Upgrading My
Sandbox
Program at Boise State University
Portfolio Rationale Paper for the EDTECH
Esther Barney
Third Grade Teacher
Granite School District
Spring 2014
Introduction
I graduated from Brigham Young University in elementary
education. I had a very influential fourth grade teacher that inspired
me at a young age to join the education profession. I came to love
teaching more than I imagined I would when I selected the profession
as a fourth grader. My students were a bit of a handful at times, as any
class of children would be, but I love being able to see the "light bulb"
moment after a student struggles with a concept and finally makes the
connection. After teaching for two years, I transferred to a new school so
I would have the opportunity to become an eMINTS teacher. Through
this program I was able to have one computer for every two students in
my classroom. I took a number of courses to learn various strategies
about implementing technology into the core curriculum. I realized the
best job I could ever have would be a position where I could integrate
my two passions: teaching and technology.
The Masters program at Boise State University has helped me with
that ultimate goal in ways that I couldn’t have imagined when I
started it in 2012. The purpose of this paper is to provide an overview
of some of the artifacts I’ve been able to create in various courses. They
are organized based on the Association of Educational
Communications and Technology (AECT) standards and include a brief
explanation of what they are and how they align to the AECT
standards.
1.1 Instructional Systems Design
The instructional design process is like composing a piece of jazz
music. I love the end products with jazz music. However, I never
really considered the myriad of tasks and knowledge required to create
a truly beautiful and melodic jazz piece. Similarly, I have used and
loved many lessons that have been designed using the instructional
design process, but I never considered what really goes into the creation
of one of those lessons or units of study. In EDTECH 503, I was able to
experience firsthand the process of instructional design. Throughout
the process of creating my Branches of the Government project, I came to
realize just how important the various steps of instructional design are
in creating student-centered and standards based instruction. I learned
that while most instructional design models are represented with
highly linear graphics, the process is more cyclical, where “many times
the steps within a particular phase may occur concurrently” (Smith
and Ragan, 2005, p. 10). In fact, after implementing various aspects of
the unit in two separate classrooms, I discovered there were design flaws
that needed to be addressed. Applying the principles of good
instructional design will allow me to see situations with a new
perspective, much like a mirror helps enhance beauty. The reflection
is not a replacement for a person, but rather a way to enhance their
perspective. Instructional design simply offers a way for me to enhance
my expertise through correct utilization.
Another artifact that demonstrates mastery of this subdomain is
my Learning Theories Paper from EDTECH 504. In researching and
writing this paper, I learned that there is not a single epistemological
belief or learning theory that explains every situation and every
individual. The very nature of knowledge and learning is that it is a
complex, multifaceted thing that cannot be explained in just one way.
Therefore, having a firm grasp and understanding of a variety of
learning theories and instructional models is imperative to being a
successful educational technologist. As a result of these lessons, I feel
that my teaching will be impacted in the sense that I will be more
aware of the pedagogical approaches I use. I feel I am better prepared to
evaluate and analyze different strategies and instructional models in
terms of my own epistemological beliefs and the learning theories that
help define that belief.
1.2 Message Design
For students who struggle with reading, often times the message a
teacher is trying to share gets lost. In cases like this, a picture can
literally become worth a thousand words. In EDTECH 506, I was able
to learn various ways to alter the physical form of the messages I was
trying to share with my students. For example, with my Push and Pull
image I learned that sometimes less is more. Lohr (2008) explains how
using simple shapes, such as rectangles and circles can help focus
attention within a visual. By using simple rectangles with the
vocabulary words, I was able to create a simple image that my
coworkers agree draw attention to the words and clearly portray the
meaning of each term.
Another artifact that helped my understanding of message design
was my Newton’s Laws of Motion images. My First Law, Second Law,
and Third Law images were designed based on the ACE process—
analysis, creation, and evaluation. Lohr (2008) explains the ACE
process is a cyclical and overlapping process and how “analyzing,
creating, and evaluating tend to happen at the same time” (p.72).
