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Boise State University Master of Educational Technology, Candidate

RATIONALE PAPER Sara Ballantine Special Education Teacher Spring, 2015 /INTRODUCTION

I began my career in the midst of a paradigm shift. In 2004, had you asked a

group of teachers about how they use technology in the classroom, your answers

would range anywhere from Ive put all my lectures on Power Point, to I know

how to turn on the air conditioner. Freshly out of college, I tended toward the

Power Point group. As a child of the 80s, I still had an allegiance to books that did

not need to be plugged in and computers that had to stay in one room. Despite my

sentiment, and as time and evolution would have it, I came to realize that I would

need more than a whiteboard marker and clipart in order to survive among

educations fittest.

I had been considering graduate programs for a few years, but always

managed to put the idea in the back of my mind. I was not interested in reading any

more books about teaching people how to read books. I wanted to pursue

something that was relevant, and would help me develop skills that I could put to

use in my classroom. I apprehensively began the Masters of Educational Technology

(MET) program in the Spring of 2012, as I was unsure of how I would use whatever

it was that I would be learning. At the time I understood the fundamentals of

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technology in the classroom (e.g. Microsoft Office tools, internet resources, etc.),

but was limited by my skillset. I realized that by remaining limited in my skills, I was

also limiting my students. I wanted to find new and innovative ways to engage and

guide them through the learning process, but, like most students, I was unaware of

what I didnt know.

I quickly discovered that the field of educational technology is vast, and

dynamic. In one of my first courses we were asked to read the Horizon Report,

which made me realize that I was not just earning a degree, but rather, commencing

an ongoing process that will continue throughout my career in education. This paper

reflects the culmination of my experience in the MET Program at Boise State

University.

/STANDARD 1: CONTENT KNOWLEDGE Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes. Creating

The final project for EdTech 503 (Instructional Design) reflects the

comprehensive instructional design process. After exploring various instructional

design (ID) models and learning theories, we designed a course based upon what we

had learned. The ID project reflects mastery of the creating strand of Standard One

because it involved every aspect of the design process, required the practical

application of skills, and involves a variety of systematic approaches that address

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the various aspects of the project. We began by determining an instructional

objective, performing a needs analysis, planning the course, creating instructional

materials, and designing an evaluation plan. The project loosely followed the ADDIE

(analysis, design, development, implementation, and evaluation) model of

instructional design. While the ADDIE model provides an ideal framework for the

design process, in practice, instructional design does not always follow a linear

pattern. In fact, I had to consider the evaluation following the analysis in order to

determine the design of my project. As a result of the course, I have been able to

implement principles of instructional design into my lessons and projects I create for

students by outlining the instructional, visual, and technological strategies prior to

the lessons, and using formative and summative evaluations to determine efficacy.

Using

EdTech 541 (Integrating Technology into the Classroom) provided me the

opportunity to locate and use technological resources that are applicable within my

content area. While I came across many technological tools that I was eager to put

to use in the classroom, I realized that the number of tools available can be

overwhelming. It is difficult to discern the tools that will prove to be beneficial in

practice from those that are nice in theory, but not all that useful in the classroom

setting. EdTech 541 required that we search for resources specific to our content

area, evaluate them accordingly, and integrate them in lesson plans. Because of the

process, I discovered tools like Read Theory, Flipbook, K12Reader, and many more

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that I continue to use. I was also able to share the resources that I discovered while

in the course. Several of my colleagues have put them to use in their classrooms and

I have helped to provide professional development and training for some of the

tools.

Assessing/Evaluating

Upon completion of each visual in EdTech 506 (Graphic Design for Learning),

we were required to provide justification for our decisions based upon relevant

research in graphic design and pedagogy. There were several instances where I

would create a visual and have to revise it so that it coincided with principles of

graphic design. A key principle, that I continue to apply today, is that hierarchy can

be created with three steps: chunking information, providing entry points to

instruction, and using horizontal and vertical planes (Lohr, 2008, pg 124). My

students, who have mild/moderate disabilities, often struggle with locating

information and following instructions. The principles I learned in EdTech 506

helped me to design a format that is easy for them to follow and allows them to

independently navigate the steps in online lessons. I also learned quite a bit about

fonts, color, white space, contrast, and other design elements. As a result I have

been able to create materials that are visually appealing and instructionally sound.

