rationale paper for aect standards

8/4/2019 Rationale Paper for AECT Standards

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Rationale Paper for AECT StandaThe rationale paper makes a case for each of theartifacts selected for the ePortfolio. Specifically, the paper should provide a clear

rationale of (1) why each artifact was selected, (2) how each artifact demonstrates

mastery of the standard(s) it has been mapped to, (3) your understanding of

connections between theory and practice, and (4) a discussion of how your teaching or

thoughts about teaching have been impacted. The recommended length is 20 to 30

double-spaced pages. Cited references should be formatted in APA style.

HTML Preferred: Please prepare your rationale paper in HTML format. Word and PDF

documents are difficult to work with.

Rationale Paper Outline

TITLE BLOCK

Linking Theory to Practice and the Association for Educational Communications and

Technology

Shanda Veatch

6-8th Grade Theatre and Publications Teacher, Gaiser Middle School, Vancouver School

District

Title or affiliation (e.g. 6th Grade Social Studies Teacher, Somewhere, Middle School)


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Date

INTRODUCTION

Continuous effort - not strength or intelligence - is the key to unlocking our potential.

Winston Churchill

I have found this quote to be ever more relevant as I have slowly made my way

through Boise State Universitys Masters of Education Technology program. While

most of my peers in education have held Masters degrees, I was one of the few hold outs

who, after 20 years in the field, had yet to unlock that potential. It was just over three

years ago when I decided that it was time to not only conquer an advanced degree, but

to expand my knowledge in an area of extreme interest to me, educational technology.

As a single mother of two, a full time educator, and a passionate consumer of

cheese, I had taught my way through multiple grades, content areas and pedagogy.

Through it all, I had the great fortune to utilize my training in the Theatre to direct,

instruct and inspire students in the Theatre Arts. Initially, I considered an advanced

degree in Theatre, but sadly, I knew that my undergraduate work in the Conservatory of

Acting at Cornish College of the Arts had provided me with such a strong base in

Theatre, that it was going to be hard to find a program that rivaled, much less surpassed

this training.

In contrast, I always enjoyed working with technology, and in addition to my

Drama courses, I was able to secure a position teaching publications at my current

assignment, Gaiser Middle School. For the past five years, I have learned and integrated
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technology into my teaching, gradually discovering that the opportunities available to

me as a teacher of technology were only limited by my knowledge. It was time to learn

more.

It took me some time, but I found Boise State Universitys program and, after

comparing it to some others, made my initial inquires into the program. The

opportunity to work slowly and deliberately through the program appealed to me. I

wanted to continue my full time work, continue being a parent to my children while

getting this degree. But I wanted something I could use. I found this statement on the

BSU Website, and my mind was made up.

The program is specifically designed to meet the needs of practitioners who want

to immediately apply in their work environments what they've learned in ours.

It has been a daunting process at times, but a consistently rewarding one.

Because I have been able to use much of the work I created during my time at BSU, my

teaching has improved, contributions to my educational community have increased, and

there has been a passion rekindled that I had not anticipated. I am extremely satisfied

with my accomplishments in the program and my choice of Boise State as the vehicle for

obtaining my Masters degree.

This reflection paper was an opportunity for me to line up some of my best works

for review and align them with the standards set forth by the Association for

Educational Communications and Technology (AECT). This paper is organized by

AECT strand and the standards set forth by the association. Artifacts which

demonstrate mastery of the standard are included, and commentary is provided about


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the impact the theory has had on my teaching practices. It is with great pride I present

these artifacts of learning from the last three years at BSU, as I enthusiastically greet the

future opportunities my training here will surely provide.

AECT Standards

Standard 1: Design

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for

learning by applying principles of instructional systems design, message design,

instructional strategies, and learner characteristics.

1.1 Instructional Systems Design (ISD)

Instructional Systems Design (ISD) is an organized procedure that includes the steps

ofanalyzing, designing, developing, implementing, and evaluating instruction (Seels

&Richey, 1994, p. 31).

While many of the projects that I undertook in the MET program at BSU were

based on the design process, one of the most comprehensive courses I took throughout

my time at BSU was Instructional Message Design, EdTech 503, and the Instructional

Design Report I created in conjunction with a unit I designed as a Web Based

Instructional project. In this course we were required to systematically analyze and

design a course using the ADDIE process: analysis, design, development,

implementation and evaluation. I chose to create a course for instructors in the use of

Windows Movie Maker. The process was very slow going at first. I found that working


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on each individual piece of the project rather than working on the entire project

simultaneously to be frustrating, but discovered that, in the end, the restraint I needed

to exercise during the development of the design plan paid off great dividends with a

well organized final project. The artifacts I am presenting from for this standard are the

actual design document, and the steps I undertook to complete this document.

These steps, which followed the ADDIE process closely were, the instructional

design project proposal, the front-end analysis plan, the front-end analysis report, the

goal analysis document, the subskills analysis and entry behaviors flowchart, the learner

and context analysis, the outline of instructional objectives, the learner assessment

document, the instructional strategies packet and the instructional materials for

learners document, the formative evaluation plan and the formative evaluation results.

Each part of the ADDIE process plays a critical role in the development of an

Instructional product, but in my opinion, the evaluative process may be the most critical

to the development of a meaningful product. The act of developing the instructional

material cannot be understated, and while it plays a key role in producing worthwhile

instructional design, it is only part of the whole design process. If a design product is

properly evaluated, then this too is critical to its successful development. In learning the

process instructional designers undertake in order to create successful projects, I have

gained an appreciation for the systems approach designing instruction. Prior to

embarking upon this project, I viewed instructional design as essentially linear in its

approach, but upon its conclusion, I have come to the realization that it is, in fact, quite

non-linear. The systems aspect of instructional design requires extensive revision of

each individual piece. As any segment of the process is impacted, so the entire product


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is impacted. Each step in the process needs to be revised to embrace any changes made

at every step, including the evaluative process.

This process has had a lasting impact on the implementation of all instruction that

takes place in my classroom. I tend to evaluate my instruction with a more systems

approach. I have also revived many lessons that I have used in the past and taken time to

do a summative evaluation on the content prior to putting them to rest for the year, and

have reaped the benefits the following year when that instructional unit has been pulled

out and brushed off with that evaluation in place.

