Hernandez Rationale Paper-Final2

8/20/2019 Hernandez Rationale Paper-Final2

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Running head: Rationale Paper for a Master of Educational Technology 1

Rationale Paper for a Master of Educational Technology

Nicolas Hernandez

Educational Technology Coach, Boerne Independent School istrict, Boerne, Te!as

No"e#$er %th, &'()


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Rationale Paper for a Master of Educational Technology 2

INTR*+CTI*N

This paper is a part of the final culminating project for the M.E.T. program at Boise State

University. It is intended to provide a clear rationale for the work I created as part of the M.E.T.

degree program why the work was selected how my work relates to research and how the work

I created represents a mastery of the !E"T standards. The paper is organi#ed $y standard. %or

each standard and indicator listed I have selected artifacts that showcase a mastery of the

standard.

STNR (- C*NTENT .N*/0E1E

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

environments using a variety of systems approaches. (Januszewski, Molenda, !arris, "##$, p. $%&

EdTech )'2- Introducing 1oogle Classroo#

The artifacts chosen for this indicator were created for different audiences and

environments. The artifact that was created for EdTech &'( involved planning a lesson created

for educators to learn a$out )oogle "lassroom. The lesson was designed to $e delivered in a

series of professional development sessions with a class facilitator assisting the learners. Since

the majority of the learners were unfamiliar with )oogle !pps for Education a lesson was

designed that *facilitates and supports learning+ ,Spector -'' p. ('/0 $y accounting for

specific learner needs and support re1uired to teach how to use a new technological tool to

educators. I gave considera$le effort to *provide learning opportunities that facilitate

communication colla$oration and interaction+ ,Snyder -''/ p. &0.

EdTech )23- The .ids 0earn pp

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I designed the 2ids learn app to teach toddlers a$out the classifications of colors shapes

and animals on their own. The app provides young learners with an opportunity to touch select

different shapes colors or animals. Upon touching the icon the item3s classification is played

and the icon changes to the word representing the icon. The app also features a matching game

that provides the learners with an opportunity to drag the icon to its name to apply what they

have learned $y interacting with the app. To make this app effective in its educational design I

used what I had learned in EdTech &4 a$out drill and practice software. By including *answer

judging+ and $y providing *appropriate feed$ack for correct and incorrect answers+ the app

meets the threshold for effective drill and practice software ,5o$lyer 6 7oering -'( p. 8(0

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

and processes to support student learning and to enhance their pedagogy. (Januszewski,

Molenda, !arris, "##$, p. %'%&

EdTech )3(- Social Studies Pri#ary Sources- +nderstanding Sla"ery4

Throughout the duration of the course in EdTech &4 I had the opportunity to create

lessons that integrated technology into the classroom curriculum. This lesson provides learners

with the opportunity to e9plore primary sources. !n activity which can $oost student engagement

and create a rich learning e9perience ,5uffin 6 "apell -''/0. The lesson uses primary sources

from the :BS.org we$site to provide students with authentic accounts of slavery from former

slaves. The lesson also includes a game where students will play the role of a teenage slave

named ;ucy. %inally the lesson incorporates Edmodo $y having students write a$out what they

learned. The use of multiple different forms of technological resources to enhance the learning

e9perience is consistent with mastery of this indicator.


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this lesson yet I do plan on implementing this lesson with 8th grade students at two middle

schools in my district this school year.

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

effective integration of appropriate technologies and instructional materials. (Januszewski, Molenda,

!arris, "##$, p. %'%&

EdTech )'&- 5irtual Tour 6 Titans of Technology

The Titans of Technology =irtual Tour assignment allowed me to create a dynamic user

e9perience $y incorporating a wide array of resources into the virtual tour. The tour itself was

created on a we$site that I $uilt using 7reamweaver. I had an idea to use technology that I had

recently discovered on sitepals.com to create a talking avatar and use the avatar as a virtual tour

guide. The reasoning $ehind using this technology and every other piece of technology that is

included in the virtual was the desire to make the content more engaging and relevant to

students. I used >ansen3s recommendation to place the learning within the conte9t of *doing+ to

create the virtual tour ,-''4 p. /80. I created the virtual tour guide and placed her on each page

of my site to help guide the tour and then I tested the site for accuracy appropriateness of

content and usa$ility. I then chose to test my virtual tour with colleagues $efore turning it in as a

completed assignment to professor ;owenthal. I did have a chance to use the lesson with

students in a middle school Technology !pplications class. The students were engaged with the

content and scored favora$ly on the assessments.