All of these principles have proven to be relevant in the classroom.

Managing

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An important part of managing technological resources are Tech Use Plans,

which we evaluated in EdTech 501 (Introduction to Educational Technology). The

process was eye opening in that I learned how much goes into planning for future

technologies, and considered aspects of the planning process that I was previously

unaware of. Although I am not personally in charge of this process at my site or

district, I was required to research and evaluate the current plan against

professional standards in order to determine where our district fell within the

various standards and how well our resources are managed. Thus, I gained a new

perspective and now have a better understanding of why certain decisions are made

with regard to technology. For example, our districts tech department recently

solicited input regarding necessary software updates. In the past I would have

elected to spend the money to purchase the latest version of Windows, however, I

ultimately had to take other technological needs and possible alternatives into

consideration. Tech use plans are an invaluable part of this process because they

allow stakeholders to consider the big picture of technological implementation

while addressing short and long-term goals.

Ethics

There were several projects in EdTech 502 (The Internet for Educators) that

required us to not only consider and apply professional ethics in our projects, but to

also model them for students. The plagiarism scavenger hunt is an activity I created

to teach students what plagiarism is, how to prevent it, and how to properly cite

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sources. In the process of developing the activity I was introduced to Creative

Commons. Prior to learning about Creative Commons I would conduct a Google

image search for pictures I wanted to use in presentations. Although teachers are

afforded some leniency when using materials in an educational setting, the

Association for Educational Communications and Technology states that

professionals Shall inform users of the stipulations and interpretations of the

copyright law and other laws affecting the profession and encourage compliance

(Belland, 2015). Now, I always search creative commons first and look for materials

that are labeled okay to use or share. Another component of ethics is accessibility.

This is addressed in the accessibility project for EdTech 502. The AECT Code of

Professional Ethics states that professionals

Shall in the design and selection of any educational program or media seek

to avoid content that reinforces or promotes gender, ethnic, racial, or

religious stereotypes. Shall seek to encourage the development of programs

and media that emphasize the diversity of our society as a multicultural

community (Belland, 2015).

Accessibility is necessary to keep in mind when creating online content because

even the smallest details (such as adding a written description to photos) can make

a big difference for users with special needs. Because I am a special education

teacher, this is something that I often look for when accessing online resources. I

am always appreciative of those who take the extra steps to ensure that their

content is accessible for everyone.

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/STANDARD 2: CONTENT PEDAGOGY Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy. Creating

Webquests are a fun, self-guided way for students to learn new concepts. In

order for webquests to be effective, the creator must consider the skills, abilities,

and necessary prerequisites for intended users. Younger users might require more

scaffolding, simplified language, visual reinforcements, etc. Matthew Koehler and

Punya Mishra discuss the importance of Technological Pedagogical Knowledge

(TPK) and how instructors should approach technology,

Teachers need to reject functional fixedness (Duncker, 1945) and develop

skills to look beyond most common uses for technologies, reconfiguring them

for customized pedagogical purposes. Thus, TPK requires a forward-looking,

creative, and open-minded seeking of technology use, not for its own sake

but for the sake of advancing student learning and understanding (Koehler

and Mishra, 2009).

The webquest created for EdTech 502 is pedagogically appropriate for high school

students because the content is age appropriate, the instructions are clear,

navigation is simple, and the task is relevant to the age demographic. One of the

nice things about webquests is that they allow the teacher to weed out irrelevant

information and structure a process in which students can guide themselves. When

teaching concepts via webquest, I am certain of what the end-product will look like

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when students submit their work. If I were to ask them to look for jobs online and

produce a well-written cover letter, most students would be overwhelmed by the

amount of information available and fail to master the instructional objectives.