Additional Artifacts which Support this Strand:

I am also including the evaluation of a web quest I developed for EdTech 502

entitledPropaganda Web Quest. The web quest was based on the model developed by

Dodge and March. The lessons are designed to meet instructional standards in Social

Studies, English, and Computers. Lessons are designed to tap into the higher cognitive

levels of Blooms Taxonomy. The evaluation portion of this web quest demonstrates the

final assessment which is available for students to refer to throughout the web quest.

I was able to use this web quest for instruction in a middle school English

classroom setting. It was a project that had a very high engagement rate, and the

number of students who completed the entire assignment was far higher than other,

similar, paper/book-based investigations I delivered while teaching that course.

1.2 Message Design

Message design involves planning for the manipulation of the physical form of the

message
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(Seels & Richey, 1994, p. 31).

I selected my Instructional Message Design project from EdTech 506 entitledStage

Directionsto demonstrate my attainment of this standard. I created this unit for

students in my theatre classes in order to teach them the basics of blocking on a stage.

One of the greatest challenges I faced when addressing my Theatre courses in the

EdTech program was finding ways to bring a broader understanding of the theatre to my

students using a digital approach. Stage directions seemed to be a logical place to start.

Students in my Theatre course are placed there because they are essentially kinesthetic

learners. As a result, integrating technology into this coursework was a challenge.

In the process of creating a unit of instruction on scene blocking, many steps were

taken before the final product was reached. Choices about course direction and graphic

design were made, feedback was solicited, and adjustments continuous. The concept

being addressed was Mental Models and Near Transfer

I chose to work further with stage directions when creating this graphic. Reducing

the cognitive load was the goal for this work. The mental model I was trying to work

with was the stage itself. Showing the stage and linking to the animations from the same

image I used in an earlier lesson allowed for lesson continuity as well as providing

students to opportunity to access a mental model that will help them not only to retain

the information from the previous page, but to the stage itself.

The elements I worked with for this project were line, both horizontal and vertical,

using the grid. I also used shape. I chose to crown the picture and placed some fullness

in the figure. Movement was used by employing the animations, as well as balance and

text, which help to guide the user to the proper points on the graphic.
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1.3 Instructional Strategies

Instructional strategies are specifications for selecting and sequencing events and

activities within a lesson, (Seels & Richey, 1994, p. 31).

The controlled, systematic delivery of the content I developed for my Theatre

Blocking Game,which I created in Ed Tech 506, exemplify the essential elements of this

strand. Students are prompted to execute a series of movements through an interactive

tutorial. As I have stated previously, bringing theatre to students through a digital

medium can be a challenge, but this particular project was an opportunity for me to

build a lesson, and an opportunity for practice, which regularly takes place in the

classroom.

Initially, students are guided through the process through a slide show which

outlines the rules for the interactive game. The activity allows students to make

blocking choices for some characters on a stage. If the blocking choice would work,

taking into account audience sightlines, the student receives a positive smiley. If the

blocking choice is incorrect, then the smiley does not look happy, and the student is

prompted to redo the choice for mastery.

This visual is meant as a self assessment of this unit prior to moving on to the

final project of staging a short piece with a partner. I created this visual in order to

provide an experiential opportunity for the users of this lesson. This graphic allows the

user to make good as well as bad choices for blocking a simple scene. It pertains to sight

lines. If the audience, as represented by the smiley faces, can see all the action, the

audience's response is positive. If they can't see all the action, then they get "grumpy".
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The user clicks through, making choices as to the route the actor should take from the

doors to the couch.

I made this graphic in two parts. The first is in the form of an animated slide show. I

tried to time it so that everything can be read in a timely fashion. This can be read aloud

by the instructor, or read silently by the students. I then created the interactive section,

which is linked from the animation. The goal of using primary colors in this graphic was

allow students to view this graphic from a distance, and to voice their choices to the

teacher, while the teacher selects their choices. I wanted to make the buttons clear, so

that routes to the different pages were easy to identify, and their purposes apparent.

1.4 Learner Characteristics

Learner characteristics are those facets of the learners experiential background that

impact the effectiveness of a learning process, (Seels & Richey, 1994, p. 32).

I conducted a Learner Analysis for myEdTech 503 Instructional Design Project

on Windows Movie Maker for the classroom. This was a guided investigation into the

population to whom the Movie Maker lessons would be delivered and included entry

behaviors/knowledge, prior knowledge, attitude, motivation, education, learning styles

and group characteristics. Each of these areas were divided the sub topics of

characteristics, implications and data sources. This was a comprehensive view of the

target audience and allowed me to maintain that focus as I was creating the project. My

target audience was middle school teachers. My instructional objective was to introduce

teachers at my school to Windows Movie Maker as a tool for classroom instruction.
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Movie Maker has been preinstalled on all computers in our district, and was simple to

place on the desktops of our computer lab.

According to the rationale on the IDP proposal, There are many uses for media

in the classroom. Supplementing instruction with media can streamline the

instructional process. Teachers regularly seek new approaches to content delivery. By

introducing them to the use of Movie Maker, which is a free and commonly installed

program in the Windows platform, teachers will gain the knowledge necessary to edit

pre-selected digital video clips in order to enhance their classroom instruction.

I used my brother, Joel Veatch, as my subject matter expert, as he has spent his

life as a professional video producer and creator. It was an opportunity to work with

him on a project for this program, and he proved to be an excellent resource.

I sent out a survey to my colleagues at Gaiser Middle School to get an idea of

what the interest in learning Movie Maker might be, and was interested to find that

there were many interested parties. My angle was to propose to them how they could

create a video to play for their students which include basic, beginning of the year rules

and classroom expectations. Teachers expressed an interest in getting professional

development in this area. Sadly, our professional development funds have been put on

hold, so the possibility of going on with this teacher in-service is currently on hold.

Standard 2: DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional

materials and experiences using print, audiovisual, computer-based, and integrated

technologies.


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2.1 Print Technologies

Print technologies are ways to produce or deliver materials, such as books and static

visual materials, primarily through mechanical or photographic printing processes

(Seels & Richey, 1994, p. 37).

