Amy Robertson

March 2020
EDTECH 592: Portfolio

RATIONALE PAPER

STANDARD 1 - CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical
and practical applications of educational technologies and processes.

1.1 Creating: Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches.

Creating instructional materials was an essential part of most of my EdTech courses and
learning how to use these materials in a learning environment with a variety of approaches using
technology was a goal I set for myself as I worked through each course. Two artifacts that
demonstrate my competency in these areas are my Content Area Learning Activities from
EdTech 541. The Cuneiform Tablets and Ancient Economies lesson integrates ceramics methods
and materials with social studies concepts using primary sources. The lesson guides students
through learning about how the people of ancient Mesopotamia used clay tablets to communicate
and build economies. I designed the lesson to involve exploration of the history of
Mesopotamian geography, culture and arts, language and traditions, and trade and commerce
with technology. It includes a clay activity to provide context for communicating with clay in a
modern way, and it includes a Google Earth Tour to assist students with locating origins of
cuneiform tablets and locating collections in museums for study. This lesson is a Project Based
Lesson (PBL) that is standards based and has clear objectives that involve group collaboration,
research, technology sources, and a hands-on clay activity. The lesson provides structure for
learning using videos, images, digital resources, and sustained inquiry. The lesson demonstrates
that I can create instructional materials for a learning environment that uses a variety of
approaches with technology and student collaboration.
I am particularly proud of my Survival Stories and Creative Expression lesson that
integrates language arts reading and writing concepts to comprehend a text, craft a story, and use
e-book making and ceramics methods to express ideas and visuals relating to a written story. The
lesson guides students through reading a story of true survival, interviewing a person with a

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survival story, writing and illustrating a story based on a person's survival story, expressing an
idea or visual from their story in clay, writing an artist statement to connect the art and writing,
then collaborating to compile all these elements of the lesson into an e-book. This lesson
demonstrates my competency for connecting students with real-world events using technology as
a tool for research and collaboration.

1.2 Using: Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy.

Selecting and using technology resources and processes to support student learning and
enhance my pedagogy can be found in two videos I created for EdTech 533. I teach video
production courses to high school and middle school students and having well done examples of
a variety of video projects to use as examples helps me support all my learners with media skills.
The Digital Story Telling video I created was about our family dog and it relates directly to a
personal film student project. Students must create an independent film that tells a story using
images, film, music, sound effects, and editing. Having exemplary works to show my students
provides them with proof that I am a knowledgeable instructor and having the EdTech 533
course provided the instruction I needed to enhance my video skills and gain valuable feedback
from others that helped me to learn new editing skills that I can transfer to my learners in
addition to curating a YouTube channel for educational purposes.
The Mini Documentary video I created was an art history video about Ancient Greek
Pottery and how artists connect work to the past. The video requirements for this project helped
me learn how to better use technology to capture sources for my videos in an efficient manner,
which I have successfully incorporated into my instruction. The process of creating a 12-minute
mini-documentary demonstrates my ability to use video resources to support my student learning
and furthermore I can support teachers who need these skills for their learners. After completing
EdTech 533 and creating a YouTube channel, I have created another channel dedicated for my
school art and CTE program and another channel for my MET portfolio and future
design/instructional design endeavors. I am excited at the possibility of supporting teachers in the
future who are interested in incorporating more video creation in their lessons and projects.

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1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.

Assessing and evaluating effective and appropriate technologies and instructional

materials in a learning environment involves research and practical content knowledge. In
EdTech 541, creating a Relative Advantage Chart for ceramics instruction raised my awareness
of technology integrations that can support learners. This chart demonstrates how I can assess
and evaluate appropriate technology tools for a variety of instructional purposes within my
ceramics learning environment. My chart shows the advantages of using technology tools, how
these tools relate to standards used to assess students and describes expected outcomes from the
use of technology tools. This chart is useful to visualize how technology can be used to support
all learners and enhance student collaboration in a project-based learning (PBL) environment.
The chart is set up with an artistic problem, or “need to know” that I use in my PBL courses to
guide student learning and each “need to know” is matched to one of the eleven National Core
Art Standards. The chart provides traditional methods for addressing the “need to knows” and
then provides technology tools that provide additional opportunities and advantages for learning.
In my PBL classrooms, technology tools are an advantage to the learners as they work in groups
and are involved in communities of practice that foster collaboration. When I first considered
how I can use technology to truly support learners, I recall a question written by author
Christopher Hoadley in a text by Jonassen and Land that asked, “Recognizing that one can
neither force a community nor a set of practices, what are some techniques in which technology
is used to foster a learning-oriented community of practice?” (Jonassen and Land, 2012). He
described four techniques for using technology to support a community that I use in planning my
instruction. These are linking people together with like purposes, provide common space for
shared resources, provide tools to communicate ideas, and creating a community that is aware of
the context of shared information (Jonassen and Land, 2012). These methods guide my research
and use of technology in a collaborative setting and help me support my learners while
enhancing collaborative practices in my learning communities as Hoadley described.
In EdTech 533, I created a video entitled The Pros and Cons of YouTube in Education in
which I assess and evaluate my experiences with YouTube in my classrooms and I discuss
appropriate usage of the video platform as well as the challenges I have found and foresee.
Creating this artifact helped me capture my assessments in a digital video format so my ideas are