Students also enjoy the webquests because they have some control and autonomy

in the learning process, versus listening to someone lecture on a topic.

Using

An important element of the final project for EdTech 503 was the learner

analysis. This demonstrates the using strand of standard two because it is

reflective of considerations regarding the learning environment and how students

will use instructional materials. After identifying a learning goal, we considered our

audience and their varying needs and abilities. I began by conducting a needs

analysis survey to determine baseline skills and knowledge gaps. I then evaluated

the learning context that included an assessment of classroom resources. Next, I

considered the learners and how the activities would transfer as skills used outside

of the classroom. Finally, I had to break down each task into individual steps to

perform the task analysis and ensure that each part of the process was appropriate

for my intended audience. I have used a similar process for complex tasks in my

classroom lessons, as it helps to break down new skills and concepts step-by-step.

It also makes it easier to target areas for specific skill development.

Assessing/Evaluating

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The culmination of EdTech 505 (Evaluation for Educational Technologists)

was an evaluation of a program or process. This project was demonstrative of the

assessing/evaluating strand for Standard Two because it involved the process for

assessment and evaluation of a program. I chose Workability. This program helps

students with identified disabilities transition to postsecondary education or

employment. The program tries to track students one and two years after

graduation to see how many are employed and/or in school. The process is very

haphazard and there is little data to support the effectiveness of the services

Workability provides. As part of the evaluation process I surveyed current students

regarding training needs and skills, and I collected data on past students. The

project was eye opening in that I realized how involved, and often difficult, it can be

to evaluate a program. I realized that most programs would benefit by beginning

with the end in mind, and identifying indicators of effectiveness when they start so

that they can actively collect data as they go. As a result of the evaluation process,

my colleagues and I were able to determine areas for improvement and develop

strategies to collect data for future evaluations.

Managing

The course created for EdTech 522 (Online Teaching for Adult Learners)

reflects the managing strand of Standard Two because it demonstrates the

management of resources and processes that support an appropriate learning

environment for adult learners. The course was designed for teachers who help to

prepare autistic students for post-secondary education. Although the course has

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not been taken by adult learners, I gained a lot out of creating the course. I had to

consider the differences in the supports and guidance needed for adults versus the

high school students I normally teach. Instruction designed for adults should reflect

consideration of six key principles, including the learners experience.

Because they enter the learning process with prior knowledge and

experience, adults desire acknowledgement and the opportunity to

demonstrate what they know and/or are able to do. Therefore, strategies that

allow their expertise to be shared with others should be utilized (Taylor &

Kroth, 2009).

The course contains a jigsaw activity, group brainstorm, self-analysis, and program

analysis. While the same strategies can be used at the high school level, adults

benefit from having more autonomy over the process and the opportunity to share

what they know with others.

The annotated bibliography created for EdTech 504 (Theoretical Foundations

of EdTech) also demonstrates the managing portion of Standard Two because

reflects inquiry into resources about cognitive load theory, which is directly related

to the management of course materials. I had not heard the term cognitive load

prior to taking EdTech 504, but became interested in it while looking for learning

theories to research. I found the principles of cognitive load theory to be highly

applicable to the context in which I teach, and have continued to apply what I

learned about cognitive load in my classroom. For example, if a student has

questions to answer at the end of an article, I make an additional copy of the

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questions so that the student does not have to spend their cognitive load switching

between the article and the questions. This may seem inconsequential to most

people, however, the way information is presented can have significant implications

for learning. An understanding of various learning theories and their implications for

learning can help practitioners better manage the learning environment and adjust

accordingly.