When I began creating my instructional unit, I realized that the
concepts discussed in Newton’s Laws of Motion would be rather abstract
for third graders. As a result, I tried to create an image that would help
clarify those concepts for younger students. However, the design process
proved to be much more complex and overlapping than I originally
thought. I ended up having to analyze, adjust, and evaluate the images
several times before I felt they clearly communicated the meaning I
intended.
1.3 Instructional Strategies
In diverse classrooms, the challenge of ensuring all students have
those necessary critical thinking and 21st century skills is a daunting
task for any educator. With project-based learning, students become
more actively involved in their own learning. Land, Hannafin, &
Oliver (2012) explain, “given opportunities to make choices and
pursue individual interests, learners evolve greater responsibility for
their own learning” (p. 9).
One popular application of project-based learning is the
WebQuest. Zheng, Stucky, McAlack, Menchana, & Stoddart (2005)
explained, “The WebQuest is characterized by what Dodge (2001)
describes as deep learning that involves constructing new knowledge
through a critical thinking process” (p. 42). The Creating a Community
WebQuest I developed in EDTECH 502 focuses on four essential
questions that require students to analyze information at a deeper level.
In addition, the activities are organized in a sequential way, helping
to scaffold students towards the culminating project that helps them
synthesize the information they have learned.
Another example of a sequential lesson I created is the
Communities PBL Unit from EDTECH 542. This project focuses on
different aspects of communities than the WebQuest, but has some
similar characteristics in terms of student-centered learning
opportunities. I created several smaller assignments to help students
process information both individually and in small groups, all of
which helped create a sequential progression towards the final
summary assignment at the end of the project.
When I created these projects, I had changed grade levels, from
fifth grade down to third grade. Not only did the assignments help me
create authentic, scaffolded activities for my students, it helped me
synthesize some of the third grade level curriculum I was still
relatively unfamiliar with. In that sense, the artifacts became a
wonderful instructional strategy for me as well.
1.4 Learner Characteristics
Understanding the learners in a situation is an important skill
for educators to have. Smith and Ragan (2005) explain that there are
cognitive, physiological, affective, and social characteristics that
should be taken into account when designing instruction. One artifact I
used to help determine the aptitudes and prior knowledge of the
learners was the Needs Assessment I created as part of my EDTECH 503
Instructional Design unit. Through a short survey, I was able to
evaluate how confident students felt with certain technological tasks
that would be required at different points in the unit. I was also able
to determine if the students had any specific prior knowledge about the
unit topic. By conducting this assessment, I was able to determine what
aspects of the topic I should cover, as well as what technology skills I
would need to teach the students in order for them to be successful
within the lessons. I discovered that a needs assessment can be an
invaluable tool in narrowing down what students really need to learn.
With such limited time during a school year to cover so much
information, a needs assessment becomes invaluable in narrowing
down what students really need to learn, rather than spending time
covering topics or skills students are already proficient with.
The Relative Advantage Chart I created in EDTECH 541 also
supports this subdomain. Everett Rogers defines the relative advantage
as the benefits of adopting a new method or strategy over an old one
(Roblyer & Doering, 2013, p. 53). Understanding the characteristics of
the learners who will be affected by these decisions is imperative in
creating effective learning experiences for students. A relative advantage
chart is a tool to help organize the relevant information about learner
needs and the relative advantage various solutions will provide. By
creating this chart, I was able to determine specific needs my current
students have and locate some potential technology based solutions for
each of these needs. I’ve been able to use some of these solutions in my
classroom and have found the outcome to be just as I expected. Tools
like this will definitely come in handy when attempting to justify the
cost of a certain program or technology tool with the school technology
committee.
2.1 Print Technologies
Print technologies refer to printed items used in instruction, such
as job aids and handouts. As part of my Instructional Design project in
EDTECH 503, I created the Branches of the Government Organizer.
