edtech592 portfolio final paper

8/12/2019 EDTECH592 Portfolio Final Paper

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EDTECH 592 - A Look Back into Future Technologies

Jeff Salvati

Social Studies Teacher, Lost River Jr./Sr. High School, Merrill, Oregon

July 17th, 2014


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Introduction

My name is Jeff Salvati, and I am a high school social studies teacher. I have had the

privilege of teaching Global History, Psychology, Advanced Psychology, Government,

Economics, and History through Film for the past two years at a small school in Southern

Oregon. However, with small, rural schools often comes the challenge of poverty, and that is no

exception at my school. With one-third of the student population without internet access at

home, it is often difficult to integrate high levels of technology within the classroom. Yet, the

Masters Degree program in Educational Technology has helped me to introduce students to

new and exciting ways of learning. Not only have my students been exposed to the values of

technology, but other staff members have benefited from my experiences with this program as

well. As I progress with my teaching career, I hope to continue to not only educate myself with

educational technology, but also be able to integrate that into the school curriculum.

This rationale paper is organized by the AECT Standards that are defined by the EDTECH

program. Throughout my studies, I have created many artifacts that are directly linked to

meeting these standards. I will briefly explain these linked standards, and how meeting them

has helped me to advance my understanding of educational technology, but also how I have

been able to pull from theory and apply what I've learned into my own classroom.

Standard 1: Design: Design is the process of specifying conditions for learning.

One of the most important lessons that I have learned about design is that technology

needs to be used for learning, not simply learning about the technology itself. There are many

teachers within my own district that are guilty of using technology just for the sake of using it,


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as I myself have befallen that fate from time to time. Therefore, this standard is of utmost

importance in that educators have the ability and knowledge to design curriculum with

technology as a tool to be used to better the learning, instead of a design that simply teaches

them to use basic technology, or is overkill for the assignment at hand.

1.1 Instructional Systems Design: Instructional Systems Design (ISD) is an organized

procedure that includes the steps of analyzing, designing, developing, implementing, and

evaluating instruction.

EDTECH 501 and 532:Tech Trends Assignment/Video Game Lesson Plan

I had the opportunity to create an artifact that not only met this standard, but that had

the ability to be modified, implemented, and used for another course in a more in-depth

manner. The assignment revolved around the creation of a lesson plan that integrated current

technology trends into the classroom. I decided to implement the strategy of game-based

learning through a videogame named Stronghold, and apply it to my Global History class.

Instead of focusing on what in reality is a videogame created for entertainment and enjoyment,

I modified the intended purpose of the game into one that promoted creativity on the part of

the students, and paired it with prior knowledge of medieval castle designs. With the Tech

Trends Assignment, I had the opportunity to apply the Horizon Report and integrate a new

technology into my potential teaching curriculum by following the steps of analyzing the game,

designing and developing the purpose of it, implementing it into the class, and further

evaluating its outcome.

With the Videogame Lesson Plan artifact, I was able to take a larger step in applying a

trial run of my lesson plan in an actual classroom setting. As I noted in my reflection for the

assignment, the students immediately were immersed in designing medieval castle structures
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in an innovative environment. In other words, they were learning about castle design through

the video game, not just playing the game. As Lee Sheldon explains in his book The Multiplayer

Classroom, it is exceedingly important, when including game-based learning, that there is a fine

balance between using the game as a tool to learn, as opposed to using the game to be

entertained (Sheldon, 2012). Therefore, my students were not playing through the intended

sequence of the videogame; instead I modified and developed the game to meet the

educational purpose.

1.2 Message Design: Message design involves planning for the manipulation of the physical

form of the message.

EDTECH 513:Podcast Assignment (World History in 7 Minutes or Less)

As a history teacher, I enjoyed having the ability to recreate a historical story, and apply

it to a slideshow incorporated with music, audio, and video. Likewise, the podcast assignment,

titled as World History in 7 Minutes or Less, afforded me the opportunity to use my ability as a

lecturer into a purely auditory format of message delivery. Reaching a diverse group of students

requires constant alteration to lesson design, as evident in the creation of the podcast. Patricia

Smith and Tillman Ragan, in Instructional Design, explained that a good designer knows how

and when a student has met the objectives of instruction (Smith and Ragan, 2005). Through the

creation of this podcast, I created a set of objectives and purpose from the lesson, that would

be evident when the students completed the target goals.