Ethics

The Ethics strand of Standard Two requires candidates to design and select

media, technology, and processes that emphasize the diversity of our society as a

multicultural community. English Language (EL) Learners are a growing population

in many communities. In EdTech 541 we created lesson plans for various subgroups,

including the EL population. We were asked to integrate technology into the lesson

for the EL subgroup, which included choosing tools that are pedagogically

appropriate. I chose a Mad Libs game as a hook because it is relatively simple and

students tend to enjoy the process. The lesson also included videos and interactive

activities that EL students viewed and practiced at their own pace. At the end of the

lesson, students created a magazine page with complete sentences that reflect who

they are and what is unique about them, which helped to facilitate the sense of a

multicultural community within the classroom.

/STANDARD 3: LEARNING ENVIRONMENTS Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.

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Creating

The final project for EdTech 506 included a unit plan, lessons, and a

justification paper. We were asked to create elements that demonstrated

consideration for typography, shape, color, organization, hierarchy, and other

features of graphic design. Also taken into consideration were contrast, repetition,

alignment, and proximity; all of which can affect the learners experience. A critical

element of graphic design is the use of space, which "can direct the eye to important

information by chunking and separating instructional elements..." (Lohr, 2008, pg

272). The lesson plans are chunked according to step, task, and relevant links, so

that students or instructors can easily navigate the components of the lesson. The

objectives are separated at the top of each lesson for emphasis and clarity. When I

used the lessons with my classes, most students were able to easily figure out what

they needed to do and kept track of the step they were on. However, it would have

been helpful to have included a checkbox that they could mark when each step had

been completed. Because of EdTech 506, consideration of design principles factor

into every lesson I create.

Using

The website analysis completed for EdTech 551 (Technical and Grant

Writing) addresses the using strand of Standard Three by demonstrating the criteria

for evaluating websites. The websites analyzed in the artifact are directly related to

writing because of the course; however, the analysis process can be translated to

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any website. We first looked at how complete the sites were and whether or not

they were accurate. This could be tough to discern depending on a sites content.

We also checked to see how often the sites were maintained and evaluated their

ease of use. Finally, we assessed the reliability of the site by searching for the

publishers, authors, and/or credentials of those who created the content. This

process is useful within the context of the classroom because there are many times I

select online content for my students such as webquests, learning tools, etc. In the

selection process I have to ensure that the content I choose is accurate, reliable, and

engaging for the students.

Assessing/Evaluating

In EdTech 541 we evaluated the relative advantage of instructional software.

We looked for software intended for a specific purpose, including: drill and

practice, tutorial, simulations, instructional games, and problem solving. Then we

searched for software designed for each purpose. After evaluating the software we

considered the relative advantage of using it with students. I used the instructional

software evaluation checklist, which takes into consideration the function, package,

pedagogy, content, ease of use, student proof, and fun. Although some of the

software is nice in theory but not realistic due to price, operating requirements, etc.,

I did find tools that I still use today and have shared with colleagues (e.g.

ReadTheory, Quizlet, etc.). The best assessment, as it turns out, is observing

students while using the software and seeing how they interact with it, and

ultimately, how useful it is for them.

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Managing

An important aspect of selecting technological resources is the consideration

of the relative advantage of the resources. In EdTech 541 we identified various

problems within our content areas, researched technologies to address the

problems, assessed the relative advantage of using the technology, and determined

expected outcomes. This meets the managing strand of Standard Three because a

key element in selecting technological tools is managing their use by determining

how they will be beneficial within the context of the classroom.

Another aspect of management is anticipating how technological tools will be

used, and the desired instructional objectives. Although it is not always practical to

evaluate the efficacy of all technological tools, it is helpful to have a clearly defined

purpose for their use in order to determine how performance outcomes are

affected. I found that generally, the best assessment of how beneficial a

technological tool is through student feedback. I recently did this for Google Read &

Write, which I was able to purchase last year by applying for Common Core funding

that had been distributed to my school. I was surprised by how many students felt

the Read & Write extension to be helpful and had been using it on their own. I will

use the results of the survey to help decide whether or not to purchase the

extension again.