While technology can be invaluable in accessing information,
sometimes an old-fashioned graphic organizer is the best way to keep
track of the pertinent information, especially for students who are still
learning to sift through the vast knowledge base available at their
fingertips. The students I gave this handout to were able to use it
effectively to organize their information from their research and
transfer it to summary paragraphs that logically flowed from one point
to the next.
The Interview Tool I created in EDTECH 521 is another example
of print technologies. Getting to know your students and their families
is integral to a successful school year, whether you are teaching an
online course or a face-to-face class. The Interview Tool was created in
an effort to open communication between the teacher, the student, and
the parents or guardians of the students. While I did not have an
opportunity to use it with my students at the beginning of the year, I
did try it with my sister and her daughter. Despite the fact I’m related
to them, I learned some unique facts about them through the use of the
interview tool I wouldn’t have known otherwise.
2.2 Audiovisual Technologies
A big challenge for educators is motivating students to learn.
Keller (2008) explained that motivation to learn is promoted when a
student’s curiosity is piqued, the content to be learned is meaningful to
students, students believe they can succeed, students experience
satisfying outcomes, and students are self-regulated to stay on task.
Educators can pique attention by using mystery, unresolved problems,
interesting graphics or animations. Additionally, by utilizing
authentic learning experiences, students see relevance between
themselves and the content.
When we can help students become
confident in their ability to succeed academically, they are more
motivated to continue learning. Audiovisual technologies are one way
to increase motivation in classrooms. Throughout my courses in the
EDTECH program, I had numerous opportunities to create audiovisual
projects. For example, in EDTECH 521, I was able to create a
Multiplication Methods Video. It uses a combination of visual images
and recorded audio to demonstrate various ways to look at
multiplication.
In EDTECH 597, I created a cartoon, Gettysburg Address:
Addressed. As an elementary teacher, cartoons are a huge motivation
for students. Being able to create cartoons with content of my choice
turned out to be an invaluable opportunity. Not only did my students
love watching my creation, they were able to gain some insight into the
Gettysburg Address in a unique and engaging way.
2.3 Computer Based Technologies
Computer-based technologies are becoming more and more
pervasive in students’ lives. Marc Prensky (2005) described today’s
students as “digital natives,” because of their native fluency in all
forms of technology. Prensky’s argument is that as teachers in the 21st
century, we need to be able to “practice putting engagement before
content when teaching” (p.9) Computer based technologies are powerful
engagement and motivational tools for these digital natives.
In considering student engagement and motivation, I created a
series of Area Cartoons in EDTECH 597. In this case, I was the one
producing the materials to present information to students. I wanted to
focus on a math concept many of my students struggle with throughout
the year—calculating the area of a triangle. While they understand
the idea of multiplying the base times the height, they always forget to
divide by 2 (or multiply by ½). Generally I am a very “stick-figure”
oriented artist, so being able to use a computer to create these comics
was invaluable. I was able to focus more on what I wanted the comic to
portray and less on my inadequate artistic skills. I’ve been able to use
the comics with several groups of students, all of whom understood the
concept it was explaining and appreciated the different delivery
method of the content.
Another artifact that represents computer-based technologies is
the Virtual Field Trip I created in EDTECH 502. Using Dreamweaver, I
created several linked webpages that provided a virtual “tour guide”
for students to follow in collecting information about the American
Revolution. In turn, the students would be able to use computer
technologies to access the information and create their final essays. In
creating this artifact, I came across a lot of “dry” websites about the
American Revolution. Even I found myself feeling bored and lost trying
to sift through the information. As a teacher who subscribes to many
aspects of constructivism, I realized my project would need to be more
engaging if I expected students to take an active part in their learning.
As a result, I tried to make it more of a multimedia experience, with
videos, pictures, and several websites for students to choose from while
conducting their research.
