Kacie Traver

Rationale Paper for Master of Educational Technology e-Portfolio

Fall, 2010
Boise State University
Introduction
I am mother of three busy kids for whom I coach, lead, and volunteer my time, a wife to a

husband who works 24 hours at a time, and a full time teacher. So it only seemed logical then

that this was the perfect time in my life to earn my Master’s degree. I had eight hours each night

from the time I put my kids to bed to the time they had to get up. I had plenty of time, or so I

thought, so my journey began. Two years ago, I made a decision that would lead to two very

fulfilling, albeit busy years of my life. I researched various master’s programs throughout the

country, but I knew Boise State University was “the one” the minute I saw that it could be

completed 100% online.

Professionally, I have been teaching for six years: four in Catholic schools, one subbing, and I

am now beginning my second year at Ohio Virtual Academy. I teach 7th grade language arts, and

currently serve 140 students. I feel very challenged, but very fulfilled in my current position. I

love teaching virtually, and feel that I am working in a field that is on the forefront of what future

education will look like. Boise State has helped make me a more effective virtual teacher.

I have always been a ‘technie’ person. I was the one who programmed the VCR for my parents,

hooked up everyone’s computers, and took care of the general computer “stuff” around the

house. I even spent a year of my undergraduate program in electrical engineering because the

technical end was so appealing to me. However, when I realized that I needed more interaction

with people, I found a great balance in education. As a teacher, I find every opportunity to

enhance my teaching with meaningful technology. All of these factors made it a pretty easy

decision for me to pursue Educational Technology for my graduate program. Technology comes

so natural to me that I thought I could handle the program with ease, along with all of my other

responsibilities. Boy was I wrong! Talk about a fish out of water? It was me. I had a lot to learn,
but because I enjoyed it so much, I took in every minute of it, and felt my Boise State University

helped me to grow professionally, as well as personally. My journey will end on December 17,

2010, my 30th birthday, and I think that is a pretty incredible present.

The purpose of this rationale paper is to exhibit many of the assignments and projects I

completed during my course work in the EdTech program at Boise State University. This paper

will link each of the assignments to the Association for Educational Communications and

Technology (AECT) standards and explain how each project demonstrates mastery of the

standards, as well as explain my deepened understanding of the use of certain technologies in the

classroom.

Standard 1: Design

1.1 Instructional System Design

Instructional Systems Design is an organized procedure that includes the steps of analyzing,

designing, developing, implementing, and evaluating instruction (AECT, 2000). EdTech 503 was

an instructional system design class teaching the “systematic and reflective process of translating

principles of learning and instruction into plans for instructional materials, information

resources, and evaluation” (Smith & Ragan, 2005). Throughout the course of the semester, I

created three projects that helped me deepen my understanding of instructional design, which

started off as little to none. I use a lot of my own materials when I teach, but I also rely on

materials that are already created for me. Understanding what goes into the creation of

instruction helped me see the bigger picture in instructional design.

I created three projects: Integration of Smart Boards into the Classroom, Creating an Electronic

Portfolio Using Google Sites, and an extension to the second project, Creating an Electronic
Portfolio Using Google Sites, which goes into greater detail and contains information on

Blooms, as well as AECT standards addressed. Although I had previously used Smart Boards

and Google sites in the classroom, these projects provided a new perspective into new ways of

implementing these technologies into the classroom. Creating the project from start to finish,

instead of just using the materials made available to me through the school allowed me to use all

of the elements of the project in a meaningful and in-depth manner, instead of scratching the

surface. I felt like I had greater control of how it could be implemented because I created it, but I

also felt like I designed quality instruction that either I or another teacher could effectively use in

the classroom. During the 2010-2011 school year, Blessed Sacrament School began using the

Integration of Smart Boards into the Classroom to train its teachers in best practices for Smart

Board use.

1.2 Message Design

Message Design involves planning for the manipulation of the physical form of the message

(AECT, 2000). In EdTech 504, we were to research an educational theory and consider its

implications in relation to practices of a current technology. Web 2.0 has come to the forefront of

not only education, but also the entire technological world. I chose to write about the

Constructivist Theory as Applied to Web 2.0 in K-12 Education .

Web 2.0 tools directly relate to the Constructivist theory because these tools allow for a more

student-directed type of learning. Students can expand their learning outside the four walls of

the classroom and take charge of their learning. Many Web 2.0 applications enhance the ability

of students to work independently and take learning to a new level. Because students can use real
life applications to construct meaning, the web 2.0 tools closely adhere to the Constructivist

theory.