Indicator: Managing - Candidates demonstrate the ability to effectively manage people,

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

(Januszewski, Molenda, !arris, "##$, p. %$&

http://edtech2.boisestate.edu/nicolashernandez/502/vtour/index.htmlhttp://edtech2.boisestate.edu/nicolashernandez/502/vtour/index.html


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EdTech )'(- School E"aluation Su##ary

EdTech &' provided me with my first opportunity to $egin to take a leadership role with

regard to technology use technology resources and technology integration on my campus. I was

the Technology "oordinator and a classroom teacher when I took EdTech &'. I had to gather

authentic data for the School Evaluation Summary assignment. This empowered me to take a

larger interest in forging the direction of how technology was $eing utili#ed on the campus. !s a

result of doing the School Evaluation Summary I learned that most of the teachers on the campus

were using technology for administrative purposes only and there was very little use of

technology in the classroom $y students for learning. I approached the principal with my data

and made a re1uest to conduct professional development sessions for the faculty with an

emphasis on integrating technology into the classroom curriculum. I was granted my re1uest and

I conducted ? different professional development sessions for staff mem$ers during the school

year.

EdTech )')- Re7uest for Proposal

The 5e1uest for :roposal assignment was created for EdTech &'& as a precursor to a full

evaluation project. The assignment called for the creation of a proposal to conduct an evaluation

for a third party. I included the re1uest for proposal assignment in this section $ecause the

design of the evaluation protocols and task schedule is an e9ercise in resource management.

!lthough the assignment is fictitious the planning process and se1uential nature of the steps in

the evaluation provides a lifelike simulation of resource management and coordination.

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classroom and my campus. It also ena$led me to take ownership of the digital access gap and do

my part to help level the playing field for a diverse population ,;in -''A0.

STNR &- C*NTENT PE1*18

Indicator: Creating - Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes (Januszewski,

Molenda, !arris, "##$, p. %&.

EdTech )2%- 9inal Pro:ect 6 The 0egend of ;andu 5ideo 1a#e

The ;egend of andu video game was created with the idea of teaching fifth and si9th

grade Technology !pplications students a$out computer hardware software and a$out the

Internet and the


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Rationale Paper for a Master of Educational Technology

EdTech &4C Spreadsheet Software !ssignment

The Spreadsheet Software assignment was created to use content that is authentic and

relevant to the students in a manner that will help make the lesson more meaningful to them and

$y e9tension help the students learn at a deeper level ,Snape 6 %o9@Turn$ull -'(0. The lesson

teaches students a$out the significance of cultural diversity and how the country may differ in its

ethnic makeup from one region to another. The lesson has students researching authentic census

and school population data to determine the ethnic population of the United States Te9as and of

their school. Students will then take the data and construct charts and graphs that depict a visual

representation of the information they gathered analy#e the data and form a hypothesis as to

why the results are different from one region to another. This lesson e9emplifies the using

indicator for standard - $ecause the lesson ,and the technology integration associated with it0

was $uilt to accommodate the need to use primary source data to teach cultural diversity

(Januszewski, Molenda, !arris, "##$, p. %'%&.

Indicator: Assessing/Evaluating - Candidates demonstrate an inuiry process that assesses the

adeuacy of learning and evaluates the instruction and implementation of educational

technologies and processes (Januszewski, Molenda, !arris, "##$, p. %%-%%&.