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both visual and audible to the viewer. This artifact also demonstrates my ability to deliver
assessment and evaluation consultation through media to an audience via digital video platforms
in a personable and professional manner. Utilizing an online video platform for this standard
also shows I can effectively integrate appropriate technology into my learning which directly
relates to my ability to use this type of technology tool in my instruction to support learners.

1.4 Managing: Candidates demonstrate the ability to effectively manage people, processes,
physical infrastructures, and financial resources to achieve predetermined goals.

When I reviewed this standard, the one project that stands out as an example of managing
people, processes, and resources in relation to content knowledge is my EdTech 505 Final
Evaluation Report. For this project, I evaluated my school’s internship program for the first 9
weeks of the school year. I evaluated the quality of assessments, the program goals, and
technology tools used in teaching and learning. The report revealed areas of improvement for the
program and made recommendations that could be implemented to support the staff and students.
This artifact demonstrates my understanding of managing others and processes in a learning
environment in relation to achieving goals. The program goals involved numerous collaboration
sessions and interviews with staff and the entire data collection process took many revisions and
collaborations with the program staff prior to the data collection surveys being distributed. After
distribution, managing to motivate staff to complete the surveys was difficult so the process had
to be managed and reminders and incentives had to be implemented to collect data. The
evaluation itself had to take into consideration many aspects of the physical structure of our
school setting and scheduling. There were considerations about resources and technology
funding that were brought up in the collaborations when considering the goals stated in the
report. My report did not dive into the financial implications of the recommendations but
recommends included implementation of technology solutions and staffing solutions that had to
be carefully stated in my report in an unbiased manner so not to interfere with what the collected
and analyzed date uncovered. My learning was enhanced by the involvement of colleagues
throughout this project and my competency with managing people and entities other than
learners has strengthened because of the work I put into my Final Evaluation Report.

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1.5 Creating: Candidates apply content pedagogy to create appropriate applications of processes
and technologies to improve learning and performance outcomes.

Creating with ethical consideration in mind is one of the aspects of creating content and
learning environments that I feel many instructors have not mastered. EdTech 101 was
particularly useful for providing an overview of many ethical elements of technology in
education. Creating the Professional Ethics Scenario and Analysis report brought my attention to
common issues in classrooms that teachers and administrators deal with regularly. The research
involved in the project was not only interesting but directly related to my position in an
underfunded technology CTE program. My report demonstrates that I can use research and ethics
scenarios to create a response to a situation and analyze the situation based on research and
specific learning environment situations. In this case, the situation involved students being asked
to provide their own equipment for a class project as well as a school being responsible for fixing
broken classroom basics like chairs. It shows I can create a professionally designed report that
reads well and can be taken seriously. Furthermore, it demonstrates my ability to create an
aesthetically appealing and purposeful report with links to research and recommendations in the
analysis. Furthermore, it is concise and reads like a magazine article, which shows that I can use
technology to create a research product that could be used to convince stakeholders to improve
learning environments and enhance learner performance outcomes.
Another artifact that demonstrates my competency in applying content pedagogy to
create appropriate applications of processes and technologies to improve learning and
performance outcomes is my Adaptive/Assistive Technology webpage from EdTech 541. The
purpose of the page is to provide technology-enhanced strategies and resources that will assist
students with special needs in middle and high school ceramics courses. It contains two specific
technology-enhanced strategies for each of these five special needs: cognitive difficulties,
physical difficulties, sensory difficulties, at-risk students, and gifted and talented/advanced
learners. There is a description of each strategy that includes links to the technology and an
explanation of how the technology-enhanced strategy will increase student success with topics
covered in ceramics courses. This page also demonstrates my interest in improving learning and
student performance for all learners by showing existing technology that can be utilized in
instruction and learning.

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

2.1 Creating: Candidates apply content pedagogy to create appropriate applications of processes
and technologies to improve learning and performance outcomes.