2.4 Integrated Technologies
Part of integrated technologies is creating activities that combine
audio, video, and graphic elements. In EDTECH 501, I worked with
several students in my class to create a Digital Divide Project. This
artifact aligns with this standard because the completed project uses a
combination of audio and graphic elements to create a video
presentation. In addition, it required several programs to gain the
desired result. We utilized Google forms and Google docs to collaborate
and gather data for our final project. We also used Google presentations
to create more visually dynamic images to import into our VoiceThread
presentation. In working on this project, I discovered that sometimes one
particular program or technology tool have limitations that are best
addressed with a combination of technology tools. For example, in
VoiceThread, it is difficult to create any sort of dynamic images—such
as combining text right onto an image or putting more than one image
on the slide at a time. Using several programs and tools helped create
the final product we were looking for.
Integrated technologies also address levels of learner control and
levels of interactivity. In EDTECH 541 I created a Social Studies
Artifact Hunt that allows students to utilize mobile devices to learn
about primary sources and the indigenous cultures of America. The
activity presents various levels of learner control because students
would be able to move through the different artifacts at their own pace
and in whatever order they want. As an extension to the QR activity in
class, students can take mobile devices on a field trip and create their
own artifact hunt from items they see at a local museum. This provides
opportunity for increased interactivity as they use their devices to take
photographs of items at a museum, create their own QR codes, and put
together a printable worksheet for their own artifact hunt. Even
without the opportunity to visit a museum, students can locate images
of artifacts from museum websites, giving them an opportunity to use
web browsers on their devices as well.
3.1 Media Utilization
Media utilization refers to using media in a systematic way. Part
of using media systematically is being able to know when to not
include media. In EDTECH 501, I had the opportunity to create an
Evolution Glog. The Glogster website provides opportunities to integrate
audio, video, graphics, and text into one dynamic “poster.” With this
many capabilities, it can often be challenging to determine what is
important to include and what can be eliminated. By creating my own
Glog on the evolution of educational technology, I was able to practice
the important skill of sifting through a myriad of media in order to
choose the most educationally effective items.
Another key aspect of media utilization is being able to
determine what technologies are appropriate for a given learning
situation. In EDTECH 541, I created an Instructional Software
Presentation that allowed me to evaluate a number of available
software programs in terms of their educational use. By putting the
information I learned into a Prezi presentation, I will be able to easily
share it with the technology team at my school during decisions about
programs to implement.
3.2 Diffusion of Innovations
This subdomain has to do with communicating about different
innovations in an effort to gain adoption within a learning
community. One way to encourage adoption of a given innovation is by
informing colleagues or stakeholders about the value of a given
innovation. My Technology Integration Vision Statement from EDTECH
541 is a good example of using research to support adoption of a given
innovation.
Another aspect of this subdomain is identifying strategies for
learning communities to adopt. While social networking isn’t
necessarily a new technology, there are many people who still hesitate
to use things like Twitter and Facebook in educational settings. In my
particular school district, these programs are actually blocked across
the district network. Helping administrators become aware of the
benefits of an innovative social networking tool can go a long ways in
moving towards adoption in schools. My Social Networking Project from
EDTECH 541 is an example of how social media can safely be used in
a classroom setting. I created a curriculum-based activity that uses
Twitter to connect students with people in various government positions
in an effort to create interest in using social media in classrooms.
3.3 Implementation and Institutionalization
One of the biggest things from this program that impacted my
teaching was the study of the various theories involved in educational
technology. In EDTECH 504, I had the opportunity to look at
constructivism in extreme detail, as shown in my Educational
Application of Constructivism paper. This paper required me to
research the theory and really consider the way I apply the
constructivist theories and principles in my own teaching. Through my
in-depth study of constructivism, I feel I am better prepared to help
foster a socially interactive learning environment with my third grade
students. I was surprised to realize that I do in fact integrate
technology differently with younger students. However, in my research
and study for this paper, I realized that the children may be younger,
but they can create and gain knowledge using the same pedagogical
methods as older students. The ideas and insights I gained from
writing this paper will be invaluable in ensuring I am providing
relevant and authentic experiences for my students in theoretically
sound ways.