Myonline course design project for EdTech 512gave me many opportunities to

include print technologies in my course design. The project was entitled Introduction to

Middle School Journalism. I took the opportunity to design an online course placed the

content that I had been delivering for the past several years in to one place. I used

Moodle to create this course. Included in each of the units were multiple documents for

download by students for submission for grading. This web-based instructional unit has

made it possible for me to allow students to work at their own pace in Journalism.

Being a middle school elective, students move in and out of that class throughout the

year due to mobility, intervention courses and AP course requirements. This results in a

history of having to reteach the basics of journalism to each new incoming student. The

WBI allowed me to have the opportunity to continue working with students on creating

a newspaper while keeping the new students engaged in learning simultaneously.

This project has turned into one of the most useful projects I had the pleasure to

create during my EdTech career. I have used this WBI every year in the classroom since

I developed it, and I have since passed it along to the new Journalism instructor. All the

curriculum is mapped out in a systematic approach to the learning goals and the print

technology allows the instructor to do regular formative assessments to ensure that

students are gaining an understanding of the material before moving on to the next unit.
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The end result of this project is to create a printed newspaper for publication, so this is

the use of print technology at its best.

Additional Artifacts which Support this Strand

I also used printed material in the development of my units onstage directions

for EdTech 506.Among the printed material I developed for this course were a series of

lesson plans to help guide the teacher.This artifact from lesson 1, demonstrates how

these plans are to be used in the classroom. This is a hands-on experience for the

students and the teacher, and does not allow the teacher to be standing near a desk and

referring to digital copies of the information while instructing, so it is imperative that

the teacher be able to move about the room with a hard copy of the lessons.

In addition to the lesson plans, there are also handouts that accompany the

lessons which serve the same purpose for the students. Students are to move about the

room, work in small groupings while referring to scripts, outlining blocking. These

artifacts are examples ofassessmentsfor blocking,open scenes (or scripts)for practice

and assessment, and blocking lessons to assist students in plotting their blocking for

theirfinal project.

2.2 Audiovisual Technologies

Audiovisual technologies are ways to produce or deliver materials by using mechanical

devices or electronic machines to present auditory and visual messages (Seels & Richey,

1994, p. 38). Audiovisual technologies are generally linear in nature, represent real and

abstract ideas, and allow for learner interactivity dependent on teacher application.
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I am quite proud of the artifacts that I produced for my Journalism course.

Among these artifacts is the Journalismformatting lesson I created in EdTech 521, for

students to begin the process of formatting their articles in preparation for uploading

into InDesign, the program used at our school for publishing our school newspaper.

This was the first time I created a voice over for a lesson, and, as with the material I

created for my Introduction to Journalism Moodle course in EdTech 512. I have used

this camtasia presentation every year since I created the lesson. It has allowed me to

deliver information to each and every incoming student in my class while being able to

continue the work of bringing the publication to completion without interruption. All of

the expectations are outlined in this presentation, and it is available for review by

students if they forget some of the main points presented in this presentation

throughout the year. It is the little things, the details that get lost in the process of

developing a publication for print in a middle school, and these details are contained in

this presentation so there can be no confusion.

I created this project by going creating a list of all of the formatting issues my

editors face when receiving an article from their journalism peers. I culled past articles

for examples and non examples, and created screen shots of each and loaded these into

Fireworks. Fireworks allowed me to manipulate the images, blur out names, and draw

arrows to highlight issues in each of the articles. I then created a powerpoint of the

images and recorded a voice over for narration.

The students are able to plug in their headsets and listen to the instruction while

viewing the slide show. At the conclusion, they are tested with aninteractive quizfor

mastery of the concepts delivered in this lesson.
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In EdTech 513, I created a slide show for my Online Multimedia course. This

lesson was created to help students to understand the essential principles in conducting

aneffective interview for the school newspaper. This is a middle school Journalism

lesson designed using multimedia and contiguity principles in order to teach students

how to conduct a formal interview for the school newspaper. Text is used sparingly, and

proximity of text to graphic support the speaker notes which accompany each slide.

The concepts being addressed were the application of the multimedia and

contiguity principles to instruction. According to Clark and Mayer, 2008, the

multimedia principle is based upon the fact that, "People learn more deeply from words

and graphics than from words alone." This lesson was a careful combination of this and

the contiguity principle, according to Clark and Mayer, used the proximity principle

between words and graphics demonstrating contiguity. "In multimedia presentations,

printed words should be placed near the correlating graphic(s) in order to create a

connection to the learner," (Clark and Mayer, 2008).

2.3 Computer-Based Technologies

Computer-based technologies are ways to produce or deliver materials using

microprocessor-based resources (Seels & Richey, 1994, p. 39).
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Edtech 513 was a revelation of for creative output for me. Multimedia instruction

was one of the key goals I wanted to explore upon entering the EdTech program at BSU.

It was here that I was able to explore several computer based instructional strategies

that I had not fully explored prior to taking this course. The first artifact that I present

in support of this strand was theDigital Storytelling Project. As a teacher, I spend many

hours working with students on becoming confident speakers. Students are regularly

required to tell improvised theme-based autobiographical stories to the class. This

project was an example of this.

I had recently come across a box of photographs from my childhood. Not only

did this project provide me with the opportunity to cull through many pictures from my

childhood, but forced me to scan a portion of them for use in this project. I uploaded

the pictures to Fireworks for editing and created a WMV of a story from my childhood.

The images are timed to my narrative for a comprehensive delivery of the computer-

based instructional model.


The other piece of computer-based technology instruction is a podcast I created for

EdTech 513 entitledTheatre for Educators. This particular podcast remains among

my proudest products of my entire BSU career. Podcasting has been a passion of mine

for many years, and I have been an avid consumer of this medium. Online Multimedia

Instruction gave me the opportunity to create a podcast from beginning to end, and

upload it to itunes. What happened during the creation of this podcast is somewhat of a

performance mystery. My goal was to use the fundamental elements of theatre and
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applying them to the teaching profession. This worked very well. I was able to

seamlessly incorporate my philosophy as an educator into a model of instruction, the

core of which I would like to spend more time investigating. Approaching teaching as

an actor would his or her part is often an overlooked view of the profession, and yet, it is

vital that we view ourselves as not only people who deliver instruction, and assist

students in gaining the instructional goals, but we are cheerleaders, performers,

responsible for making students think that they are important in not only our lives, but

integral to the success of the class as a whole.