EdTech )'2- 9inal Pro:ect 6 Part I5

The final project for EdTech &'( ena$led me to create a unit of instruction using

instructional design principles. The instructional unit I chose to create was a unit that would

introduce )oogle "lassroom to 2@- teachers in my school district. The evaluation portion of

this project involves an evaluation process on the effectiveness of the instruction the design and

the learning environment. !ccording to ;arson and ;ocke ,-'40 evaluation is critical part of

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Rationale Paper for a Master of Educational Technology !

the design process that is used throughout the entirety of the instructional design process. This

training was su$ject to evaluation as it was created. !t regular intervals of the design process the

modules were reviewed and changes were made accordingly.

Indicator: Managing - Candidates manage appropriate technological processes and resources

to provide supportive learning communities, create fleible and diverse learning environments,

and develop and demonstrate appropriate content pedagogy (Januszewski, Molenda, !arris,

"##$, p. %/-%01&.

EdTech )'2- 9inal Pro:ect Part II and III

The instructional design process for the )oogle "lassroom unit also re1uired a

management of resources to ensure that the content could $e delivered effectively. :art two of

the instructional design process is an !nalysis 5eport. This report e9amines the learner

characteristics the e9isting curriculum and learner needs in order to design instruction that is

suita$le to the population of learners ,;arson 6 ;ocke -'40.

:art three of the final project on instructional design involves planning. In part three of

the instructional design report I had to evaluate the need strategy and pedagogy for the

instruction. I also had to ensure that the technology that was needed for the lesson was availa$le

and appropriate for the assigned tasks. I showed my a$ility to create an appropriate learning

environment $y careful consideration of the information in the analysis report and $y planning

for instruction that took into account selecting technology materials and a location that

supported instruction.

https://www.scribd.com/doc/282906039/EdTech-503-Introducing-Google-Drive-Instructional-Design-Modulehttps://www.scribd.com/doc/282906039/EdTech-503-Introducing-Google-Drive-Instructional-Design-Module


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Rationale Paper for a Master of Educational Technology 1"

Indicator: Ethics - Candidates design and select media, technology, and processes that

emphasize the diversity of our society as a multicultural community (Januszewski, Molenda,

!arris, "##$, p. "0&.

EdTech )'&- /e$site ccessi$ility

The


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content that I created to teach the lesson concepts. The we$site3s lessons feature information

a$out the 4 "s ,communication colla$oration critical thinking and creativity0 $ecause these are

critical to a teacher3s understanding of the type of work students need to perform in class. The

we$site also helps teachers make a connection $etween the four "s and )oogle !pplications for

Education to help teachers see how these colla$orative tools $y their very nature ena$le teachers

to utili#e the four "3s in their classroom with students. The we$site3s lessons were placed in a

logical and se1uential order so as to help teachers create meaning from the lessons and identify a

practical real@world application for what they learned ,Ertmer 6 Dew$y //(0.

Indicator: Using - Candidates make professionally sound decisions in selecting appropriate

processes and resources to provide optimal conditions for learning (pp. %"", %0& based on

principles, theories, and effective practices (Januszewski, Molenda, !arris, "##$, pp. 8 -4(@

-4& -4? &.

EdTech )'&- /e$


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Indicator: Assessing/Evaluating - Candidates use multiple assessment strategies (Januszewski,

Molenda, !arris, "##$, p. /1& to collect data for informing decisions to improve instructional

practice, learner outcomes, and the learning environment (Januszewski, Molenda, !arris,

"##$, pp. /-&.

EdTech )3&- 9inal Pro:ect 6 ssess#ents

This :roject Based ;earning Instructional unit was created for middle school social

studies students to help them understand the impact that the ancient )reek and 5oman cultures

continue to have on our society in the present day. The lesson utili#ed the State of Te9as

standards for middle school social studies and was designed so that students could use -st

"entury skills to create a product and colla$orate with their peers. !ccording to >ovey and

%erguson lessons that ena$le students to use these -st century skills allow learners a more

meaningful e9perience with course content ,-'40.


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"##$, p. "1'& to improve learning and performance (Januszewski, Molenda, !arris, "##$, p.

"1$&.