I create new content for my classes on my own and EdTech 541 helped me to create
powerful lessons that I use in my classroom. When I create content, the styles and methods I use
to apply processes and technologies to my course content is always focused in improving
learning and helping students perform well and with confidence. The EdTech 541 course
included an Internet Enriched Lesson that I am very fond of. This was actually a series of
lessons that incorporated virtual museum visits and a learning activity to my favorite online
activity, British Museum of the World. Another activity is wabi-sabi, which I have used every
semester in my ceramic and art and design courses. This artifact demonstrate that I can consider
content pedagogy when I create lessons and content with technology in my learning
environments. These activities can be done collaboratively or individually, and the purpose is to
support all learners in improving skills and knowledge for ceramics and art history
understanding.
A second artifact that demonstrates my competency in this standard is a Tech Trends
Lesson Plan from EdTech 501. This lesson integrates wheel throwing in a ceramics course with
appropriate technologies. Because I had considered creating an online ceramics course, I
focused many of my projects in my MET program on ceramics. At times this was complicated,
but it really supported my learning to create lessons with tech tools for use in a traditionally
hands-on low-tech content area. I discovered so many possibilities for technology in a ceramics
course that I had never imagined would work. Because of this lesson, I started having my high
school students take photos of their work and add them to websites they create. This allows
them to show their work to others and adds a technology element to the clay course.

2.2 Using: Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy.

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 EdTech 502 provided the perfect opportunity to create and code my own websites for
learning. The Virtual Field Trip I created takes students through pottery from various time
periods. Each webpage has links and information, driving questions for learner investigation,
and a set of questions that learners work through as they research the provided links and go on a
virtual tour of pottery through the ages. Each webpage contains a tour map made in Google
Maps that is zoomable with images of pottery. The webpages within the virtual tour were created
in Dreamweaver and involved coding and designing with HTML and CSS. This artifact
demonstrates my understanding of coding for websites and HTML and CSS and shows my
ability to use appropriate technologies and processes in virtual educational settings. This artifact
also shows that I can create and use technology products to enhance the learning environment by
providing in-depth content and visuals to learners.
Another artifact that fits this standard is my m-Learning Activity from the same course.
This artifact shows my understanding of creating and using a mobile learning activity that
learners could use on their phones or other mobile devices. I created learning activities that guide
students as they physically walk through exhibits in the Seattle Art Museum. The webpage has
inquiry and research that students can read and respond to as they tour the museum. I created this
activity as a PBL project. I incorporated a driving question for each group activity: “What is the
value of engaging in the process of art criticism?” I designed this webpage to be a technology
tool for viewing, researching, and analyzing museum artwork collaboratively. During and after
the physical visit to the museum, learners can share their evidence of learning in a webpage/blog.
This aspect of the artifact shows that I am considering how the activity is used for learning and I
am focusing on using appropriate mobile technology and appropriate content for my learners.

2.3 Assessing/Evaluating: Candidates demonstrate an inquiry process that assesses the

adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes grounded in reflective practice.

EdTech 541 required a Course Blog, which became a great place to express my learning
about the projects in the course and to write about my research and inquiry along the path to
completing each project. This artifact demonstrates my ability to assess my learning to reflect on
the take-aways from each course module. I reflected on my findings and use of educational
technology tools and processes in each blog posting. The reflection in this blog also includes

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graphic design elements and visuals based on multimedia principles I learned in EdTech 513. I
discovered that a blog format was a reflective way to wrap up each module and gather my
impressions of my learning and growth. The artifact shows that I can evaluate not just my
learning and instruction, but I can analyze and synthesize educational technology topics and
reflect the benefits and drawbacks to technology integration in learning environments. A big
take-aways from this experience were learning how to set up a blog, gaining an appreciation for
the time and energy it takes to maintain a blog, and comprehending how blogging can enhance
learning and meaning in learning environments.

2.4 Managing: Candidates manage appropriate technological processes and resources to provide
supportive learning communities, create flexible and diverse learning environments, and develop
and demonstrate appropriate content pedagogy.

Managing appropriate technology is a delicate matter in a learning environment and

locating the appropriate resources and technology tools to support learners while providing a
variety of tools to meet student needs can feel overwhelming. For this reason, I my EdTech
533 Media Literacy Lesson is an excellent choice to demonstrate my understanding of managing
technology and learning. This project involved researching how media can be used in a learning
environment to teach media literacy. This artifact is a Google Form survey/quiz that includes
embedded videos that learners watch and then answer questions about. It contains 5 videos and
can be done in groups or individually. This artifact demonstrates how I can use technology tools
and processes to manage resources for specific learning activities. The Google Form contains a
variety of diverse videos and is appropriate for grade levels 11 and 12. When I was creating this
artifact, I was particularly struck by the first video that discusses the news media in general and
depicts animated figures representing the media’s five aspects. It has strange music and quite an
ominous mood, which shows my ability to use and manage resources for a purpose in a learning
environment. The animations catch a learner’s attention and draw a connection to the video
narration explanation. The flexibility of having students work through the Google Forms shows
my ability to embrace student motivations and diverse learning environments, while making
attempts to meet the needs of all learners.
My second example is a Remix Video I created for EdTech 533. It demonstrates how to
create mood in films and was created with creative commons music and films. It shows a variety

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of moods shown through moving images with narration explaining how music enhances film and
how light and speed of moving images impacts mood. My remix video also includes a basic
overview of filming angles and how the filming angle can influence how the audience feels when
watching a scene. This artifact shows that I can manage appropriate technologies to create and
use appropriate instructional materials to support my learners with examples and concepts they
could use to enhance their learning and projects.