Another example of this subdomain is my Scootpad in the
Classroom evaluation from EDTECH 505. The evaluation itself was
conducted with my third grade students and their performance on
various assessments during the 2013-2014 school year. I made
adjustments on the implementation of the app in my classroom due to
the evaluation results. In addition, I’ve been discussing the evaluation
with my administrator who is looking to utilize the mobile devices at
our school in ways that support and encourage student learning.
3.4 Policies and Regulations
With the constant advancement of technology and as access to
information becomes easier, it is important to implement specific
policies and regulations in classrooms in regards to technology and
information use. The Copyright Scavenger Hunt I created in EDTECH
502 is a wonderful way for students to learn about important legal
issues that can often be overlooked in classrooms. With younger students,
it can be a difficult topic to cover, so I used sites and references that are
more kid friendly.
Another issue that needs to be addressed with student using
technology is Internet use. In a post about Internet Safety from EDTECH
541, I created an acronym to help students remember some important
guidelines to follow while online. In addition, my Netiquette Page from
EDTECH 502 discusses some proper behavior students should keep in
mind while interacting with others online.
4.1 Project Management
In order to be an effective project manager, you have to be able to
plan, monitor, and budget various projects. My Evaluation Proposal
from EDTECH 505 supports this subdomain because prior to having
projects to manage, you have to be able to create proposals showing you
know how to manage the overall project. In response for proposal I had
to create a task schedule, a budget, and questions that would
adequately answer whether or not continuing the program would be
feasible and cost effective, all skills that are necessary for good project
managers.
Another example that supports this subdomain is the Teaching
and Learning Guide from my Creating and Community Project created
in EDTECH 542. In order to create the overall project, I had to be
familiar with the state and district curricular requirements in social
studies and language arts. In addition, I had to develop a clear plan of
how the various aspects of the project would come together to address
each of the driving questions developed based on the core standards.
4.2 Resource Management
Resource management deals with budget, personnel, supplies, and
resources. My School Technology Evaluation from EDTECH 501 deals
with all these aspects of technology integration at my school. As part of
the evaluation, I had to look at the technology integration from an
administrative, curricular, connectivity, and innovative standpoint.
Understanding what resources are available at a given location and the
extent resources are being utilized is an important aspect of resource
management.
4.3 Delivery System Management
An example of the distribution of instructional materials is my
Multiply and Conquer lesson from EDTECH 521. The site includes
several different methods for presenting information to students, from
written text to video presentations. In addition, I included an add-on
that will read text to students to ensure all students can access the
information written on the page. In addition, the Weebly site provided
an easy to access and easy to use platform for younger students to locate
all the information and materials necessary to complete the lesson.
I had never thought about combining synchronous and
asynchronous projects together on one lesson site, but this project was a
great way for me to experiment with the two different approaches to
lessons. Assignment one provides opportunity for students to work at
their own pace, but assignment two has students working together to
reinforce the main idea of multiplication.
4.4 Information Management
Part of being an educator is being a student. Being able to access
and utilize information for our personal professional development is
an important aspect of being an effective educator. One example of
collecting and organizing professional resources is my Annotated
Bibliography from EDTECH 504. This assignment required me to read
and summarize several peer-reviewed articles on a given topic. Being
able to use Google Scholar and several other online educational
journal sites will help me stay up to date on educational theories and
innovations.
Information management also has to do with being able to plan
and control the storage and transfer of information for our students.
One of the challenges of having elementary age students access and
locate information are district policies that prohibit students from
accessing sites such as Google and YouTube. As a result, I am usually
required to locate information and figure out how to provide access to
that information in a safe, district approved format for my students. In
EDTECH 541, I created a Video Library for my students to access
during a lesson on folktales. By having them embedded in a separate
website they are allowed to access, they will be able to access the video
examples I want them to without having to find the videos themselves
on YouTube.
