Ed Tech 592 Rationale Paper

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EdTech 592Rationale Paper

Denise Holder

Second Grade Teacher

Johnson Elementary School

Fort Collins, Colorado

February 2015

EdTech 592 Rationale Paper 1


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INTRODUCTION

Technology has always been an interest of mine. Prior to entering this program, I would spend

my free time visiting different technology websites and teacher blogs to keep up on the latest

technology integration ideas and information. Even though my primary responsibility is teaching

second grade, my peers would come to me to me for technology support and ideas for

technology integration. There are many more educational technology tools that I have discovered

in my journey that I am able to use in my own practice and share with my peers.

When a friend of mine suggested that I join her in getting a aster in Educational Technology

with her, I looked at the program that !oise "tate #niversity$s program and decided it was a

great idea. Increasing my knowledge and having the opportunity to share conversations with

other like%minded people about a topic that has interested me for years has been an enriching

e&perience. I have learned so much through the aster in Educational Technology program over

these past two years. The assignments and e&periences have not always been easy, but I am so

proud of the products that I have completed in all of my EdTech courses.

This rationale paper e&amines the work I have completed in this program. This paper is divided

into five sections that represent the five 'E(T "tandards % content knowledge, content pedagogy,

learning environments, professional knowledge and skills, and research. Each section contains

indicators, at least one artifact per indicator, and a rationale for selection of that artifact. The

artifacts have been selected and placed where evidence of mastery is evident. These artifacts

show that technology is a meaningful teaching tool in education.



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STANDARD 1: CONTENT KNOWLEDGE

Indicators

Creating % (andidates demonstrate the ability to create instructional materials and learning

environments using a variety of systems approaches. )p. *+

The synchronous EdTech -+ % /erbs synchronous lesson was created as a different

approach to a learning environment. In a synchronous learning environment, students are

able to interact directly with the teacher even if they are not able to travel to the location

of the teacher. In this lesson, the student was able to interact directly with the instructor as

the content was being delivered. 0uestions can be answered, student understanding can

be assessed, and instruction can be adapted in real time based on the immediate feedback

received by the instructor.

The EdTech -11 % (ommunities video 2 (hristmas 'round the World video were chosen

as artifacts because they show one type of instructional material that I have created to use

when introducing a unit of study to my students. I have also used these videos when

students have re3uired additional instruction on the topic. These educational videos are

available for viewing in the classroom as well as at home. 4thers, outside of my

classroom of students and my peers, have also used these videos in their instruction.

When linking to the videos on 5ouTube, you can see that the (ommunities video has

received over 1,-66 views, and the (hristmas 'round the World video has received over

,+66 views.


https://edtech.adobeconnect.com/p9abdsa2mf9http://youtu.be/CHif3dmiw6ghttps://youtu.be/OPxVxNMIaGghttps://youtu.be/OPxVxNMIaGghttp://youtu.be/CHif3dmiw6ghttps://youtu.be/OPxVxNMIaGghttps://edtech.adobeconnect.com/p9abdsa2mf9


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Using % (andidates demonstrate the ability to select and use technological resources and

processes to support student learning and to enhance their pedagogy. )p. +7+

The EdTech -7+ % 8elative 'dvantage (hart was developed for teachers that are selecting

and including technological resources as instructional strategies to support student

learning in literacy. 8oblyer and 9oering )6+1 believe that :technology%based

strategies offer many uni3ue benefits to teachers as they look for instructional solutions;

)p.-+. This literacy chart is evidence of understanding how the use of technology can be

advantageous for teachers and can enhance their pedagogy by including advantages of

each technology and its e&pected outcomes. Teachers may locate an area of student need

and select the technology that would assist students in reaching the desired outcome.

Assessing/Evaluating % (andidates demonstrate the ability to assess and evaluate the effective

integration of appropriate technologies and instructional materials.

In the EdTech -6- % 8a


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Managing % (andidates demonstrate the ability to effectively manage people, processes, physical

infrastructures, and financial resources to achieve predetermined goals. )p. +>*

The EdTech -6- % 8e3uest for Proposal )8?P re3uired decisions to be made as if I was a

program evaluator called to submit a proposal for services. In this assignment, a fictional

company is seeking an evaluator to help determine the feasibility of implementing their

educational product to the market. Even though this proposal was for a fictitious

company, I took my role as the program evaluator seriously. This process re3uired

selection of an evaluation method, creation of a task schedule, determining staffing needs

and selection of project personnel, and defining a reasonable project budget to evaluate

this product. 'fter submission of the 8?P, the course instructor commented that he

believed the acceptance of my proposal was feasible.