I was inspired and excited about my final project for the podcasting portion of

this course, and was able to share it with many colleagues. It has been a seminal work

for me, and a guide for my goals as an educator.

2.4 Integrated Technologies

Integrated technologies are ways to produce and deliver materials which encompass

several forms of media under the control of a computer (Seels & Richey, 1994, p. 40).

For this AECT strand, I would like to present my Moodle hosted EdTech 512

Introduction to Middle School Journalism course. As I have mentioned before, this

course has become one of the most utilized online Journalism courses in our school.

For many years, teachers of this course have not had a complete curriculum to provide

to students. My objective for this course was to bring all the materials that I have used

to deliver instruction into one place. Students in this class work at varied ability levels

and tend to work more independently, due to the publications schedule. This online

course allows for this to occur. I have been able to leave this online course as a legacy to
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future teachers of our middle school Journalism course in order to provide them with a

comprehensive integrated WBI.

Learners have control of their learning through this web-based instructional

course. There are many opportunities for interactivity with the program through the use

of printed material. There are links to virtual tours, online instruction through youtube

and interactive lessons and quizzes. Students are led, through asynchronous learning

environments, how to use our districts host server files, how to create powerpoint

slides, how to utilize our InDesign program and how to prepare, brainstorm, interview

and write an article for publication.


The second artifact which I would like to present for this standard is myInstructional

Design course for EdTech 506. This course utilizes many forms of integrated technology

in order to achieve the learning goal of teaching students the essential elements of

staging and blocking for a beginning Theatre course. Included in the visual design

portion of this course are images which allow students to learn about different types of

stages. This allows students to view various configurations of performance venues while

learning the applicable vocabulary. I also created anadvanced organizerwhich provides

students with a visual to help them to understand what the learning goals are for this

course. Mystage directions advanced organizerhelps students to test themselves in

viewing the stage as a place where directions can be communicated in written form.

Using Fireworks and Dreamweaver, I was able to create this project as an interactive
http://edtech2.boisestate.edu/veatchs/506/506%20homepage.htmhttp://edtech2.boisestate.edu/veatchs/506/506%20homepage.htmhttp://edtech2.boisestate.edu/veatchs/506/506%20homepage.htmhttp://edtech2.boisestate.edu/veatchs/506/506%20homepage.htmhttp://edtech2.boisestate.edu/veatchs/506/which%20way%20gif.htmhttp://edtech2.boisestate.edu/veatchs/506/which%20way%20gif.htmhttp://edtech2.boisestate.edu/veatchs/506/which%20way%20gif.htmhttp://edtech2.boisestate.edu/veatchs/506/Attention.htmlhttp://edtech2.boisestate.edu/veatchs/506/Attention.htmlhttp://edtech2.boisestate.edu/veatchs/506/Attention.htmlhttp://edtech2.boisestate.edu/veatchs/506/Attention.htmlhttp://edtech2.boisestate.edu/veatchs/506/which%20way%20gif.htmhttp://edtech2.boisestate.edu/veatchs/506/506%20homepage.htmhttp://edtech2.boisestate.edu/veatchs/506/506%20homepage.htm


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web hosted unit complete with instructor lesson plans and printed materials for

students to use while completing the tasks.

Standard 3: UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and

resources for learning by applying principles and theories of media utilization, diffusion,

implementation, and policy-making.

3.1 Media Utilization

Media utilization is the systematic use of resources for learning (Seels & Richey, 1994,

p. 46).

TheInstructional Design Project powerpoint I created for EdTech 503is an

example of media utilization in a two-fold approach. First, the goal of this project was to

teach instructors how to use Windows Movie Maker as an instructional tool in the

classroom. The use of Movie Maker is an innovative yet rarely employed educational

tool. Many educators shy away from such forms of advanced technology, but with this

lesson plan, teachers can use and review the steps necessary to bring this application to

their instruction. I employed the ADDIE process in creating this lesson as a visual aid

in delivering this instruction.

The systematic process I used to bring this lesson to my colleagues provided them

with a clear model for practice and every day use. I have used this program as an

instructional aide to my peers, and have had the opportunity to use it for my students in

my Yearbook course. Students were required to create commercial advertisements for
http://edtech2.boisestate.edu/veatchs/503/idp%20lesson.ppthttp://edtech2.boisestate.edu/veatchs/503/idp%20lesson.ppthttp://edtech2.boisestate.edu/veatchs/503/idp%20lesson.ppthttp://edtech2.boisestate.edu/veatchs/503/idp%20lesson.ppt


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yearbook sales. They were able to use this lesson to help them to upload their videos to

Movie Maker in the classroom, which were edited in class and submitted to

administration for approval for school wide dissemination. The commercials were

played continuously on the school channel and assisted in yearbook sales for the spring

of 2011. The project was so successful; I plan to repeat this lesson each year to help with

yearbook sales.


In addition to the IDP powerpoint for EdTech 503, I created a final project which

demonstrates the fusion of all the elements delivered in the previous lesson. This

project is a Movie Maker video entitled The Most Talented Men. I created this video

by downloading creative commons video clips and music. It employs the use of many of

the tools presented in the lesson including editing, fade, synching sound to video and

transition. It was an opportunity for me to explore Movie Maker as a tool. Before I

undertook this project, I had no experience with Movie Maker. I undertook this project

as an opportunity to learn about a tool which I had much interest in, but had yet to have

explored.

3.2 Diffusion of Innovations

Diffusion of innovations is the process of communicating through planned strategies

for the purpose of gaining adoption (Seels & Richey, 1994, p. 46).
http://youtu.be/fGvPIOKwyMEhttp://youtu.be/fGvPIOKwyMEhttp://youtu.be/fGvPIOKwyMEhttp://youtu.be/fGvPIOKwyME


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As part of my first course at BSU, EdTech 501, I created a blog which was

designed to bring together my ideas about integrating technology into the classroom. As

a part of this course, I was required to write aletter to the school boardregarding the

use of technology in the classrooms of our district, and in particular Gaiser Middle

School. I addressed several issues facing our population, not the least of which was the

digital divide. Our population has a diverse range of students from many socio

economic backgrounds, and while we are requiring students to become more familiar

with technology in our classrooms, many have limited or no access to technology outside

of the school environment. There are many factors that have led to this situation

including school district mapping, which forces half of our population to be bussed long

distances to and from the school.

