for full implementation in the fall of 2012. The summative evaluation plans include a Summative Evaluation Planning Worksheet, a Student Opinion Survey, and a Data Collection and Analysis Timeline, all of which can be viewed on the Summative Evaluation page of the course project.

1.2 Message Design


Message design involves planning for the manipulation of the physical form of the message (Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception, and retention which are intended to communicate with the learner. This subdomain is specific to both the medium selected and the learning task. EDTECH 506: Designing a Unit of Instruction

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I chose to design an independent resource for a unit I currently teach called Fractions and Mixed Numbers. As I teach online, I have found that many of my students don't understand or have a fear of fractions and mixed numbers. I teach full-time online high school students, many of whom are taking some sort of remedial math to enhance their skills and understanding of basic math concepts to enter Algebra and to pass the Idaho Standard Achievement Test (ISAT) required for graduation. I felt that if these online students were given a unit designed using the principles of message design, they would be more relaxed and would experience less cognitive overload as they worked to connect prior knowledge with new material. I chose to use the blue as the foundation for this message design because it is considered a color that "can be used to calm, soothe, and reassure" (Lohr, 2008, p. 162). Each individual lesson carries on this color scheme, thus producing the feeling of sameness and organization, which in turn aids in reducing cognitive overload. I chose to put the navigation on the right side of each of the lesson pages as opposed to the more traditional left side to create a feeling of closure on the page. According to Lohr (2008), closure aids the mind in gaining a general understanding of the material presented. She quotes Luchins and Luchins (1959) when she states that "closure is a key factor in cognitive organization" (Lohr, 2008, p. 162). I felt that if the lessons were bounded by the navigation on the right side and the title on the top and the footer on the bottom, it would help create a feeling of closed organization for students. The principles of Shape, Figure-Ground, Color-Depth, Color-Space, and Organization/Hierarchy are all addressed through this unit design. EDTECH 502: Online Course Development Concept Map A concept map is a graphical tool for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between the concepts are indicated by a connecting line (Novak, J.D. & Canas, A.J., 2006, 2007). In this short project, I designed a concept map that uses icons readily recognized to represent links to various tools to be used by teachers as they work to create their own online course
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designs. Using recognizable icons for links allows the user to know what they will be viewing before they click to leave the page. These icons were grouped together into one image and each image became a clickable hot spot. Learning this concept map technique has given me a new way to present material to my online students using graphics instead of text. I have incorporated this technique into various materials I now use in my online courses. For example, I used this technique in the final project I created for EDTECH 506, which is an independent resource my students can use to study Fractions and Mixed Numbers.

1.3 Instructional Strategies


Instructional strategies are specifications for selecting and sequencing events and activities within a lesson (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective. EDTECH 502 Creating an Algebra Tutorial WebQuest In the EDTECH 502 course, I was exposed to several different types of instructional strategies including an online scavenger hunt, an interactive concept map, a jigsaw Internet search activity, a virtual field trip, and a WebQuest. I chose to display the WebQuest and Virtual Field Trip for this subdomain because these projects allowed me to create two very different units of instruction that are both based on a real-life activity while bringing many Internet-based activities together into one coherent project for students. As students work through the WebQuest project, they are exposed to specific math concepts that are required by the Common Core Standards for Mathematics but have been designed into a larger project that allows students to feel that they can play a large role in their own education. EDTECH 502 National Parks Virtual Field Trip As students work through the Virtual Field Trip unit of instruction, they are exposed to a variety of learning styles including auditory, visual, sensory, and kinesthetic. This allows them to visit
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several actual locations in our world and participate through multiple-sensory experiences. While I will probably not use this actual virtual field trip in my online courses, I have learned a valuable technique to group a series of lessons into one complete unit that is concise and user friendly and utilizes many forms of multimedia in one compact unit. I intend to use this concept when redeveloping my Foundation Skills Math courses for online access.

