EdTech 592 Rationale Paper

Denise HolderSecond Grade Teacher

Johnson Elementary School Fort Collins, Colorado

February 2015

EdTech 592 Rationale Paper i

EdTech 592 Rationale Paper ii

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 Master in Educational Technology

with her, I looked at the program that Boise State University’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

experience. I have learned so much through the Master in Educational Technology program over

these past two years. The assignments and experiences 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 examines the work I have completed in this program. This paper is divided

into five sections that represent the five AECT Standards - 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.

EdTech 592 Rationale Paper 1

STANDARD 1: CONTENT KNOWLEDGE

Indicators

Creating - Candidates demonstrate the ability to create instructional materials and learning

environments using a variety of systems approaches. (p. 81)

The synchronous EdTech 521 - Verbs 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. Questions 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 533 - Communities video & Christmas Around the World videos 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 required additional instruction on the topic. These educational

videos are available for viewing in the classroom as well as at home. Others, outside of

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

When linking to the videos on YouTube, you can see that the Communities video has

received over 3,500 views, and the Christmas Around the World video has received over

2,100 views.

Using - Candidates demonstrate the ability to select and use technological resources and

processes to support student learning and to enhance their pedagogy. (p. 141)

EdTech 592 Rationale Paper 2

The EdTech 541 - Relative Advantage Chart was developed for teachers that are

selecting and including technological resources as instructional strategies to support

student learning in literacy. Roblyer & Doering believe that “technology-based strategies

offer many unique benefits to teachers as they look for instructional solutions” (p.51).

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 expected outcomes. Teachers may locate an area of student need

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

Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective

integration of appropriate technologies and instructional materials.

In the EdTech 505 - Raz-Kids Evaluation Report, I demonstrated the ability to assess and

evaluate the program. Collecting data from various sources strengthened my evaluation

of the Raz-Kids program. As learner outcomes were analyzed through data, I was able to

determine effectiveness of the Raz-Kids program for second grade students. The data

revealed strengths of the program and modifications necessary to improve instructional

practice and the learning environment. Using the data presented in this report,

recommendations about the future of the Raz-Kids program were shared with

stakeholders.

Managing - Candidates demonstrate the ability to effectively manage people, processes,

physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)

The EdTech 505 - Request for Proposal (RFP) required decisions to be made as if I was a

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

EdTech 592 Rationale Paper 3

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 required

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. After submission of the RFP, the course instructor commented that he

believed the acceptance of my proposal was feasible.

Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and

developed by the Association for Educational Communications and Technology. (p. 284)

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 541 - Summarizing for Second Graders

Slide Presentation artifact, great care was taken in making sure that each image in the

presentation has a corresponding source. A small link is included under each image,

which directs you to the source, and all images selected are labeled for non-commercial

use. As I continue to create public, informative presentations, this practice of citing

sources is evident in my final products.

STANDARD 2: CONTENT PEDAGOGY

Indicators

Creating - Candidates apply content pedagogy to create appropriate applications of processes

and technologies to improve learning and performance outcomes. (p. 1)

Inspired by the webquest assignment in EdTech 502, I created a Four Seasons Webquest

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

EdTech 592 Rationale Paper 4

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

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

Even though this webquest is structured, it allows students the flexibility to explore the

topic. Students research, collaborate, and synthesize new information they receive when

completing this webquest. My students enjoyed working in groups to research seasons

and complete the task outlined in the webquest.

EdTech 533 - YouTube playlists are another example of using a technology application

to improve learning and performance outcomes. Prior to taking EdTech 533, I was

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

organize content for different topics. They allow me to save and quickly locate videos

that I know are valuable to concept understanding. If students need a refresher on a topic,

they can find these videos easily through my YouTube channel. These playlists continue

to be used in my current practice.

Using - Candidates implement appropriate educational technologies and processes based on

appropriate content pedagogy. (p. 141)

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

blended learning environment. The EdTech 541 - Using the Internet for Instruction

assignment is an example of how using a Blendspace page can guide students through the

process of learning the required content. This Blendspace page was set up so that students

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

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

April when we begin studying insects and butterflies.