EdTech )'(- School E"aluation Su##ary

!s the Technology "oordinator for my campus it was my jo$ to e9amine campus

technology and campus technology use to ensure that teachers had sufficient resources to

regularly integrate technology into the classroom curriculum. I conducted the School Evaluation

Summary using the Maturity Model Benchmarks esta$lished $y Si$ley and 2im$all ,//80 to

evaluate the state of technology and technology use on the campus. The campus scored well on

the use of technology for administrative purposes $ut lower on the use of technology in the

classroom. The report also showed that students had limited access to computers in the

classroom. I used the research in the School Evaluation Summary 5eport to make

recommendations for improving the technology infrastructure in the classroom $ut adding more

computers to classrooms creating professional development sessions for faculty mem$ers

increasing access to computers in the computer la$s and the creation of a technology clu$ for

students and teachers.

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

promotes health, safety, best practice ( Januszewski, Molenda, !arris, "##$ p. "'&, and

respect for copyright, 2air 3se, and appropriate open access to resources (Januszewski,

Molenda, !arris, "##$ p. 1&.

EdTech )'&- Copyright Sca"enger Hunt

The "opyright Scavenger >unt assignment was originally created for middle school

students in a Technology !pplications class. The assignment was implemented and it was

https://docs.google.com/document/d/1tgl20PSoQB-sNFff5Jvr75lLu7zBayxXRn9NY9Dvk5g/edit?usp=sharinghttp://edtech2.boisestate.edu/nicolashernandez/502/scavenger.htmlhttps://docs.google.com/document/d/1tgl20PSoQB-sNFff5Jvr75lLu7zBayxXRn9NY9Dvk5g/edit?usp=sharinghttp://edtech2.boisestate.edu/nicolashernandez/502/scavenger.html


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effective in helping students understand the importance of citing sources. I noticed students were

confused a$out copyright involving images they located online. This lesson was designed as a

primer for students and it led to some very powerful discussions a$out the rights one has to their

work. !s a result of using this lesson with my students I saw a change in awareness to

copyrighted material and I $egan to notice that students were citing their sources.

I also had the opportunity to use this lesson in my current district with teachers. I noticed that

students in almost every classroom were copying and pasting images from )oogle images to use

in their work $ecause they were told to do so $y their classroom teachers. I created a professional

development training session on copyright fair use creative commons and the pu$lic domain

for teachers. I used the assignment as part of my training with them and they have now

incorporated it into their lessons with their students.

Indicator: Diversity of Learners - Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities (Januszewski, Molenda,

!arris, "##$, p. %#&.

EdTech )3&- Teaching and 0earning 1uide 6 ifferentiated Instruction

!s an educator in the State of Te9as I am o$ligated to create a learning environment

where students from different $ackgrounds with different talents and with special needs or

a$ilities can $e successful. I chose the 7ifferentiated Instruction section from the project $ased

learning unit I created for EdTech &4- as my artifact for this indicator $ecause I think this section

of the project captures the essence of creating learning environments that empower diverse

populations of learners to $e successful. The 7ifferentiated Instruction section provides detailed

accommodations for students in the Special Education program English language learners

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students with visual impairments students with hearing impairments and students with

7ysle9ia.

STNR 3- PR*9ESSI*N0 .N*/0E1E N S.I00S

Indicator: Collaborative Practice - Candidates collaborate with their peers and sub4ect matter

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

EdTech )'2- 9inal Pro:ect 6 Part I5 6 E"aluation

!s discussed $y ;arson and ;ocker colla$oration is a key component of the instructional

design process ,-'40. This was true for the instructional design process for the final project in

EdTech &'(. I chose to create a unit on introducing )oogle "lassroom to teachers in my school

district. Dot only did I re1uire colla$oration from campus administrators teachers and support

staff to secure the location and make sure everything was ready for the training session I also

had to make sure the content was appropriate for the audience the setting and the school

district3s mission. To do this I utili#ed a Su$ject Matter E9pert ,SME0 to review the lesson I had

created to give me feed$ack so that I could enhance the lesson. Based on the feed$ack I received

I made some minor changes to the lesson and I $egan to plan working on a new stand@alone unit

that can $e used $y teachers independently.