The state requirement that students have access to computer technology before

or after school for at least five hours per week is an issue when it comes to the

transportation situation our highest poverty population faces. Making the computers

available is not enough when students are required to board their busses immediately

after the bell rings, or arrive just minutes before the start of the school day. Many of

these students do not have any other forms of transportation, due to economic difficulty

and gas prices, so there needs to be an effort put into place which would bring

technology to them, perhaps in a more satellite based approach, with computers made

available to students regardless of their district location.

3.3 Implementation and Institutionalization
http://kafkahead.blogspot.com/2008/07/httpwwwk12wausschfacilitiespubdocshighp.htmlhttp://kafkahead.blogspot.com/2008/07/httpwwwk12wausschfacilitiespubdocshighp.htmlhttp://kafkahead.blogspot.com/2008/07/httpwwwk12wausschfacilitiespubdocshighp.htmlhttp://kafkahead.blogspot.com/2008/07/httpwwwk12wausschfacilitiespubdocshighp.html


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Implementation is using instructional materials or strategies in real (not simulated)

settings. Institutionalization is the continuing, routine use of the instructional

innovation in the structure and culture of an organization (Seels & Richey, 1994, p. 47).

The Technology Use PlanI created for myTuttytech Blog in EdTech 501was an

example of working toward a greater vision of technology use within the Vancouver

school district. The goal was to bring awareness to the viewer of the timeline we are

facing in our district and around the state for integrating technology into the classroom.

I have found that, while there is a mandate state wide, that technology be integrated into

all learning environments within the next year, there seems to be little movement in the

regular classroom in that direction.

Our district is spending money on bringing into the classroom, programs which

support reading, math and writing, but there needs to be dissemination of the urgency

with which each teacher must meet this goal. Imposing technology onto individual

teachers without providing them with the rationale or the tools to comply is a disruption

to teaching which is already being delivered effectively within the classroom.

There is a need to help teachers to pull more of their instruction together via the

web, rather than having a baby with the bathwater mentality. As I have experienced

through this EdTech program, much of my instruction has benefitted from bringing

material onto the web for use and adaptation to different curriculum with which I have

been entrusted. Heightening awareness among educators who do not have a broader

vision of the mandates that are moving their direction, might help to inspire them to

utilize technology on a more regular basis within their classrooms without having to

bring in entire programs designed to just meet the state mandates.
http://kafkahead.blogspot.com/2008/07/tuttytech-technology-use-plan.htmlhttp://kafkahead.blogspot.com/2008/07/tuttytech-technology-use-plan.htmlhttp://kafkahead.blogspot.com/http://kafkahead.blogspot.com/http://kafkahead.blogspot.com/http://kafkahead.blogspot.com/http://kafkahead.blogspot.com/2008/07/tuttytech-technology-use-plan.html


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I would like to present myIntroduction to Middle School Journalismas an

example of this strand of the AECT standards. This has been the most successful

contribution I have made to our middle school curriculum and is currently being utilized

by third party presenters to ensure successful delivery of this program. I am proud of

this product and pleased with the positive results it has delivered to both students and

instructors at our school.

3.4 Policies and Regulations

Policies and regulations are the rules and actions of society (or its surrogates) that

affect the diffusion and use of Instructional Technology (Seels & Richey, 1994, p. 47).

For my final course in the MET program at BSU, I took Blogging in the

Classroom, EdTech 597. In this course, I had to address multiple policies and

regulations in order to justify the use of a blog as a classroom tool. I investigated the

regulations which are restricting access to blogging and publications in order to draft a

blog proposalto the administration of our school.

There are many technology regulations in place in the Vancouver school district

which are meant to prevent misuse of technology by students. These regulations have

led to a filter which is often preventing access by students to learning tools which could

benefit learning. TheCARB blog proposaloutlines the regulations, and addresses the

ways in which the Community Arts Resource Blog could be not only an effective
http://edtechdev.mrooms2.net/course/view.php?id=91http://edtechdev.mrooms2.net/course/view.php?id=91http://edtechdev.mrooms2.net/course/view.php?id=91http://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://edtechdev.mrooms2.net/course/view.php?id=91


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instructional tool for my students, but a resource for families to access free and

inexpensive arts opportunities in our community.

Student privacy is an important factor when creating an online web resource.

The goal was to give students access to post on this blog. A teacher managed blog, with

pseudonyms created for each user, was designed to maintain student privacy while

allowing them the opportunity to participate in the blog. Parent signed photo release

permission slips would be required for any images uploaded to the blog that included

images of individual students. Access to the blog would be outside of the school day,

and students would be required to submit electronic copies of their posts to be uploaded

to the blog by the instructor outside of the work day.


EdTech 521 provided me with the opportunity to create a Camtasia power point

ofclass expectations for online communication. This was a guide for students in online

netiquette. This is an audio and visual narrative providing students with the outline for

standards when posting, responding and reviewing online content. Creating a

supportive climate for a virtual classroom is essential to the success of a group. One of

the keys to this is to have a common set of rules which we must all follow when

communicating and collaborating with each other.

Standard 4: MANAGEMENT
http://edtech2.boisestate.edu/veatchs/512/Class%20Expectations%20for%20Online%20Communication/index.htmhttp://edtech2.boisestate.edu/veatchs/512/Class%20Expectations%20for%20Online%20Communication/index.htmhttp://edtech2.boisestate.edu/veatchs/512/Class%20Expectations%20for%20Online%20Communication/index.htmhttp://edtech2.boisestate.edu/veatchs/512/Class%20Expectations%20for%20Online%20Communication/index.htm


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Candidates demonstrate knowledge, skills, and dispositions to plan, organize,

coordinate, and supervise instructional technology by applying principles of project,

resource, delivery system, and information management.

4.1 Project Management

Project management involves planning, monitoring, and controlling instructional

design and development projects (Seels & Richey, 1994, p. 50).