2.5 Ethics: Candidates design and select media, technology, and processes that emphasize the
diversity of our society as a multicultural community.

Using media, technology, and processes that emphasize the diversity of our society as a
multicultural community can be seen in my Social Networking and Community Building lesson I
created for EdTech 541. This lesson has three activities for learners that involve collaborating
using technology tools and media. These activities also provide a variety of opportunities for
learners to share ideas and converse about projects using technology tools. The technology
applications include Microsoft Teams for online critiques and video chat, a Padlet critique
activity, and a Skype in the classroom activity for a virtual live online chat with a global Skype
in the classroom community member or organization. These activities demonstrate my ability to
design and select instructional content and activities that allow for diverse learners to access and
use resources in a learning environment that includes a multicultural community. Options
provided for multicultural learning opportunities in Skype in the classroom are abundant and
instructors can request skype sessions with cultural organizations outside of the online platform
to enhance their learners access to global diversity. This artifact also demonstrates that I can
select appropriate technologies for my learners to emphasize diversity in society and bring global
ideas to a learning environment.
Another example of my work that adds depth to my understanding of diversity, equity,
and learners of various backgrounds is my Adaptive/Assistive Technology webpage. This page
contains two specific technology-enhanced strategies for each of these five special needs:
cognitive difficulties, physical difficulties, sensory difficulties, at-risk students, and gifted and
talented/advances learners. There is a description of each strategy that includes links to
technology tools and an explanation of how the technology-enhanced strategy will increase
student success with topics covered in ceramics courses. Constructing quality resources for

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specifically ceramics was a challenge. Due to the nature of clay construction being mostly hand-
building, some of the strategies on this page are designed for supporting the student through
collaboration in a ceramics course and/or supporting a student during stages of clay making that
are decorative, planning, or critique based (planning, glazing, digital apps that visualize clay
building, etc.). This page shows that I can provide supports for learners of all needs in a face-to-
face course, online, or hybrid learning environment.

STANDARD 3 - LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.

3.1 Creating: Candidates create instructional design products based on learning principles and
research-based best practices.

I have many artifacts that demonstrate my ability to create instructional design products
based on learning principles and research-based best practices. One project I created early in my
program was a Worked Example I created for EdTech 513. I filmed a video for my ceramics
courses to demonstrate preparing to throw on the wheel. The video introduces tools and
materials, how to cut and prepare clay for throwing, and convers methods for considering how to
approach wheel throwing. The video shows my understanding of creating an instructional
product that includes wheel throwing principles and fundamentals and best practices for ceramics
instruction.
My ID Final Report for EdTech 503 is second artifact that demonstrates my ability to
create an instructional product that includes more research-based best practices and detailed
examples of research methods and models. My Instructional Design Report is about expressive
self-portraits created in Photoshop. It includes a needs assessment, in-depth analysis of the
learning context, learning objectives, technology tools, evaluation, subject matter expert
information, and much more. The learning I gained from creating this project supported my
methodology for my EdTech 505 Evaluation Report later in my M.E.T. program. Developing
this instructional design project helped me learn to chunk parts of a module or lesson into smaller
parts to support all learners and it provided an opportunity for me to reflect on the importance of
sequenced instruction and purpose of objectives and activities within a lesson.

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3.2 Using: Candidates make professionally sound decisions in selecting appropriate processes
and resources to provide optimal conditions for learning based on principles, theories, and
effective practices.

The EdTech 533 course provided a beneficial learning opportunity that has enhanced my
practice; curating an Educator's YouTube Channel. The knowledge I gained from this course by
curating a functional YouTube channel has provided me with confidence to use a technology
platform for appropriate instructional purpose. Creating and using the channel helped me
navigate YouTube as a streaming platform and introduced me to the benefits of providing video
instructional demonstrations for my learners online. In the past, I created videos but had no
platform to stream them. I created a Vimeo channel and that worked for posting videos, but the
YouTube channel has more options for instructional practice for my situation. Furthermore, I can
apply theory and multi-media principles to my videos for optimal learning and I can use a variety
of strategies to create learning environments for students. For example, I created a YouTube
photography lesson on how to use a DSLR and I linked a Google Document to the YouTube
lesson for my learners. I created a YouTube channel specifically for my instruction following
this course and I understand how to select appropriate videos and how to create effective video
instruction using editing software like Adobe Premiere, Microsoft Photos, Adobe Spark, and
Haiku Deck. Furthermore, I use Screencastify to create instructional videos on my computer to
capture digital processes and digital demonstrations on my computer and I add them to my
YouTube channel. This brings my instruction directly to my learners through digital technology
tools and allows me to flip my classroom and provide additional instructional assistance to my
learners.