1.4 Learner Characteristics


Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process (Seels & Richey, 1994, p. 32). Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content. EDTECH 502 Web 2.0 Tools for Math Jigsaw Activity I chose to use the Math Jigsaw Activity I created for the EDTECH 502 course because this activity is based upon the learner's preference for a particular activity. A jigsaw activity allows students to work with a group of like-minded individuals to learn a concept they are interested in and then to become the expert instructor when reunited with their home group. In the Math Jigsaw, students are put into a "home" group within a traditional classroom. They are then given a list of categories for Web 2.0 tools that will be needed throughout the class. These tools are separated into categories based on learner characteristics such as Auditory Learners, Visual Learners, and Tactile learners. Each member chooses a category to research. Then students are regrouped into these categories to work with other like-minded students to learn as much as they can about the category they chose. When they have become the "experts" with their chosen tool, they will disband their expert groups and reform into their home groups and teach each other what they learned about the use of each tool. This type of activity places each student in the role of student, teacher, and expert based upon their own individual learning characteristics.

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2.1 Print Technologies


Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes (Seels & Richey, 1994, p. 37). Print technologies include verbal text materials and visual materials; namely, text, graphic and photographic representation and reproduction. Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials. Factoring Polynomials Factoring Polynomials is a printed lesson that I created for my online RMCHS students. Since my students are not in the classroom with me in a face-to-face environment, I needed to find a way to take the materials I create for their use and make them digital, and put them on a webpage they can access in such a way that they can print them at their own home or where ever they happen to be accessing the course. I used Macromedia FlashPaper to accomplish this. The FlashPaper document includes a print button at the top of it, which makes it very easy for students to print a hard copy of this lesson. This same menu bar that houses the print button also allows the student to change the size of the print and to move easily from page to page. This document can be found on the lesson page for Factoring Polynomials under the Print the Lesson link in the right hand navigation section.

2.2 Audiovisual Technologies


Audiovisual technologies are ways to produce or deliver materials by using devices or electronic machines to present auditory and visual messages (Seels & Richery, 1994, p. 38). Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application. EDTECH 513 Mathematics Hall of Fame Podcast Series In the Mathematics Hall of Fame Podcast Series, I chose eight different mathematicians to create a series of podcasts for my students. This would provide one podcast per week for the Algebra 1A course I am currently teaching. By utilizing a podcast to disseminate information about a
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particular mathematician, I can leverage the student's ability to multi-task when working on a lesson for school. I haven't finished the list of podcasts yet, but it is on the docket when this master's degree is completed. EDTECH 513 Multimedia: Digital Story In the Digital Story project, I used several applications, including the virtual world of Second Life, and the following software - Fraps for making short machinimas in Second Life, Audacity for recording and remixing the sound bites, and Premier Pro for organizing the short machinimas and sound bites into one coherent video. My computer, which houses all of the aforementioned applications, was an invaluable tool to bring this all together into a resource used by a company that needed to make a presentation in a very short time frame.

2.3 Computer-Based Technologies


Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources (Seels & Richey, 1994, p. 39). Computer-based technologies represent electronically stored information in the form of digital data. Examples include computer-based instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access. EDTECH 513 Multimedia: Screencasting For the Multimedia course, EDTECH 513, I chose to create a screencast for The Meaning of Fractions, which would be placed on a lesson webpage for my foundation skills students. To do this I used a Tablet PC with a stylus pen that allowed me to write as if I were writing on a whiteboard while capturing both my pen strokes and my voice at the same time. I found that for mathematics, this computer-based instruction worked much smoother and had much less development time than using Flash-based animation, which I employed when creating the FrontEnd Estimation tutorial in EDTECH 511.

2.4 Integrated Technologies

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Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer (Seels & Richey, 1994, p. 40). Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web. EDTECH 502 National Parks Virtual Field Trip In EDTECH 502, I created a virtual experience for students to visit several national parks located within the western United States. Embedded in this project are opportunities for students to use an interactive map to see the relative locations of the four national parks, to watch videos produced by the National Park System and others who have visited these parks, Wikipedia articles, photo slideshows, YouTube news telecasts, and an animated fly-through of the Grand Canyon that gives a bird's eye view - a perspective not normally experienced when visiting this national park in person. There are also questions for students to answer as they move through the experience, and an answer sheet is provided for them to do self-assessment. I thoroughly enjoyed creating this project and it stimulated other ideas for ways I could use this method of instructional content delivery with my mathematics students. EDTECH 511 Front End Estimation I have been teaching my Foundation Skills Math class for almost twelve years and I have discovered one concept that students regularly struggle with. When it was time to settle on a project for the Interactive Courseware Design class known as EDTECH 511, I had no trouble deciding to use the concept of Front-End Estimation to create my interactive tutorial around. This tutorial is created on a Flash foundation. It allows the learner to move through a short series of web-like pages using a menu structure at the bottom of the screen. On each subsequent page there are differing activities to participate in including a video explanation of the concept, an animation based quick tutorial showing how to proceed, and a short quiz to test the student's retention of the material. This project is now used in my Foundation Skills class and has produced a large gain in student understanding of this concept. This information is taken from