Eti!s % (andidates demonstrate the contemporary professional ethics of the field as defined and

developed by the 'ssociation for Educational (ommunications and Technology. )p. *7

It is important to make sure that proper credit is given to the creator of the work, whether

it be an image, song, or article. In the EdTech -7+ % "ummari


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STANDARD ": CONTENT #EDAGOG$

Indicators

Creating % (andidates apply content pedagogy to create appropriate applications of processes

and technologies to improve learning and performance outcomes. )p. +

Inspired by the web3uest assignment in EdTech -6, I created a ?our "easons Web3uest

as part of a weather science unit I designed for second grade students. With guidance

from the teacher, students are able to work collaboratively in groups when completing the

web3uest. Technology is used when participate in learning about the topic of seasons.

Even though this web3uest is structured, it allows students the fle&ibility to e&plore the

topic. "tudents research, collaborate, and synthesi


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Using % (andidates implement appropriate educational technologies and processes based on

appropriate content pedagogy. )p. +7+

@iving students access to information through use of the internet is important in a

blended learning environment. The EdTech -7+ % #sing the Internet for Instruction

assignment is an e&ample of how using a !lendspace page can guide students through the

process of learning the re3uired content. This !lendspace page was set up so that students

can independently learn the important information about the Painted Aady butterfly in a

structure and order that is logical for them to follow. I plan to incorporate this lesson this

'pril when we begin studying insects and butterflies.

Assessing/Evaluating % (andidates demonstrate an in3uiry process that assesses the ade3uacy of

learning and evaluates the instruction and implementation of educational technologies and

processes )p. ++B%++> grounded in reflective practice.

8eflective in3uiry was used after completion of each week in EdTech -6+. #sing the

EdTech -6+ Aearning Aog, I was able to reflect upon my learning after each module. This

tool guided me each week as I had to reflect upon the lesson for the week. This in3uiry%

based process assisted me as I thought about the effectiveness of my instruction, the

student learning that occurs, and the tools I use to facilitate learning in projects. Caving

this opportunity to self%reflect allowed me to understand and improve the methods of

incorporating technologies in my current practice.


http://bsuedu541.weebly.com/using-the-internet-for-instruction-project.htmlhttp://bsudenise.blogspot.com/http://bsuedu541.weebly.com/using-the-internet-for-instruction-project.htmlhttp://bsudenise.blogspot.com/


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@ary !ingham, Teri Colbrook, and Aaura E. eyers believe that :self%assessment can

play a powerful role in the relationship between a child$s motivation and academic

achievement.; )p. -D Coping to increase student motivation and academic achievement,

student collaboration and self%reflection was built into the EdTech -7 Weather Project I

created. Evidence of this reflective practice can be found in the EdTech -7 % Weather

8eporter 8ubric. "tudents are asked to work together on the project and then reflect and

evaluate themselves in each area before completing a peer evaluation.

Managing % (andidates manage appropriate technological processes and resources to provide

supportive learning communities, create fle&ible and diverse learning environments, and develop

and demonstrate appropriate content pedagogy. )p. +>-%+D1

EdTech -11 % 5ouTube playlists are an e&ample of managing a technological resource

that will be used by teachers and students. Prior to taking EdTech -11, I was unaware that

playlists could be created. I have found that playlists are a great way to organi


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The EdTech -6+ % 9igital Ine3uality project identifies the diversity we have when

technology is used. The research opened my eyes to problems that occur because of

digital ine3uality. In this presentation, these problems are addressed as well as strategies

and processes that can be implemented to close the gaps that are found in access and

skills. I have implemented some of these suggestions, specifically including keyboarding

time and partnering up my students with fifth grade students to be :tech buddies;, to

close the digital gap in my own school.

STANDARD &: LEARNING EN'IRONMENTS

Indicators

Creating % (andidates create instructional design products based on learning principles and

research%based best practices. )pp. *, 71%7-, 7B

When developing the EdTech -61 % Instructional 9esign Project that focused on second

grade students creating a @oogle "lide to put in a shared @oogle presentation, a great deal

of time, thought, and research of best practices went into the planning of the project.