3.3 Assessing/Evaluating: Candidates use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment.

There are two examples of artifacts in my portfolio that demonstrate my understanding of

assessing and evaluating learning environments using assessment strategies and data collection
to make informed decisions for improvement to instruction, learner outcomes, and learning
environments. My Final Evaluation Report looked closely at my school’s internship program. It
evaluated the student assessments associated with the program, the technology involved for all

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participants, and the goals of the program. It is a good example of how I can use data collection
to inform decisions about a program to improve instructional practice and learner success. I also
investigated the technology tools involved in the learning environment and provided
recommendations for learning environment improvements that could be considered in future to
support students and staff. The in-depth data collection, evaluation, and assessment of the
program goals was a learning experience for me as I attempted to create a non-bias report about
assessment strategies and how to share recommendations for instructional improvement based on
research, data, and appropriate evaluation methods.
A second artifact is a PBL Final Website Project I created for EdTech 542 entitled the
“Gap Project”. It is a project-based learning website that contains a teacher website and a student
website. The student website is like a WebQuest that students follow and work through
assignments for an art and design project. Students design and create an artifact for a purpose
after identifying a gap. The gap is something they need or someone else needs that they identify
through a series of activities. Students can collaborate on the project or work individually. The
website can be used as a support for face-to-face, hybrid, or online student learning, as the
website allows learners to work at their own pace. The website contains project directions,
driving questions, student tasks, assignments, examples, and assessments. The teacher website
has lesson formats and explanations as well as PBL documents, calendars, a student learning
guide, a project timeline, and technology tools and resources. These two websites are linked to
provide transparency for students and instructors. These artifacts show my ability to assess and
evaluate learning environments from many viewpoints with a focus on improving instructional
practice through on online websites. The websites provide evidence of my understanding of
learner outcomes and online, self-directed learning environments.

3.4 Managing: Candidates establish mechanisms for maintaining the technology infrastructure
to improve learning and performance.

Managing technology infrastructure to improve learning and performance takes an

established approach and I have two artifacts that demonstrate this. In my EdTech 512 course I
create a Final Course Design Canvas online site for a high school art and design course. Since
creating it, I have used the content in a face-to-face course, and I have been able to adjust content

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and update links and rubrics to reflect feedback from students in my actual classes. Maintaining
this Canvas course has become a monthly activity for me, as I revise and refine aspects of the
course. Establishing a method for reviewing my coursework is one way I manage the
infrastructure of my courses. Another method of managing my courses has been to create a
splash page or an introduction page that holds general content about my courses that might be in
a different digital platform. The Splash Page Website I created for my online Canvas art and
design course clarifies what the course is all about and provides an introduction to the course and
the learning that happens in my online course. As I update the art and design Canvas course, I
have established a method for doing the same with my splash page. These two artifacts also
demonstrate my knowledge of managing a variety of technology platforms that serve as learning
environments for all learners and are support for learning improvement and student performance.
Without the update management, the learning environments could fail to support student
improvement and overall success meeting or exceeding standards.

3.5 Ethics: Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open
access to resources.

Ethical considerations in my coursework design are a high priority for my learning

environments, whether it is a face-to face course, online course, hybrid course, or self-paced
online course. My Netiquette Page from my EdTech 502 website shows evidence of my ability to
create learning visuals that support my efforts to foster an environment that promotes health and
safety as well as best practices in a learning environment. I refer to the website in every course I
instruct. The netiquette visuals from this webpage were made to include text that summarizes the
netiquette guidelines and includes an image that relates to the text. I used multimedia principles
to create the netiquette visuals that are aesthetically pleasing and clearly present the netiquette
guidelines for learners. I also have them printed and displayed in my physical classroom.
In regard to copyright, fair use and open access to resources, my Copyright Scavenger
Hunt and Web Accessibility webpages from EdTech 502, incorporate these ethical
considerations into lessons and information. The copyright scavenger hunt includes a learner
activity that supports student learning as they work through questions and visit websites to learn
about fair use of images, music, and other media. It was designed as a group activity and can be

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completed online or in a hybrid or face-to-face course. The web accessibility website provides
evidence of my knowledge of appropriate access and open access to online resources. There are
four main sections that include links and instructions about accessibility, who is affected by
accessibility, web accessibility guidelines, and how to create web content that is web accessible.

3.6 Diversity of Learners: Candidates foster a learning community that empowers learners with
diverse backgrounds, characteristics, and abilities.