EDTECH 513:Renaissance Multimedia Assignment

Along with the auditory podcast, the Multimedia assignment illustrated the use of

multimedia principles, such as continuity and proximity, to an already created presentation that

I use in the classroom. By including these rules of graphic design, studies have shown a higher
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retention rate of information by the students, as opposed to being overwhelmed by a multitude

of graphics, images, sound, and video (Lohr, 2003). These principles were integrated into my

presentation on the Renaissance, and as a result, I have applied these concepts to many of my

other presentations by simply altering the physical design.

EDTECH 513:Coherence Analysis

The final artifact that meets Standard 1.2 is the Coherence Analysis, again from the class

513. The coherence principle is one that states that if there is too much material or too many

"flashy objects", then it can actually detract from the overall learning outcomes (Clark and

Mayer, 2003). By providing the general framework for how to design multimedia lessons, these

assignments adhere to the principles of this standard.

1.3 Instructional Strategies: Instructional strategies are specifications for selecting and

sequencing events and activities within a lesson.

EDTECH 502:Propaganda Webquest

To meet the instructional strategies standard, I completed two assignments that were

structured around the requirement of following sequential activities and events. The first

assignment was a Propaganda Webquest created in the 502 course. While much of the class

was centered upon using Dreamweaver to create unique websites, there were still many

opportunities to create multimedia products to be used in the classroom. The Propaganda

Webquest afforded me the ability to integrate a normal classroom assignment that I use in my

Global History course, and use it with a strong technology component. The students follow the

sequential steps in completing the activity, and each element has a specified learner

characteristic (auditory, kinesthetic, visual), thus allowing me to diversify my teaching strategies

to meet the student's needs. As stated by Smith and Ragan, some learning tasks are quite
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different in the amount of cognitive effort required, therefore, the importance of diversification

in lesson design should be stressed (Smith and Ragan, 2005).

EDTECH 502:WWII Jigsaw Activity

The second assignment used to meet this standard was a Jigsaw Activity, completed in

502. The jigsaw format of learning is something that I strive to incorporate into my classroom

teaching often, and this activity was one that I was able to immediately integrate into my

curriculum. Jigsaws push students to become responsible for not only their learning, but the

learning of other class members. Once again, students were asked to follow the sequential set

of steps in becoming "experts" in their respective subjects, and then turn and teach that to

other members in their group. Using this jigsaw activity with the internet, students were pairing

their understanding and learning of World War II theaters of combat with research via the

internet, but also allowed for student freedom and creativity in their studies.

1.4 Learner Characteristics: Learner characteristics are those facets of the learner's

experiential background that impact the effectiveness of a learning process.

EDTECH 502:Netiquette Assignment

While developing instructional materials, it is important to ensure that steps have been

taken to ensure an equal learning environment for all students. The artifact created to meet

this was the Netiquette Assignment, where we were asked to create a webpage that explains

the usage and "good manners" etiquette to follow when using the internet with fellow

students. In a way, this assignment helps to level the playing field for all learners, and create a

hospitable learning environment that is fair for all learners, and their varying amounts of

learning characteristics. As is often the case when one enters a new culture, or unfamiliar

territory, offensive actions and bad manners can occur without the person understanding the
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social norms. Many students come into an internet environment with varying degrees of

experience, therefore, a formal set of regulations is needed (Ross, n.d).

Standard 2: Development: Development is the process of translating the design specifications

into physical form.

Similar to the design standard, the development part is contingent on the well designed

and implemented instructional material. Therefore, it was important for me to develop material

that was consistent with the level of work and design that I expected from my students when

used in my classroom.

2.1 Print Technologies: Print technologies are ways to produce or deliver materials, such asbooks and static visual materials, primarily through mechanical or photographic printing

processes.

EDTECH 502:Propaganda Webquest

As the standard states, this needs to be addressed by using mechanical or photographic

means to transmit print materials in a digital way. The Propaganda Webquest assignment from

502 is the ideal artifact that meets this standard, in that print technologies were the primary

focus of the webquest itself. During this assignment, students had the ability to research World

War II propaganda posters through the use of the National Archives and other websites that

offer once printed materials in a digital format. In a way, being able to access print materials via

the internet is almost like taking a field trip. Print technologies are incredibly relevant to the

history classroom, and one that I will continue to research as its relevancy is tied directly to my

teaching.

2.2 Audio-visual Technologies:Audiovisual technologies are ways to produce or deliver

materials by using mechanical devices or electronic machines to present auditory and visual

messages.