1.3 Instructional Strategies

Instructional strategies are specifications for selecting and sequencing events and activities

within a lesson (AECT, 2000). Throughout my coursework at Boise State University, I created

many tools for my classroom that fit this standard. EdTech 502 offered ample opportunity to

create sequencing events and activities within a lesson. Two particular assignments that fit such

description are my virtual field trip, Virtually Rome and my jigsaw activity, Genre Study: A

Jigsaw Activity. The virtual field trip required students to start on the home page, receive

assignments, and work sequentially through the field trip. Each tour stop along the way required

participation in a travel journal that, by the end of the project, would have a simulated field trip

to all of the locations in the assignment. The jigsaw activity required collaboration among

students to complete a task. In order for the jigsaw to be completed properly, all students had a

piece that needed to be linked to the others in the group. According to Elliot Aronson, jigsaw

activities “facilitate interaction among all students in the class, leading them to value each other

as contributors to their common task.” This activity definitely allows for this type of interaction

to happen.

Another project, coming from EdTech 506, was a thematic unit of instruction for language arts.

The Language Arts Review for Ohio Achievement Assessment is a unit of study that students

can use to review areas deemed as areas of weakness. Contained in the unit are six lessons, along

with six web pages, reviewing areas in the language arts course of study. Teachers could use this

unit in the weeks leading up to the Ohio Achievement Assessments.

1.4 Learner Characteristics

Learner characteristics are the facets of the learner’s experiential background that impact the

effectiveness of a learning process (AECT, 2000). In EdTech 501, we explored the “Digital

Divide” or the gap between those with access to technology and those without. The Digital

Divide Memo was created as a beginning step to bridging the technology gap, which has a clear

impact on the learning process. Additionally, I wrote a synthesis paper about The Purpose of

Technology in Today’s Classrooms. This synthesis made clear the need for technology in

today’s classrooms and outlined its advantages, such as improved student achievement on

proficiency tests, less behavioral issues, greater attendance, higher retention rates, and distance

learning for alternative students (Stratham & Torrel, 2006). These elements point to the necessity

of technology in today’s classrooms.

Standard 2: Development

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 (AECT, 2000). In EdTech 502,

I created a webpage about Plagiarism and the Internet. Along with a video and several videos,

students were given a worksheet to print off and use along with the other resources. Adding the

printed worksheet to the page allows for an all inclusive assignment for a teacher to cover this

very important topic.

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 (AECT, 2000). As part of my

EdTech 551 YouTube for Educators class, I created two projects, Interactive Parts of Speech

Quiz and Verb Review, which present language arts in new and creative ways. Both videos are

presented using YouTube as the method of delivery, and by presenting them in this manner,

students are able to pause, rewind, or re-watch – a tool not available in the classroom.

2.3 Computer Based Technologies

Computer based technologies are ways to deliver microprocessor-based resources (AECT, 2000).

The Assistive Technologies page created in EdTech 502 was created specifically for students

with visual impairments. Using the resources on the page, students with visual impairments and

those teaching these students, can get a comprehensive overview of the use of screen readers as

an assistive, computer based technology. This tool can be invaluable in helping all students have

access to all the benefits a computer has to offer. The page, created with that in mind, could be

very helpful to teachers, students, and/or parents looking to help a student with a visual

impairment.

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 (AECT, 2000). In EdTech 502, I created a virtual

field trip, Virtually Rome. The webpage that was created for this project allowed me to offer

students a field trip via the computer, with no fees or permission slips, and allowed the students

to experience Rome. Through the virtual field trip, students were able to explore the Colosseum,

visit the Sistine Chapel and watch a video on its history, tour St. Peter’s Basilica, and watch a
video on the history of Circus Maximus. Through these technologies, 7th graders went on a field

trip that would otherwise be impossible. The various technologies available created a

comprehensive field trip that the students could go to from the comfort of their computer chair.

Standard 3: Utilization

3.1 Media Utilization

Media utilization is the systematic use of resources for learning (AECT, 2000). One class that I

was initially skeptical about, but eventually found to be one of my most useful was my YouTube

for Educators course. Through the creation of my own channel in Youtube, I was able to

compile great resources for my students while controlling the undesirable content that YouTube

often carries. The personal channel in YouTube was also a landing site for the videos I created

using the technologies available through the site. I was able to create reviews and interactive

quizzes for student use. The use of a media that is so popular to teens really interests students

and captures their attention academically using something that viewed as an entertainment

service. If YouTube is ever blocked, I just embed the code for the videos into my generic blog,

which never gets caught up in filtering.

Beyond the YouTube channel and its purpose, YouTube has also given me a platform to create

and distribute videos I created, such as the Autumn Sun Catcher video I created. This video was

created as a tutorial on creating a fun fall craft that can be used in academic, daycare, or even

senior settings. While these directions could just be printed out or put into a PDF, the use of

video as a visual example allowed the viewer to see a step-by-step completion of the project.