I have two strong artifacts that show evidence that I can create learning environments
with a diverse group of learners in mind, and empower learners of diverse backgrounds
characteristics, and abilities. In my Final Course Design art and design Canvas course from
EdTech 512, I created modules that include artist examples and videos from a diverse group of
professionals from many races and backgrounds. For the mixed media project, I chose to
highlight Sonya Clark, an African American mixed media artist who represents race and
background through a series of works that measure personal history. The module also contains
videos from artists from many continents and many abilities. Fostering a community of learners
that are exposed to course content that explores a variety of diverse people can bring together
learners and often connect learners to people learners identify with, whether it is through race,
religion, ability, interests, or culture.
My Social Networking and Community Building and Adaptive and Assistive Technology
webpages from EdTech 541, demonstrate my ability to create learning environments that
specifically address diversity of learners with varying abilities. The Social Networking and
Community Building webpage includes three different platforms that can support diverse
learners with technology tools that can help students deliver ideas in discussions, visuals through
online discussions, and provides a collaborative approach to assignments. The Adaptive and
Assistive Technology webpage has technology-enhanced strategies and resources that can assist
students with special needs in middle and high school ceramics courses. It also contains two
specific technology-enhanced strategies for each of these five special needs: cognitive
difficulties, physical difficulties, sensory difficulties, at-risk students, and gifted and talented.
There is a description of each strategy that includes links to the technology and an explanation of
how the technology-enhanced strategy can increase student success with topics covered in
ceramics courses. These artifacts demonstrate that I know how to use approaches to support my

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students and I can direct other adults to opportunities to support their learners.

STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS

Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.

4.1 Collaborative Practice: Candidates collaborate with their peers and subject matter experts
to analyze learners, develop and design instruction, and evaluate its impact on learners.

In EdTech 513, I collaborated with two other M.E.T. students to plan, script, design, and
present a Narrated Presentation about Modality and Redundancy Principles. We designed a set of
Google Slides that included important information and graphics to describe how these principles
can be used effectively to enhance learning environments. One team member set up a well-
organized Google doc to brainstorm and outline our project. Another member initiated a Google
Hangout to discuss ideas, then we all collaborated on research and divided tasks by our expert
skills. After the research was completed by all of us, two of us proofread and fact-checked
information and created references. I created the graphics in Adobe Spark and imported them
into our Google Slides. Each member used the group created Google Slides to record our own
video version with our own voice narration to turn in and individual assessment. I used Adobe
Spark video to complete my final video. This artifact demonstrates my effective collaborative
skills with planning and creating an effective informational video that is informative and
aesthetically pleasing. Our team was able to identify each member’s expertise and divide the
work equitably to create an organized and well-designed Google Slides presentation to use to
create our videos.
In EdTech 505, I created a logic model and an Evaluator’s Program Description (EPD)
for my final evaluation report that evaluated parts of my school’s Learning Through Internship
Program (LTI). I developed the logic model and an EPD through ongoing collaboration with
colleagues and Career and Technical Education (CTE) subject matter experts in my school.
Throughout this collaboration, I wrote, refined, and revised the program goals, activities, and
outcomes for the logic model and EPD and clarified my focus for my evaluation report. With the
support of my colleagues in the beginning stages of this project, I was later able to create
effective data gathering surveys for learners and stakeholders so I could analyze data and
develop a report that included recommendations for instructional design improvement.

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Furthermore, the report data lead to an evaluation of the impact of the internship program on
learners, teachers, and staff. I found the collaboration process essential for the success of my
report and I gained an incredible amount of real-world collaborative practice from a program
evaluator’s view.

4.2 Leadership: Candidates lead their peers in designing and implementing technology-
supported learning.

Designing and implementing technology-supported learning with peers has been ongoing
throughout my M.E.T. courses and I have had two solid opportunities to practice leadership in
this category. During EdTech 505, I created an EDP: Evaluators Program Description and Logic
Model in which I realized the program I was evaluating had no set program goals. I had to work
with the program coordinators and advisors to locate information that could be used to create my
EDP so I could further evaluate the program. My leadership in this role was crucial to
uncovering data and program components that were not available to staff prior to my interviews
and questions to staff. I learned how to navigate the schedules of busy teachers and staff and
make decisions based on their feedback and suggestions. This collaboration helped to structure
the data collection and supported my goal creation and helped me identify what was really being
assessed in the program, what should be assessed in the program, and what technology was being
utilized in the program for the first 9 weeks of the school year. All this lead to my compilation
of the second artifact for leadership, the Final Evaluation Report created for the same course.
This report provided an opportunity for me to lead my school and staff to create a report that
could directly impact learning and instruction. Because much of the data that was collected and
analyzed was about technology tools used in the program, I was able to provide
recommendations for implementing technology support that could scaffold and enhance the
learning environment. After I completed the report, the program coordinators reviewed the
report and have implemented many of the recommendations for goal revision and have begun
using new technologies to collaborate to support advisors.