EDTECH 513:Screencasting Project on Game Theory (Economics)
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In the 513 Multimedia course, I was able to complete the Screencasting Project that fits

perfectly into the needs of this standard. In this project, I created a digital lesson revolving

around Game Theory in Economics. I provided a step-by-step instructional method to teach

students how to complete two game theory boxes. I was able to use the program Screencast,

which copied everything that I was doing on my computer. All I needed to do was add in my

voice, and follow my on screen template to complete this method of instruction. This simple,

straight forward approach to incorporating technology was an easy way to not only teach a

lesson, but diversify the learning environment. The lasting effects of the Screencasting Project

allows me to create lessons that can be repeated for students who are absent, or need to

review a day's lesson, creating a new type of audio-visual delivery.

2.3 Computer-based Technologies: Computer-based technologies are ways to produce or

deliver materials using microprocessor-based resources.

EDTECH 513:Creating My Learning Log

This standard is represented within this culminating activity. Through EDTECH 501 and

EDTECH 513, I have worked on the creation of a Wordpress website to serve as my digital

portfolio. Therefore, by creating this website and incorporating computer-based technologies

into its creation, this standard has been met through its full completion and application. Not

only has it been met in this regard, but I have begun to incorporate digital portfolio keeping in a

one of my classes as a way to formatively assess my student's progress through their

coursework as a way to change the learning outcomes as needed by the students (Smith and

Ragan, 2005). It is something that I will likely continue to integrate into my teaching.

EDTECH 541:Spreadsheets/Databases Applied in Social Studies
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Another assignment that meets this standard is the Spreadsheet/Database assignment

completed during my 541 course. This artifact had direct correlation into my Global History

course, as I took the exact principle learned, through Excel, and applied it to my class. In this

task, we learned how to integrate a spreadsheet into an everyday class assignment with little

preparatory time. I took this idea, and had my students create a digital timeline of European

explorers using Microsoft Excel. The students immediately grasped upon the idea of using

computer-based technologies to create this timeline, as opposed to pen and paper. As stated in

Integrating Educational Technology Into Teaching, these types of skills, primarily regarding

Excel, transfer into a multitude of post-education, job related opportunities (Robyler and

Doering, 2013).

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.

EDTECH 501:Digital Inequality

The Digital Inequality assignment was an early challenge in 501. This required the

students to work in a jigsaw fashion to create a coherent presentation on opportunities for

communities to close the "digital divide", which helps poor and rural communities overcome

challenges to introduce technology. Not only did each student have to create their own slides,

but we also had to meet virtually through Google Hangouts, use Google Docs to create a

uniform information sheet, use video and microphone to communicate, and record audio for

the presentation. In other words, there was much more than just students emailing slideshow

slides and information to one student to compile. It was complete interaction. And through this

interaction through a multitude of technologies, this process allowed me to meet the standard

through this artifact.
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EDTECH 513:Digital Story of WWII

I was able to take those computer-based skills and apply them to another integrated

technology assignment in my 513 class, with the creation of a digital story in EDTECH 513. I was

required to integrate recorded audio from my microphone, screen captured items on my

desktop, imported video from another source, and create a slideshow of images, audio, and

videos. I attempted to have students in my History through Film course complete a similar

assignment, but local internet blockers made it a difficult task to complete, which has led me to

inquire about the opening of several websites through our internet domain. Nonetheless, the

application of multiple forms of computer-based technologies integrated into a coherent,

synthesized product has helped me to meet this standard, and apply it to practice, taking into

account visual literacy principles, including proximity, text-based standards, and image

coherence (Lohr, 2003).

Standard 3: Utilization: Utilization is the act of using processes and resources for learning

For this standard, the goals that need to be met are diverse, but are nonetheless

important to the development of technology in education. This standard deals more with the

"how" of implementation, in that it covers how educators are implementing the technology

into the classroom. Similar to the first standard, this one is important in that the old adage of

throwing technology into a lesson does not make it inherently better, but rather it needs to be

utilized to its maximum, and designed, potential.

3.1 Media Utilization: Media utilization is the systematic use of resources for learning.

EDTECH 513:Coherence Analysis
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An assignment that meets this standard is the Coherence Analysis from EDTECH 513. To

help fully utilize the use of technology, the coherence principle is one that focuses on teaching

educators to use media efficiently, effectively, and to not over-stimulate their target audience.