5.1 Problem Analysis
Problem analysis has to do with collecting, analyzing, and
interpreting data in order to improve instruction. In EDTECH 503, I
had the opportunity to practice each of these skills as part of a Case
Analysis. I was given the opportunity to look at a hypothetical request
to an instructional consultant on a program at an elementary school.
While I did not do any of the data collection myself, I was able to look
at and analyze the process the instructional consultant took in
addressing the teacher’s concerns.
Another example of problem analysis is my Force and Motion
unit from EDTECH 506. This project required me to determine an
instructional need and analyze the best way to present the required
information based on principles and theories of visual literacy. The
design choices I made for my images were based on the “It Depends”
rule described by Lohr (2008). She explained, “What should you do? It
depends . . . on the learner, the content, the task, the environment,
other elements in the visual, and your level of skill. Design decisions
do not take a cookbook approach. That is why design is considered an
art and a science. (p. 226).” Visual design is more than simply creating
instructional images, it is being able to analyze a problem and
determine the best approach to solve the problem based on the
available information in a given situation.
5.2 Criterion-Referenced Measurement
Smith and Ragan (2005) define criterion-referenced assessment
instruments as “instruments designed to assess competence or identify
gaps in learning” (p. 105). Examples of this type of instrument would
be my Branches of the Government Project Rubrics from EDTECH 503
and my Language Arts Lesson Rubric created in EDTECH 541. In each
case, the rubrics set very clear expectations about what students need to
do in order to show competence at a desired level of mastery.
5.3 Formative and Summative Evaluation
Formative evaluations use information to determine if
adjustments need to be made in a program or in instruction while the
program or instruction are in use. An example of a formative
evaluation is my School Technology Evaluation from EDTECH 501.
The opportunity to perform this particular formative assessment was
very beneficial in determining appropriate ways to increase the
effectiveness of our school technology plan. I am hoping that in the
future, I will have the opportunity to increase the support and training
at my school. I firmly believe that is one of the areas we are lacking
the most, and one of the areas where a little effort could make a big
difference.
Summative evaluations generally occur at the end of instruction
or a project and help determine if the program or instructional
materials were effective. My Scootpad in the Classroom evaluation from
EDTECH 505 is an example of summative evaluation because rather
than collecting data to make adjustments while the program was being
implemented, the information and conclusions I came to will be used
to alter implementation of the program with future classes.
5.4 Long-Range Planning
Long-range planning should be strategic and focus on a time
period of several years. Throughout the EDTECH program, I had many
opportunities to hone my skills as a strategic planner. For example, my
Technology Use Planning Overview from EDTECH 501 allowed me to
look at and define the concept of long-range planning in a way that
would be easily implemented at my school. I used one of the articles I
read to create a graphic that would be beneficial in explaining the
concept and the approach I would like to take in implementing some
changes in our school technology plan to administrators. In addition, it
allowed me to develop some insights and ideas on technology use in
schools that are based on research, which will help in pitching ideas
to administrators and district personnel in the future. Having a clear
purpose and a specific strategy in outlining a school technology plan to
administrators will be invaluable in gaining support for various
initiatives and ideas.
In addition, gaining support from various stakeholders will be
easier if initiatives and approaches are based on sound learning
theories. My opinions and viewpoints about technology education were
changed and refined as a result of my Educational Application of
Constructivism paper from EDTECH 504. This will definitely impact
my teaching in the long term as I try to implement more of the
constructivist approaches to technology integration in my classroom
and my school as a whole.
Conclusion
The EDTECH program at Boise State has been an incredibly
rewarding experience. I have been able to create artifacts that strongly
support the AECT standards and develop skills that will help me
continue to improve my own teaching practice for the remainder of my
career.
References
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Lohr, Linda, L. (2008). Creating graphics for learning and
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Saddle River, NJ: Pearson.
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational
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