4.3 Reflection on Practice: Candidates analyze and interpret data and artifacts and reflect on the
effectiveness of the design, development and implementation of technology-supported
instruction and learning to enhance their professional growth.

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 An artifact from my EdTech 542 course that demonstrates how I reflect on effectiveness
of my practice is my PBL with Technology: Learning Log. I used this learning log all semester
during the course and I wrote a reflection for each assignment or project in each module. The
learning log captured what the learning activity was, what I was expecting to learn, what I
actually learned, and how I will apply the knowledge I gained. At the completion of the course I
could see my reflections all in one place, which informed my learning about the course material
and about my practice. My learning log looks at specific segments of my project website and
analyzes and interprets its effectiveness and evaluates technology supports form my main
project, which was a PBL website for art and design students and teachers called the Gap Project.
When I look at my learning log now, I realize it is a powerful reflection on my learning at the
time and I realize how far I have come since then. It was one of the first courses I took in the
M.E.T. program, and it helped me to learn how to create and manage a Google site. Although I
have moved most of my sites into Weebly, I see this site as a well-designed, aesthetically
pleasing, effective learning environment that I will keep in Google Sites. Most of the success of
this course website can be contributed to the reflective practices in the learning log that helped
me refine my work and focus on improving my practice.

4.4 Assessing/Evaluating: Candidates design and implement assessment and evaluation plans
that align with learning goals and instructional activities.

There are two artifacts that demonstrate my ability to design and implement assessment
and evaluation plans that align with learning goals and instructional activities. An Online Course
Design Document that I created as a plan for my online art and design Canvas course in EdTech
512 shows my careful consideration of how student learning activities link to learning standards
and instructional methods. This plan was created in Google Docs and included a project
summary, a front-ed analysis with basics about the learners and the learning environment, course
learning objectives, a course map design, motivation for learners, content planning, a prototype
of my website for the course, a design justification, a formative evaluation proposal that
identifies subject matter experts, survey questions I proposed to experts when they reviewed my
site, data from the surveys, and a summary of how I planned to conduct a summative evaluation.
This document served as the planning document for my online course and was essential to pre-
building a course online. This template is incredibly valuable to my future endeavors in course

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design and I will be using this template to create online courses in the future to plan successful
and structured learning environments for connecting objectives, standards, learning activities,
and assessments.

4.5 Ethics: Candidates demonstrate ethical behavior within the applicable cultural context during
all aspects of their work and with respect for the diversity of learners in each setting.

For my EdTech 541 course, I created a Project Resources tab in the navigation menu for
each project in the course and I added resources with detailed descriptions, active links, and a
visual that shows the resources and website links. The project resources include a variety of
diverse sources and show my dedication to supporting diverse learners. The resource pages also
provide links and information to a variety of technology tools for diverse learners that can be
incorporated into instruction to meet the needs of all learners. Providing a diverse array of
resources that can be used in different contexts shows ethical behavior with respect to a variety
of learners in numerous settings. For example, my Internet Enriched Lesson Resources Page
contains a culturally rich resource called The Museum of the World that contains an interactive
platform that allows a learner to scroll through a time line with sound effects and find art that
connects with other art across time periods and many cultures. Google created this amazing site
for the British Museum. The user can select any artwork and listen to an audio piece about it and
view works that are related or connect to it in many ways. The music is generated with each
movement across time periods and when artwork is selected. The music speeds up and slows
down with mouse movement, so the user is creating the music, which is more like chimes which
makes this the most engaging resource I have seen for art history learning for all learners. The
most essential element of this resource is that the information about each art work is presented
with culturally relevant information and enough additional narration and text to engage and
inform the viewer, while knowing that the source of the information comes from a reliable
source that values the art work and its connection to culture.

STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and
improve performance.

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5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the
contribution of research to the past and current theory of educational communications and
technology.

In EdTech 501, I gained valuable experience with theoretical foundations by researching

past and current theory of educational technology. My Annotated Bibliography from this course
was a school technology evaluation for the school where currently teach. It includes student
demographics, identifies current technology integration stages of the school, data from the
school’s technology program for teaching and learning, visualized data in the form of charts and
tables, and concludes with a summary of the overall status of the technology for the school. This
project demonstrates my ability to collect data on a school or program, research past and current
theory about stages of technology development on an educational setting and apply this
knowledge to a report that evaluates a real school. I learned to effectively present data in a
manner that connects theory and factual data and how to categorize collected data into stages of
technological development. My learning during this project was valuable in supporting my
understanding of the differences between integrated and intelligent systems stages with
technology use in school settings.