Too often do we see educators who create presentations that are asking too much of their

students. For example, one PowerPoint slide may contain several graphs, pictures, bright

colors, and paragraphs of text. While the educator may think more is better, according to the

coherence principle, presentations need to be well organized, well constructed, and have a

clear target goal without the clutter (Clark and Meyer, 2003). As a fairly new member of this

profession, I have learned to utilize these principles to my own presentations.

EDTECH 541:Art and Music Integration in Social Studies

An Art and Music Integration into Social Studies assignment, in 541, allowed me to take

several forms of media, and utilize their uniqueness by blending two subjects areas into one. In

this case, this lesson was a mix between Art, Music, and Social Studies, and it allowed me to

explore a new world of media available to this synthesis assignment. Using the media tool

Glogster, students had the ability to create an authentic sounding and looking Renaissance-

themed collage. By using tools such as Youtube and Creative Commons, students were able to

explore various forms of media, and utilized them into a cohesive collage. Glogster itself has

different formats available, but by integrating color, depth, and space principles to their

collages, they not only create a fantastic cross-curricular product, but also apply design

principles, incorporating the Art side of the assignment (Lohr, 2003).

3.2 Diffusion of Innovations: Diffusion of innovations is the process of communicating

through planned strategies for the purpose of gaining adoption.
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EDTECH 501:Digital Inequality Assignment

This standard was one that was specific to the allocation of technological resources. It is

reminiscent of my own circumstance, as technological resources struggle to break the poverty

barrier that is holding back many of the rural schools in my district. However, through the

Digital Inequality Assignment of 501, this allocation of innovative technology resources can be

applied to real life circumstances.

As a member of a peer group that researched ways to filter technology into particular

communities, we learned about the many ways that technology can be incorporated into hard

to reach areas that may otherwise be cut off from access. As the standard states, this is about

planned strategies to diffuse resources into communities, and through this artifact, I learned

that there is more than one way to bring technology to those who need, or want, to have

access to them.

3.3 Implementation and Institutionalization: Implementation is using instructional

materials or strategies in real(not simulated) settings. Institutionalization is the continuing,routine use of the instructional innovation in the structure and culture of an organization.

EDTECH 501 and 532:Tech Trends Assignment/Video Game Lesson Plan

As I strive to bring new technologies and strategies into my own classroom, I believe

that it is just as important to have a school-wide implementation strategy. Through this

standard, this can be done. As noted before, the Tech Trends Assignment from 501 allowed me

to bring a new way to introduce curriculum to the students, which was through the videogame

Stronghold. After implementation of this lesson, which was done through my 532 class, I had

many teachers inquiring about the nature of the lesson, how it was implemented, and how the

students responded. One point that found positivity in my school was that in game-based
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learning, as noted by Sheldon, there is a necessity for students to be challenged. At the

beginning of the year, telling students that they have an F, and asking how will they overcome

that challenge, is one of those ways to create a focused and challenging environment (Sheldon,

2012). It eventually led to the funding of 3D Game Lab in an experimental fashion for the

upcoming school year. While this was an overwhelmingly positive experience that saw many of

my fellow educators searching for their own way of bringing new strategies into the classroom,

we concluded that our school was lacking in the technological resources to accommodate

multiple computer labs and laptops. This in itself has brought about an organized approach

through my school to develop and institutionalize certain technologies, but it was done through

goal-oriented utilization.

3.4 Policies and Regulations: Policies and regulations are the rules and actions of society (or

its surrogates) that affect the diffusion and use of Instructional Technology.

EDTECH 501:Technology Use Planning Overview

Without have the policies and regulations that guide the implementation of educational

technology, there is little chance of successful integration on a large scale. School districts have

been creating technology plans for some time, and through an assignment in my 501 class, I

had the opportunity to dive into the technology use plan developed by several graduate

students at Mississippi State University. The plan, known as the Guidebook for Developing an

Effective Instructional Technology Plan, is relatively older in age, but still applicable to today.

They explain that a truly effective plan is one that is not reactive to the changing phases of the

technology industry, but proactive in nature. This can be interpreted in two ways. One,

educators should not be assessing their technology use based solely on available technology
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resources, but rather the potential of new, innovative, future products. Two, technology is

changing so rapidly, that a technology plan created to last for several years will be completely

irrelevant and cumbersome by the time the plan is no longer in contract (See, 1992).

Standard 4: Management: Management involves controlling Instructional Technology through

planning, organizing, coordinating, and supervising.

The management standard is one that is centered around the execution of proper

planning and design, as well as having roots in the previous standards. Within this standard are

four sub-sets that revolve around project, resource, delivery system, and information

management. While most of the other standards focused on curriculum development, this

standard seems to have a more administrative approach to it, and one that is definitely not to

be overlooked.