The analysis that went into the creation of my EdTech 512 Introduction to Online

Journalism represents this strand. There were multiple steps that went into creating my

web-based instructional proposal. I had the task of creating adesign documentthat

represented the steps for the planning, monitoring, and controlling instructional

design. The design document began with a problem analysis of the WBI. While

researching the state Journalism standards, I discovered a lack of an aligned curriculum

for middle school Journalism students.

The document then explores the target audience for curriculum delivery. My

curriculum is geared toward middle school, grades 7-8. The analysis revealed a 55%

poverty rate at Gaiser, where the course is currently being taught, with a 71% Caucasian

population. An evaluation of the course which explored the effectiveness, appeal and

efficiency of the goals, content, technology and message design of the program was

conducted and published in the document. Reviews of the timelines for

implementation, formative and summative evaluations were explored in this design

document as well.
http://edtech2.boisestate.edu/veatchs/512/Design%20Document.pdfhttp://edtech2.boisestate.edu/veatchs/512/Design%20Document.pdfhttp://edtech2.boisestate.edu/veatchs/512/Design%20Document.pdfhttp://edtech2.boisestate.edu/veatchs/512/Design%20Document.pdf


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I found this aspect of the development of my WBI to be very challenging.

Researching, assessing, and conducting a systematic analysis of this project was, at first,

a daunting task, but the end result of the WBI has proven to be by far my best work in

this program, and I lay much of its success not only at the feet of my instructor, but

because of the extensive analysis that went into the creation of this document.

4.2 Resource Management

Resource management involves planning, monitoring, and controlling resource

support systems and services (Seels & Richey, 1994, p. 51).

In Edtech 512, as I created my Introduction to Middle School Journalism WBI, I

created aformative and summative evaluationplan which explored the timeline for

implementation and review of the WBI. The goal for this document was to outline a

short and a long term vision for the implementation and evaluation of this program.

Since the creation of this WBI, the course has been field tested and assessment data has

been gathered for formative evaluation purposes. This data has been shared with

administration, and the program has continued. It is now being reviewed for a second

year, and reviewed throughout this year, with a summative evaluation to be delivered to

me by the current instructor for continued review.

The actual timeline for review has been moved up, as staffing issues at our school

demanded that the curriculum be delivered on to another instructor a year prior to the

plans timeline. This does not affect the quality of the review process,and will, in fact,

allow for an earlier and more realistic formative assessment this year, rather than next.
http://edtech2.boisestate.edu/veatchs/512/Formative%20and%20Summative%20Evaluation%20Plan.pdfhttp://edtech2.boisestate.edu/veatchs/512/Formative%20and%20Summative%20Evaluation%20Plan.pdfhttp://edtech2.boisestate.edu/veatchs/512/Formative%20and%20Summative%20Evaluation%20Plan.pdfhttp://edtech2.boisestate.edu/veatchs/512/Formative%20and%20Summative%20Evaluation%20Plan.pdf


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4.3 Delivery System Management

Delivery system management involves planning, monitoring and controlling the

method by which distribution of instructional materials is organized . . . [It is] a

combination of medium and method of usage that is employed to present instructional

information to a learner (Seels & Richey, 1994, p. 51).

In addition to the formative and summative evaluation plan presented above, I

would also like to present theLearning Task MapI created in EdTech 512. This graphic

is an organized look at the flow of each of the WBI goals for Introduction to Journalism.

It allows for the instructor to view the course as a whole, and gives him or her the

chance to review the process at each learning point, and move in an organized and

reflective, or systematic pace through the WBI. The current instructor has a copy of this

LTM and has forwarded it on to administration for his scope and sequence for the

course.

I created this LTM on Fireworks. IT was another opportunity to use this program

in consort with Dreamweaver. I have found, with each use of Fireworks, that the uses

for this program are giving me more fluency in publishing my work, and as a result,

becoming an even more constant and key component when creating graphics to be used

online.


TheWBI Strategy WorksheetI created in EdTech 512, also was an attempt to

plan, monitor and control the method by which distribution of instructional materials is

organized. This document had several parts, including orientation to learning,
http://edtech2.boisestate.edu/veatchs/512/learning%20map.jpghttp://edtech2.boisestate.edu/veatchs/512/learning%20map.jpghttp://edtech2.boisestate.edu/veatchs/512/learning%20map.jpghttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/503/WBI%20Strategy%20Worksheet.pdfhttp://edtech2.boisestate.edu/veatchs/512/learning%20map.jpg


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instruction on the content , measurement of learning and motivational strategies with

detailed instructional strategies for each unit of instruction presented. Within each of

these units, there were sub-domains including which forced an examination of the

objectives and analysis of the learning clusters from a different angle each time the WBI

was examined. For example, the orientation to learning analysis included an overview

of the instruction, objectives and desired performance outcomes, relevance, recall

activities and lesson openers and navigation. Each of the units was examined and

analyzed for effectiveness and delivery management in multiple ways.

In the same EdTech course, EdTech 512, I was able to explore this strand while

creating mymessage and visual design document for Introduction to Middle School

Journalism. In this document, the course is laid out by instructional content delivery

dates. Design elements such as text, graphical, media, balance and harmony were

explored through application ideas within the lessons.

4.4 Information Management

Information management involves planning, monitoring, and controlling the storage,

transfer, or processing of information in order to provide resources for learning (Seels

& Richey, 1994, p. 51). Information is available in many formats and candidates must be

able to access and utilize a variety of information sources for their professional benefit

and the benefit of their future learners.