Finally, I created a concept map in EdTech 502 that incorporated outside resources on a concept

map with information on the steps of the writing process. Links to additional help on the web
can be beneficial to students as they work on papers outside of the classroom without the help of

the teacher. This demonstrates how media can be implemented into the classroom in meaningful

ways and enrich student learning, both inside and outside the classroom.

3.2 Diffusion of Innovation

Diffusion of Innovation is the process of communicating through planned strategies for the

purpose of gaining adoption (AECT, 2000). Again for this example is the use of the Digital

Divide Memo. This memo, albeit hypothetical was created with a plan in mind on how to bridge

the gap between the “haves and have nots” in a community facing technological inequalities.

This project, along with others from the M.E.T. program, has been used in not only my

classroom, but in the classrooms of other teachers as well. Initially, some were skeptical of how

this type of degree could benefit my teaching and what I could add to my team, but as time went

on, teachers began to seek out ideas, projects, and resources from me. Now, it is a regular thing

for me to pull these items from my “vault” to share with other educators so that they can utilize

them in their classroom. This reflection paper has really enabled me to share my work because

as I go through each of my artifacts, I think, “So and so could use this!” and then I email it to

them. It has been really rewarding to share my hard work with others and know that it is

affecting students both in and out of my classroom.

3.3 Implementation and Institutionalization

Implementation is the using of instructional materials or strategies in real settings.

Institutionalization is the, continuing routine use of the instructional innovation and culture of an

organization (AECT, 2000). As stated in media utilization, YouTube can be an effective ongoing

tool in today’s academic settings if used appropriately. The use of a personal channel, along
with videos, such as this Parts of Speech Interactive Quiz, allow teachers to use seemingly social

tools in an academic setting and garner real results. Another example of ongoing technology can

be seen in the The Language Arts Review for Ohio Achievement Assessment thematic unit.

Through the use of this unit, students have the opportunity to practice their skills for their high

stakes testing. These tools have made them a part of the culture of our classroom and the

students have been very receptive to their use.

3.4 Policies and Regulation

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

diffusion and use of Instructional Technology (AECT, 2000). Two activities I created in EdTech

502 were created to address this specific issue. Netiquette in Middle School and Plagiarism and

the Internet are two examples of activities created for students with the intention of teaching the

rules of the internet. Where the Netiquette page is only an overview of proper behavior when

using technology to communicate, the plagiarism page offers a video, as well as an activity for

students to complete.

I have used both sites with students and felt that they were able to garner a solid understanding of

these internet rules. Students have been using these pages at my prior school for the past two

years. At the beginning of each year, the technology coordinator first discusses netiquette and

plagiarism and then has students review the pages I created and complete the plagiarism

assignment that is attached to it. Even after leaving the school, the pages are still being used,

showing a lasting impact on reaching the students with this work.

Standard 4: Management

4.1 Project Management

Project management involves planning, monitoring, and controlling instructional design and

development projects. The three projects from EdTech 503: Integration of Smart Boards into the

Classroom, Creating an Electronic Portfolio Using Google Sites, and an extension to the second

project, Creating an Electronic Portfolio Using Google Sites offer an insight into the entire

project process. These projects absolutely included the planning, monitoring, and controlling of

the projects. All three projects included use of the Smith and Ragan instructional design model,

which involved the three components of analysis, strategy, and evaluation (Smith & Ragan, 2005).

4.2 Resource Management

Resource management involves planning, monitoring, and controlling instructional design and

development projects (AECT, 2000). In EdTech 501, I looked at the technology plan that was in

place at the school for which I worked. Working with a group of my peers, I created a Tech Use

Plan that detailed the goals, needs, and plan for implementation of the current and future

technology at the school. With a comprehensive plan in place, we were able to move in a

direction that would allow the teachers and technology team to move forward with specific and

concerted technology plans.

Additionally, I created an Evaluation Proposal in EdTech 505. This proposal was a

comprehensive evaluation for the Couch-to-5K running program. It detailed very specifically,

both formative and summative forms of evaluations, and offered a budget to see the evaluation

through. I feel this project helped to broaden my perspective on evaluation as a tool that is used

outside the classroom as well as in it.

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 (AECT,

2000). The Tech Use Plan created in 501 was created specifically for the teachers of Blessed

Sacrament school. Since its creation, the plan has been implemented as the primary technology

use plan for the school. It was beneficial to the school because there was a comprehensive plan

in place from start to finish, relieving the stress of creation, and allowing the teachers and tech

team to integrate the plan immediately. Although the plan was put into place, all the teachers still

had input by completing the needs assessment survey. I am confident that this plan was a step in

the right direction towards greater use of meaningful technology in the classroom.

Additionally, the use of the YouTube channel to deliver videos both that I created, and those I

found already created, was a very effective way to bring this tool to students in the classroom.