EdTech 592 Rationale Paper 5

Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of

learning and evaluates the instruction and implementation of educational technologies and

processes (p. 116-117) grounded in reflective practice.

Reflective inquiry was used after completion of each week in EdTech 501. Using the

EdTech 501 Learning Log, 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 inquiry-

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. Having

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

incorporating technologies in my current practice.

Gary Bingham, Teri Holbrook, and Laura E. Meyers believe that “self-assessment can

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

achievement.” (p. 59) Hoping to increase student motivation and academic achievement,

student collaboration and self-reflection was built into the EdTech 542 Weather Project I

created. Evidence of this reflective practice can be found in the EdTech 542 - Weather

Reporter Rubric. Students are asked to work together on the project and then reflect and

evaluate themselves in each area before completing a peer evaluation.

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. (p. 175-193)

When creating the EdTech 521 - Severe Weather Asynchronous Lesson, special attention

was given to creating materials in the lesson that allowed students to be supported.

EdTech 592 Rationale Paper 6

Directions were given in both written and oral formats. Visual aids were created and

academic activities were designed to enhance student learning and increase collaboration.

This asynchronous environment is flexible and supportive to students. Creating this

lesson allowed me to meld best instructional practices with technological resources so

that students may learn content in a more engaging and authentic way.

Ethics - Candidates design and select media, technology, and processes that emphasize the

diversity of our society as a multicultural community. (p. 296)

The EdTech 501 - Digital Inequality project identifies the diversity we have when

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

digital inequality. 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 3: LEARNING ENVIRONMENTS

Indicators

Creating - Candidates create instructional design products based on learning principles and

research-based best practices. (pp. 8, 243-245, 246)

When developing the EdTech 503 - Instructional Design Project that focused on second

grade students creating a Google Slide to put in a shared Google presentation, a great deal

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

Because of the Instructional Design methods taught throughout this course, I was able to

EdTech 592 Rationale Paper 7

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

process of creating a Google Slide to second grade students. To make sure that the

process was appropriate, a subject matter expert was consulted. I used this project in my

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

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

example for future students.

Using - Candidates make professionally sound decisions in selecting appropriate processes and

resources to provide optimal conditions for learning (pp. 122, 169) based on principles, theories,

and effective practices. (pp. 8-9, 168-169, 246)

Deciding on resources that will guide the learning of students is important. Based on best

practices, the activities listed in the EdTech 521- Weather Asynchronous Lesson

assignment will aid student learning by providing resources that encourage cooperation,

literacy skills, and weather information in kid-friendly formats. Students 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 - Candidates use multiple assessment strategies (p. 53) to collect data for

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

environment. (pp. 5-6)

EdTech 592 Rationale Paper 8

One artifact that shows evidence of mastery of this standard is the EdTech 542 - Weather

Assessments page from my weather project. A variety of assessment strategies were used

to determine student understanding. Formative assessments inform decisions about the

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

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

project was completed. Summative 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 - Candidates establish mechanisms (p. 190) for maintaining the technology

infrastructure (p. 234) to improve learning and performance. (p. 238)

When introducing students to technology use in schools, we must be mindful of creating

good digital citizens through effectively teaching guidelines to students. The

informational EdTech 502 - Netiquette web page was created to make certain the students

know the expectations when interacting online. This resource is shared with my students

at the beginning of the year to lay the foundation for good digital citizenship. It is always

available as a resource when needing to

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

research. Content-specific websites were curated through the use of Symbaloo. The

Insect/butterfly Symbaloo & Weather Symbaloo were created to manage web-based

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

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

EdTech 592 Rationale Paper 9

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

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

performance on our second grade research projects.