In creating my Tuttytech Blog for EdTech 501, I was able to explore some of the

trends in online education through theNational Educational Technology Trends Study
http://edtech2.boisestate.edu/veatchs/512/Message%20and%20Visual%20Design%20for%20Introduction%20to%20Middle%20School%20Journalism.pdfhttp://edtech2.boisestate.edu/veatchs/512/Message%20and%20Visual%20Design%20for%20Introduction%20to%20Middle%20School%20Journalism.pdfhttp://edtech2.boisestate.edu/veatchs/512/Message%20and%20Visual%20Design%20for%20Introduction%20to%20Middle%20School%20Journalism.pdfhttp://edtech2.boisestate.edu/veatchs/512/Message%20and%20Visual%20Design%20for%20Introduction%20to%20Middle%20School%20Journalism.pdfhttp://www2.ed.gov/rschstat/eval/tech/netts/netts-vol1-exec-sum.htmlhttp://www2.ed.gov/rschstat/eval/tech/netts/netts-vol1-exec-sum.htmlhttp://www2.ed.gov/rschstat/eval/tech/netts/netts-vol1-exec-sum.htmlhttp://edtech2.boisestate.edu/veatchs/512/Message%20and%20Visual%20Design%20for%20Introduction%20to%20Middle%20School%20Journalism.pdfhttp://edtech2.boisestate.edu/veatchs/512/Message%20and%20Visual%20Design%20for%20Introduction%20to%20Middle%20School%20Journalism.pdf


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State Strategies Report, Us Department of Education, Vol. 1, 2005. In this report, I

explored some of the requirements that are being put into place for both student 8th

grade technology proficiency as well as proficiency standards for educators. I explained

some of the universal technology that has been put in place through the use of our

online data management system, Skyward, which allows access by students, educators

and parents to relevant student data such as grades, standardized test scores and

attendance. I included several relevant links includingLearning.com,Washington State

Tiers of 8th Grade Technology Literacy IndicatorsandTechnology Integration on the

OSPI website.


For EdTech 505, I created anInternet Websites Projectwherein I was able to locate and

review twelve websites for use by educators in meeting technology standards. The

document I created was intended as a resource for educators to locate evaluative

resources in beginning program evaluations. Evaluating learning programs is an

exhaustive and systematic process, and providing professionals with the resources

necessary to begin conducting a review is essential.

Standard 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of

instruction and learning by applying principles of problem analysis, criterion-referenced

measurement, formative and summative evaluation, and long-range planning.
http://www2.ed.gov/rschstat/eval/tech/netts/netts-vol1-exec-sum.htmlhttp://www2.ed.gov/rschstat/eval/tech/netts/netts-vol1-exec-sum.htmlhttp://www2.ed.gov/rschstat/eval/tech/netts/netts-vol1-exec-sum.htmlhttp://www.oregonlive.com/business/prnewswire.ssf?/cgi-bin/stories.pl?ACCT=oregonlive.story&STORY=/www/story/06-30-2008/0004840962&EDATE=Jun+30,+2008http://www.oregonlive.com/business/prnewswire.ssf?/cgi-bin/stories.pl?ACCT=oregonlive.story&STORY=/www/story/06-30-2008/0004840962&EDATE=Jun+30,+2008http://www.oregonlive.com/business/prnewswire.ssf?/cgi-bin/stories.pl?ACCT=oregonlive.story&STORY=/www/story/06-30-2008/0004840962&EDATE=Jun+30,+2008http://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.k12.wa.us/EdTech/TechIntTiers.aspxhttp://www.k12.wa.us/EdTech/TechIntTiers.aspxhttp://www.k12.wa.us/EdTech/TechIntTiers.aspxhttp://www.k12.wa.us/EdTech/TechIntTiers.aspxhttp://www.scribd.com/doc/66200985http://www.scribd.com/doc/66200985http://www.scribd.com/doc/66200985http://www.scribd.com/doc/66200985http://www.k12.wa.us/EdTech/TechIntTiers.aspxhttp://www.k12.wa.us/EdTech/TechIntTiers.aspxhttp://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.k12.wa.us/EdTech/TechLitTiers.aspxhttp://www.oregonlive.com/business/prnewswire.ssf?/cgi-bin/stories.pl?ACCT=oregonlive.story&STORY=/www/story/06-30-2008/0004840962&EDATE=Jun+30,+2008http://www2.ed.gov/rschstat/eval/tech/netts/netts-vol1-exec-sum.html


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5.1 Problem Analysis

Problem analysis involves determining the nature and parameters of the problem by

using information-gathering and decision-making strategies (Seels & Richey, 1994, p.

56).

In creating my design document for EdTech 512, I undertook aproblem analysis

for Introduction to Middle School Journalism. The essential problem that faces

teachers of middle school Journalism is that there are no state standards for middle

school in Journalism. This has resulted in a lack of aligned resources for middle school

educators faced with the problem of teaching this content. Standards for Washington

State are for grades 9 and 10.

The document was created to explain the situation facing these educators, and

then place the particular WBI in context, (ie: middle school students, Vancouver

schools). I also explored the audience to whom the WBI would be introduced by

researching the current student population, the course requirements and the standards

that students must have attained in order to participate in the course.


EdTech 505 required that I do a program analysis and create anExecutive

Summaryof that analysis. Theatre educators from the Vancouver School District

formed a district sponsored Professional Learning Community (PLC) in order to review

and make recommendations to the district regarding the Washington State Theatre
http://www.scribd.com/doc/66203150http://www.scribd.com/doc/66203150http://www.scribd.com/doc/66203150http://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66203150http://www.scribd.com/doc/66203150


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Learning Standards and the Classroom Based Performance assessment data from the

2008-2009 school year. The goals for this project were designed to provide educators

with district level curricular alignment in the Theatre Arts and to begin a process of

identifying Power Standards through which educators could assure that these essential

goals were being met within each of the classrooms during the academic year. After

viewing the data, the group drafted consensus recommendations regarding 2010

assessment tools.

This evaluation was conducted to monitor the progress of the formation of the

PLC and the effectiveness of the collaboration in meeting the goals set forth by the

district as stated above. The program was designed to assess the process of evaluating

the data given to the attendees and the conclusions the PLC drew as a result of these

findings.

The process of this evaluation occurred in three phases. The initial evaluation

took place during a break out session in September of 2009, prior to the beginning of

the school year. The attendees consisted of the newly defined Theatre PLC, which had

been previously known as the Theatre Cadre. During this session, members were asked

their opinions about the current draft of the Theatre Standards and their confidence in

being able to meet all the Essential Academic Learning Requirements (EALRs) outlined

in the document.

After the break out session in which teachers defined Power Standards for the

Theatre EALRs for Vancouver School District, a confidence assessment was made

regarding the document and its adaptability to the classroom through the

implementation of the Power Standards approach to curricular alignment.


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The final assessment was conducted in December of 2009, at a second Theatre

PLC meeting. The Power Standards for EALR 1 that had been defined at the September

meeting were compiled into a single document for review by the PLC team.