4.1 Project Management: Project management involves planning, monitoring, and

controlling instructional design and development projects.

EDTECH 505: Evaluation of School Webpage - Final Project

Without a doubt, the final project completed for the 505 course, which in my case was a

formal evaluation of my school's webpage, was ideal for meeting the standard of project

management. Following a painstakingly intricate evaluation, the project had me exploring

several methods of technology planning within the school district, and enlightened me to the

entangling webs that all influenced the fairly simple webpage. While project management and

implementation of particular technology designs is not something that I envision in my future, it

was nonetheless a valuable experience to understand the budgeting and negotiation that takes

place within the realm of planning and implementation.
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4.2 Resource Management: Resource management involves planning, monitoring, and

controlling resource support systems and services.

EDTECH 501:Matury Model Benchmarks/School Evaluation Summary

In EDTECH 501, we were asked to complete the School Evaluation Summary assignment

through Peter Sibley and Chip Kimballs Maturity Model Benchmarks, where we were tasked

with completing a general assessment of our school's technological resources. As mentioned

before, this was a difficult yet enlightening process, given the lack of resources available to the

school. The standard asked for a cost analysis evaluation of resource management, and my

school was inadequate in several areas. However, even with some newer technologies such as

SmartBoards and digital projectors, there are many educators who simply set these aside and

do not bother to use the new, in favor of the old. Therefore, the overall resource management

of my school, as I learned through this artifact creation, was lacking. While this was the

outcome of the application to the benchmarks, the standard is met through the monitoring of

the resources that were being managed in my particular school, and looking through the

support systems and services.

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.

EDTECH 502:Mobile Learning - 1950s USA

The delivery system management standard requires understanding of information

delivery that can be applicable to multiple devices. In that regard, the assignment that I

completed that helped me to meet this standard was done in the 502 class, and was the Mobile

Learning instruction. In this assignment, I was asked to create a lesson that revolved around the

use of mobile devices that could access a specific webpage that I designed, centered around the
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United States in the 1950s. The webpage was meant, and created, for mobile users to be able

to easily navigate a website that may normally have been a burden. Often times, webpages that

are accessed through mobile devices are difficult to use because the site lacks the ability to

convert pages to a more mobile-friendly viewing capacity. In this assignment, I learned how to

modify webpages to be delivered in a mobile format.

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.

EDTECH 501:RSS Feeds

The task involving the RSS feeds was a completely new concept to me as I entered my

501 course. My first inclination of the RSS feed is that this will give students the opportunity to

save time in completing certain assignments. For example, if an assignment requires the

student to stay current on a topic, such as a presidential election, then the RSS feed will allow

them to see up to date information and posts regarding the election through these websites.

Instead of having students scour the internet for a related article, the RSS feed taught me that

by a simple click of a button, certain topics and trends can be followed. Therefore, it was a

systematic control, storage, and transfer of internet resources that allowed me to meet this

standard.

EDTECH 501:Zotero Library Assignment

Another assignment that helped me to understand the storage and accessibility of

internet data was the Zotero Library Assignment from 501. As the same with the RSS feeds

assignment, Zotero has grown from an amazing bibliographic tool for my students to one that I

cannot live without with my own research. Not only is Zotero easily plugged in to the internet

browser, but it also can create an automatic bibliography section for a paper. This, paired with
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the RSS feed, can save valuable time for students working on internet research assignments.

Through the systematic control, storage, and transfer of digital information through RSS feeds

and Zotero, this standard has been met through the artifact assignment dealing with the use of

the tool.

Standard 5: Evaluation: Evaluation is the process of determining the adequacy of instruction

and learning

The final standard set is arguably the most important aspect to understanding

educational technology. Without a clear form of evaluation to measure the success of

implementation, then truly the ability to integrate technology in the education system is

haphazard and disorganized. By having a comprehensible form of evaluating materials,

educational effectiveness can be calculated.

5.1 Problem Analysis: Problem analysis involves determining the nature and parameters of

the problem by using information-gathering and decision-making strategies.