Ethics

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The focus of EdTech 541 was integrating technology into the classroom,

which included addressing issues such as acceptable use policies, internet safety,

and assistive technology, among others. The end-of-course blog entry

demonstrates the ethics strand of Standard Three because it included reflections

regarding how each of the elements were addressed. Most organizations that

provide access to internet resources have an acceptable use policy, which usually

serves to protect the organization rather than the users. Prior to enrolling in the

MET program, I had never heard of Creative Commons. Now, it is the first place I

search when looking for images or other materials to use in the classroom. I have

found that many students lack formal instruction in internet safety, which I

addressed in the final project for EdTech 503. In practice, I have learned that direct

instruction is critical for each of these topics, as informal discussion does not

always convey the gravity of potential consequences.

Diversity of Learners

As a special education teacher, a significant part of my job entails

empowering learners with diverse backgrounds, characteristics, and abilities. In

EdTech 541 we addressed assistive technology for at-risk and gifted-and-talented

students, and those with physical, cognitive, and sensory disabilities. While I have

used many of the tools included in the presentation in the classroom, I have found

that some of them are not always user friendly. Bookshare, for example, cannot be

used on Chromebooks (which are available to students in my classroom).

ReadWriteThink offers several great graphic organizers, but work is often not

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accessible to be retrieved due to the format used for saving work. Despite technical

constraints, there are several tools that help to support learners with diverse needs.

As previously mentioned, last year, I applied for funding to purchase Google

Read & Write for students receiving special education services and English

Language learners. I have also been able to create graphic organizers for students in

Google Drive and share them through Google Classroom. I have been able to share

and learn from colleagues as we discover new technological tools and ideas for

usage. For example, for students who have difficulty with fine motor skills, I have

them use the voice-to-text feature of Googles Read and Write. Students with

dyslexia who struggle with reading usually benefit by changing the color of the

background or text in Google Docs. For those who are determined and creative,

there are limitless possibilities to support diverse learners.

/STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. Collaborative Practice

For the final project in EdTech 505, I evaluated a program that helps students

with disabilities transition from high school to postsecondary training and

education. The evaluation process required collaboration with other teachers in my

department, Workability staff, and students who have participated in the program.

First, I contacted my colleagues and asked them to administer a survey to current

students regarding their perception of the services provided. Then, with the help of

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staff in our department, I contacted former students to determine their educational

and employment status, and whether or not Workability services contributed to

their current status. Because of the evaluation process, I was able to work with my

colleagues and counseling staff to design a transition course for students who are

on track to earn a certificate of completion versus a high school diploma.

Workability services are provided through the transition course, as well as

curriculum that helps students to prepare to participate in postsecondary training

and education.

Leadership

In EdTech 551, Technical and Grant Writing, we searched for and wrote

grants to support professional goals and needs. For my final project I wrote a grant

to purchase 150 student accounts for Google Read & Write. The process helped me

to define objectives and complete a comprehensive application for Common Core

funding. This Fall, I was able to coordinate the purchase of the 150 student

accounts and disseminated the Read and Write extension to all students receiving

Special Education and English Language services at our site. Part of the process

included organizing a training for Special Education and English Language teachers,

who subsequently trained their students on how to use the extension. I recently

surveyed my students and found that most feel that they benefitted from many of

the tools available through the extension and that they are capable of using the

extension independently. Prior to the purchase, our districts technology staff had

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not conducted a mass release of an app or extension on the Chromebooks, so there

were some glitches. I met with district technology staff to resolve the issues with

the release of the extension, and created a guide for teachers and students who try

to access the extension through their accounts. The process has gone much more

smoothly and helped us to troubleshoot issues with other apps and extensions.

Reflection on Practice

Before EdTech 522 (Online Instruction for Adult Learners) I was unfamiliar

with the term andragogy, but felt well versed in it upon completion of the course.