!ecause of the Instructional 9esign methods taught throughout this course, I was able to

design, develop, and implement instruction to all students on how best to teach the

process of creating a @oogle "lide to second grade students. artin )6++ believes when

all of the steps in the instructional design process are being followed, focusing on critical

needs and conveying essential knowledge and skills is ensured. To make sure that my

process was appropriate, a subject matter e&pert was consulted. I used this project in my

classroom this year with great success. "tudents were able to complete the task using the


https://voicethread.com/share/4741418/https://docs.google.com/document/d/1QHfg9HiaiLGadCJOQ3WfFoYoVGLmum63xHGLG3xJXxk/edit?usp=sharinghttps://docs.google.com/document/d/1QHfg9HiaiLGadCJOQ3WfFoYoVGLmum63xHGLG3xJXxk/edit?usp=sharinghttps://docs.google.com/document/d/1QHfg9HiaiLGadCJOQ3WfFoYoVGLmum63xHGLG3xJXxk/edit?usp=sharinghttps://voicethread.com/share/4741418/https://docs.google.com/document/d/1QHfg9HiaiLGadCJOQ3WfFoYoVGLmum63xHGLG3xJXxk/edit?usp=sharing


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design that was created. 's a result of my efforts, this project was chosen to stand as an

e&ample for future students.

Using % (andidates make professionally sound decisions in selecting appropriate processes and

resources to provide optimal conditions for learning )pp. +, +BD based on principles, theories,

and effective practices. )pp. *%D, +B*%+BD, 7B

9eciding on resources that will guide the learning of students is important. !ased on best

practices, the activities listed in the EdTech -+% Weather 'synchronous Aesson Tools

and 8esources assignment will aid student learning by providing resources that

encourage cooperation, literacy skills, and weather information in kid%friendly formats.

"tudents will be able to work independently on most of these resources, which will

encourage student confidence and build subject knowledge. This asynchronous

environment allows students to access educational materials at any time, at their own

pace, and as many times as they need to achieve understanding.

Assessing/Evaluating % (andidates use multiple assessment strategies )p. -1 to collect data for

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

environment. )pp. -%B

4ne artifact that shows evidence of mastery of this standard is the EdTech -7 % Weather

'ssessments page from my weather project. ' variety of assessment strategies were used

to determine student understanding. ?ormative assessments inform decisions about the

effects of our daily practice and guide the course of future instruction. Without these


http://weatherpbl.weebly.com/tools-and-resources.htmlhttp://weatherpbl.weebly.com/tools-and-resources.htmlhttp://weatherpbl.weebly.com/tools-and-resources.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://weatherpbl.weebly.com/tools-and-resources.htmlhttp://weatherpbl.weebly.com/tools-and-resources.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://weatherpbl.weebly.com/assessments.html


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3uick checks for understanding, we would not know depth of learning until after the

project was completed. "ummative assessments of students determine if learner outcomes

were achieved. When teaching this weather unit, the data collected via these assessments

guided my practice and identified areas of improvement to solidify learner outcomes

when the unit is taught in the future.

Managing % (andidates establish mechanisms )p. +D6 for maintaining the technology

infrastructure )p. 17 to improve learning and performance. )p. 1*

=eeping all resources in one location for primary students is important for ease of

research. (ontent%specific websites were curated through the use of "ymbaloo. The

Weather "ymbaloo 2 Insectbutterfly "ymbaloo were created to manage web%based

content that students can access easily. The simplicity of the "ymbaloo layout makes use

use of these visually appealing resource easy for primary students. Each "ymbaloo is

used for support as students research topics. 's students work with these digital curation

tools, they enhance their learning through research, which increases their academic

performance on our second grade research projects.

Eti!s % (andidates foster a learning environment in which ethics guide practice that promotes

health, safety, best practice )p. 7B, and respect for copyright, ?air #se, and appropriate open

access to resources. )p. 1

The #" 9epartment of Education )6+6 reports that teachers or their students used

computers in the classroom during instructional time often )76 percent or sometimes )D


http://www.symbaloo.com/mix/weather45http://www.symbaloo.com/mix/insect-butterflyresearchhttp://www.symbaloo.com/mix/weather45http://www.symbaloo.com/mix/insect-butterflyresearch


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percent. Internet use in schools is increasing as it becomes more involved as an

educational tool. 9ue to this increase in student use of the Internet in an academic setting,

we must make certain that student online safety is paramount. The projects that were

designed to make certain students understand the rules when navigating this online world

are EdTech -6 % (opyright and Plagiarism "cavenger Cunt, EdTech -+ % Feti3uette for

Elementary "tudents guide, and EdTech -+ % Feti3uette and 5ou website. ?ostering

good digital citi


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STANDARD +: #RO,ESSIONAL KNOWLEDGE AND SKILLS

Indicators

C)lla-)rative #ra!ti!e % (andidates collaborate with their peers and subject matter e&perts to

analy


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Lea.ersi % (andidates lead their peers in designing and implementing technology%supported

learning.