Indicator: Leadership - Candidates lead their peers in designing and implementing technology-

supported learning.

EdTech )'%- 1oogle pplications for Education in the &(st Century Classroo#

5o$lyer and 7oering states that *society3s increasing dependence on technology to

communicate information means that students must learn the skills to use information

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technologies effectively+ ,-'( p. -'0. It was with this premise in mind that the idea for the

creation of this artifact was $orn. I work as an Educational Technology "oach for my school

district. !fter survey results showed that teachers in our district were not utili#ing the )oogle

!pplications for Education products with their students I suggested that we create some training

materials and professional development sessions for the staff to help increase the integration of

these tools in the classroom to foster -st "entury skills. I created this artifact using the we$site

$uilding tool


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classes $ut that the skills were not transferring to the classroom. This confirmed an earlier survey

that suggested that more training and professional development of teachers was re1uired to help

$olster technology integration into the classroom curriculum. !s a result of the evaluation I now

meet with grade level chairs to help plan curriculum and identify opportunities to integrate

technology into lessons and I conduct monthly technology integration professional development

training sessions at least once a month on all my campuses.

Indicator: Assessing/Evaluating - Candidates design and implement assessment and evaluation

plans that align with learning goals and instructional activities.

EdTech )3&= 9inal Pro:ect 6 ssess#ent

The assessments for the :roject Based ;earning unit on ancient civili#ations were

specifically chosen $ecause they aligned with the learning goals. The overarching goal of the unit

was to have students learn a$out key aspects of the ancient civili#ations of )reece and 5ome.

Students were tasked with the creation of either a we$site a$out the civili#ation a persuasive

commercial video a$out the civili#ation or $oth. The final products are the summative

assessments for the units and are graded using a ru$ric that adheres to the learning standards. The

formative assessments occur along the way as the facilitator checks students3 work for accuracy.

These are created using )oogle docs and are shared with the professor.

EdTech )'2- 9inal Pro:ect Part I5

The final project for EdTech &'( involved the instructional design of a unit to introduce

)oogle "lassroom to teachers in a face@to@face setting. ;earners assess their work for accuracy

as they progress through the lessons. The instructor also actively monitors student work to ensure

that work is $eing completed to task. The finished product that results from successfully

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following all of the steps in the learning process will serve as a summative assessment of the

course content. ! Self@!ssessment of skills will also $e administered at the conclusion of the

course.

Indicator: Ethics - Candidates demonstrate ethical behavior within the applicable cultural

contet during all aspects of their work and with respect for the diversity of learners in each

setting.

EdTech )3&- 9inal Pro:ect

The completed :roject Based ;earning we$site demonstrates my a$ility to create lessons

for diverse populations. The unit includes accommodations for students with IE:s 7ysle9ia

>earing impairments visual impairments and those still learning the English language.

EdTech )3(- ssisti"e technologies

I had the opportunity to gather assistive technology resources as part of the EdTech &4

course. This was a $eneficial learning e9perience $ecause it allowed me to identify opportunities

to improve the learning environment and level the playing for differently a$led students. !s a

result of learning a$out these tools I have $een a$le to incorporate changes to my lesson designs

to $e more inclusive of all students. ne of the more moving e9periences I have ever

encountered as a teacher occurred when my students chose to create a joystick for a classmate

who was confined to a wheelchair using a Makey Makey $oard so that he could play the video

game they had created. It was a paper@$ased circuit with alligator clips attached to different

points around the controller for his wheelchair that he could touch. Since this occurrence in my

classroom I have allowed my students to contri$ute to the $etterment of the classroom $y

creating their own assistive devices for others to use in the school.

https://docs.google.com/forms/d/1etIE58m-FFiyBN-35JlNNtHmDpsXDCSpoULo1Y7ZblI/viewform?usp=send_formhttp://ancientcivsvirtualtour.weebly.com/project-overview.htmlhttps://docs.google.com/forms/d/1etIE58m-FFiyBN-35JlNNtHmDpsXDCSpoULo1Y7ZblI/viewform?usp=send_formhttp://ancientcivsvirtualtour.weebly.com/project-overview.html


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Rationale Paper for a Master of Educational Technology 1!