This course began with exploration into adult learning theory and six key

assumptions about adult learners. The six assumptions included: the learners need

to know, self concept, experience, readiness, orientation, and motivation (Taylor &

Kroth, 2009). We then used a LMS to design a course for adult learners. I choose to

use Moodles Sandbox, which I initially found frustrating but eventually appreciated

it as a tool for course design once I figured it out. Prior to the enrolling in EdTech

522 I had only used Blackboard, which is not as user friendly as Moodle. I reflected

upon my experience in the planning blog for EdTech 522. The culmination of the

course required us to evaluate our online course using various rubrics and evaluating

the areas of learning objectives, assessment, instructional materials, learner

interaction/engagement, technology, support, and accessibility. I found the

evaluation process to be disconcerting, in that one of the courses I evaluated only

met about 55% of the criteria based upon the quality matters rubric. I liked the

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simplicity of the quality matters rubric and feel that it is a thorough,

straight-forward approach to course evaluation.

Assessing/Evaluating

The Transition to Adult Living course created for EdTech 512 (Online

Course Design) meets the assessing/evaluating strand of Standard Four because it

reflects the comprehensive evaluation process for instructional design. In fact, one

of the first steps in the design process was evaluation planning. In planning for

evaluation we had to consider effectiveness, efficiency, appeal, and the sources that

would be used to assess the course outcomes. We also had to determine specific

questions for the evaluation of goals, content, technology, and message design.

Then, we determined the stakeholders and formative evaluation for our courses.

After our courses had been designed we reflected on the outcomes through

summative evaluation and developed a timeline for our projected data collection. I

was surprised with how much time and work goes into the planning and evaluation

process when designing a course. There are many different perspectives to consider,

including the students, stakeholders, subject-matter experts, etc. Given the various

stakeholders and effort involved, it was clear that evaluation is a critical component

of the process.

Ethics

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The issue of digital inequality was first introduced in EdTech 501. The digital

inequality project meets the criteria for the ethics strand of Standard Four because

we took into consideration the cultural context regarding reasons for the digital

divide, and how to address the diverse needs of various communities. In the

collaborative project with our groups, we had to consider a specific region and how

the lack of digital tools impacts access to resources. Since so much is done online,

not having access to the internet can affect the ability to get a job, attend school,

find housing, etc. for many, particularly in rural areas. This issue has been brought

to light in recent years due to net neutrality and whether or not the internet should

be considered a utility. Regardless, if the infrastructure does not exist, it is

impossible for people to access online resources. We learned through the digital

inequality research that access is only one reason for the digital divide.

Socioeconomic status and knowledge play a significant role among various groups

and their ability to access digital resources. Although libraries and public schools

help to bridge the gap in available technologies for many communities, there are still

several areas and groups who do not have the resources and/or ability to access

digital tools.

/STANDARD 5: RESEARCH Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance. Theoretical Foundations

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In EdTech 504 we had the opportunity to research a variety of learning

theories. While I was familiar with some of these theories such as constructivist,

cognitivist, behaviorist, to name a few, I learned there are also several theories

within the theories themselves. For the final research paper, I collaborated with

another student to study cognitive load theory and how instructional strategies and

technological tools could support effective instructional design. Cognitive load

theory is based on the idea that working memory is limited, therefore instruction

should be designed to reduce the extraneous cognitive tasks, such as

split-attention, redundancy, transiency, etc. in order to optimize learning. Although

the focus of our research was cognitive load, we learned about several other

theories through the weekly readings and the peer review process. I ultimately

realized that there is no right or wrong learning theory, but rather, that different

theories may be applicable in different situations.

Method

The method strand of Standard Five requires that candidates apply research

methodologies to solve problems and enhance practice. In EdTech 513 (Multimedia)

we learned about contiguity principles, which suggest that,

forgetting is due to interference rather than the passage of time; stimuli

become associated with new responses. Previous conditioning can also be

changed by being associated with inhibiting responses such as fear or fatigue.