The EdTech -7+ % Instructional "oftware Pre


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Assessing/Evaluating % (andidates design and implement assessment and evaluation plans that

align with learning goals and instructional activities.

8esearch by Cattie )66D shows that self%reporting of grades has the most positive effect

on student achievement. !ecause I shared the EdTech -7+ % "preadsheet Integration in

Aiteracy project with teachers in my building, second grade students are able to input data

into spreadsheets instead of filling in paper graphs to report their grades in our weekly

programs such as 8ocket ath, 'ccelerated 8eader, astering ath, spelling tests, and

more. This graph or chart gives second graders a very clear picture as to their success and

progress throughout each 3uarter and also connects to a (ommon (ore math standard for

second grade. These products are wonderful for self%reflection and ideal for use in

studentteacher conferences, parentteacher conferences, and studentparent discussions.

'ssessments, both formative and summative, are an important component in the Weather

#nit that was created for EdTech -7. The EdTech -7 Wild and Wonderful WeatherJ

'ssessments were created to align with the learning goals, based on (ommon (ore

standards, for this unit. "tudents view rubrics prior to the lessons and are given the

opportunity to reflect on their achievement and participation in groups after the lesson

using tools I created for this unit.

Eti!s % (andidates demonstrate ethical behavior within the applicable cultural conte&t during all

aspects of their work and with respect for the diversity of learners in each setting.


http://bsuedu541.weebly.com/spreadsheetsdatabases.htmlhttp://bsuedu541.weebly.com/spreadsheetsdatabases.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://bsuedu541.weebly.com/spreadsheetsdatabases.htmlhttp://bsuedu541.weebly.com/spreadsheetsdatabases.htmlhttp://weatherpbl.weebly.com/assessments.htmlhttp://weatherpbl.weebly.com/assessments.html


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!y researching best practices in the field of education to determine which strategies

would work best for students, the EdTech -67 % Influences of (onstructivism on "tudent

Engagement and Aearning in the Elementary (lassroom project is a clear indicator of

application of this ethics indicator. 's a result of this artifact, I was able to assist students

with differing backgrounds reach their potential in spite of their diversity. I concluded

that, if teachers purposefully set up a constructivist environment in their classrooms, all

students could demonstrate the +st century skills of communication, collaboration, and

creativity.

STANDARD 0: RESEARC

Indicators:

Te)reti!al ,)un.ati)ns % (andidates demonstrate foundational knowledge of the contribution

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

7

The EdTech -67 % 'nnotated !ibliography is a document that was created by researching

the past and present practices regarding constructivism. This research defined what

constructivist approaches look like, the use of a constructivist approach is used in

elementary instruction, and the effectiveness of constructivist practices when working

with students. The knowledge gained in these articles guided and supported my research

to prove that, coupled with constructivist practices, educational technology can be

integrated into instruction to increase student engagement, allow the locus of control to


https://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1JLllEBcSSHTRgA-2Bo_QOo5k2cEe3MFxdlkTmEcyiBY/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1JLllEBcSSHTRgA-2Bo_QOo5k2cEe3MFxdlkTmEcyiBY/edit?usp=sharing


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be with the students, and improve student achievement )"hin et al., 6+K "trommen 2

Aincoln, +DDK Cickey, oore, 2 Pellegrino, 66+.

Met). % (andidates apply research methodologies to solve problems and enhance practice. )p.

71

?ew students show automaticity in addition and subtraction math facts at the beginning of

second grade and do not achieve mastery of these facts by the end of second grade. To

combat this problem, I looked for solutions through the research for the EdTech -6+ %

EdTech 8esearch 'ssignment. The focus of the research was trying to decide if

educational technology used to practice math facts, in addition to the traditional method

of paperpencil or repetitive practice with flash cards, would increase of math facts

automaticity. I found that using educational technology as an intervention is appropriate

for my students, and immediate feedback that students receive would be helpful and

motivating to them. !ased on the positive results of using educational technology to

improve math fluency and math fact automaticity, I created a webpage on my grade level

website for my students to visit so that they may strengthen and improve their math skills.

'nother artifact that can be used as evidence for mastery of this indicator is the EdTech

-61 % Instructional 9esign Project. In Part % 'nalysis 8eport, students were administered

a two%part survey )Part + and Part . This research provided data that determined learner

attitudes and e&perience with technology. The results also informed and guided

instruction when creating the Aearning Task 'nalysis, utili


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research to ensure that the content would be aligned with capabilities of the current group

of second graders.