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the RMCHS LMS student statistics for 2010 and 2011, before and after deployment of this tutorial. Before deployment of this tutorial, student scores for this assignment averaged between 0% and 50%. After deployment, student scores now average between 90% and 100% upon completion of this assignment.

3.1 Media Utilization


Media utilization is the systematic use of resources for learning (Seels & Richey, 1994, p. 46). Utilization is the decision-making process of implementation based on instructional design specifications. EDTECH 532 Quest 8 Create a Talking Book The final project for EDTECH 532 Games and Simulations was to create a game. Since I was also teaching a hybrid course for Computer Applications at a local alternative school at the same time, I choose to create the Computer Applications course online as a game-based learning module. Housed within this web site is a quest for creating a talking book. In this quest students are given resources that encompass several different types of media to explain the project and to provide examples. While I didnt create these resources, I did do the research to find them and to incorporate them into a quest-based lesson for my students giving them media rich resources to help them with the concept of creating a talking book on their own. By utilizing these different types of media in one online lesson, students are given many different ways of learning about a concept through the use of different types of media.

3.2 Diffusion of Innovations


Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption. EDTECH 505 Final Evaluation Project

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In EDTECH 505 we were introduced to the process of evaluation. This type of evaluation is not testing or assessment of students. This type of evaluation is the process through which one goes when considering a new approach or when making decisions regarding a program that is already in place. The evaluation is conducted to gather pertinent information and to evaluate that data. For my final project in this course, I conducted a full evaluation and prepared a final report. This evaluation was conducted to find and evaluate online graphing resources in a timely and efficient manner utilizing the power of Personal Learning Networks (PLNs) and Math Groups that are disseminated through the Internet. These resources are needed to replace the current method of student participation in graphing exercises, which is to use paper, pencil, and a straightedge; and to send these back to the teacher via a scanner or fax machine; tools that most students don't have in their homes. The main concern about these online graphing tools is being able to choose the best tool for use in the new Math courses at Richard McKenna Charter High School in the most efficient amount of time. The evaluation consisted of two separate surveys sent out to current Algebra teachers. An analysis of the first survey results indicated that there was no clear consensus of either the graphing tool used or the characteristics for using them. Therefore all of the tools recorded were used in the follow up survey for rating them. An analysis of the second survey indicated that most teachers preferred either the Geogebra tools for graphing online or the Wolfram Alpha family of websites. Following this analysis of the results, a rubric was generated for use in evaluating future online graphing tools and can also be used as a guide in preparing a more generic rubric to be used in any academic discipline. This information was disseminated to several of the RMCHS Mathematics Department teachers through the use of the final evaluation report. The purpose of doing this evaluation and disseminating the information gathered was to streamline awareness, interest, trial, and adoption of a new graphing tool that could be used online by the students.

3.3 Implementation and Institutionalization


Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure
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and culture of an organization (Seels & Richey, 1994, p. 47). The purpose of implementation is to facilitate appropriate use of the innovation by individuals in the organization. The goal of institutionalization is to integrate the innovation within the structure and behavior of the organization. EDTECH 504 Final Paper: Immersive Learning, Will It Change Math Pedagogy? This paper synthesizes the research of many studies completed to look at the potential of using virtual worlds as a tool in educational settings. It is interesting that in a report authored by Catheryn Cheal (2007), she shares the fact that when she went on to become a teacher, she began teaching the same way she was taught - "largely through lecture" (Cheal, 2007, p. 207). The argument is made in this paper that because of many new and immerging technologies, and because of a highly technology-rich and social environment that most school age students grow up in, the way mathematics is currently being taught needs to change to reflect new and emerging learning styles. It focuses on the use of 3D virtual worlds as an innovative way to implement and institutionalization that change.