The role of motivation is to create a state of arousal and activity which

produces responses that can be conditioned (Culatta, 2013).

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My artifact demonstrates this through the use of limited text and the emphasis of

visuals. One mistake that is commonly made when creating presentations for

instruction is putting an overwhelming amount of text on the slides, which interferes

with the learners ability to process. I revised a previous presentation on the same

topic to reflect the application of contiguity principles. My first presentation was

text heavy and not visually appealing. The revision included better images and less

text, and was more comprehensible. Since taking the multimedia course, I am more

cognizant of the need to apply principles of multimedia learning when designing

instruction.

Assessing/Evaluating

In EdTech 505, we conducted a gap analysis prior to completing the

evaluation for our final project. The gap analysis demonstrates the

assessing/evaluating strand of Standard Five because it was the first step in a

formative evaluation of a process or program (I chose the Workability Program at

our school, as it provides transition services to students with disabilities). Once I

was able to establish gaps in the Workability program I collaborated with my

colleagues to establish objectives for the program. Although the gap analysis was a

small component of a larger, more comprehensive evaluation, it was critical in

helping to distinguish between where the program was and where we wanted it to

be. Ultimately, the evaluation helped us to improve services and outcomes for

students.

https://docs.google.com/presentation/d/1p-7YdkZNmMS6KvaFTG0maRIptGDRWV8hmDWypDa1S1w/edit?usp=sharinghttp://www.slideshare.net/sballantine/gap-analysis-16785840

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Ethics

One of the first assignments for EdTech 503 was a reading quiz, which

included visual metaphors. To find images I searched creative commons and used

only those that were labeled as free to use or share. While it is more difficult to find

usable images and materials within the creative commons, it is professionally ethical

because it helps to ensure that copyright will not be violated. I continue to use

Creative Commons when creating instructional materials for my class and have

asked students to search the commons as well. For example, in my reading class I

asked students to include images that represent the vocabulary words for each unit.

Prior to the first unit I taught them how to search the Creative Commons and which

permissions to look for. I have found that most students are unaware of copyright

issues and accustomed to using whatever they find on the web. I know that my class

will not prevent them from engaging in piracy, however it helps that they are aware

of the issue and know about available resources to help avoid using copyrighted

materials.

/CONCLUSION

I began my EdTech journey wondering how I could use technology in the

classroom. As a result of my experience, I discovered that I was asking the wrong

question. Instead, I learned to ask myself, how should I use technology for

learning? And, more importantly, how should my students be using technology for

learning? Completing the Masters in Educational Technology program at Boise

https://docs.google.com/presentation/d/1R53Cpzn6xg1I8hZ4DaBiJPLHGTka_fnkHoHlhDrgRN8/edit?usp=sharing

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State has been invaluable with regard to answering those questions. I am both

humbled and empowered by the fact that in order to continue to provide answers

that are timely and relevant, I must continue to learn. After all, I need to help

prepare students for a world beyond Power Points in air-conditioned rooms.

/REFERENCES Belland, B. (n.d.). Association for Educational Communication & Technology. Retrieved February 8, 2015, from http://aect.site-ym.com/members/group_content_view.asp?group=91131&id=309963 Culatta, R. (2013, January 1). Contiguity Theory (Edwin Guthrie). Retrieved February 10, 2015, from http://www.instructionaldesign.org/theories/contiguity-theory.html Lohr, L. (2008). Creating Graphics for Learning and Performance (2nd ed.). Upper Saddle River, New Jersey: Pearson Education Inc. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm Taylor, B., & Kroth, M. (2009). Andragogys transition into the future: Meta-analysis of andragogy and its search for a measurable instrument. Journal of Adult Education, 38(1), 1-10.

http://aect.site-ym.com/members/group_content_view.asp?group=91131&id=309963http://aect.site-ym.com/members/group_content_view.asp?group=91131&id=309963http://www.citejournal.org/vol9/iss1/general/article1.cfm