Each assessment established a consensus of dissatisfaction with the existing

Theatre Standards. The formation of the PLC team was initially met with skepticism

among the cadre members, but has, with district support, become an acceptable and

appreciated format for establishing curricular alignment. Ongoing district sponsored

PLC planning time has increased the satisfaction levels of its members since the original

meeting in September of 2009. While the lack of confidence in the state Theatre

Standards has remained consistent though the entire evaluation period, the Power

Standards approach has provided most of the educators with a satisfactory work

around to working with a flawed document.

5.2 Criterion-Referenced Measurement

Criterion-referenced measurement involves techniques for determining learner

mastery of pre-specified content (Seels & Richey, 1994, p. 56).

While I have multiple artifacts to demonstrate achievement of this standard, the

artifacts I would like to present for this portfolio are both from EdTech 506. The first

artifact is a project from my unit on Staging for the Theatre calledLights Up. This was

a project that I created in order to help students to test themselves in stage directions.

Using an image of a stage, I utilized the masking feature in Fireworks to reveal different

sections of the stage as the user manipulates a simulated dimmer switch on the bottom

of the page.
http://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.htmlhttp://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.htmlhttp://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.htmlhttp://edtech2.boisestate.edu/veatchs/506/Review%20Lighting/beginning/Start%20Page.html


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This was a complicated integration of fireworks applications into my lesson and

utilized many features which had been presented during the coursework. It allows for

students to explore and gain a better understanding of the correspondence between the

stage, the audience and the technical lighting aspects of theatrical work. Once the

students have mastered this content, they are ready to move on to create their final

blocking project for the unit.

I have successfully used this graphic several times in the classroom. This allows

me to bring more practical elements of theatre design into the classroom without having

the tools to demonstrate, such as a lighting board, lights, stage etc.


I also created a project entitledHow do I move around the stage?for EdTech

506. This was also designed to allow an interactive, criterion based exercise to assist

students in gaining an understanding of the corresponding written language of blocking

for the theatre. Students are to click on an abbreviated stage direction, designed for

script notation, and they view the corresponding graphic which executes the given

command.

I also created this as an animated project using Fireworks. The character was a

simple shape generated stick figure which moved from center stage to the area of the

stage indicated. When he arrives at his destination, he makes a little celebratory move.

Students in my Theatre classes have enjoyed this exercise, and it has given them a
http://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.htmlhttp://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.htmlhttp://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.htmlhttp://edtech2.boisestate.edu/veatchs/506/stage%20movements/stage%20directions.html


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simple, interactive game which has greatly assisted them in understanding the parts of

the stage.

5.3 Formative and Summative Evaluation

Formative evaluation involves gathering information on adequacy and using this

information as a basis for further development. Summative evaluation involves

gathering information on adequacy and using this information to make decisions about

utilization (Seels & Richey, 1994, p. 57).

The portion of the design document that I created for EdTech 512 that I would

like to present as an artifact for this strand is calledThe Evaluation of Introduction to

Middle School Journalism. This portion of the document is an assessment and a

timeline for assessment of the WBI. It delves into the evaluative criteria to be used, the

stakeholders and the essential questions that must be asked as the information

gathering process is taking place. This document also outlines the Methods and the

tools to be used during this process.

I have submitted this design document to our administration for approval, and it

is currently being evaluated by the subject matter experts and the primary stakeholders

named in the document.

http://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalismhttp://www.scribd.com/doc/66213303/The-Evaluation-of-Introduction-to-Middle-School-Journalism


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Again, I present myExecutive Summary for the Vancouver School Districts

Theatre Arts Professional Learning Communityas an artifact for the formative and

summative evaluation strand. In this document, the ongoing analysis, and the tools

used to gather them were presented along with the summative analysis of the Arts PLC.

This document was submitted to the district and the findings have assisted with the

ongoing PLC objectives for VSD.

5.4 Long-Range Planning

Long-range planning that focuses on the organization as a whole is strategic

planning....Long-range is usually defined as a future period of about three to five years

or longer. During strategic planning, managers are trying to decide in the present what

must be done to ensure organizational success in the future. (Certo et al., 1990, p. 168).

One of the artifacts that demonstrate some long range planning was myblog

proposalfor EdTech 597. This proposal was written to address a need for more access

to the arts in our community. I created this blog as an attempt to create a resource for

students and their families to access free and inexpensive arts activities in the

Vancouver area. The proposal outlines the timelines for implementation in the

classroom as well as the various uses to the arts educators in our school. It is a practical

look at the uses for the blog as a classroom tool and a community resource for the

future.

http://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://597blog.blogspot.com/2011/06/carb-proposal.htmlhttp://www.scribd.com/doc/66193495/Executive-Summaryhttp://www.scribd.com/doc/66193495/Executive-Summary


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TheTech Use PlanI developed for EdTech 501 outlined the long term

implementation plan for VSD to comply with the state mandated technology integration

timeline. I developed this slide show as a visual to be presented to staff in order to

understand the timelines that are required for this implementation and the technology

integration standards to which our district is being held.

I also created anEvaluation of Determining Instructional Purposes Proposalin

the course of creating my evaluation report for the VSD Theatre Arts Cadre. Although

this was a hypothetical proposal, it allowed me to visualize the process by which a

professional review process would be proposed, and the methods by which the

implementation of this assessment would be created. I was also required to a budget for

each of the members of the team, and a timeline for the information to be gathered and

the tools to be used in such a situation.

Write a brief conclusion. You might discuss some important things you have learned

that are reflected in the selected artifacts. You could even discuss plans for the future.

How has this made you a better teacher/trainer/educator?

REFERENCES

Include at least three or four references in APA format. Cite each reference in your paper

so that there is agreement between citations and references.rds
http://www.slideshare.net/kafkahead/technology-use-plan?src=embedhttp://www.slideshare.net/kafkahead/technology-use-plan?src=embedhttp://www.slideshare.net/kafkahead/technology-use-plan?src=embedhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.scribd.com/doc/66217268/DIP-Proposalhttp://www.slideshare.net/kafkahead/technology-use-plan?src=embed

rationale paper for aect standards

Documents