3.4 Policies and Regulations


Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology (Seels & Richey, 1994, p. 47). This includes such areas as web-based instruction, instructional and community television, copyright law, standards for equipment and programs, use policies, and the creation of a system which supports the effective and ethical utilization of instructional technology products and processes. EDTECH 502: Netiquette Because I work full-time in an online environment, it's crucial that my students learn, understand, and use certain standards for communication. Almost all of the forms of communication my students currently use involve the use of written language; whether it's through their email, texting, or in their written work. This world we live in is becoming more and more social through the use of the Internet and the World Wide Web and students must learn how to be a conscientious producer and consumer of written communication. In this Netiquette
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short-lesson, students are introduced to the difference between formal and casual communication, when each is used, and what is acceptable within each. They are given a Netiquette WebQuest to complete where they can use resources to learn about Chatiquette, netiquette rules, and how to read and create their own "NetLingo." EDTECH 502: Creative Commons Scavenger Hunt As students move to more and more online delivery of their own work, they learn very quickly that there are a lot of resources out there on the Web that are readily available, and they learn just as quickly how to capture them and use them in their own work. This short-lesson introduces students to the concept of Creative Commons. They learn that everything out there has been created by someone somewhere and it belongs to that person. However, they learn that using much of these resources involves only following the guidelines established through the Creative Commons. Through the scavenger hunt activity, students search the Creative Commons Website for answers to common plagiarism questions. The culminating activity teaches students how to use someone else's work that is protected under the Creative Commons in their own work by sending them to a common photo storage website, picking a photo that is shared through the CC, naming its license and showing the correct attribution for that license. Just as importantly, this lesson teaches students how to license their own work under the CC license.

4.1 Project Management


Project management involves planning, monitoring, and controlling instructional design and development projects (Seels & Richey, 1994, p. 50). Project managers negotiate, budget, install information monitoring systems, and evaluate progress. EDTECH 501 Technology Use Planning One of the artifacts I chose to represent Project Management is the presentation I prepared for EDTECH 501 for the Technology Use Planning Document. This was actually prepared for the district in which I currently teach. Since we are a totally online school, the planning and use of
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technology is of utmost importance. This presentation is not the Tech Use plan itself, it is instead an organizational tool to be used to begin the planning process and to guide the project management as it progresses. EDTECH 512 Online Course Design: Project Plan I also chose to showcase the Project Plan video created for use in the development and management of creating my online course. Actually everything that was accomplished throughout this entire EDTECH course was a lesson in project management. I learned how to move through the development of an online course as if I were a member of a team charged with this responsibility. Each phase of this course from the project plan, to the Analysis, the TOAB, the Evaluation Plan, the Implementation Plan, and the Summative Evaluation Plan centered around being a project manager who is guiding a team of people through the course creation process.

4.2 Resource Management


Resource management involves planning, monitoring, and controlling resource support systems and services (Seels & Richey, 1994, p. 51). This includes documentation of cost effectiveness and justification of effectiveness or efficiency for learning as well as the resources of personnel, budget, supplies, time, facilities, and instructional resources. EDTECH 512 Online Course Design: Analysis Housed within this Analysis document is a section that discusses the allocations and competencies of personnel. When designing a project plan for an online course, it's important to consider who will fill each role and how that will be done. This report considers the technical, instructional design, and content knowledge of the teacher, as well as instructional design support, technical staff, and administrative staff that will be involved in the dissemination of the course (see page 13). EDTECH 512 Online Course Design: Implementation Plan

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Included within the Implementation Plan is a document that addresses the issue of resource management called the Time and Budget Allocations document? In this document, each person that was identified in the Allocations and Competencies of Personnel report previously prepared is considered and their time for this online course is determined. This was done based on the statistics already in place in the school.