STNR )- RESERCH

Indicator: !heoretical "oundations - Candidates demonstrate foundational knowledge of the

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

technology (Januszewski, Molenda, !arris, "##$, p. "'"&.

EdTech )'3- 9inal Paper

%or the final synthesis paper in EdTech &'4 I conducted research on )amification and

)ame Based learning and the link that each has to constructivist learning theories. The paper

e9amines how game@$ased learning and gamification can help the learner create meaning around

the content $eing learned ,Ertmer 6 Dew$y //(0. The paper also successfully e9plains how

the ideas of early educational theorists like 7ewey :iaget and =ygotsky ,as cited in 5o$lyer 6

7oering -'40 remain relevant and how these ideas can $e applied to gamification and game@

$ased learning environments to enhance learning ,siao uang -'-0.

Indicator: Method - Candidates apply research methodologies to solve problems and enhance

practice ( Januszewski, Molenda, !arris, "##$, p. "'1&.

EdTech )'(- EdTech Research

!s a teacher in an inner city middle school in San !ntonio I was perple9ed $y my

students3 ina$ility to perform $asic functions on the la$ computers such as saving documents

minimi#ing $rowsing windows or locating and opening installed software. I used the EdTech

5esearch assignment as an opportunity to conduct research on what I suspected was a pro$lem

on the campus ,lack of access to technology at home due to socioeconomic factors0 with the

hope of arriving at a solution. The research validated my $eliefs. I learned that socioeconomic

factors can have an impact on students3 a$ilities to access computers ,2idd -''/0. I also learned

https://www.scribd.com/doc/283626882/Edtech504-Gamification-and-Game-Based-Learning-in-the-21st-Century-Constructivist-Classroomhttps://docs.google.com/document/d/1EvA8Tn0LPkEtTPkR2F1_hu98IyWXDNA--EhPV4uzwhU/edit?usp=sharinghttps://www.scribd.com/doc/283626882/Edtech504-Gamification-and-Game-Based-Learning-in-the-21st-Century-Constructivist-Classroomhttps://docs.google.com/document/d/1EvA8Tn0LPkEtTPkR2F1_hu98IyWXDNA--EhPV4uzwhU/edit?usp=sharing


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Rationale Paper for a Master of Educational Technology 2"

that increased access to a computer can have positive impact on student performance and that

lack of access to a computer can have a negative impact on a studentGs academic performance

,%airlie -'-0. !s a result of conducting my research and presenting my findings to the campus

administration I was a$le to secure additional time for students to have access in computers

additional computers in classrooms and training for teachers on how to help students who may

$e e9periencing a lack of access to technology at home.

Indicator: Assessing/Evaluating - Candidates apply formal inuiry strategies in assessing and

evaluating processes and resources for learning and performance (Januszewski, Molenda,

!arris, "##$, p. "#1& /.% 5roblem )nalysis

EdTech )')- 9inal Pro:ect- Technology pplications Progra# E"aluation

I had the opportunity to evaluate the effectiveness of the Technology !pplications

program at my school district. The evaluation re1uired the coordination of over '' staff

mem$ers administrators and over -('' students. I followed the process outlined in the !B"s of

Evaluation $y Boulmetis and 7utwin to formulate an evaluation plan gather the appropriate

resources and analy#e the results ,-'0. !s part of the evaluation surveys were administered to

$oth students and teachers in1uiring a$out their technology skills and use of technology in the

classroom. The evaluation also e9amined the student grade$ook data to determine whether or not

students displayed a mastery of the technology applications skills. The evaluation concluded that

students were successful at mastering the technological skills that they are re1uired to learn in

the Technology !pplications class $ut that the skills were not $eing used in the core content

classroom. This prompted me to re1uest that an evaluation for classroom use of technology $y

$oth students and teachers. This evaluation is currently in the planning stage.

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2idd T. ,-''/0. The dragon in the schoolGs $ackyard.


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Hernandez Rationale Paper-Final2

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