Again, when filtering becomes an issue, I use my generic blog, along with embedding, to get

around the filter.

One other project that was created as an alternative to traditional delivery systems was my m-

learning activity created in EdTech 502. This activity allows students to use mobile devices to

explore various points of interest in Toledo, Ohio. This activity allows students to take learning

on the road with a tool that is commonplace in many homes today. I was very excited about this

project because it was really outside of the box, and allowed students to again use an tool not

generally associated with learning to learn something new.

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 (AECT, 2000). Because

Blessed Sacrament is a private school and state funding is not a major part of the equation, it is

very important to seek out alternative sources of funding for technology. Moving Readers in the

WRITE Direction is a grant proposal created in EdTech 551 in an attempt to fund laptop

computers to help underperforming students reach benchmark in reading and writing. This class

proved my most challenging in my entire program. I hit wall after wall because we were a.)

private, reducing funding options, and b.) considered middle class, even though we had a $0

technology budget and a $500,000 loan covering operating expenses that the church could not.

However, we were servicing an entirely new population that did not fit the traditional mold of

private schools. While this project proved very challenging for me, it also turned out to be one

of my favorite projects because of its potential impact on students, technology use, and the

school as a whole. The fact that the bulk of the material could be distributed online to potential

funders was very appealing to me, and to the school as it saved both time and money. It was an

innovative way to present something to funders, allowing it to stand out among hundreds,

possibly thousands of proposals that otherwise look very similar to each other.

Standard 5: Evaluation

5.1 Problem Analysis

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

information-gathering and decision-making strategies (AECT, 2000). ID Project I from EdTech

503 dealt with the integration of Smart Boards in the classroom. While Smart Boards can be a

great asset to a classroom, they can also be a very expensive piece of wall art if not used
effectively. The idea for this project came from a great desire to be the school that had “Smart

Boards in every room”. However, we are a private school, so that meant there were religion

classrooms. The religion classroom got a Smart Board, and well, it looked nice on the wall.

After seeking out information from the teachers, and noticing a trend of lack of understanding of

how to best use these tools in the classroom, the idea for the project came together. The goal of

this project was to help teachers understand how to effectively use the Smart Boards, even in

classrooms that did not really need them to begin with. I felt that this project was one that a lot

of schools could relate to when dealing with the drive for technology.

5.2 Criterion-Referenced Management

Criterion-referenced measurement involves techniques for determining learner mastery of pre-

specified content (AECT, 2000). The Jigsaw Activity created in EdTech 502 is a good example

of this standard because it allows for the learners to work collaboratively to master specific

content. As a teacher, I was able to determine mastery by the way they presented the material to

their fellow students to create the whole. I loved that this project allowed students to not only

take control of their learning and demonstrate constructivist principles, but they also were able to

share their information with other students, giving them a sense of pride in their work.

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 (AECT, 2000). Seeing

that formative and summative evaluation are the latest buzz words in education, this standard

was something I felt comfortable with even before creating the Evaluation Proposal in EdTech
505. What I learned from this project was not necessarily more about formative and evaluation.

Rather, the evaluation proposal helped me to understand the relevance and prevalence of

evaluation outside of the academic arena. The proposal offered opportunity for extensive

evaluation of a running program, and deepened my understanding of evaluation.

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 (AECT, 2000). The Grant Proposal created in EdTech 551

was created with a long term plan in place to use and evaluate the effectiveness of the program.

Through a series of assessments over a two to three year period, student progress would be

measured to determine whether or not the project was making a positive impact on the students.

The proposal planned long range, and was meant to increase student achievement in the future,

so I feel it was a good fit for this standard.

The artifacts in this paper are a reflection of my understanding of the AECT standards, and

provide examples of the implementation of the knowledge of theories and applications that I

gained as a graduate student while attending Boise State University. The knowledge I gained

through this work has not only made me a more effective user of classroom technology, but it

has also given me a deeper understanding of the purpose behind technology in the classroom,

which I have found may be just as important as the actual usage.

References

Association for Educational Communications and Technology (2001, October). NCATE Public
Standards. Retrieved September 1, 2010, from NCATE:
http://www.ncate.org/public/programStandards.asp?ch=4#AECT

Aronson, E. (2010). Overview of the technique. Retrieved October 20, 2010, from Jigsaw
Classroom: http://www.jigsaw.org/

Boulmetis, J., & Dutwitn, P. (2005). The abcs of evaluation. San Francisco: Jossey-Bass.

Gustafson, K. L., & Branch, R. M.(2002). Survey of instructional development models.(4th

edition). Syracuse, NY: ERIC Clearinghouse on Information and Technology.
Smith, P. L., & Ragan, T. J. (2005). Instructional design 3rd Edition. Hoboken: John Wiley and
Sons, Inc.
Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology
on student learning.