Ethics - Candidates foster a learning environment in which ethics guide practice that promotes

health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate open

access to resources. (p. 3)

The US Department of Education (2010) reports that teachers or their students used

computers in the classroom during instructional time often (40 percent) or sometimes (29

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

educational tool. Due 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 502 - Copyright and Plagiarism Scavenger Hunt, EdTech 521 - Netiquette for

Elementary Students guide, and EdTech 521 - Netiquette and You website. Fostering

good digital citizenship through utilization of these resources is best practice when

students are working in an online environment. These resources are shared with my

students at the beginning of the year to solidify the foundation for good digital

citizenship, and they are always available if the need arises for reteaching these rules.

Diversity of Learners - Candidates foster a learning community that empowers learners with

diverse backgrounds, characteristics, and abilities. (p. 10)

Assistive technologies are necessary tools for students with special needs. These

technologies enable them to be as independent and productive as their peers without the

EdTech 592 Rationale Paper 10

same needs. Challenges for children with special needs can be overcome through the use

of assistive technology and accessibility features. Judge (2000) states that all individuals

must be better prepared to access, manipulate, and control information and their

environments through the use of technology. A strong community of learners can be

created when using tools such as the EdTech 541 - Adaptive/Assistive Technology for

Students with Special Needs resource. This resource lists technologies that are available

for teachers to use with learners of various backgrounds and abilities.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS

Indicators

Collaborative Practice - Candidates collaborate with their peers and subject matter experts to

analyze learners, develop and design instruction, and evaluate its impact on learners.

In the creation of the EdTech 503 - Instructional Design Project, collaboration with my

building’s subject matter expert (SME) was important. The SME reviewed the design of

the Instructor Guide and evaluated the process to determine if learners would be

successful. The suggestions given by the SME can be easily incorporated into future

iterations of this project. I analyzed the instructions and adapted some materials to

achieve learner outcomes. I felt confident that I was designed a project that would be

effective for my second grade audience, and I was correct as each of my students

completed a Google Slide. These slides were printed and used in a class book that was

printed for each student.

EdTech 592 Rationale Paper 11

The EdTech 533 - Video Use in an Elementary Setting video is a collaboration of my

colleagues that shares their personal views on incorporating videos into their instruction.

Because I wanted to get opinions from teachers in different content areas, I chose one

primary teacher, two intermediate teachers, a "specials" teacher, and an integrated

services (special education) teacher. All of these teachers shared how video use impacts

students in an elementary setting. Each teacher believes that videos impact learning by

enhancing the learning experience and reinforcing content or concepts that are already

taught in their classrooms.

Leadership - Candidates lead their peers in designing and implementing technology-supported

learning.

The EdTech 541 - Instructional Software Prezi guides teachers in the selection and

implementation of technology-supported resources to enhance student learning. The use

of computers helps teachers perform various tasks in ways that are transforming the

teaching process (Roblyer & Doering, 2013). This resource for teachers, grounded in

research, shows that instructional software can enhance instruction and delivery of

content to students can be more engaging. Instructional software has allowed me to

individualize instruction for each student and provide resources for remediation, if

necessary.

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 592 Rationale Paper 12

Reflection on practice leads to greater learning. The EdTech 521 - Reflective Journal,

EdTech 533 – Final Reflection Video, EdTech 541 Blog, and EdTech Learning Log were

tools that were created in each course for personal reflection about improving my

practice. Through use of these tools, I was able to take the time to analyze the artifacts

and interpret the data to determine the effectiveness of the design of the lesson, the

materials, and/or my instruction. These opportunities for self-reflection allowed me the

opportunity to deepen my learning about educational technology theories, tools, and

practices and make connections to my current instructional practice.

Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that

align with learning goals and instructional activities.

Research by Hattie (2009) shows that self-reporting of grades has the most positive effect

on student achievement. Because I shared the EdTech 541 - Spreadsheet Integration in

Literacy 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 Rocket Math, Accelerated Reader, Mastering Math, spelling tests, and

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

progress throughout each quarter and also connects to a Common Core math standard for

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

student/teacher conferences, parent/teacher conferences, and student/parent discussions.

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

Unit that was created for EdTech 542. The EdTech 542 Wild and Wonderful Weather!

Assessments were created to align with the learning goals, based on Common Core

EdTech 592 Rationale Paper 13

standards, for this unit. Students 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.