4.3 Delivery System Management


Delivery system management involves planning, monitoring and controlling the method by which distribution of instructional materials is organized . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner (Seels & Richey, 1994, p. 51). This includes attention to hardware and software requirements, technical support for the users and developers, and process issues such as guidelines for designers, instructors, and ECIT support personnel. EDTECH 512 Online Course Design: Day-to-Day Management of WBI The Day-to-Day Management of the WBI document was created to provide guidelines for both the instructor of the course (myself) and the students with information that would assist in developing a smooth flow within the delivery system. Each delivery system has its own unique procedures and these must be defined and delegated so all parties can participate and strengthen the delivery system. EDTECH 512 Online Course Design: Deployment I chose to include a link to the actual online course as it is deployed in the Google Apps account of RMCHS. I believe that looking through this website will, itself, indicate that I have mastered the ability to manage the delivery system employed and mandated by the school for which this course was created. After creating this course in the Google Apps environment, I am now putting it into the 3D GameLab platform for students to experience the same material in a game-based environment. But this can only be accessed through a login and password.

4.4 Information Management


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Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning (Seels & Richey, 1994, p. 51). Information is available in many formats and candidates must be able to access and utilize a variety of information sources for their professional benefit and the benefit of their future learners. EDTECH 512 Online Course Design: The Mathematics of Personal Finance The link provided for this artifact will take you to the actual course I created as my final project for EDTECH 512 Online Course Design. The online course I built is housed in a Google Site as part of the school's Google Apps account. All of the information needed by the students to complete this course is included in this site. While creating this course and populating it with the lessons, I learned that the use of a template would improve efficiency and would help create a more consistent atmosphere for students. I used this template for each and every lesson. I also learned that the school's Google Apps account is directly tied to their LMS called Acquire, thus allowing incarcerated students to access the contents of the course as well. Our incarcerated students are not allowed to deviate outside of the RMCHS environment, so by building this course and housing all of the information within this site; it is accessible to all students that attend RMCHS.

5.1 Problem Analysis


Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies (Seels & Richey, 1994, p. 56). ECIT candidates exhibit technology competencies defined in the knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects. EDTECH 505 an Evaluation of Online Graphing Resources Part of the definition for this standard is that "candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects" (AECT, 2007). When I conducted my final
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evaluation project for EDTECH 505 for online graphing resources, I did just exactly this. The purpose of this evaluation was to find the best and most widely used online graphing tools as indicated by current high school Algebra teachers. I planned this project because we needed to upgrade how we asked students to prepare, store, and turn in their graphing projects. The methods we were using were archaic and most of the students didn't have the needed tools, such as a fax machine or scanner in their homes. I began this project by preparing a survey instrument and asked teachers to tell me what online tools they were currently using within their own classrooms to aid in graph construction. I also asked them to tell me why they chose that tool. When I received back the surveys and analyzed the data, I found there was a very diverse population of online graphing tools with none of them standing out as a clear winner. I took this data and created a new survey including all of these tools and many of the characteristics mentioned by the teachers, and developed a new survey. From this second survey, I found that most teacher would use the Geogebra Online graphing tool because of its ease of use and the fact it is free. This evaluation project was instrumental in deciding which online graphing tool to offer to our online students at RMCHS.

5.2 Criterion-Referenced Measurement


Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content (Seels & Richey, 1994, p. 56). ECIT candidates utilize criterion-referenced performance indicators in the assessment of instruction and ECIT projects. EDTECH 523 Discussion Forum Rubric In EDTECH 523 Advanced Online Teaching Methods, we spent a lot of time discussion the methodology and appropriateness as well as the technical aspects of using discussion forums in online instruction. One of the projects I was asked to prepare was an Online Discussion Forum Posts Grading Rubric. In this rubric, I chose to focus on four main areas of student discussions: Quality of Writing, Utilizes Various Methods to Convey Meaning, Incorporates Various Types of Media, and Mechanics. I believe for a rubric to be effective and to be a tool I'll use, it must be short and to the point. Also, this is an important factor in getting students to actually read and use the rubric as well. This rubric is broken into three areas of competency which are: Exemplary,
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Proficient, and Drifting. This will allow students to see where their writing falls and to be able to make adjustments that will make their writing better. EDTECH 512 What Do You Value? Rubric In the online course I designed, developed, and will deploy in March 2012, each lesson is project-based. Because of this, I created a rubric for each and every project throughout the course. This link will take you to one of these rubrics and it is representative of all of the other rubrics. This rubric is a bit different from the norm. Most rubrics provide for several levels of mastery by showing varying amounts of points. In this course, I decided that since I'm not fussing over quality so much as mastery of the concept, I would offer one level of mastery. If the item asked for is in the project, then it fills the requirement. This is a deviation for me from what I am used to doing. I am anxious to see how this new approach to rubrics will work.