EDTECH 503:ID Final Project - Creating a Prezi on a Historical Figure

The Instructional Design Project of 503 allowed me to look into the problem analysis

stage. I applied the instructional design process through a created assignment regarding

student creation of a Prezi presentation on a historical figure. Throughout this artifact, I learned

about the importance of instructional design as it applies to the creation of technological

lessons. A course, or lesson, that is poorly planned is often what leads to a lack of

understanding on the students perspective (Smith and Ragan, 2005 ). A well planned and

designed curriculum component is the structural backbone to any lesson outcome, and through

this artifact, that was the largest takeaway, and allowed me to meet this standard.
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5.2 Criterion-Reference Measurement: Criterion-referenced measurement involves

techniques for determining learner mastery of pre-specified content.

EDTECH 505:Evaluation of School Webpage

Through the EDTECH 505 class, the final evaluation project helped me to meet this

requirement. The standard states that it must be met through criterion-reference forms of

evaluation to measure the success, or lack thereof, of the lesson being applied. As I completed

an evaluation of the school's webpage, I used a simple form of feedback for the students,

faculty, administration, and parents. The evaluation asked them to rate their level of

understanding, approachability, and overall usefulness of the school's webpage. This gave me

an incredibly honest and straightforward set of criteria from which I could generate my results

for the report, but also use for my reflection and recommendation. Therefore, by using the

results from the measurements, I was able to fully evaluate the webpage from the point of view

of many stakeholders involved.

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.

EDTECH 505:Evaluation of School Webpage

Formative and summative assessments are critical to any lesson, as they provide a

guideline for moving through a unit, or lesson, of study. Through the EDTECH 505 Evaluation

Project, which serves as the best example of this, I was able to use both formative and

summative assessments to guide my final evaluation.

To do this, I constructed a survey to help guide my evaluation of the school's website. In

other words, I worked to identify areas of concern for the stakeholders involved. As the
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evaluation progressed, the stakeholders and I identified steps that could be taken to better the

target of the evaluation. At its conclusion, a final recommendation was made through the

summative processes that led to the actual changing of the website through the district

administrators. The importance of understanding if the evaluation meets the targeted goals of

the stakeholders is stressed through Smith and Ragan's text, and this must be included for a

successful evaluation (Smith and Ragan, 2005). By systematic use of both formative and

summative evaluations, the overall target of the project was created, and met the needs of the

stakeholders.

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.

EDTECH 501:School Evaluation Summary

By completing the Tech Trends Assignment for 501, I was able to dive into the

guidebook for designing technology plans. The guidebook called for districts to implement long-

range plans in a series of cycles, as new technology will constantly be changing the needs of the

district plan. Also, systematic training of staff needs to be implemented at a rate that is

consistent with the rapidly changing technologies. In other words, what this assignment taught

me was that while there are incredible needs for long-range planning when it comes to

technology, it needs to be a constant, on-going process to meet these demands.

Conclusion

Coming to the end of this program is a bittersweet experience. My knowledge and level

of comfort entering in to this degree program was quite naive in retrospect. I felt that this was
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something that would build upon my understanding of educational technology, but instead, it

completely shattered my belief that I knew everything about technological trends and tools. As

I have already applied many of these tools and experiences to my ownschool, I'm looking

forward to being a technology leader in not only my school, but also my district. I believe that

there are few degree programs where students can literally pull direct information and tools

that are immediately applicable to just about any educational situation. Without a doubt,

meeting these standards have made me a stronger teacher for the 21st century, makes me a

more valuable job candidate if the need arises, and has increased my awareness of the ever-

changing digital realm.


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Bibliography

Clark, R. & Mayer, R. (2003). E-Learning and the science of instruction : proven guidelines for

consumers and designers of multimedia learning. San Francisco, CA: Jossey-

Bass/Pfeiffer.

Graduate Students at Mississippi State University. (1996). Guidebook for developing an

effective instructional technology plan. Retrieved from:

http://www.nctp.com/downloads/guidebook.pdf

Lohr, L. (2003). Creating graphics for learning and performance: lessons in visual literacy.

Upper Saddle River, N.J.: Merrill.

Roblyer, M. & Doering, A. (2013). Integrating educational technology into teaching. Boston:

Pearson/Allyn and Bacon Publishers.

Ross, S. (2011). The Core of Netiquette. Albion. Retrieved from

http://www.albion.com/netiquette/introduction.html

See, J. (1992, May). Developing effective technology plans. The Computing Teacher, 19, (8).

Sheldon, L. (2012). The multiplayer classroom designing coursework as a game. Boston, MA:

Course Technology/Cengage Learning.

Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc.
http://www.nctp.com/downloads/guidebook.pdfhttp://www.nctp.com/downloads/guidebook.pdfhttp://www.nctp.com/downloads/guidebook.pdf

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