5.2 Method: Candidates apply research methodologies to solve problems and enhance practice.

In EdTech 504, I created an Annotated Bibliography that demonstrates my knowledge of

applying research methods to solve problems and enhance practice. My topic was to research the
role of technology in collaborative and authentic learning environments. The premise for my
research centered around how collaboration and authentic learning opportunities have become a
focus in my teaching practice and are of great interest to me. I have spent the past eight years
transforming my instruction into a primarily Project Based Learning (PBL) model with
methodologies that involve activity-based, socially situated, reflective, and experiential learning
theories. Applying research methodologies to my writing of this annotated bibliography helped
me enhance my practice by gaining more understanding of educational theory and how it relates
to my professional practice. Through this work I found research to cite for my Final Synthesis
Paper for the EdTech 504. This synthesis paper helped me discover more about methodologies
embedded in constructivism and how collaboration and authenticity are at the heart of pedagogy
of both individual and social theories of constructivism. These understandings were vital in

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supporting ideas for my final synthesis paper, which also demonstrates further evidence of
applying research methodologies in relation to education theory while considering practical
applications of theory in my professional practice.

Other artifacts that demonstrate my understanding of research methods are the four
WebQuest presentations I created for EdTech 503 on the following researched topics: ADDIE
Model, Analysis of Content and Bloom’s Taxonomy, Pedagogical Approaches and Scaffolding
Strategies, and the ARCS Model. These four presentations were extremely valuable for my
professional practice because the research involved in the projects for each presentation helped
me to formulate solutions to many pedagogical issues I had been grappling with in my
instruction, such as how to motivate learners and how to use best practices with scaffolding
learning activities appropriately. Understanding these topics has truly enhanced my professional
practice.

5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance.

My Final Synthesis Paper for EdTech 504 provided me the opportunity to not only
research theory but to apply formal inquiry strategies to assess and evaluate resources for my
instruction. My paper is an exploration of the connections between social constructivist learning
environments, collaborative learning, and instructional technology. The beginning of the
article defines social constructivist theories, introduces the ways educational technology
and collaborative learning may be used together in social constructivist learning
environments, then explores the challenges of integrating technology in collaborative
environments. The paper specifically a) investigates evidence in support of
collaborative learning environments that integrate technology tools and methods b)
provides practical examples of the use of technology tools and methods to facilitate
collaborative learning in social constructivist learning environments, and c) introduces
challenges of applying and facilitating technology integration in collaborative learning
environments. The basis for the paper was founded in inquiry that was sustained throughout my
research and writing. The research and writing I completed for this paper related directly to my
professional practice as a teacher in a Project-Based Learning (PBL) focused school. Learning
about the research that supports social constructivism helped me to assess and evaluate my

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instruction and my learner performance. I discovered valuable learning resources for myself and
for my colleagues regarding social constructivism and collaborative learning environments.

5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.

Conducting research with accepted professional and institutional guidelines and

procedures happened in every course in my M.E.T. program. Two artifacts that demonstrate my
ability to adhere to these expectations were my EdTech 504 Final Synthesis Paper and my
EdTech 503 ID Final Report. Both projects include extensive resources and citations in APA
format and include professional layouts and organized sections based on theory and accepted
practice. Assessing and evaluating how ethical research and guidelines impact a presentation is
something these two artifacts helped me to understand. The synthesis paper involved
educational theory research and APA citations that were essential in my writing to create a work
that conveys multiple research ideas together in my own formulations and ideas. Citing the
research properly helped guide my work so I could incorporate professional peer-reviewed
research and other information into a respectable writing piece that relied on facts and research
respected in the education field. My ID Final Report includes a professional format with
graphics and data that are based on respected research topics like ARCS motivation model, the
ADDIE model, pedagogical approached and scaffolding, and a flow diagram. This instructional
design report demonstrates my ability to conduct professional research on instructional design
and shows I can assess and evaluate research and practice with professional results.

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References

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conceptualization, development, and assessment of ICT–TPCK: Advances in
technological pedagogical content knowledge (TPCK). Computers and Education, 52(1),
154-168. https://doi.org/10.1016/j.compedu.2008.07.006

Brown, J. S., Collins, A., and Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), 32–42. doi:10.21236/ada204690

Henri, R. (1923). The Art Spirit. New York: Harper and Row, Publishers.
Jonassen, D., Land, S. (2012). Theoretical foundations of learning environments. (Second ed.),
Retrieved from https://pdfs.semanticscholar.org/50d5/f7ef66a9471c06ca45778b2dc
624b20550d8.pdf, New York, NY: Routledge.

Scalise, K. (2016). Student collaboration and school educational technology: Technology

integration practices in the classroom. i-manager’s Journal on School Educational
Technology, 11 (4), March-May 2016.

Ültanır, E. (2012). An epistemological glance at the constructivist approach: Constructivist

learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5 (2),
https://files.eric.ed.gov/fulltext/ED533786.pdf

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press.

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