5.3 Formative and Summative Evaluation


Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization (Seels & Richey, 1994, p. 57). ECIT candidates integrate formative and summative evaluation strategies and analyses into the development and modification of instruction, ECIT projects, and ECITprograms. EDTECH 501 Mathematics Department Technology Survey In the book The ABC's of Evaluation, it is stated that formative, or process evaluation is done throughout the activity or project and assesses how well the objectives are being achieved allowing modifications to be made accordingly (Boulmetis, J., & Dutwin, P. 2005). When preparing to develop the Technology Use Planning presentation, I created an online survey tool to be used with the Mathematics Department teachers at RMCHS. This survey was designed to determine what technology the teachers are currently using in their courses and what technology

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they would like to be using. This survey was a tool used to help guide our plans for future technology training and implementation. EDTECH 512 Online Course Design: Summative Evaluation In the book The ABC's of Evaluation, it is stated that summative evaluation is often referred to as final evaluation and is conducted at the end of a program or cycle to aid in making decisions about whether to use the program again as it is or to make improvements before beginning another cycle (Boulmetis, J., & Dutwin, P. 2005). As a part of designing my online course in EDTECH 512, I planned for and created a summative evaluation to be given to the students towards the end of the course. This evaluation will be used to make any necessary changes or improvements in this course while it's in the beta form before deploying it in full force in the fall of 2012. When the above link is clicked, the Summative Evaluation page of my Online Course Design page will open and several documents will be displayed as links. Planning Worksheet provided for planning of what would be evaluated, who the evaluators are, what tools and methods would be used, how the data would be collected and analyzed, how the results would be reported, and who the stakeholders are. The Student Opinion Survey is the actual survey that will be deployed at the end of the beta test of this online course. There is also a Data Collection and Analysis Timeline that indicates when each part of the summative evaluation should take place. Now that I'm preparing to deploy the beta version of this online course with my students, I am so grateful that I took the time and was instructed to prepare these documents. With them securely in my Google Docs account, I can open and review them as needed when the time is right to do so.

5.4 Long-Range Planning


Long-range planning that focuses on the organization as a whole is strategic planning....Longrange is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. (Certo, et al, 1990, p. 168). ECIT candidates demonstrate
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formal efforts to address the future of this highly dynamic field including the systematic review and implementation of current ECIT developments and innovations. EDTECH 501 Technology Use Planning This Technology Use Planning presentation was developed to aid in the actual development of a Technology Use Plan for my home district where I teach. This planning will be conducted over 5 phases and will culminate after one school year. At which time a Technology Use Plan will be implemented for five years. At the end of that time, the plan will be evaluated and revised as appropriate.

Conclusion
This has been one of the most rewarding programs I have ever been a part of. Before embarking on this journey, I was starting to feel like technology was leaving me behind, like I couldn't keep up. Now I feel confident that I can not only keep up, but that I can be a contributing member of Educational Technology throughout the educational system of which I am a part. Each project was focused on an area that existed in my real world. I appreciate courses and projects that have been designed so that a candidate can immediately apply what he or she is learning in their own lives as it's appropriate for them. This has taught me a great deal that will go with me throughout my teaching career.

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References
Association for Educational Communications and Technology. (n.d.). AECT. Retrieved March 1, 2012, from http://www.aect.org/standards/advstand.html Boulmetis, J., & Dutwin, P. (2005). The ABCs of evaluation: timeless techniques for program and project managers (2. ed.). San Francisco, Calif.: Jossey-Bass. Cheal, C., (2007). Second life: Hype or hyperlearning? On the Horizon, 15(4), 204-210. Lohr, Linda, L. (2008). Creating Graphics for Learning and Performance, Upper Saddle River, NJ: Pearson. Novak, J. D. & A. J. Caas, The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf Seels, B., & Richey, R. (1994).Instructional technology: the definition and domains of the field. Washington, D.C.: Association for Educational Communications and Technology. Shivers, Gayle V., and Karen L. Rasmussen. Web-based learning: design, implementation, and evaluation. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall, 2006. Print.

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