Assessing/Evaluating % (andidates apply formal in3uiry strategies in assessing and evaluating

processes and resources for learning and performance. )p. 61

#sing the EdTech -6+ aturity !enchmarks "urvey "heet, I was able to assess and

evaluate the technology processes and resources in my district and at my school. I

discovered that my district has 3uite a comprehensive technology plan. 't school level, it

was discovered that we have to adhere to the district technology plan but we do not have

one of our own. The EdTech -6+ "chool Evaluation "ummary allowed me to make

recommendations to school administrators for improved student learning and

performance in each of the five areas listed in the summary.

Eti!s % (andidates conduct research and practice using accepted professional )p. DB and

institutional )p. D> guidelines and procedures.

When you have read something and wish to share the information learned with others,

there is an ethical responsibility to give credit to the author. 8esearch was conducted for

the EdTech -67 % Influences of (onstructivism on "tudent Engagement and Aearning in

the Elementary (lassroom paper to define constructivism and demonstrate how a

constructivist approach, along with the use of educational technology in an elementary

classroom, can enhance student learning, increase student motivation, and positively

affect student achievement. 'merican Psychological 'ssociation )'P' style was used


https://docs.google.com/spreadsheets/d/1TTJirhBBgYn5MgEFXKEwlQ0cZWlZD2maVXJoNvV4ulU/edit?usp=sharinghttps://docs.google.com/document/d/1EBvJ6iAgu5cezGUiytz4EvtTeHzl0I7tG5k9vtZeRA0/edit?usp=sharinghttps://docs.google.com/document/d/1EBvJ6iAgu5cezGUiytz4EvtTeHzl0I7tG5k9vtZeRA0/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/spreadsheets/d/1TTJirhBBgYn5MgEFXKEwlQ0cZWlZD2maVXJoNvV4ulU/edit?usp=sharinghttps://docs.google.com/document/d/1EBvJ6iAgu5cezGUiytz4EvtTeHzl0I7tG5k9vtZeRA0/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharinghttps://docs.google.com/document/d/1_pKTmrB3kbPADjUNt0SXplHnIYChdRllF8SnrmJasL4/edit?usp=sharing


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when citing sources to make certain that the author)s received the proper credit for the

information used to support the ideas in this artifact.

CONCLUSION

's I conclude this paper and this program, I am able to reflect back on the journey to receiving

this aster in Educational Technology degree. It has taken a great deal of my time, but I am so

thankful for the e&perience. any 3uality projects were created due to the well%structured

assignments from my professors, and I have used the majority of the projects I created with my

second grade students. This e&perience has also allowed me the time to e&plore various web%

based technologies that I might not have been e&posed to if it were not for this program. I have

so many educational technology tools in my toolbo& now, and I am so grateful for that. y

second graders have had the opportunity to be part of an enriching, blended learning classroom

because of my education at !oise "tate #niversity. They have used @oogle (lassroom,

!lendspace, Padlet, Wordle, and so many other tools that make their learning engaging and fun.

While I am still loving the e&perience of teaching second graders every day, I do feel much more

competent to e&pand my hori


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RE,ERENCES

!ingham, @., Colbrook, T., and eyers, A. )6+6. #sing self%assessments in elementary

classrooms. Phi Delta Kappan, 91)-, -D%B+. doiL+6.++>>661+>+>+66D+66-+-

Cattie, G. )6+1. Cattie rankingL Influences and effect si


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"hin, F., "utherland, A. ., Forris, (. '., 2 "oloway, E. )6+. Effects of game technology on

elementary student learning in mathematics. $ritish Journal o Educational %echnology,

&3)7, -76%-B6. doiL+6.++++j.+7B>%*-1-.6++.6++D>.&

"trommen, E. ?., 2 Aincoln, !. )+DD. (onstructivism, technology, and the future of classroom

learning. Education and 'r(an )ociety* 2&)7. 7BB%7>B.

doiL+6.++>>66+1+7-D67667667

#.". 9epartment of Education, Fational (enter for Education "tatistics. )6+6. TeacherNs use of

educational technology in #.". public schoolsL 66D )F(E" 6+6%676. 8etrieved from

httpLnces.ed.govpubs6+66+6676.pdf

/idoni, =. 2 addu&, (. )66. Web0uestsL (an they be used to improve critical thinking

skills in studentsM Computers in the )chools* 19)+, +6+%++>.

doiL+6.+166G6-v+Dn6+O6D

F4TEL Parenthetical page references are to Educational TechnologyL ' 9efinition with

(ommentary )66*, '. Ganus

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Ed Tech 592 Rationale Paper

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