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.

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

would work best for students, the EdTech 504 - Influences of Constructivism on Student

Engagement and Learning in the Elementary Classroom project is a clear indicator of

application of this ethics indicator. As 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 21st century skills of communication, collaboration, and

creativity.

STANDARD 5: RESEARCH

Indicators:

Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution

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

242)

The EdTech 504 - Annotated Bibliography 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

EdTech 592 Rationale Paper 14

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

be with the students, and improve student achievement (Shin et al., 2012; Strommen &

Lincoln, 1992; Hickey, Moore, & Pellegrino, 2001).

Method - Candidates apply research methodologies to solve problems and enhance practice. (p.

243)

Few 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 501 -

EdTech Research Assignment. The focus of the research was trying to decide if

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

of paper/pencil 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. Based 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.

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

503 - Instructional Design Project. In Part 2- Analysis Report, students were administered

a two-part survey (Part 1 and Part 2). This research provided data that determined learner

attitudes and experience with technology. The results also informed and guided

EdTech 592 Rationale Paper 15

instruction when creating the Learning Task Analysis, utilizing instructional design

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

of second graders.

Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating

processes and resources for learning and performance. (p. 203)

Through the use of the EdTech 501 Maturity Benchmarks Survey Sheet, 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 quite a comprehensive technology plan. At

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 501 School Evaluation Summary allowed

me to make recommendations to school administrators for improved student learning and

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

Ethics - Candidates conduct research and practice using accepted professional (p. 296) and

institutional (p. 297) 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. Research was conducted for

the EdTech 504 - Influences of Constructivism on Student Engagement and Learning in

the Elementary Classroom 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. American Psychological Association (APA) style was used

EdTech 592 Rationale Paper 16

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

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

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

thankful for the experience. Many quality 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 experience has also allowed me the time to explore various web-

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

so many educational technology tools in my toolbox now, and I am so grateful for that. My

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

because of my education at Boise State University. They have used Google Classroom,

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

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

competent to expand my horizons with great thanks to this degree, as well as the Technology

Integration Specialist and Online Teaching K-12 certificates I have received. I look forward to

continuing to blend educational technology into my daily practice, whatever that practice may

be.

EdTech 592 Rationale Paper 17

REFERENCES

Bingham, G., Holbrook, T., and Meyers, L. (2010) Using self-assessments in elementary

classrooms. Phi Delta Kappan, 91(5), 59-61. doi:10.1177/003172171009100515

Hattie, J. (2013). Hattie ranking: Influences and effect sizes related to student achievement.

Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-

achievement/

Hickey, D. T., Moore, A. L., & Pellegrino, J. W. (2001). The motivational and academic

consequences of elementary mathematics environments: Do constructivist innovations

and reforms make a difference? American Educational Research Journal, 38(3), 611-

652. doi:10.3102/00028312038003611

Judge, S.L. (2000). Accessing and funding assistive technology for young children with

disabilities. Early Childhood Education Journal, 28(2), 125-131.

Roblyer, M.D. and Doerling, A.H. (2013). Integrating educational technology into teaching (6th

Ed.). Boston, MA: Pearson.

Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on

elementary student learning in mathematics. British Journal of Educational Technology,

43(4), 540-560. doi:10.1111/j.1467-8535.2011.01197.x

Strommen, E. F., & Lincoln, B. (1992). Constructivism, technology, and the future of classroom

learning. Education and Urban Society, 24(4), 466-476.

doi:10.1177/0013124592024004004

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U.S. Department of Education, National Center for Education Statistics. (2010). Teacher's use of

educational technology in U.S. public schools: 2009 (NCES 2010-040). Retrieved from

http://nces.ed.gov/pubs2010/2010040.pdf

NOTE: Parenthetical page references are to Educational Technology: A Definition with

Commentary (2008, A. Januszewski & M. Molenda, Eds., Lawrence Erlbaum Assoc.)

Link to AECT standards:

https://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/

AECT_Standards_adopted7_16_2.pdf

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